Basic 3 English Language Term 1 Week 12 Lesson Plan

Select 10 words and write them two different times on word cards. Place all the cards face down on the floor. Learners will then flip over two at a time and say each word, if the words match the learner gets to keep the cards. • Did you enjoy the game? • What words did you hear in the game? • Make a list of ten words you heard. Share performance indicators with learners and introduce the lesson.

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. Discuss important people (e.g. teachers, footballers, farmer, police officer, etc.) in learners’ community and what made them important. Ask learners to prepare presentations on what they would like to be important for and why. have learners present their work logically.

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?

Engage learners to sing familiar rhymes. Ask learners; • Whether they enjoyed singing the songs? • What words did you hear in the songs? • Are these words food, animals, objects? Share performance indicators with learners and introduce the lesson.

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. Revise the knowledge of sight words through games. Have learners identify sight words in texts using games such as Fishing and Lucky Dip. Using word and sentence cards, let learners use the sight words to construct 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?

Engage learners to sing familiar songs. E.g. Five little ducks Ask learners; • Whether they enjoyed singing the song? • What words did you hear in the song? • Are these words food, animals, objects? Share performance indicators with learners and introduce the lesson.

Learners choose one of the printed Ghanaian news photographs and use the printed presentation cue cards to plan a short report with a clear opening, ordered facts and closing. Groups rehearse pace, stress and expression. Each learner presents the report with the improvised cardboard microphone and improves it after peer feedback.

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?

Review some adjectives with learners. Do an action for slow. Ask: What word is this? Pupils guess: slow. Do an action for loud. Ask: What word is this? Pupils guess: loud. Do an action for happy. Ask: What word is this? Pupils guess: happy Share performance indicators and introduce the lesson.

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, have learners play the Pick and Spell game to spell phonically irregular words. e. g. enough, answer, because, bought. Dictate the words for learners to spell. have learners use these words in oral and written sentences. Provide sentences with blank spaces for learners to fill in the blanks using the words they have learnt to spell. E.g. bought, answer, because, etc. i. I drink ------- water. ii. Your ................. is wrong. iii. I miss the class..................... I was late. iv. My father ................... chocolate.

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?

Engage learners to sing familiar songs. E.g. Five little ducks Ask learners; • Whether they enjoyed singing the song? • What words did you hear in the song? • Are these words food, animals, objects? Share performance indicators with learners and introduce the lesson.

Learners read a suitable report in the Ghanaian newspaper, sort the printed main-idea cards from supporting details, and write a concise summary in exercise books with pencils. Using book tease or book talk, introduce the reading/ library time. Have a variety of age appropriate books for learners to make a choice from. Introduce picture or wordless books, pop-up and flip-the- page texts to learners. Encourage them to read individually and in pairs, and provide support and encouragement. Assessment Using think-pair-share, learners retell their story books to their partners. have learners draw parts of the story they read. Let learners summarize the books they read to the whole class

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.