Basic 6 English Language Term 1 Week 1 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

Display the printed song or rhyme cards for learners to follow, then let groups keep the beat with the locally made drum and calabash rattle as they sing or recite. Engage learners to sing some familiar songs from their cultural background. write lines of songs on chalk board and have learners read through the lines. Demonstrate singing of the songs as learners listen attentively. Guide learners to sing songs with stress and rhythm by clapping. Invite learners to sing individually and in groups.

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. Use word games to introduce words with ending sounds like "sure" as in measure; "ture" as in creature and "tch" as in Stretch. Guide learners to play the Pick and Read game to practice reading the target words. Using word and sentence cards and a worksheet or their exercise books, put learners in groups to write sentences with the target words and read out the sentences to the class.

Summarize the important points in the lesson with learners.

Ask pupils to give examples of words to describe people. (Example answers: tall, friendly, funny, smart, handsome) The words that we use to describe people are called adjectives. Share performance indicators and introduce the lesson.

Learners study the printed Ghanaian weather photographs and printed local road-condition photographs and describe the conditions they show. They match suitable printed noun-phrase cards such as a sunny day or a muddy road to each photograph. In pairs, learners form further noun phrases and use them in clear spoken sentences about familiar conditions.

Learners are guided to summarize the lesson through questions and answers.

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 copy and arrange examples from the printed alphabet or word cards, then practise the target writing neatly in their exercise books with pencils. Have learners select sentences from their readers. as learners observe, demonstrate the activity by writing the sentences in joint script on the board. Let individual learners read out the sentences. Let learners copy the sentences into their exercise books. Have pupils share their work with their partners.

Summarize the important points in the lesson with learners.

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 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. In a guided composition, ask individual learners to write a formal letter each on a given topic, paying attention to correct use of capital letters, the full stop, comma, question mark, exclamation mark, quotation marks, apostrophe, hyphen etc. Engage learners in the “popcorn reading” game. 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. Have learners read books of their choice independently during the library period. Let learners write a one-page critical commentary based on the books read. Invite individuals to present their work to the class for feedback. Encourage them to visit the local library to read and borrow books Assessment • Learners think-pair-share their stories with peers. • ask each learner to write a-two-paragraph summary of the book read.

Summarize the important points in the lesson with learners.