Basic 5 English Language Term 1 Week 5 Lesson Plan

Write a simple word vertically on the board . E.g. P E N Invite learners to come up with a word starting with each letter of the vertical word.

Read the Ghanaian picture storybook aloud; learners arrange the printed story-sequence cards and use the locally made puppets to retell the story. Tell a story using the appropriate procedure or stages. With examples, guide learners to identify the beginning, middle and ending. Invite learners to retell story sequentially Have learners take turns to comment on the story

Give learners task to complete whiles you go round to guide those who don’t understand. Give remedial learning to those who special help.

Have learners recite familiar rhymes. ONCE I CAUGHT A FISH ALIVE One, two, three, four, five Once I caught a fish alive Six, seven, eight, nine, ten Then I let it go again Why did you let it go? Because it bit my finger so Which finger did it bite? This little finger on my right

Learners name the familiar Ghanaian objects in the printed pictures, match their sounds or meanings to the printed word cards, and build further examples on the chalkboard with chalk. Let learners pick partners, think- pair-share use their rhyming words in meaningful sentences. introduce words that contain the target diphthongs, one at a time, by writing examples on the board e.g. /eƱ/ - go, no, boat, load etc. /aƱ/ - how, fowl etc. Learners read and identify the common sound in the words. and word and sentence cards, in groups learners make a list of words containing diphthongs and use some in sentences e.g. she says today is pay day.

Give learners task to complete whiles you go round to guide those who don’t understand. Give remedial learning to those who special help.

Have learners sing songs and recite familiar rhymes MINGLE MINGLE •Mingle, mingle – mingle 2x Two mingle (2 come together) •Mingle, mingle – mingle 2x Three mingle (3 come together) •Mingle, mingle – mingle 2x four mingle (4 come together)

Learners use the locally made puppets as speakers and referents, replace their names with words from the printed pronoun cards, and write correct examples on the chalkboard with chalk. Introduce indefinite pronouns with examples in sentences. Discuss the indefinite pronouns with learners. Using word and sentence cards, provide a passage and group learners to identify indefinite pronouns, and use the pronouns identified in sentences. Repeat the procedure to teach possessive pronouns

Give learners task to complete whiles you go round to guide those who don’t understand. Give remedial learning to those who special help.

Put learners into two groups. Call out some vocabulary and let them search the dictionary for their meanings. The group to read first wins.

Learners examine how the Ghanaian storybook is organised, use the printed local-scene photograph as a story prompt, and draft their own narrative in exercise books with pencils. Revise the stages of the writing process with learners. E.g. prewriting, writing, revising, editing and publishing. guide learners through the process to write about real or imagined experiences or events. E.g. personal narrative Discuss personal narrative with learners

Give learners task to complete whiles you go round to guide those who don’t understand. Give remedial learning to those who special help.

Have learners sing songs and recite familiar rhymes WE ARE GOING •We are going 2X •We are going to the train station •The train is coming lalalala push push 2x •Chukuchaka 2x push push 2x

Learners identify action or modifying words in the Ghanaian storybook, interpret the printed action-picture cards, and complete the printed sentence cards with suitable forms. & GRAMMAR USAGE (Using Action Words Pg.143) Distribute a sample story and let learners identify the simple past verbs to observe how they are used in sentences. working in pairs, learners write their own story using the simple past. Guide learners to do their own editing paying attention to the correct use of the simple past. Follow the same procedure to guide learners to identify uses of the present perfect tense. Have learners compare how the two tenses are different.

Give learners task to complete whiles you go round to guide those who don’t understand. Give remedial learning to those who special help.