Basic 5 English Language Term 1 Week 9 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 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. Lead learners to select a familiar story for dramatization. Ask questions to review the story. Assign groups to prepare (share roles, select costume and rehearse) and dramatize the story using improvised lines. Assessment: Invite groups to perform for the class to critique their performances.

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.

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. Choose and read an age-appropriate story to the class. Have learners talk about the story. Let them identify unfamiliar vocabulary and find their meanings in context. Guide learners to choose books from the school library. Using word and sentence cards, encourage individual learners to read their selected story books 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?

Write down a couple of words on cards. Make sure learners are familiar with the words. Divide the class in to groups. One person from each group comes up in front to pick and act the word. The group to get the highest score wins! 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. We use the simple present tense with the verbs “love”, “enjoy”, “like” to express likes and “hate” to express dislikes. Introduce the simple present form of verbs in sentences to express needs/preferences. e.g. – I love to watch this movie. − I need new clothes. − I like playing football more than volleyball. -We hate to see people without manners. and word and sentence cards, let learners use simple present form of verbs in sentences to express needs and preferences

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 examine how the Ghanaian storybook is organised, use the printed local-scene photograph as a story prompt, and draft their own narrative in exercise books with pencils. Revise the stages of the writing process Have learners follow the writing process to create their own pieces on a given topic. Learners present their work for editing. have pupils publish their works on the notice board.

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 read selected lines from the Ghanaian storybook, identify or correct the target convention on the printed sentence cards, and practise the corrected forms in exercise books with pencils. Using word and sentence cards, use prepositions in sentences to convey the following meanings: − Position e.g. on − Direction e.g. to − Time e.g. at − Purpose e.g. for − Possession e.g. for − Comparison e.g. taller than − Support or opposition e.g. for you, against you 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. assessment Ask learners to write a-three-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?