Basic 6 English Language Term 1 Week 9 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 study the printed photographs of familiar Ghanaian settings, select suitable expressions from the printed dialogue cards, and use the locally made role-play props to practise the conversation. Guide learners through discussion to identify some stories/scenes, events etc. Discuss the plot of the chosen story i.e. events at the beginning, middle, and ending. Have learners prepare and dramatize/role-play whole/parts of stories/scene, events). Ensure the role- play/dramatization depicts selected theme. Using word and sentence cards, ensure appropriate vocabulary use as well as correct pronunciation.

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 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. think of a word and write the number of letters on the board using dashes to show how many letters there are. Example: E L E P H A N T __ __ __ __ __ __ __ __ __ Then, ask learners to suggest a letter. If it appears in the word, write it in all of the correct spaces. if the letter does not appear in the word, write it off to the side and begin drawing the image of a hanging man. Continue this until learners guess the word correctly. assessment: Let learners build a portfolio on vocabulary and use them 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 identify actions in the printed action-picture cards, complete the printed sentence cards with suitable verbs or modifiers, and share correct examples on the chalkboard with chalk. Irregular verbs don’t follow the typical verb conjugation pattern, such as leaving the verb intact while adding an “ed” or “ing”. Using word and sentence cards, example: Base form Past form Eat Ate See saw Go went Grow Grew Encourage learners to use verbs in sentences E.g.: I asked my friend to read the story. assessment: Learners to use irregular forms of verbs to describe how they celebrated the Christmas holidays.

Learners are guided to summarize the lesson through questions and answers.

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. Have learners select a topic of their choice on national issues and issues from different learning areas. e.g. how can we eradicate corruption in the country? Guide learners to brainstorm and generate ideas. write ideas on the board for further elaboration. assessment: Have learners organize their ideas to write their first draft.

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 find position words in the Ghanaian storybook, then place the calabash in different positions around the woven basket and describe each position in a complete sentence. Revise prepositions such as those that convey meanings of position, time, direction, possession and comparison. Write examples of sentences to illustrate this. Have learners identify common prepositions (on, in, near, under) in sentences. Let them use these prepositions in sentences. 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?