Basic 1 English Language Term 1 Week 12 Lesson Plan

Gather 10 objects that can be found in the classroom and lay them all out on the desk. Show them all to the students and then cover everything with a blanket or a sheet after one minute. Ask learners to write down as many items they remember on a piece of paper.

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. Have learners draw members of their nuclear family. Through think-pair-share strategy, let learners show and talk about their family members in pairs, smaller groups and as a class. Use probing questions to have learners talk more about their family members. e.g. i. Who is this one? ii. why did you draw him or her first? Encourage shy learners to speak.

Give learners task to complete while you go round the class to support those who might need extra help. Have learners to read and spell some of the keywords in the lesson

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.

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. Have learners go over the sight words they have learnt during the period. let learners echo-read simple texts. Let learners play vocabulary games for vocabulary consolidation, e.g. Lucky Dip game, Pick and Say, Word Hunt. Using word and sentence cards, have learners make simple meaningful sentences with the sight words.

Give learners task to complete while you go round the class to support those who might need extra help. Have learners to read and spell some of the keywords in the lesson

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 observe themselves in the hand mirror and select respectful words from the printed self-description word cards. They orally compose two or three sentences about their name, age and visible features. Learners write the sentences in exercise books with pencils and read them to a partner for a clarity check.

Give learners task to complete while you go round the class to support those who might need extra help. Have learners to read and spell some of the keywords in the lesson

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.

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. Using word and sentence cards, & GRAMMAR USAGE (Spelling) Provide a passage with blank spaces and help learners to fill in the gaps or spaces with familiar two or three letter words.

Give learners task to complete while you go round the class to support those who might need extra help. Have learners to read and spell some of the keywords in the lesson

Have a variety of age appropriate books for learners to make a choice from.

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 book tease or book talk, introduce the reading/ library time. Introduce picture or wordless books, pop-up and flip-the-page texts to learners. Using word and sentence cards, encourage them to read individually and in pairs, and provide support and encouragement.

Have learners to read and spell the key words on the board Learners to draw parts of the story they read