Basic 8 English Language Term 1 Week 4 Lesson Plan

Ask learners to think about a special occasion or special event that you went to. - What was good about it? - Why did you like it? Have learners raise their hand to answer.

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. assessment In pairs, let learners practice telling their story to their partners

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.

Elicit prior knowledge of learners and engage interest in the topic by asking learners questions such as:

Learners read the printed passage about a Ghanaian community in short sections, sketch or note their mental image in exercise books with pencils, and compare it with the printed local-scene photograph while checking understanding. Learners are engaged in narrative texts to create mental pictures to aid understanding. Have learners to read fluently to build confidence. assessment Write a sample passage on the board. Let learners use mental visualization strategies to interpret texts Engage learners Categorize plural noun forms (emphasis on irregular nouns) in passages E.g. mouse – mice, child – children, sheep – sheep, half – halves. Guide learners to use defining and non-defining relative clauses to expand sentences.

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.

Elicit prior knowledge of learners and engage interest in the topic by asking learners questions such as:

Learners name and classify the calabash and woven basket, then use the printed noun cards to construct sentences about these familiar objects. Let learners construct sentences using noun types. Engage learners Categorize plural noun forms (emphasis on irregular nouns) in passages E.g. mouse – mice, child – children, sheep – sheep, half – halves. Use plural noun forms in paragraphs. Identify and use plural forms of compound nouns correctly in a variety of communication. assessment In pairs, have learners to read passages and underline all the nouns in the passage.

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.

Ask learners to think about a special occasion or special event that you went to. - What was good about it? - Why did you like it? Have learners raise their hand to answer.

Learners arrange and discuss the printed model paragraph cards, then plan and write their own connected text in exercise books with pencils. Write them down in the correct column. Try to remember as much as you can. don’t write sentences; just write words and ideas. Let learners construct sentences using noun types. Guide learners to use logical connectors to create a cohesive paragraph. Have learners use repetition of words, synonyms and antonyms to create a cohesive paragraph (i.e. a paragraph with links that hold it together and give it meaning).

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.

Ask learners to think about a special occasion or special event that you went to. - What was good about it? - Why did you like it? Have learners raise their hand to answer.

Display the printed poem by a Ghanaian writer for shared reading; learners mark its features on the chalkboard with chalk and use the locally made drum to keep its rhythm during recitation. Guide learners to Identify noun types (common, proper, countable and uncountable, concrete) from passages. Using word and sentence cards, let learners construct sentences using noun types. Guide learners to identify and recognize the types of poems (sonnet, acrostic, haiku etc.). Have learners compose different types of poems (sonnet, acrostic, haiku etc.).

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.