Basic 5 English Language Term 1 Week 12 Lesson Plan

Put learners into two groups. Call out some vocabulary and let them search the dictionary for their meanings. The group to read first wins. • Did you enjoy the game? • What new words have you learn? • Form two sentences with your new words. Share performance indicators and introduce the lesson

Learners select one printed photograph of Ghanaian community life, plan with the printed presentation cue cards, and place key vocabulary on the chalkboard with chalk before presenting. Using word and sentence cards and a suitable text, passage, or book extract, have learners listen to audio recordings of speeches or listen to news read in English. Learners listen to the speech in meaningful bits to guide them identify appropriate expressions as well as identify what a good pace is. In groups learners pick topics for their speeches. They prepare and deliver in turns. Let them deliver the speeches in about five (5) minutes each. put learners in groups to plan a parallel speech and present to the class.

Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson. Take feedback from learners and summarize the lesson.

Put learners into two groups. Call out some vocabulary and let them search the dictionary for their meanings. The group to read first wins. • Did you enjoy the game? • What new words have you learn? • Form two sentences with your new words. Share performance indicators and introduce the lesson

Learners read the Ghanaian storybook and the printed passage about a Ghanaian community, then record the target ideas or reading responses in exercise books with pencils. Using word and sentence cards, use the three-stage approach to a comprehension lesson and have learners prepare and read the text with purpose and understanding. Use different strategies to assist learners to come up with meaning of a text ,e.g. The Herringbone, KWL etc.

Ask learners to do the following by ways of reflecting on the lesson: 1. Tell the class what you learnt during the lesson. 2. Tell the class how you will use the knowledge they acquire during the lesson. 3. Which aspects of the lesson did you not understand?

Write down a couple of words on cards. Make sure learners are familiar with the words. Divide the class in to groups. One person from each group comes up in front to pick and act the word. The group to get the highest score wins! Share performance indicators and introduce the lesson.

Learners inspect and rearrange the printed sentence cards, discuss the target language feature on the chalkboard with chalk, and practise their own examples in exercise books with pencils. Auxiliary verbs are used before infinitives to add a different meaning. Examples are; can, could, would, should, ought to, will, shall, may, might and must ought to and must Use ought to to make strong suggestions and talk about someone’s duty. E.g. I ought to get more physical exercise. Use must to talk about things that you have to do. E.g. I must mail this letter today. illicit the modals in speech and let learners practice as well. Using word and sentence cards, with examples, assist learners to use the modals in sentences to convey specific meanings

Ask learners to do the following by ways of reflecting on the lesson: 1. Tell the class what you learnt during the lesson. 2. Tell the class how you will use the knowledge they acquire during the lesson. 3. Which aspects of the lesson did you not understand?

Have learners recite familiar rhymes. • Would you love to sing more songs? • What words did you hear in the song? • Write some of the words you heard. Share the performance indicators and introduce the lesson.

Learners examine the structure of a report in the Ghanaian newspaper, use the printed local-news photographs to select an event, and draft their own short news report in exercise books with pencils. Let learners study the Ghanaian newspaper and printed local-news photographs, then write a short news report about what they observe. Put learners into groups. let them brainstorm and write about events of the day. Each group chooses an interesting event and writes the news to broadcast to the class. Let each group choose one person to present the news. Have learners read their finished work aloud to the class. Help learners to organize a radio or talk show

Ask learners to do the following by ways of reflecting on the lesson: 1. Tell the class what you learnt during the lesson. 2. Tell the class how you will use the knowledge they acquire during the lesson. 3. Which aspects of the lesson did you not understand?

Review some adjectives with learners. Do an action for slow. Ask: What word is this? Pupils guess: slow. Do an action for loud. Ask: What word is this? Pupils guess: loud. Do an action for happy. Ask: What word is this? Pupils guess: happy Share performance indicators and introduce the lesson.

Learners read selected lines from the Ghanaian storybook, identify or correct the target convention on the printed sentence cards, and practise the corrected forms in exercise books with pencils. Review the use of coordinators in sentences. Learners write examples of sentences containing coordinates. Let them write sentences demonstrating their knowledge in subject and predicate. learners in groups write a narrative exhibiting their knowledge of subject and predicate in compound sentences. Guide them to edit their work and encourage them to share the final products with the class. Engage learners in the “popcorn reading” game The rules are simple: One student starts reading aloud and then calls out "popcorn" when they finish. This prompts the next student to pick up where the previous one left off. Guide learners to choose and read independently books of their choice during the library period. assessment Ask learners to write a-three-paragraph summary of the book read.

Ask learners to do the following by ways of reflecting on the lesson: 1. Tell the class what you learnt during the lesson. 2. Tell the class how you will use the knowledge they acquire during the lesson. 3. Which aspects of the lesson did you not understand?