Basic 6 English Language Term 1 Week 5 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

Read the Ghanaian picture storybook aloud; learners arrange the printed story-sequence cards and use the locally made puppets to retell the story. Have the learners recall one or two stories read/heard. Using word and sentence cards, tell or read a story to learners. Invite individuals to retell the story sequentially using story map/herringbone strategy. Lead the class to discuss the story and guide them to relate the story to their personal experiences

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?

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 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. In a discussion have learners talk about diphthongs. Using word and sentence cards, give several examples and elicit examples from them. /iǝ/ - fear, ear, near, clear /eǝ/ - prepare, there, stairs /Ʊǝ/ - pure, secure Have learners use words with diphthongs in meaningful sentences.

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?

Ask pupils to give examples of words to describe people. (Example answers: tall, friendly, funny, smart, handsome) The words that we use to describe people are called adjectives. Share performance indicators and introduce the lesson.

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 reflexive pronouns with examples in sentences. Discuss the reflexive pronouns with learners. Using word and sentence cards, provide a passage and group learners to identify reflexive pronouns, and use the pronouns identified in sentences. Repeat the procedure to teach relative and reciprocal pronouns

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 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. Using word and sentence cards, have learners review their first draft by reading it slowly and critically several times to identify words/expressions that need to be cancelled. let learners read their partners’ draft and offer suggestions. Encourage learners to make as many changes as are necessary to improve their drafts. Have learners make a clean draft for publishing.

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 identify action or modifying words in the Ghanaian storybook, interpret the printed action-picture cards, and complete the printed sentence cards with suitable forms. Distribute copies of a sample story and let them identify the simple past verbs, how they are used in sentences and identify modals used. Use this as a guide to let learners write a story using the simple past. Learners in pairs write their own stories making sure they use both tense forms. Prepare a grid containing all that could be needed to guide the pairs to do their own editing paying attention to the correct use both tense. Engage learners in the “popcorn reading” game. 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. Have learners read books of their choice independently during the library period. Let learners write a one-page critical commentary based on the books read. Invite individuals to present their work to the class for feedback. Encourage them to visit the local library to read and borrow books Assessment • Learners think-pair-share their stories with peers. • ask each learner to write a-two-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?