Basic 4 English Language Term 1 Week 8 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 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. Demonstrate awareness of the differences between spoken and written forms of language e.g. simple and complex sentence structures Model reading aloud a level-appropriate story or a paragraph with good pace, stress or intonation. Read the same story or text aloud with poor pace, stress and intonation. Put learners into groups to analyze the types of reading and identify which one conveys meaning and why. Have learners practice reading the story with good pace, stress and intonation.

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?

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. Guide learners to play games like “Tapping Out” to bring out the single-syllable words. Using word and sentence cards, demonstrate blending by sounding out letters separately and blending/bringing them together into syllables and words. e.g. p-l-o-t = plot, b-l-a-c-k = black g-r-o-w = grow Have learners identify words containing particular blends e.g. bl, br, cr, cl, gr, gl

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 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. Using word and sentence cards, through discussion and examples help learners to realize rules that govern sentence formation: - A Singular subject goes with singular verb. e. g. The boy is in the room. - A Plural subject goes with a plural verb. e. g. The girls are happy. - Collective nouns take singular verb. e. g. The team is playing tomorrow. Assessment: Provide sentences for groups to identify the subjects and verbs. have learners write their own sentences to be presented to the class.

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 identify the parts of the printed sample letter set in Ghana, then plan and draft their own letters in exercise books with pencils. present samples of friendly letters to learners. Using word and sentence cards, let learners read samples in groups and identify important features of friendly letters. Discuss these features with learners. Each group writes a friendly letter (about their personal experiences) showing the important features.

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 play the “Tapping Out” Game. Spread your fingers apart as learners do same. Each finger represents a letter sound of single-syllable words. Turn your back to the class and raise your right hand. Raise the index finger straight as learners watch. Bring the index finger down to meet the thumb as you make the sound. Use fingers to demonstrate blending.

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. a preposition is a word, which shows the relationship between one object and the other. Write examples of sentences to illustrate this. e.g. i. The book is on the desk ii. Keep this book in your desk. iii. students should put their bags under their desk 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 The rules are simple: 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. Guide learners to choose and read independently books of their choice during the library period. Learners think-pair-share their stories with peers. assessment Learners 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?