Basic 3 English Language Term 1 Week 3 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.

Read the Ghanaian picture storybook aloud; learners arrange the printed story-sequence cards and use the locally made puppets to retell the story. Using word and sentence cards, select a suitable story to tell or read to the class. e.g. Ananse and the family. Let learners tell their favorite parts of the story. Have learners respond to the story by asking and answering relevant questions to enhance comprehension.

Ask learners to tell you what they have learnt and what they will like to learn in the next lesson Take feedback from what have learnt and summarize the lesson. Next lesson: share facts from information texts heard with a partner, groups or the teacher.

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 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. Using word and sentence cards and a suitable text, passage, or book extract, introduce learners to simple word formation by changing the beginning letter. e.g. pin, sin, fin Have learners build on these rhyming endings and read out the words to their group members. Have learners form sentences with these rhyming words.

Ask learners to tell you what they have learnt and what they will like to learn in the next lesson Take feedback from what have learnt and summarize the lesson. Next lesson: use diphthongs to build words.

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 copy and arrange examples from the printed alphabet or word cards, then practise the target writing neatly in their exercise books with pencils. lead the class to make a list of objects found in a given thematic area. e.g. The Bus Stop. Let groups and pairs make similar lists from self-chosen or given areas. Using word and sentence cards, they may use invented spelling initially. Guide learners to edit and self-correct the errors before presenting their work to the class. They may use children’s pictures, dictionaries and other sources

Summarize the important points in the lesson with learners. Next lesson: write simple sentences to express personal opinions about favorite characters in texts

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. Provide a short passage of about four sentences. Using word and sentence cards, pair learners place a full stop at the end of each sentence. Introduce full stops in initials and abbreviations. e.g. Mr. Badu - Mister Badu, A. O. boateng – Adom Opoku Boateng Provide opportunities for learners to practice using full stops in initials of their names, and abbreviations.

Give learners a text with names of particular places and days of the week, beginning with small letters. Next lesson: use full stops in initials and abbreviations.

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.