Basic 2 English Language Term 1 Week 9 Lesson Plan

Engage learners to play some phonic games. Example: Write or print vocabulary words on cards with numbers on them. Paste these cards randomly on the classroom wall. Put learners in groups and ask them to make a list of the words. The group with the most words wins.

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. Revise Yes/No questions and have learners answer some such question Ask Wh questions and have learners answer them. Using word and sentence cards, ask them to say what is common to all the questions introduced by Wh words (what? when? why? how?). e.g. Why did you eat her food? Guide learners to use appropriate pronunciation and intonation in asking and answering simple Wh – questions in pairs. One asks a Wh question and the other answers. They then reverse roles. let learners write out simple Wh – questions on their own.

Have learners to use new words learnt in conversation. Give learners task to answer Wh-questions in their workbooks. If possible, mark learners work and give them feedback where necessary.

Engage learners to play “Get Out Of The Wagon” game. Three words are placed in a wagon/table. Example: cake rake king The child determines which word doesn’t rhymes and tells it to ‘get out of the wagon’

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 a variety of age appropriate books for learners to make a choice from. Using word and sentence cards, learners to read level appropriate texts independently, with minimal support from peers or teacher. Encourage them to ask and answer factual and inferential questions about the texts to enhance comprehension. Provide feedback to learners where necessary.

Ask learners to tell you what they have learnt and what they will like to learn in the next lesson. Have learners to read and spell the key words on the board

Engage learners to sing songs and recite rhymes Round and Round the Garden Round and round the garden Like a teddy bear. One step. Two step, Tickle you under there.

Learners arrange and discuss the printed model paragraph cards, then plan and write their own connected text in exercise books with pencils. and pencils, chalk, or markers, write selected topics on the board, e.g. “Myself”. Teacher and learners brainstorm to generate ideas about the topic. Put learners in groups and ask leading questions to guide them develop the ideas generated into one or two paragraphs.

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

Teacher calls out different actions for learners to act. Student have to mimic the action continuously without breaking. After a while teacher speeds up the tempo. For example: jumping, stamping of feet, crazy dance, etc.

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. GRAMMAR USAGE (Using Simple Sentences. Page 67) Use context to help learners identify the structure of simple sentences. Yaw came. (Name) + (Doing word) Musa ate. Using word and sentence cards, let learners construct simple sentences verbally. and a worksheet or their exercise books, write simple sentences on the board for learners determine its component. Example: Joe waited for the train. “Joe”= subject “waited”=verb

Ask learners to tell you what they have learnt and what they will like to learn in the next lesson. Have learners to read and spell the key words on the board

Have a variety of age and level- appropriate books for learners to make a choice. Guide learners to select books.

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 Author’s chair to introduce the reading/ library time. Introduce narratives, pop-up and flip- the-page texts to learners. Introduce e-books to learners, if available.

Call learners in turns to tell the whole class what they read. Let Learners draw parts of the story they read