ESSENTIAL

English
Primary 2
Teacher’s Guide

Comfort Dorvlo • Regina Ankama

NNF Esquire Limited
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Contents
Introduction i
Rationale i
Instructional expectations ix
Structure of the learner’s Book (1–3) x
Teacher assessment rubrics xii
Scope and sequence xv
Unit 1: The importance of family members 1
Workbook answers 7
Unit 2: Domestic animals have a lot of uses 9
Workbook answers 14
Unit 3: It pays to visit places 16
Workbook answers 22
Unit 4: The relevance of places and things at home 28
Revision 1 29
Workbook answers 30
Unit 5: Malaria awareness 32
Workbook answers 38
Unit 6: The disease called malaria 39
Workbook answers 45
Unit 7: Healthy living 47
Workbook answers 53
Unit 8: Promoting babies health is important 54
Revision 2 60
Workbook answers 61
Unit 9: Balanced meal 62
Workbook answers 68
Unit 10: Keep fit activities 69
Workbook answers 74
Unit 11: Entertainment 75
Workbook answers 81
Unit 12: Festivals 82
Revision 3 88
Workbook answers 89
Unit 13: Doing things at home 90
Workbook answers 96
Unit 14: Going on an excursion 97
Workbook answers 103

iii
Contents
Unit 15: Describing places 104
Workbook answers 109
Unit 16: Special days 110
Revision 4 115
Workbook answers 116
Unit 17: Honesty 117
Workbook answers 145
Unit 18: Care for school property 123
Workbook answers 130
Unit 19: Safety first 131
Workbook answers 137
Unit 20: Observing personal safety in the community 161
Revision 5 145
Workbook answers 146
Unit 21: A visit to the shop 148
Workbook answers 154
Unit 22: Bush burning 156
Workbook answers 163
Unit 23: Destroying our forests 164
Workbook answers 171
Unit 24: Electric energy 172
Revision 6 179
Workbook answers 180
Unit 25: The use of ICT-computers 181
Workbook answers 187
Unit 26: Being a good citizen 188
Workbook answers 194
Unit 27: Good behaviour leads to honour 196
Workbook answers 202
Unit 28: Good cultural practices 203
Workbook answers 209
Unit 29: Communal labour 210
Workbook answers 217
Unit 30: Good manners 218
Revision 7 225
Workbook answers 226

iv ENGLISH
Introduction
Rationale
Language is used to express meaning and culture from one generation to another. Language
also serves as a vehicle for reflecting changes that occur in society. The influx of rapid
technology in our society coupled with globalisation, has made English the most widely used
language in the world. In Ghana, English plays an important role in national life. It is used
as the official language as well as the language across the curriculum. The study of this
language as the second language of the nation, aims at equipping the learners with vital
effective communication skills. They become members of the international community who
understand, respect and appreciate values incorporated in their language and culture as well
as that of other societies.
However, it must be noted that learning a language that is different from one’s mother
tongue is difficult. Here, Essential English for primary schools comes in handy as a pillar of
support. It is a set of six books for primary one to six. Each grade level has a learner’s book,
accompanied with a workbook and a teacher’s guide. The content of the learner’s books is
presented in four sections, with the sections designed to cater for the four basic language
skills, namely, listening, speaking, reading, and writing skills.

Learner's Book
This thirty-unit Learner's Book is packed with a variety of activities and exercises to help
learners explore and develop the cognitive, psychomotor and affective domains as well as
acquire the basic language skills. Bearing in mind that learners go through development
stages as they learn language and that they develop language at their own pace, the
activities are designed and graded to meet the learning style and needs of each child as
well as to make learning fun for the young learners. In addition to the activities, the Learners’
Book contains other vital items such as:

a. Learning Outcome – This refers to the

unit objectives that are shared with the
learners at the beginning of the unit to
enable them to know what the unit entails.

b. Unit Summary – This serves as a

reflection on all that has been learnt in the
unit in question.

Introduction v
c. Picture(s) – This refers to the picture(s)
that are related to what learners will learn
in each section.

d. Keywords – These are important words

that learners will come across in the unit
and need to learn. Teachers are free to
add to the number.

e. Fun Fact – Interesting facts that learners

should add to their knowledge.

f. Check in – Questions that help learners

to think about (reflect on) what they have
learnt that far.

g. Reading tip – Tips to help learners read

better.

h. Listening tip – Tips that teach learners

how to develop good listening skills.

i. Discover more – Useful websites

that help to integrate technology into
the learning to enhance deep and
independent learning through giving
learners an opportunity to have additional
practice of a learning experience.
Teachers or learners can scan the QR
code with their phone’s camera and click
on a link that will appear.
j. Homework – Activities that help learners
to practise what they have learnt at school
in their home environments.

vi ENGLISH
k. Revision – Exercises that help check
learners’ understanding of a number of
units.

l. Glossary – Keywords and their meanings

as used in the individual passages. They
are at the end of the book.

Workbook
The Workbook is also a thirty-unit task-oriented curriculum material that is designed to give
learners additional practice in each section of a unit. Teachers are expected to refer learners
to appropriate pages of the Workbook (indicated in the Teachers’ Guide) for additional
practice.

Teacher’s Guide
It is a curriculum material that suggests the creative pedagogical approaches, strategies and
methods that can promote learners’ learning. It is based on the Learner's Book.
The contents of the Teacher’s Guide includes:
a. Unit Overview:
This is a summary of all what a unit is about. It gives the teacher the opportunity to
know what to expect in a unit. The unit overview talks about what each section of the
unit is about.
b. Learning Outcomes:
This refers to unit objectives that teachers should aim to achieve at the end of the unit.
c. Section Heading:
This shows which of the four sections is being considered at a particular time. The
sections are: A. Oral language, B. Reading, C. Vocabulary, and D. Writing. The topic to
be treated under the section is also indicated.
d. Core Competencies:
All the core competencies (e.g. Communication and Collaboration, Creativity and
Innovation, etc.) that the section is supposed to develop through treating the target topic
are stated here. Teachers are free to add to the number.
e. Teaching Strategies:
These are strategies used to manage the classroom for effective teaching and learning
to take place. Group work, pair work, demonstration, questioning, etc. are examples of
strategies suggested in the Teacher’s Guide.

Introduction vii
f. Teaching/Learning Resources:
These are suggested resources for teaching the lessons. Teachers are free to add to the
number.
g. Preparation Before Class:
Teachers are expected to prepare all their resources before going to class. As part of the
preparation, you can search the internet for a piece of information, learn to perform a
particular activity, train some learners for a demonstration, etc.
h. Teaching/Learning Activities:
These are the activities that teachers and the learners are expected to undertake to
enable effective teaching and learning to take place.
Note:
Where a section has more activities, the teacher can decide to teach it in more than one
lesson, depending on the abilities of the learners.
i. Assessment:
The assessment is part of the second phase of the lesson. Teachers are supposed to
vary the questions to cater for the various domains (levels) of Bloom’s Taxonomy. The
tasks should vary from level 1 recall tasks to level 4 tasks like analyse, create, evaluate,
etc.
j. Reflection:
Here, activities for reflecting upon the activities carried out in the lesson. It can be in the
form of games, presentations, etc.
k. Answers:
The Teacher’s Guide contains answers to all the assessment tasks in the Learner’s
Book, and the Workbook as well as the revision exercises.
l. Additional Practice:
The Teacher’s Guide refers teachers to pages in the Workbook where learners can have
additional practice of the concept learnt. Teachers must cross-check each page before
referring learners to it.
m. Homework: Occasionally, the Teacher's Guide directs teachers to a task that should be
given to learners as a homework task.
n. Extension of Assessment:
The guide sometimes differentiates tasks by suggesting what high or low achievers
should do.

viii ENGLISH
Instructional Expectations
Teachers are expected to use scaffolding and differentiation by tasks, by support and
by outcome (refer to curriculum page xvi) to ensure no learner is left out when using the
Essential English books.
The Teacher's Guide offers essential participatory experience that should enable learners
to progress seamlessly from one phase to another. Learner-centred pedagogy is key to
the approaches suggested in the Teacher’s Guide. The strategies selected (group work,
pair work, individual activity, etc.) are employed to help learners develop and demonstrate
national values such as respect for others, collaboration, honesty, integrity, etc.

Structure of the Learner’s Book (1– 3)

The book for each grade has four sections, which are:
• Oral Language (Listening and Speaking)
• Reading/Phonics
• Vocabulary
• Writing and Grammar Usage

Section A: Oral Language

The oral section comprises sub-strands
(rhyme, conversation/everyday discourse,
songs, asking and answering questions,
giving and obeying commands, and
listening comprehension).
Its purpose is to motivate learners to
listen carefully with understanding and
share ideas confidently and effectively
in English. Learners need to be taken
through lots of oral practice to become
fluent in a second language.

Introduction ix
Section B: Reading
The reading section involves a lot
of reading materials and reading
comprehension techniques at the
different stages of the reading process:
Pre-reading strategies include using
pictures or titles to predict, understanding
new words as used in context, as well
as forming sentences with the treated
words.
While-reading techniques involve
reading aloud in groups/pairs/echo-
reading or individually. There is also the
pronunciation and finding meaning of
new vocabulary items from their context.
Lastly, post-reading techniques include
asking and answering questions based
on the text read, drawing conclusions
and giving one’s own/personal response.
Each book abounds in a variety of level-
appropriate texts and strategies in every
unit. The reading section also embodies
phonics in a section code-named “Letters
have Sounds”. A variety of sounds/phonic
activities has been provided to motivate
learners to learn the sound system of the
language.
The reading texts are creatively designed
to help develop learners’ comprehension
skills as well as take care of their
extensive reading needs.
Section C: Vocabulary
The purpose of the vocabulary section
is to help learners expand their scope of
vocabulary and enhance their language
competence.
Activities in the section (including word
hunt, matching words with their meaning,
matching word parts, finding missing
letters, re-arranging jumbled letters
to form words, etc.) are structured to
deepen learner’s understanding of key
words from the passage.
Teachers must therefore, make time
consciously to help learners to acquire
vocabulary.

x ENGLISH
Section D: Writing and Grammar
Usage
This section is in two parts, namely,
Penmanship and Guided Writing.
Penmanship is for writing skills
development whereas Guided Writing
deals with integration of skills, especially
reading, writing, and grammar usage in
writing. In each section, care is taken
to integrate the language skills. For
instance, as you teach oral language,
you should let learners have reading and
writing exercises.
You should also use the chance to
integrate the teaching of values and
attitudes that are linked to them / the
specific task – without preaching or
changing the focus from teaching
language skills.
Assessment
Essential English for primary schools
is designed bearing in mind the three
modes of assessing the 21st century
learners. The tasks are carved in such
a way that it will make room for learners
to take charge of their own learning
(assessment as learning), to enable
learners to be assessed throughout the
lesson as part of the learning process
(assessment for learners) to assess
learners at the end of each lesson or unit
(assessment of learning).
As part of the summative assessment,
learners are given revision exercises
after every four units. There are
homework activities at the end of every
unit to keep learners' memory refreshed
about the unit’s activities.
Bloom’s taxonomy informs instruction
and assessment of each section. This
means the assessment is gradually
graded from level one (recall questions)
to level four (where learners learn to
analyse, evaluate and create).

Introduction xi
Teacher assessment rubrics
Use the following rubrics to assess learners’ listening and speaking tasks in Book 1 – 3.

Oral language
Rhyme with diverse partners on grade-level topics.

Content • The content is based on the given theme. 1

Organisation • All learners take part in the recitation of the 4

rhyme. (1)
• All partners participate in sound-sensitizing
activities. (2)
• All partners listen carefully to what others say. (1)

Expression • An appropriate register is used. (2) 3

• Appropriate vocabulary is used. (1)

Mechanical • All partners recite the rhyme clearly, so that the rest 2
accuracy of the group can hear them. (1)
• Pronunciations are correct. (1)

Total marks 10

Conversation with diverse partners on grade-level topics

Content • The content is based on the given theme. (1) 1

Organisation • All partners in the conversation participate and take 4

turns to speak. (1)
• All partners listen carefully to what others say. (1)
• All partners ask and respond to questions. (2)

Expression • An appropriate register is used (formal or informal 3

depending on the context of the conversation) (2)
• Appropriate vocabulary is used. (1)

Mechanical • All partners speak clearly so that the rest of the 2

accuracy group can hear them. (1)
• Pronunciation and grammar are correct. (1)

Total marks 10

xii ENGLISH
Conversation in a small group

Content • The content is based on the given theme. (1) 1

Organisation • All partners in the conversation participate and take 4

turns to speak. (1)
• All partners listen carefully to what others say. (1)
• All partners ask and respond to questions. (2)

Expression • All partners use open-ended questions. (2) 3

• Appropriate vocabulary is used. (1)

• All partners speak clearly, so that the rest of the 2

group can hear them. (1)
• Pronunciation and grammar are correct. (1)

Total marks 10

Asking and answering questions

Listen to and answer questions, then share opinions on level-appropriate.

Content • The content is based on the given text. (1) 1

Organisation • All partners in the discussion participate. (1) 4

• All partners listen carefully to what others say. (1)
• All partners ask and answer questions based on the
text correctly. (2)

Expression • An appropriate register is used (formal or informal 3

depending on the text of the discussion). (2)
• Appropriate pronunciation is used. (1)

Mechanical • All partners speak clearly, so that the rest of the 2

accuracy group can hear them. (1)
• Grammar is used correctly. (1)

Total marks 10

Introduction xiii
Writing and Grammar Usage
Use the following rubrics to assess learners’ writing tasks in Book 1 – 3.

Penmanship

Content • The writing is about copying given letters, 1

words, simple sentences or paragraphs. (1)

Organisation • The given items for the writing are copied 4

clearly. (1)
• The writing has good spacing, well placed
letters and correct alignment. (3)

Expression • Correct construction of sentences. (3) 3

Mechanical • The words are spelt correctly. (2) 2

accuracy

Total marks 10

Guided Writing

Content • The content is based on the given topic. (1) 1

Organisation • All questions are answered. (3) 4

• The gaps are appropriately filled. (1)

Expression • Ability to use the writing content. (1) 3

• Ability to manipulate words in the text to come
out with a new version of the given text. (2)

Mechanical • Correct spelling. (1) 2

accuracy • Correct punctuation. (1)

Total marks 10

xiv ENGLISH
Scope and sequence
Unit Content LB WB
pages pages
1 The importance of family members 1–12 1–5

Oral Language Singing the song - Hot Cross Buns 2–3 1

Reading My family 4–7 2

Phonics / Letters Syllables 7–8 2–3

have Sounds
Vocabulary family, parents, siblings, trader, buildings, pretend 9–10 3–5
• Sentence completion
• Sentence construction
• Spelling words correctly
Penmanship Copying words and sentences (Use of capital 10 5
letters)
Guided Writing Description of a family 11
• Sentence completion
Discover More Why family is important 12

Homework • Write a six-line rhyme about your favourite 12

thing to do with your family

Unit Content LB WB
pages pages
2 Uses of domestic animals 13–22 6–12
Oral Language Reciting the rhyme – Pussy cat, pussy cat 14–15 6
Reading Animals at home 16–18 7–8
Phonics / Letters Blending syllables 8–19 8
have Sounds
Vocabulary domestic, shelter, hide, stalls, depend, pens 20 9–11
• Sentence completion
• Sentence construction
Penmanship Copying sentences (Use of capital letters) 21 12

Guided Writing Writing sentences about five domestic animals 21

Discover More Domestic animals 22

Homework Write a list of 15 animals 22

Introduction xv
Unit Content LB WB
pages pages
3 It pays to visit places 23–32 13–21
Oral Language Singing a song - had a little lamb 24–25 13
Reading A visit to the zoo 26–29 14–15
Phonics / Letters Consonant blends "pl" and "gr" 29 15–16
have Sounds
Vocabulary zebra, porcupines, elephant, tusk 29–30 17–20
• Word completion
• Sentence completion
Penmanship Copying sentences (Use of capital letters) 30–31

Guided Writing List two examples each for different given 31 21

types of animals
Discover More Find out more about zoos 32

Homework Write a six-line rhyme about your favourite 32

animal

Unit Content LB WB
pages pages
4 The relevance of places and things at home 33–42 22–27

Oral Language Reciting the poem - Home, sweet home 34–35 22

Reading Places and things at home 35–38 23

Phonics / Letters Consonant blends "fr" and "st" 39 24

have Sounds
Vocabulary bedrooms, living room, grandmother, bowls, 40 25–26
gas stove, microwave
• Sentence construction
• Spelling words correctly
• Word search puzzle
Penmanship Copying words in capital and in small letters 41 27
Guided Writing • Write a list of six places and things in the 41
home
• Write one sentence showing the use of each
place or thing

xvi ENGLISH
Discover More Find out more about the things and places in 42
your house
(Rearrange the jumbled words in given
sentences)
Homework 42

Revision 1 43-45

Unit Content LB WB
pages pages
5 Malaria awareness 46–54 28–35
Oral Language Taking part in a conversation about malaria 47–48 28

Reading Malaria 48–51 29

Phonics / Letters Consonant blends “dr” and “tr” 51 30–31
have Sounds
Vocabulary malaria, grandson, vomited, treatment, 52 31–33
admitted
• Sentence completion
• Word completion
• Sentence construction
Penmanship Copying sentences correctly 53 34–35
Guided Writing Sentence completion 53

Discover More What causes malaria 54

Homework Write down five things that happen to our 54

bodies when we have malaria

Unit Content LB WB
pages pages
6 The disease called malaria 55–64 36–43
Oral Language Listening to a text - Causes of malaria 56 36

Reading Getting malaria 57–60 37–38

Phonics / Letters Consonant digraphs "sh" (as in shy) and the 60–61 38–39
have Sounds voiceless "th" (as in mouth)

Introduction xvii
Vocabulary described, shiver, bite, kerosene, insecticide 61-62 40–42
spray, consulting
• Sentence completion
• Word completion
Penmanship The use of the full stop 62 43

Guided Writing Sentence construction: Things to do to avoid 63

mosquito bites
Discover More How to prevent malaria 64
Homework • Draw and colour your dream home 64
• Sentence completion

Unit Content LB WB
pages pages
7 Healthy living 65–74 44–50

Oral Language Singing the song - Head, shoulders, knees and 66–67 44–45
toes
Reading Taking care of your body 68–70 45–46

Phonics / Letters “ch” and “th” 70 47

have Sounds
Vocabulary decaying, clean, inspected, germs, regularly 71 48–49
• Sentence completion
• Spelling words correctly
Penmanship Copying sentences correctly (Use of capital 72
letter)
Guided Writing • Sentence construction: Things to do 72–73 50
everyday to keep healthy
• Sentence completion
Discover More How to take care of your body 74

Homework List two uses of the leg, hand, finger and eyes 74

xviii ENGLISH
Unit Content LB WB
pages pages
8 Promoting babies' health is important 75–84 51–56

Oral Language Listening to the story - A responsible mother 76 51–52

Reading Taking care of babies 77–80 52–53

Phonics / Letters /k/ as in "ch" and /f/ as in "ph" 80–81 53

have Sounds
Vocabulary care, weight, measles, inject, diphtheria, nurses 81–82 54–56
• Spelling words correctly
• Sentence completion
Penmanship • Rewriting the story: My school (Use of 82–83 56
captial letters)
• Punctuate a paragraph (Use of capital
letters and full stop)
Guided Writing Sentence completion 83

Discover More Learn more words with diagraphs 84

Write a six-line story on what you would say to
your parents if you were a baby that could talk
Homework 84
Revision 85–87

Unit Content LB WB
pages pages
9 Balanced meal 88–97 57–62
Oral Language Listening to the story – The Fox and the Crow 89–90 57
Reading Eating good food 90–93 58–59
Phonics / Letters Consonants in different positions: ph, sh, th, cr, 93–94 59
have Sounds ph

Vocabulary balanced, meals, tastes, dessert, pounding, 94–95 60–62

crabs, favourite
• Sentence completion
• Word completion
• Sentence construction
Penmanship Drawing and labelling an object in the 96
classroom

Introduction xix
Guided Writing • List five things that are used to prepare your 96
favourite food
• Write two sentences
Discover More Find about the importance of a balanced diet 97

Homework • List all the things that go into your favourite 97

food (Spell them correctly)

Unit Content LB WB
pages pages
10 Keeping fit activities 98–107 63–68
Oral Language Reciting the rhyme - Keeping fit 99–100 63–64
Reading Exercising the body 100–103 64–65
Phonics / Letters Sound of letters "sw" 104 65
have Sounds
Vocabulary exercise, forward, kicking, pulling, running, 104–105 66–67
skipping, swimming, swinging
• Sentence completion
• Word completion
• Sentence construction
Penmanship Drawing an object from the environment and 106 68
writing one or two sentences about it
Guided Writing Write five sentences about activities to exercise 106
the body
Discover More The importance of exercise 107
Homework Write a rhyme about ropes 107

Unit Content LB WB
pages pages
11 Entertainment 108–119 69–77
Oral Language Making and responding to polite requests 109 69–70
Reading Playing games 110–113 70–71
Phonics / Letters "a" (as in ant) and "i" (as in fin) 114 72–73
have Sounds

xx ENGLISH
Vocabulary Volley ball, playing, tennis, Ludo, computer 115–116 73–76
game, Draughts
• Matching labels to pictures
• Breaking words to into syllables
• Sentence construction
• Word completion
Penmanship Describing different facial expressions 117 77

Guided Writing Sentence completion 117–118

Discover More Some games you can play outside 119

Homework Write a short about the kind of ball you would 119
be if you were a ball for a day

Unit Content LB WB
pages pages
12 Festivals 120–130 78–85
Oral Language Engaging in a conversation - Special greetings 121 78

Reading A festival at Sunkwa 122–125 79

Phonics / Letters “ar” (as in car) 126 80-81
have Sounds
Vocabulary celebrate, linguist, drummers, durbar, village, 127–128 81–84
path, carried, returned
• Sentence completion
• Word completion
• Sentence construction
Penmanship Copying sentences from a table 128–129
Guided Writing Draw yourself dressed for a festival and write 129 85
two sentences under the drawing
Discover More Watch Ghanaian children dancing traditional 130
dances

Homework Make up your own festival and write about 130

eight things that will happen at your festival
Revision 131–134

Introduction xxi
Unit Content LB WB
pages pages
13 Doing things at home 135–144 86–92
Oral Language Describing a picture 136 86
Reading The Fiawoo family at home 137–140 87
Phonics / Letters “ur” (as in turn) 140 88–89
have Sounds
Vocabulary father, family, plants, breakfast, kitchen, setting 141–142 89–91
the table, hungry
• Matching word parts to form words
• Sentence completion
• Matching words to their meanings
Penmanship Matching parts of sentences 143

Guided Writing Write down seven things you do at home on 143 91–92
Saturdays
Discover More Watch a video about things we can do at 144
home

Homework Match sentence parts 144

Unit Content LB WB
pages pages
14 Going on an excursion 145–155 93–101
Oral Language Taking turns in a conversation - What 146 93
happened over the weekend
Reading Visiting places 146–149 94–95
Phonics / Letters “ai” (as in rain) 150 95–96
have Sounds
Vocabulary factory, outskirts, relatives, warmly, bamboo 151–152 97–100
linguist, grandparents
• Matching two syllables to form words
• Matching words to their meanings
• Sentence construction
Penmanship Matching parts of sentences 153 101

Guided Writing Sentence completion 154 101

xxii ENGLISH
Discover More Visit some new places 155
Homework Complete sentences with the correct words 155

Unit Content LB WB
pages pages
15 Describing places 156–166 102–108

Oral Language Talking turns in a conversation 157 102

Reading My church 158–161 103–104
Phonics / Letters “oa” (as in boat) 161 104
have Sounds
Vocabulary Worship, adults, attend, lawns, pastor, 162 105–107
youth service, comfortable
• Matching words to their meanings
• Sentence completion
Penmanship Copying sentences 164

Guided Writing Write about myself by answering questions 164–165 108

Discover More Learn how to describe the places you visit 166
Homework Complete a conversation with a few common 166
words

Unit Content LB WB
pages pages
16 Special days 167–176 109–113

Oral Language Discussing greetings 168 109

Reading Tontie’s birthday 169–172 110
Phonics / Letters “ie” (as in die) 172–173 111
have Sounds
Vocabulary hugged, organised, siblings, wished, compound, 173 111–112
birthday, sandwich, different
• Word completion
• Sentence construction
Penmanship • Copying a paragraph neatly - 174 113
• Answering a few questions on chores

Introduction xxiii
Guided Writing Write a composition about “A visit to the 175 113
children’s park”
Discover More Find about the holidays across the world 176

Homework Make many words by blending given letters 176

with “ie” (p, l, t, d)
Revision 177–180

Unit Content LB WB
pages pages
17 Honesty 181–189 114–118
Oral Language Listening to and discussing a story - 182 114
Be honest too
Reading Be honest too 183–186 115
Phonics / Letters “oy” (as in boy) and "oi" (as in oil) 186 116
have Sounds
Vocabulary returned, pawpaw, wallet, fourteen, Bondaye 187 117
• Sentence construction
• Word search
Penmanship Drawing an object and writing at least three 188 118
sentences about it
Guided Writing Write six sentences about six things we must 188 118
do to show honesty
Discover More Watch a story about truth and honesty 189

Homework Write down five words you can get from using 189
the letters in the word “achievement”

Unit Content LB WB
pages pages
18 Care for school property 190–199 119–123

Oral Language Identifying the beginning, middle and ending of 191 119
a story
Reading Caring for things we use in school 192–195 120

xxiv ENGLISH
Phonics / Letters • Word family "an" 196 121
have Sounds • Word family "am"
Vocabulary urinal, waste, drag, urinating, scribbled, 196–197 121–122
defecating, situation
• Spelling words correctly
• Sentence completion
• Sentence construction
Penmanship Copying sentences 198 123

Guided Writing Write about a selected object 198 123

Discover More How to keep your room and school clean 199

Homework Write a six-line poem about your favourite part 199

of the classroom

Unit Content LB WB
pages pages
19 Safety first 200–209 124–128
Oral Language Story telling - The meeting of the mice 201 124

Reading Safety on the road 202–205 125

Phonics / Letters “ot” (as in cot) 205 126

have Sounds
Vocabulary traffic warden, zebra crossing, amber, traffic, 206–207 127
safety, lights, pedestrians, pavement
• Sentence completion
• Matching words to their meanings
• Spelling words correctly
Penmanship The question mark and the full stop 208 128

Guided Writing Sentence completion – how to keep safe on the 208

road
Discover More How to be safe at home and on the road 209
Homework Write a rhyme about falling from a tree 209

Introduction xxv
Unit Content LB WB
pages pages
20 Observing personal safety in the community 210–221 129–134
Oral Language Taking part in a conversation - Stranger danger 211 129
Reading Stranger danger 212–216 130

Phonics / Letters Roots and affixes 216–217 131

have Sounds
Vocabulary hugged, firmly, avoid, dark, bowed, pulls over 218–219 132–133
• Sentence completion
• Sentence construction
• Word search puzzle
Penmanship Writing sentences from a table 219 134
Guided Writing Using action words - the simple present tense 220 134

Discover More Learn what you can do to protect yourself 221

Homework Write down 10 words you can get from 221

“protection”
Revision 222–224

Unit Content LB WB
pages pages
21 A visit to the shop 225–235 135–139
Oral Language Asking and answering questions 226–227 135
Reading Kaku and Bombo go to the shop 228–231 136

Phonics / Letters Compound nouns 231 137

have Sounds

Vocabulary carrying, polythene bags, entrance, waiting, 232 139

giggle, proud
• Adding affixes to make new words
• Sentence construction
• Word completion
Penmanship • Writing sentences from a table 233 139
• Action words
• The simple present tense
Guided Writing Answer questions based on foods sold or 234 139
served in your school

Discover More Find out about different kinds of shops 235

xxvi ENGLISH
Homework Change sentences in the past tense to the sim- 235
ple present tense

Unit Content LB WB
pages pages
22 Bush burning 236–245 140–144
Oral Language Reciting the poem - Fire 237–238 140
Reading Bush fires 238–241 141
Phonics / Letters Word family "ch" 241 142
have Sounds

Vocabulary pollute, hunters, controlled, set fire, roam, 242–243 143

herdsmen
• Matching words with their meanings
• Sentence construction
• Spelling words correctly
Penmanship Copying sentences that have adjectives in 244 144
them
Guided Writing Make a list of people who cause bushfires 244 144

Discover More Learn more about bush or forest fires 245

Homework Write a story about an animal caught in a bush 245

fire

Unit Content LB WB
pages pages
23 Destroying our forests 246–257 145–151

Oral Language Asking and answering “wh” questions 247 145

Reading Cutting trees 248–252 146–147

Phonics / Letters “sh” (as in shirt) 252

have Sounds
Vocabulary medicine, firewood, digging, searching, fuel, 253–254 147–149
destroyed
• Sentence construction
• Sentence completion
• Word search puzzle

Introduction xxvii
Penmanship • Copying sentences and underlining the 254–255 150–151
adjectives in them
• Identifying pictures and their positions
• Showing the position of shapes (Ordinal
adjectives)
Guided Writing Write five sentences about five uses of trees 256 150–151

Discover More Find out more about forests and how to protect 257
them

Homework • Write a poem about a sad tree that does not 257
want to be cut down

Unit Content LB WB
pages pages
24 Electric energy 258–269 152–157

Oral Language Giving and responding to commands 259 152

Reading Sources of electricity 259–264 153–154

Phonics / Letters “ph” (as in phone) 264–265 154

have Sounds
Vocabulary diesel, blender, solar panel, generator, petrol, 265–266 155–156
refrigerator, microwave
• Matching words to their meanings
• Sentence completion
• Sentence construction
Penmanship • Writing sentences from a table 267 157
• Writing three sentences about when and
where you were born (Prepositions)
• Sentence completion (Prepositions)
Guided Writing Write five sentences about five sources of 268
energy
Discover More Find out more about different kinds of energy 269
Homework Circling words that go not start with the “ph” 269
sound
Revision 270–272

xxviii ENGLISH
Unit Content LB WB
pages pages
25 The use of ICT - computers 273–283 158–163
Oral Language Responding to commands, instructions and 274 158
requests
Reading Computers 275–277 159–160
Phonics / Letters Homonyms 278–279 161
have Sounds

Vocabulary information, electronic, desktop, mouse, laptop, 279–280 162

computer
• Sentence completion
• Word completion
Penmanship • Identifying prepositions 280 163
• Copying sentences
Guided Writing • Sentence completion (Prepositions) 281–282 163
• Write sentences about the uses/importance
of the computer
Discover More Find out more about computers 283
Homework Homonyms: match the words to their meanings 283

Unit Content LB WB
pages pages
26 Being a good citizen 284–292 164–169
Oral Language Talking about an importance person in your 285 164
community
Reading Sefenya saves her community 285–288 165

Phonics / Letters Homonyms 289 166

have Sounds

Vocabulary game, blocked, valley, gushing, half covered, 290 167–168

flood
• Matching words to their meanings
• Word completion
Penmanship • Identify prepositions and copy sentences 291 169
• The simple sentence
Guided Writing Write down the subject and the main verb in 291 169
given simple sentences

Introduction xxix
Discover More • Finding out how you can be a good citizen 292
• Learn more about homonyms
Homework Write down four things you would do to save 292
people if your community was being flooded

Unit Content LB WB
pages pages
27 Good behaviour leads to honour 293–301 170–175
Oral Language Talking about good manners 294 170

Reading Kuntu gets a prize 295–297 171

Phonics / Letters Homonyms 298 172–173

have Sounds

Vocabulary prize, open day, Director of Education, chores, 299 172–173

headmistress, praised, received, hardworking
• Arranging words alphabetically
• Breaking words into syllables
• Sentence construction
Penmanship Sentence construction with given nouns 300 174
Guided Writing Sentence completion 300
Discover More Find out more about good manners 301
Homework Identify the nouns and verbs in given 301
sentences

Unit Content LB WB
pages pages
28 Good cultural practices 302–310 176–179
Oral Language Practising good manners 303 176

Reading Respect for the elderly 304–307 177–178

Phonics/letters Basic sight words 307 78

have sounds
Vocabulary community, Niger, respectful, polite, disputes, 308 179
reared
• Matching words to their meanings
• Spelling words correctly

xxx ENGLISH
Penmanship • Identifying nouns and verbs 309 179
• copying sentences correctly
Guided Writing Writing three sentences about how your 309
favourite food is prepared
Discover More Learn more about good behaviour (patience, 310
obedience, respectfulness, etc.)
Homework • Write down four good manners that make 310
you polite

Unit Content LB WB
pages pages
29 Weather conditions 311–320 180–183

Oral Language Listening to a story - The wind and the sun 312 180
Reading Bad weather 313–316 181

Phonics / Letters Basic sight words 316 181

have Sounds
Vocabulary storm, heated, drops, cracks, flooding, weather 317–318 182–183
• Spelling words correctly
• Matching syllables to form words
• Sentence completion
Penmanship Spelling and writing 318 183

Guided Writing Complete a paragraph with the correct words. 319 183
Discover More Find out more about the weather 320

Homework Write down 10 words you can form from “mete- 320
orologist”

Introduction xxxi
Unit Content LB WB
pages pages
30 Good manners 321–331 184–188
Oral Language Listening to a story - Kwate learns a lesson 322–323 184
Reading How Porcupine, Elephant and Giraffe became 323–327 185
different
Phonics / Letters Sight words 327
have Sounds
Vocabulary drought, thinner, suffering, ashamed, special 328 185–186
• Word completion
• Listing table manners
• Word search puzzle
• Sentence construction
Penmanship The Say-look-cover-write-check Strategy for 329 187
learning the spelling of sight words

Guided Writing Rearrange jumbled paragraphs from the story 330 187
“How Porcupine, Elephant and Giraffe became
different” into the correct order
Discover More Learn to spell at least two sight words a day 331
Homework • Write down 10 new sight words you have 331
learnt
• Use five of the words to form sentences
Revision 332–336

xxxii ENGLISH
Unit 1 The importance of family members
Unit Overview
This unit is about the family. It consists of four sections labelled A - D. Section A will deal
with Oral Language Development. Learners will learn a familiar song titled “Hot Cross Buns”
and answer a few questions on it. Section B is in two parts. In the first part, learners will
read a short text aloud, titled "My family", and answer questions on it. The second part is
code-named "Letters have Sounds". It will focus on identifying syllables in words as well as
blending syllables to form words.
In Section C, learners will learn to have fun with the keywords they met in the passage, and
in Section D, they will copy sentences in joint script with correct use of capital letters. Finally
in this section, learners will complete given sentences describing a family.

Learning Outcomes
By the end of the unit, learners will be able to:
• sing a familiar song and answer questions on it;
• guess a text based on the title and pictures;
• read a text aloud and answer questions on it;
• break words into syllables;
• fill blank spaces in sentences with appropriate words;
• rewrite words with jumbled letters correctly;
• copy sentences clearly with good spacing and well placed letters;
• complete sentences to form a short descriptive composition.

A. Oral Language
Song: Hot Cross Buns
Teaching Strategies: Modelling, repetition, discussion, class, and individual participation
Teaching/Learning Resources: Bread buns, poster with the song on page 2 of the English
Learner's Book 2
Core Competencies: Cultural Identity and Global Citizenship
Key Vocabulary: buns, penny, daughters, sons, calling

Preparation Before Class

Make sure you gather all the materials you need. If possible, make a large poster of the song.
This helps ensure that all learners move with you at the same pace.
Place some bread buns on your demonstration table.

Unit 1 The importance of family members 1

Teaching/Learning Activities
Activity 1
Let learners sing two familiar songs or recite a rhyme related to the lesson.
1. Show the buns to them and ask them to say what type of bread it is (answer: bread buns).
Next, put the buns on a serving tray and ask them to demonstrate how bread sellers sell
their buns.

2. Put up the poster of the song on the board or write it on the board. Explain what a hot
cross bun is, namely a sweet spiced bun, usually made with fruit, marked with a cross on
the top. The cross is often made with icing sugar, and the buns are usually eaten warm.
Refer learners to the photo in the Learner's Book.

3. Sing the song twice and let learners join in as you begin the third time. Then, let the whole
class sing it, followed by half of the class, small groups, then individuals.
Let them sing with the correct stress, rhythm and actions.

Reflection
Let learners reflect on the lesson and tell their classmates which part of the song they
enjoyed. Then, ask learners to give reasons why they enjoyed those parts.

Additional Practice
Refer learners to page 1 of the workbook for more exercises.

Assessment
In small groups, pairs and individuals, ask learners to sing the song with the correct stress,
rhythm and actions. Let learners orally answer questions 4 and 5 on page 3 of the English
Learner's Book 2.

Answers
4. A person calling people to play
5. Groups' answers may differ, but should include one or more of these points: The
song is about a bread seller marketing his/her hot cross buns. The bread seller is
inviting customers to come and buy hot cross buns from him/her; the bread seller is
enticing customers to buy the buns for their children.

Remedial Activity
Invite individual learners to sing the song with the correct stress, rhythm and actions.

Extention Activity
Ask learners to mention words in the song and form sentences with them.

2 ENGLISH
 B. Reading My Family

Teaching Strategies: Echo-reading, pair work, whole-class/group activities

Teaching/Learning Resources: Word cards, sentence cards, picture on page 1 of the
English Learner's Book 2 Core Competencies: Communication and Collaboration, Personal
Development and Leadership, Creativity and Innovation
Key Vocabulary: family, parents, siblings, pretend, trader, buildings

Preparation Before Class

Before the lesson, prepare your word cards and sentence cards. Make a large copy of the
picture on page 4 of the English Learner’s Book 2, for a more corporate picture reading
activity.

Teaching / Learning Activities

Activity 2
1. Begin the lesson with a discussion of the picture on page 4 of the English Learner’s
Book 2.
2. Then, allow learners to discuss what they see and predict the topic of the lesson.
3. Teach and drill the pronunciations (family, parents, siblings, pretend, trader, buildings,) one
after the other.

Activity 3
In pairs, let learners scan the text to find the words in bold. Then, let them try to decipher
the meaning of each word by reading the sentence(s) in which it appears. Use contexts,
demonstration, and miming to teach the meanings of the keywords, if necessary.
NB: Remember the order of teaching new vocabulary. Do not copy the new words on the
board ahead of time.

Activity 4
While learners listen attentively, read the text aloud and ask learners to check the correctness
of their predictions. Then, instruct a few to share their ideas with the rest of the class.
Subsequently, read the text a second time while learners listen. Finally, let learners read the
text after you several times (echo-reading).

Activity 5
In pairs, let learners take turns to read the text aloud to each other, sentence by sentence or
paragraph by paragraph.

Assessment
After ensuring that all learners have had sufficient practice in reading the text aloud, let them
orally answer question 3 on pages 6 - 7 of the English Learner's Book 2.

Unit 1 The importance of family members 3

 Answers
a. Teleku-Bokazo
b. seven people
c. Western Region
d. Maame Kyi, Maame Nyaneba, Nyamekekyi, and Armah.
e. Kutukrom and Asaasetre
f. Because of the cocoa farms.
g. Because she works hard.
h. She is a trader/she trades.
i. When they go to visit their father in the village during vacation/when they all meet.
j. (This is a personal response question and there is no right/wrong answer.)

Remedial Activity
Ask individual learners to read the text aloud in turns.

Extension Activity
In pairs, allow learners to take turns to read words and sentences from the passage from
word and sentence cards.

Reflection
Invite learners to say why they like their families.

Letters have Sounds – Syllables

End the reading session with this activity. First, play the phonics song and let learners
sing along. Then, while learners listen to you, blend the letters in the following words and
pronounce the words clearly.
i. father, mother, farmer, trader, cocoa,
ii. family, Kutukrom, coconut, holidays
Let the learners blend and read the words after you. Then, tell them to clap the words as you
say them. Let them say the number of times they clapped for each word. E.g., words in the
first row (2 claps); second row (3 claps).

Next, let learners sit in pairs to do questions 5 and 6 on page 8 of the English Learner’s Book
2, first orally and then in writing in their exercise books..

Answers
5. si – blings go – ing
Nya – ne – ba some – times
Ta – ko – ra – di quick – ly
cou – sins

4 ENGLISH
 6. brother olden coming quickly
paper teacher chicken parents

Additional Practice
Refer learners to pages 2 - 3 of the workbook for more exercises.

C. Vocabulary
Teaching Strategies: Demonstration, leading questions, explanations
Teaching/Learning Resources: Word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation, Critical Thinking and Problem Solving

Preparation Before Class

Before the lesson, prepare your word cards.

Teaching/Learning Activities
1. Sentence completion (English Learner's Book, page 9)
Working together as a class, let learners reread the passage and find the sentences in
which the following words are found: Western Region, parents, cousins, cocoa, coconut,
sometimes, foodstuff and fetches. Ask them to raise their hands when they find any. Then,
let them read the sentence which contains the word.
Put learners in pairs to fill in the blank spaces with the appropriate words on page 9 of the
English Learner’s Book 2.

Answers
a. coconut
b. parents
c. cousins
d. Western Region
e. foodstuffs
f. cocoa
g. fetches
h. sometimes

2. Sentence construction (English Learner's Book 2, page 9) Working together as a class,

let learners form sentences with each word.
Then, ask individual learners to write a sentence with each word in their exercise books.
3. Spelling words correctly (English Learner's Book, page 11) Still working together as a
class, let learners read the correct words from the board.

Unit 1 The importance of family members 5

 In pairs, let the learners unjumble the words in the exercise in the Learner's Book and
write the words correctly in their exercise books.

Answers
a. name
b. sometimes
c. also
d. fishing
e. fetches
f. vacation

Additional Practice
Refer learners to pages 3 - 5 of the workbook for more exercise.

D. Writing
Teaching/Learning Strategies: Modelling, copying, good sitting posture, imitation
Teaching/Learning Resources: Board ruler, red and blue chalk, sample texts
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: bring, a lot of, siblings, cousins, meat, fish, fishing, vacation

Preparation Before Class

Before the lesson, prepare your word cards. Go to the internet for guidelines on joint script
writing and practise writing the paragraph in joint script.

Teaching/Learning Activities

Penmanship
This part of the writing session is for developing good handwriting. You should patiently and
consciously guide learners to develop this skill. Lead learners to revise writing letters and
words in joint script.
1. Lead learners to do hand and wrist exercises for a few minutes. Demonstrate to them the
good posture needed for writing. Finally, demonstrate to learners how they should hold a
pencil before they write.
2. Rule lines on the board like those in the learners’ exercise book. If there are any particular
letters learners find difficult to write well, let them practise these on the board. Remind
learners that we start a sentence with a capital letter. Then, let learners copy these
sentences into their exercise books:
We go to the farm on Saturdays.
We bring a lot of meat and fish.

6 ENGLISH
3. Remind learners that the names of the days of the week begin with capital letters.
Then, let them copy the following into their exercise books: Sunday, Monday, Tuesday,
Wednesday, Thursday, Friday, Saturday.
4. Remind learners that the first letter of their name(s) and surname is a capital letter. Then
ask them to write the following in their exercise books:
a. their own name and surname
b. the day and the month in which they were born.

Additional Practice
Refer learners to page 5 of the workbook for more exercises.

Activity 6 Guided Writing

1. Working in pairs, have learners reread the passage “My Family” to find the following
words: farmer, Mr. Nyanzu, Teleku-Bokazo, Western Region, two, fishing, Kutukrom,
vacation.
2. Let them state the paragraph and read the sentence in which each word is found.
3. Still in pairs, instruct learners to orally complete the given sentences by filling in the blank
spaces with the correct word. Then, they copy the sentences into their exercise books.

Answers
a. Teleku-Bokazo e. farmer
b. Western Region f. Nyanzu
c. two,two g. fishing
d. Mr. Nyanzu h. vacation, Kutukrom

Workbook Answers

A. Oral language 3. too

1. Sample answer: Five words in the 4. pot
song “Hot Cross Buns”
a. penny B. Reading
b. buns Reading and comprehension
c. cross 1. ( ) 6. ( )
d. daughters 2. ( ) 7. ( )
e. sons 3. (x) 8. (x)
2. It is about someone selling bread 4. ( ) 9. (x)
buns. 5. (x) 10. ( )

Unit 1 The importance of family members 7

 Letters have Sounds i. brothers
1. coconut 5. fetches j. fishing
2. holidays 6. farmer
3. cocoa 7. siblings 11. Spelling
4. vacation a. nieces f. vacations
b. forty g. family
C. Vocabulary c. buildings h. nights
2. Complete the sentences. d. fishing i. happy
a. siblings e. canoes j. brothers
b. cousins
c. river D. Writing and Grammar Usage
d. coconuts Aku is a beautiful girl. She comes
e. trader from Koforidua. Koforidua is in the
f. Kumasi Eastern Region. Aku was born on
g. bush meat Tuesday. Her mother’s name is
h. night Maame Yaa.

8 ENGLISH
Unit 2 Domestic animals have a lot of uses
Unit Overview
This unit is about domestic animals. It consists of four sections labelled A - D. Section A
will deal with Oral Language Development. Learners will learn a rhyme titled "Pussy cat,
pussy cat" and interpret it by answering questions. Section B is in two parts. In the first part,
learners will read a short text aloud, called “Animals at home”, and answer a few questions
on it. The second part is code-named “Letters have Sounds”. It will focus on blending
syllables to form words. In Section C, learners will learn to have fun with the keywords they
met in the passage, and in Section D, learners will copy sentences and start them with capital
letters, as well as write down five sentences about the use of five different domestic animals.

Learning Outcomes
By the end of the unit, learners will be able to:
• recite a verse, with understanding;
• predict a text based on the title and pictures;
• read a text aloud and answer questions on it;
• blend syllables to form words;
• complete sentences with the correct words;
• form sentences with given words;
• copy sentences, starting with capital letters;
• write own sentences about the importance of domestic animals.

A. Oral Language
Rhyme: Pussy cat, pussy cat
Core Competencies: Cultural Identity and Global Citizenship, Personal Development and
Leadership
Teaching/Learning Strategies: Class/group activities, pairs or individual participation,
discussion, repetition
Teaching/Learning Resources: Pictures of a queen, a cat, and a mouse under a chair.
Key Vocabulary: have been, London, frightened, mouse, little

Preparation Before Class

Make sure you gather all the materials you need. If possible, make a large poster of the verse
(rhyme) and of the picture of the cat on page 14 of the English Learner's Book 2. This helps
ensure that all learners move with you at the same pace.

Unit 2 Domestic animals have a lot of uses 9

Teaching/Learning Activities
Activity 1
1. Let learners sing “Hot Cross Buns”.
2. Put the picture of the cat on the board and let learners discuss what they see. Ask them to
predict what they expect to hear in the rhyme.
3. Put up the poster of the rhyme "Pussy cat" on the board or write it on the board.
4. Recite the rhyme twice as learners listen. Ask them to join in and repeat it until they know
the words. Let learners recite with the correct stress and tap the rhythm in pairs. Let
learners take turns reciting the rhyme. Pay attention to learners and check if they can all
recite the rhyme.
5. Divide the class into two groups. Half of them should be questioners, and the other half,
respondents.

Assessment
Let learners answer the questions in Activity 1 on page 15 of the English Learner’s Book 2
with their partners.

Answers
a. Yes/No
b. The cat is telling a lie.
c. It frightened a mouse under a chair.
d. (This is a personal response question. No answer is right or wrong.)

Reflection
Let learners state what parts of the rhyme they enjoyed most and share them with each other.
Let learners give reasons why they enjoyed those parts.

Additional Practice
Refer learners to page 6 of the workbook for more exercises.

B. Reading Animals at home

Teaching Strategies: Echo-reading, pair work, whole-class/group activities, picture

description
Teaching/Learning Resources: Pictures on, page 15 of the English Learner's Book 2, word
cards, sentence cards, syllable cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership
Key Vocabulary: domestic, shelter, hide, stalls, depend, pens

10 ENGLISH
Preparation Before Class
Before the lesson, prepare your word cards, sentence cards and syllable cards. If possible,
make a large copy of the pictures on page 15 of the English Learner’s Book 2, for a more
corporate reading activity.

Teaching/Learning Activities
Activity 2
Begin the lesson by discussing the pictures on page 15 of the English Learner’s Book 2.
Allow learners to talk about what they see in the pictures: the names of the animals, their
shelters, the food they eat, what they produce, and the usefulness of the animals.
Encourage learners to predict what they will read about. Teach and drill the pronunciation of
the keywords (domestic, shelter, hide, stalls, depend, pens) one after the other.

Activity 3
In pairs, let learners scan the text to find the words in bold. Let them work out the meaning
of each word by reading the sentence(s) in which it appears. Teach the meanings of the
keywords (if necessary) using contexts, demonstrations, and miming.
NB: Remember the order of teaching new words. Do not write the words on the board ahead
of time.

Activity 4
While learners listen attentively, read the text aloud and ask learners to check the correctness
of their predictions. Have a few of them share their ideas with the rest of the class.
Subsequently, read the text a second time while learners listen.
Finally, let learners read the text after you several times (echo-reading).

Activity 5
In pairs, let learners take turns to read the text aloud to each other, sentence by sentence or
paragraph by paragraph.

Activity 6
Let learners read the questions on page 18 of the English Learner’s Book 2 and discuss the
answers with their partners.

Assessment
After ensuring that all learners have had sufficient practice in reading the passage and have
discussed the questions in Activity 6 in pairs, let learners answer them orally as a class.

Answers
a. hens, ducks
b. cows, goats, sheep

Unit 2 Domestic animals have a lot of uses 11

 c. horses
d. eggs and meat
e. to carry goods
f. for money, food, hide
g. all of them/personal responses

Remedial Activity
Ask learners to draw any domestic animal of their choice and label it.

Extension Activity
Ask learners to draw their favourite domestic animal and tell their partners about it.
For example: This is a dog. I play with it. It barks at strangers, etc.

Letters have Sounds – Blending syllables

End the reading session with this activity. Play the phonics song and let learners sing along.
While learners listen to you, blend the letters in the following words and read the words out
loud: many, photo, depend.
Let them tap the syllables as they say the words: ma-ny, pho-to, de-pend, peo-ple, don-key,
etc.
Hand out sets of syllable cards for pairs of learners to form at least three two-syllable words,
e.g. poul + try, wa + ter, shel + ter.
To end the lesson, let learners blend the syllables on page 19 of the English Learner’s
Book 2 and read the words after you.
Example: do + ing – doing pa + per – paper o + range – orange etc.

Additional Practice
Refer learners to pages 7 - 8 of the workbook for or more exercises

C. Vocabulary
Teaching Strategies: Demonstration, explanation, leading questions
Teaching/Learning Resources: Word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership
Preparation Before Class
Before the lesson, prepare your word cards.
Teaching/Learning Activities
1. Sentence completion (English Learner's Book 2, page 20) Working together as a class,
let learners reread the passage and find the following words: shed, rearing, coop, hide,

12 ENGLISH
 domestic, pen, depend, stall. Ask them to put up their hands when they found any of them
and tell the class the paragraph in which they found it.
Then, instruct them to read the sentence in which the word appears.

Put learners in pairs and ask them to read the sentence in which each word is found
again. Encourage them to think and try to get the meaning of the words.
Then let them share their meaning with the rest of the class.
Still in pairs, instruct learners to orally complete the sentences on page 20 of the Learner’s
Book. Now instruct them to share their answers with the rest of the class.
Finally, learners are to do this work in their exercise books.

Answers
a. coop e. domestic animals
b. pen f. depend
c. shed g. Rearing
d. stall h. hide

2. Sentence construction (English Learner’s Book 2, page 20 )

Working together as a class, let learners read the given words from the board:
a. animals b. live c. rear d. leather e. donkey
Then, let each learner choose one word, form a sentence with it, and write their sentences
on the board. Next, ask the whole class to read all the sentences in unison. Then invite
learners individually to read the sentences.
Instruct learners to use the same words to form their own sentences and ask them to write
six of these sentences in their books.

Additional Practice
Refer learners to pages 9 - 11 of the workbook for more exercises.

D. Writing
Teaching Strategies: Modelling, copying, observation, sentence formation
Teaching/Learning Resources: Board ruler, red and blue chalk
Core Competencies: Personal Development and Leadership, Communication and
Collaboration
Key Vocabulary: depend, lives, coops, noblemen

Teaching/Learning Activities
Penmanship
1. Lead learners to do hand and wrist exercises for a few minutes.
2. Demonstrate the good posture needed for writing and show them how to hold a pen/pencil
to write with.

Unit 2 Domestic animals have a lot of uses 13

3. Rule lines on the board like those in learners' exercise books. If there are any particular
letters learners find difficult to write well, let them practise these on the board.
4. Discuss the use of capital letters with learners, using sample sentences.
Example: Many animals live at home with us.
They are reared for their meat.
5. Have learners rewrite sentences a - d on page 21 of the English Learner's Book 2. Instruct
them to write capital letters in the correct place.

Additional Practice
Refer learners to page 12 of the workbook for or more exercises.

Activity 7 Guided Writing

1. Working as a whole class, revise with learners the uses of domestic animals (English
Learner’s Book 2, page 16 - 17).
Example:
hen/cock/turkey – meat and eggs
donkeys – carry loads/stuff from farms
horses – used by noblemen during festivals and on special days
cows – milk, meat and hide
goats/sheep – meat, hide, etc.

2. Instruct learners to sit in pairs, choose five domestic animals and write sentences to show
their uses.
Example:
a. Goats and sheep give us meat and hide.
b. Most of the milk we drink comes from cows etc.

Workbook Answers

A. Oral Language 2. Domestic animals

1. Pussy cat 3. Sleeping places
2. No, it can’t, 4. True
3. True 5. False
4. London 6. True
5. To see the queen 7. False
8. Donkeys carry our goods.
B. Reading 9. a. Dogs watch over our houses.
Reading and Comprehension b. Cats eat the mice in our homes.
1. a. birds b. cattle 10. False
c. goats d. horses, etc.

14 ENGLISH
 Letters have sounds – Blending leather sandals
syllables Down: animals hide loan
a. sleeping f. protect sea sleep wings
b. reared g. domestic
c. owners h. sandals D. Writing and Grammar Usage
d. animals i. leather
(Capitalization)
e. places j. depend
1. Names of persons
a. Abena d. Edem
C. Vocabulary
b. Danso e. Salamatu
1. Spelling
c. Manzah
a. sometimes f. build
b. quickly g. reared
c. going h. northern 2. Days Months
d. domestic i. leather a. Friday a. January
e. mentioned j. festivals b. Tuesday b. April
c. Monday c. March
2. Filling in the blanks d. Thursday d. November
a. turkeys f. mostly e. Saturday e. December
b. protect g. owners f. Wednesday f. May
c. animals h. mentioned g. Sunday g. June
d. rear i. noble
e. pens
4. Words from the puzzle
Across: eggs noble horse
milk dog gaps

Unit 2 Domestic animals have a lot of uses 15

Unit 3 It pays to visit places
Unit Overview
This unit is about visiting places. It consists of four sections labelled A - D. Section A will deal
with Oral Language Development. Learners will learn a song called “Mary had a little lamb”
and answer a few questions on it. Section B is in two parts. In the first part, learners will read
a short text aloud, titled “A visit to the zoo”, and answer questions on the text. The second
part is code-named “Letters have Sounds”. It will focus on making the /pr/ and /gr/ sounds
in words. In Section C, learners will learn to have fun with the keywords they met in the
passage, and in Section D, they will write capital letters in sentences where necessary and
also write two examples of each type of animal mentioned in the reading text.

Learning Outcomes
By the end of the unit, learners will be able to:
• sing a song meaningfully;
• predict a text based on the title and pictures;
• read a text aloud and answer questions on it;
• complete given sentences with the correct words;
• write capital letters in sentences where necessary;
• write examples of types of animals.

A. Oral Language
Song: Mary had a little lamb
Core Competencies: Personal Development and Leadership, Cultural Identity and Global
Citizenship, Listening and Speaking
Teaching Strategies: Repetition, class, group and individual participation, discussion
Teaching/Learning Resources: Picture of a girl being followed by a lamb on page 24 of the
English Learner's Book
Key Vocabulary: lamb, snow, sure, fleece

Preparation Before Class

Make sure you gather all the materials you need. Make a large poster of the song and of the
accompanying picture. This helps ensure that all learners are moving with you at the same
pace.

16 ENGLISH
Teaching/Learning Activities
Activity 1
Let learners sing a familiar song or recite a rhyme related to the lesson. (Learners can sing
any Ghanaian song about animals.)
1. Put the picture on the board and let learners talk about what they see. Encourage learners
to predict what the lesson will be about. For example, they can guess where Mary is going
with the lamb.
2. Put up the poster of the song on the board or copy it on the board from page 24 of the
English Learner’s Book 2.
3. Working together as a class, teach the song, taking two lines at a time. Sing the song
twice and let learners sing together with you. Impress upon them to make beats according
to the song’s rhythm and stress. Then, let the whole class sing the song together once
more. Finally, let learners state the parts of the song they enjoyed and share them with
each other. Then, ask them to give reasons why they enjoyed those parts.

Assessment
Let learners answer the questions on page 25 of the English Learner’s Book 2 with their
partners.

Answers
a. a lamb
b. snow
c. Maybe she looks after the lamb well. / Maybe the lamb thinks Mary is its mother.
(Accept any reasonable answer.)
d. snow and go
e. (This is a personal response question; therefore; it has no right or wrong answers.)
f. Mary is a loving person.

Reflection
Have learners reflect on the song and compare their pets to Mary's pet.

Additional Practice
Refer learners to page 13 of the workbook for more exercises.

Unit 3 It pays to visit places 17

 B. Reading A visit to the zoo

Teaching Strategies: Echo-reading, pair work, class/group activities, discussions

Teaching/Learning Resources: Pictures on pages 23 - 25, of the English Learner's Book 2
word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership
Key Vocabulary: zebra, porcupines, elephant, tusks

Teaching/Learning Activities
Activity 2
1. Begin the lesson by discussing the picture on page 25 of the English Learner’s Book 2.
Then, allow learners to discuss what they see and predict the topic of the lesson.
2. Teach and drill the pronunciation of the keywords (zebra, porcupines, elephant, tusks) one
after the other.
3. In pairs, let learners scan the text to find the words in bold. Then, encourage them to try
and decipher the meaning of each word by reading the sentence(s) in which it appears.
Teach the meaning of the keywords (if necessary) using context, demonstration, and
miming.
NB: Remember the order of teaching new vocabulary. Do not copy the new words on the
board ahead of time.

Activity 3
1. While learners listen attentively, read the text aloud and ask learners to check the
correctness of their predictions. Let a few of them share their ideas with the rest of the
class.
2. Read the text a second time while learners listen and let learners read the text after you
several times (echo-reading).

Activity 4
In pairs, let learners take turns to read the text aloud to each other, sentence by sentence
or paragraph by paragraph.

Assessment
1. Allow individuals to ask and answer the questions on page 28 of the English Learner's
Book 2.
2. Let learners read each question and discuss the answers with their partners.

18 ENGLISH
 Answers
a. zoo
b. one lion and two lionesses / three lions
c. wild
d. scared
e. father
f. thunder
g. elephant, tiger, zebra, lion (Any two)
h. peacock
i. No, because Armah said, “We have to come back again, please Daddy!”
j. They are wild and can kill people or other animals.

Letters have Sounds – /pl/ and /gr/ sounds

End the reading session with this activity. Play the phonics song and let learners sing along.
While learners listen to you, blend the letters in the following words and read the words out
loud: (please, place, plate, green, grapes, great. Have learners blend and read the words
after you.
With learners sitting in pairs, let them find words with the /pl/ and /gr/ sounds. Then, walk
around and help learners who need assistance.
As a class, let learners read these sentences after you and identify words with the given
sounds.
a. Please, show me your pencil.
b. Tell me which colour the plate is.
c. The pencil is green.

Remedial Activity
In pairs, have learners read to each other words that have /pl/ and /gr/ sounds in them. For
example: plan, please, green, grass.

Extension Activity
Display word cards with /pl/ and /gr/ sounds on your table. In pairs, learners take turns to
choose word cards for their partner to read out loud. They must read the sample words and
repeat the /pl/ and /gr/ sounds in isolation.

Additional Practice
Refer learners to pages 14 - 16 of the workbook for more exercises.

C. Vocabulary
Teaching Strategies: Demonstration, explanation, leading questions, discussion
Teaching/Learning Resources: Word cards

Unit 3 It pays to visit places 19

Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation

Preparation Before Class

Before the lesson, prepare your word cards.

Teaching/Learning Activities
1. Word completion (English Learner's Book 2, page 29)
Working together as a class, let learners reread the passage and find the following words:
zebra, elephant, parrot, peacock, monkeys, zoo, lion, tiger, snakes, scared. Ask them to
raise their hands when they find any of them and tell the class the paragraph in which they
found it. Then, let them read the sentence in which it appears.
Put learners in pairs and ask them to read the sentence in which each word is found
again. Encourage them to think and try to get the meaning of the words. Then, let them
share their meanings with the class.
Now refer learners, still in pairs, to exercise 1 at the bottom of page 29 of the Learner's
Book. Instruct them to complete the words by filling the blank spaces with the correct
letters. Do the first one with them. Ask them to glance through the passage to look for a
word has "le" near its beginning, has “ph” in the middle, and ends with “nt”. Let them raise
their hands when they find the word and direct the class to the paragraph in which the
word is found. Have the finder read the word. Then, ask the class for their approval. If the
word is correct, ask them to identify the missing letter.
Now, ask learners in pairs to find the missing letters in the rest of the words.

Answers
a. elephant f. zoo
b. zebra g. lion
c. parrot h. tiger
d. peacock i. snakes
e. monkeys j. scared

2. Sentence completion (English Learner's Book, page 30)

Let learners work in pairs to fill in the blank spaces with the right words. Then, instruct
them to share their answers with the rest of the class. Learners are to do this work in their
exercise books.

Answers
a. visit e. happy
b. zoo f. cages
c. lion g. tired
d. animals

20 ENGLISH
Additional Practice
Refer learners to pages 17 - 20 of the workbook for more exercises.

D. Writing
Teaching Strategies: Modelling, copying, good sitting posture, demonstration
Teaching/Learning Resources: Board ruler, red and blue chalk
Key Vocabulary: big, small, flying, creeping, crawling

Teaching/Learning Activities
Penmanship
1. Working together as a class, rule four lines with two colours, red and blue, on the board.
2. Then, demonstrate how to write capital letters first.

3. Let learners practise writing the capital letters of words on a piece of paper. First, go
around to check the correctness. Next, demonstrate writing the same words in lowercase
letters.
4. Then, as learners practise on a rough paper, go around again. Finally, let learners copy
the words in their exercise books. The weaker ones should have more practice on paper.
Go around the class, collect the books, mark, and provide feedback.

5. Capital letters
Working together as a class, review the use of capital letters in sentences. Next, refer
learners to the two sentences in exercise 2 on page 31 of the English Learner's Book 2
and ask them where to use capital letters. Finally, in pairs, ask learners to write the two
sentences, putting capital letters where needed.

Answers
a. I will visit Abena on Monday, in June.
b. I will go to the village; the village is near Kumasi.

Additional Practice
Refer learners to page 21 of the workbook for more exercises.

Activity 5 Guided Writing

1. In pairs, have learners reread the text “A Visit to the Zoo”

2. Allow learners to talk about different animals mentioned in the text. Let them describe the
different animals: small, big, etc.
3. Let learners share their ideas with the rest of the class.

Unit 3 It pays to visit places 21

4. Now ask them to write two examples of each type of animal in their homework book.
Examples:
a. Small animals: – deer, monkey, porcupine
b. Big animals: – elephant, zebra, bush pig, tiger
c. Flying animals: – peacocks, ostrich, sparrow, parrot
d. & e. Creeping and crawling animals: snail, worm, crocodile, turtle, ant, spider, gecko,
scorpion, frog, mole, snake

Workbook Answers

A. Oral Language d. green

Song: Mary Had a Little Lamb e. playing
1. Four words from the song f. green, grass
a. lamb c. fleece g. plant
b. little d. snow h. great
2. Mary Activity 3: Words with “pl” “gr”
3. white play great
4. True plan grant
5. go plead gross
6. where ploy grin
pleasure grand
B. Reading plaster great
Comprehension questions plain grow
1. Mr. Tetteh pluck, greed
2. a live lion etc. etc.
3. animals
4. feeding them C. Vocabulary
5. guard 1. Fill in the blanks
6. False a. beautiful
7. True b. visited
8. monkeys c. happy
d. afraid
Letters have Sounds e. live
Activity 2: Underline words with “pl” / f. swing
“gr” sound g. watching
a. please, grapes h. another
b. plans i. colourful
c. greet j. parrots

22 ENGLISH
3. Word puzzles: Write ten words D. Writing: Penmanship & Capital
from each puzzle letters
Words from the word puzzle (Any 10) Iddrisu is my son’s friend. They
Across: protect/protects, country, both attend primary school at
live, pet/pets, meat, tag, pro, sheep, Mampong in Ashanti Region.
she, milk Iddrisu goes to the mosque on
Down: close, lose, home, rear, red, Fridays. My son Emmanuel goes
goat/goats, scoop, coop/coops to church on Sundays.

Unit 3 It pays to visit places 23

 The relevance of places and things
Unit 4 at home
Unit Overview
This unit is about the relevance of places and things at home. It consists of four sections
labelled A - D. Section A will deal with Oral Language Development. Learners will learn a
new poem titled “Home, sweet home” and answer a few questions on it. Section B is in two
parts. In the first part, learners will read a short text aloud about places and things at home
and answer a few questions on it. The second part is code-named “Letters have Sounds”. It
will focus on making the /fr/ and /st/ sound in words. In Section C, learners will learn to have
fun with the keywords they met in the passage, and in Section D, they will copy given words
in capital and small letters. Finally, in this same section, learners will make a list of six places
and things, and write one sentence about each of the places and things.

Learning Outcomes
By the end of the unit, the learner will be able to:
• recite a given poem meaningfully;
• predict a text based on the title and picture;
• read a text aloud and answer questions on it;
• give examples of words with “fr” and “st” in them.
• identify words in a word search box;
• rearrange jumbled letters to form correct words;
• copy given words in capitals and small letters;
• list and write sentences about places and things in the home.

A. Oral Language
Poem: Home, sweet home
Teaching Strategies: Recitation, modelling, actions, questions and discussions
Teaching/Learning Resources: Picture depicting a house
Core Competencies: Communication and Collaboration, Listening and Speaking
Key Vocabulary: sweet, protection, laughter, assured, welcome

Preparation Before Class

Prepare a large picture of a house that looks warm and welcoming. Make a poster of the
poem.

24 ENGLISH
Teaching/Learning Activities
Activity 1
Let learners recite one of their familiar rhymes, stressing rhythm and stress patterns.
1. Place the picture on the board and let learners talk about what they see. Ask them
questions that focus on what their parents/guardians do for them and say whether they
feel happy or not. Finally, let learners predict what the lesson will be about.
2. Teach the pronunciation and meaning of the keywords in the poem: sweet, protection,
laughter, assured, welcome.

Activity 2
1. Put up the poster of the poem on the board or write the poem on the board.
2. Working together as a class, read the new poem passionately for learners to listen. Then,
invite learners to join you in reciting the poem for the second and third time. Finally, let the
whole class read the poem alone.
3. Let learners take turns reciting the poem in pairs, followed by half of the class, small
groups, and individual learners. Subsequently, let the whole class recite the poem with
gestures and actions.
4. To end this recital session, let learners state what parts of the poem they enjoyed and
share them with each other. Then, encourage them to give reasons why they enjoyed
those parts.

Assessment
Have learners answer the questions in Activity 2 on page 35 of the English Learner’s Book 2
orally with their partners.

Answers
a. It is about our home and what makes a home a special/sweet place. (Learner's
answers and wording may differ, but should reflect this key idea.)
b. There is no other place as sweet/special as a home. / A home is a place where you
are loved. / A home is a place where you feel safe. / A home is a place where you are
sure to get something to eat. / A home is place where children laugh because they
are happy. / A home is a place where you always feel welcome. (Any two.)
c. Fathers give protection and mothers give love.
d. (This is an opinion question, and the answer depends on the home the child is
coming from.)
e. Parents’ love and protection, assured meals, a place of children’s laughter, a
welcome environment. (Learners should give at least two reasons.)

Unit 4 The relevance of places and things at home 25

Reflection
Let learners reflect on the poem and compare how they consider home to what is in the poem.

Additional Practice
Refer learners to page 22 of the workbook for more exercises.

B. Reading Places and things at home

Teaching Strategies: Echo-reading, pair work, class/group activities

Teaching/Learning Resources: Word and sentence cards, pictures, real objects, videos
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: bedrooms, living room, grandmother, bowls, gas stove, microwave

Preparation Before Class

Make sure you gather all the materials you need. Prepare word cards and sentence cards.

Teaching/Learning Activities
Activity 3
1. Begin the lesson by discussing the picture on page 35 of the English Learner’s Book 2.
Allow learners to talk about what they see. Let them mention the different places in the
house: bedrooms, living room, kitchen, bathroom, etc. Ask learners to predict the topic of
the reading passage.
2. Teach and drill the pronunciation of the keywords: bedrooms, living room, grandmother,
bowls, gas stove, microwave.

Activity 4
In pairs, let learners scan the text to find the words in bold. Then, let them try to work out
the meaning of each word by reading the sentence(s) in which it appears. Next, teach the
meaning of keywords (if necessary) using context, demonstration, and miming.
NB: Remember the order of teaching new vocabulary. Do not copy the new words on the
board ahead of time.

Activity 5
While learners listen attentively, read the text aloud and ask learners to check the correctness
of their predictions. Ask a few of them to share their ideas with the rest of the class. Read the
text a second time while learners listen. Finally, let learners read the text after you several
times (echo-reading).

Activity 6
In pairs, let learners take turns to read the text aloud to each other, sentence by sentence or
paragraph by paragraph.

26 ENGLISH
 Assessment
Let learners read each question in Activity 7 on page 38 of the English Learner’s Book 2 and
discuss the answers with their partners.

Answers
a. grandmother’s house
b. five bedrooms
c. a living room, a storeroom, a study, a kitchen
d. gas stove, bowls, plates, pots, ladles, saucepans, frying pans, refrigerator,
microwave (Any three)
e. an old car, roofing sheets, a generator, leftover building materials, paint (Any three)
f. They learn and do their homework there.
g. False, because there are five bedrooms.
h. In the living room.

Remedial Activity
Ask the class to read sentences in the text from the board.

Extension Activity
In groups, let learners pick sentence and word cards in turns and read them. Those who read
correctly earn points.

Letters have Sounds – Consonant clusters/blends /fr/ and /st/

End the reading session with this activity. Play the phonic song and invite learners to sing
along.
1. Revise the "pl" and "gr" sounds.
2. While learners listen to you, blend the letters in the following words and read the words out
loud: fruit, front, free, frying, study, stove, store, sticks. Have the learners blend and read
the words after you.
3. Read the four sentences in exercise 4 on page 39 of the English Learner's Book 2 and
have learners repeat them after you.
4. Have learners sit in pairs and find three more words that contain “fr” and “st”at the
beginning of the word. Then, go around to support them. Finally, let them form sentences
with their words in their jotters and present them to the class.

Additional practice
Refer learners to pages 23 - 24 of the workbook for more exercises.

Unit 4 The relevance of places and things at home 27

 C. Vocabulary
Teaching Strategies: Demonstration, explanation, leading questions
Teaching/Learning Resources: Word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership

Teaching/Learning Activities
1. Sentence construction (English Learner's Book 2, page 40)
Working together as a class, let learners reread the passage and find the following words:
bedrooms, bathroom, study, kitchen, storeroom, living room. Ask them to raise their hands
when they find any word and tell the class the paragraph in which they found it. Then, let
them read the sentence in which it is.
Still working as a class, let learners form sentences with the given words. Next, write the
samples on the board for reading over. Finally, instruct learners to write their sentences in
their exercise books.
2. Spelling words correctly (English Learner's Book 2, page 40)
Ask learners to work in pairs to spell the words with jumbled letters correctly.

Answers
a. mortars d. generator
b. store e. bottom
c. microwave f. contains

3. Word puzzle (English Learner's Book 2, page 40) Let learners in pairs identify words from
the word search box and write them in their exercise books.

Answers
Down Across
design stove microwave/wave gun
cooking lot sauce glad
king plates bottom ladle/ladles
sauce house of store
living bathroom
in

Additional Practice
Refer learners to pages 25 - 26 of the workbook for more exercises.
Teaching Strategies: Demonstration, observation, copying

28 ENGLISH
 D. Writing
Teaching/Learning Resources: Board ruler, red and blue chalk
Core Competencies: Communication and Collaboration, Personal Development and
Leadership
Key Vocabulary: bedroom, living room, kitchen, utensils, microwave, refrigerator

Teaching/Learning Activities
Penmanship
1. Lead learners to do hand and wrist exercises for a few minutes.
2. Demonstrate to them the good posture needed for writing. Also, show them how to hold a
pen/pencil before writing.
3. Rule lines on the board like those in learners’ exercise books.
4. If there is any particular letter learners find difficult to write, let them practise it on the
board.
5. Then, let learners copy the words on page 41 of the English Learner’s Book 2, into their
exercise books. Go around the class, collect the books, mark, and provide feedback.

Activity 8 Guided Writing

1. Working together as a class, let learners read the text in this unit again.
2. Then, let each learner mention a place or thing at home. Make a list of what learners
mention on the board.
3. Invite individual learners to read the list on the board.
Places: bedroom, living room, kitchen, study, store room
Things: utensils, gas stove, bowls, microwave, refrigerator
4. Still working as a class, let each learner choose one thing/ place to form a sentence with it
orally, and write their sentences on the board.
5. Next ask the whole class to read all the sentences in unison. Then, invite learners
individually to read the sentences. Also, instruct learners to use the same words to form
their own sentences and ask them to write six of the sentences in their homework book.

Additional Practice
Refer learners to Revision 1 on pages 43 - 45 of the English Learner’s Book 2 for more
practice.

Revision 1 Answers
Exercise 1
1. A person persuading people to buy buns.
2. hot, cross, buns, penny

Unit 4 The relevance of places and things at home 29

 3. It is about a pet which loves its friend.
4. False

Exercise 2
1. a. sheep/cow/goat/hen/horse/donkey,
etc. (Any four) f. in a pen
b. stall g. False
c. shed h. elephants/ lions/porcupines, etc.
d. poultry i. a tour guide
e. False j. False
2. Saturdays cousins
very because
coconut village
fishing cocoa
3. fr, sm, pl, gr (words/pictures: frog, smart, plate, grape)

Exercise 3
a. parrot f. kitchen
b. snakes g. trader
c. mother h. foodstuffs
d. beautiful i. fetches
e. living room j. village

Exercise 4
1. Yaw was baptised on Sunday, 24th November, 2019. His mother took him to Takoradi
on Monday. Yaw's mother took him to a new school. The new school Yaw will attend
is Holy Family Preparatory School.
2. COOKING, HOUSE, SAUCE, cooking, house, sauce

Workbook Answers

A. Oral Language 6. plays

1. home
B. Reading and Comprehension
2. protection
1. The Big House
3. meals
2. False
4. laughter
3. five
5. meal

30 ENGLISH
 4. kitchen f. We attend to nature’s call.
5. in the kitchen Activity 2: Matching names and pictures
6. study a. saucepan = 3rd picture
7. storeroom b. rice cooker = 5th picture
8. storeroom c. frying pan = 6th picture
d. microwave = 1st picture
Letters have sounds e. bowl = 8th picture
2. “fr” “st” f. gas stove = 2nd picture
friend stone g. ladle = 4th picture
fry street h. plate = 7th picture
from star D. Writing and Grammar Usage
free stop, etc. 2. Rewriting names with capitals
a. Baaba
C. Vocabulary
b. Thursday
Activity 1
c. Adwoa
1. Missing letters
d. Monday
a. cooking
e. Jessica
b. saucepan
f. Friday
c. materials
g. Abena
d. shelf
h. Wednesday
e. mortars
i. Yaw
2. Matching places and what is done j. Sunday
there (Activity 1). k. February
a. We wash down. l. April
b. We receive visitors, read, m. August
watch television and listen to n. October
the radio. o. November
c. We keep things.
d. We cook.
e. We sleep there.

Unit 4 The relevance of places and things at home 31

Unit 5 Malaria awareness
Unit Overview
This unit is about malaria awareness. It consists of four sections labelled A - D. Section A
will deal with Oral Language Development. Learners will engage in a conversation about
malaria and answer questions on it. Section B is in two parts. In the first part, learners will
read a short text aloud about malaria and answer a few questions on it. The second part is
code-named “Letters have Sounds”. It will focus on making the /dr/ and /tr/ sounds in words.
Learners will identify the target sounds (consonant blends) in words. In Section C, learners
will learn to have fun with the keywords they met in the passage, and in Section D, they will
copy three sentences from their reading text as well as complete given sentences.

Learning Outcomes
By the end of the unit, learners will be able to:
• engage in a conversation about malaria;
• predict a text based on the title and picture;
• read a text aloud and answer questions on it;
• identify words with consonant blends;
• complete sentences with the right words;
• copy three sentences from a reading passage correctly and neatly.

A. Oral Language
Conversation: Malaria
Core Competencies: Communication and Collaboration, Listening and Speaking
Teaching strategies: Repetition, discussion, questioning
Teaching/Learning Resources: A picture depicting a bushy environment with mosquitoes
hovering around (English Learner’s Book 2, page 47)
Key Vocabulary: malaria, sickness, feel, ache, shivers, pain

Preparation Before Class

Refer to pages 47- 48 of the English Learner's Book 2. Enlarge the picture in Activity 1 or find
a similar large picture. Make a poster of the conversation in Activity 2.

Teaching/Learning Activities
Activity 1
Let learners sing a familiar song or recite a rhyme related to the lesson. Then, let them
mention some common diseases they know.

32 ENGLISH
1. Put the picture on the board and ask learners to talk about what they see. Have them
name the insects in the picture and say what they do to people.
2. From there, ask learners to explain malaria’s causes and symptoms. You can extend the
discussion to the ways of preventing the disease.
Activity 2
1. Put up the poster of the conversation on the board or write it on the board.
2. In pairs, let learners take turns to read the dialogue with their partners until they can
read it alone without looking at the words. Then, let learners practise both roles in the
conversation.

Assessment
Have learners answer the questions in Activity 2 on page 48 of the English Learner’s Book 2
orally.

Answers
a. Mosquitoes (Anopheles) cause malaria.
b. - shivering with cold
- headaches
- feeling hot
- loss of appetite
c. dirty places / bushy places, choked gutters, areas with wet ground, marshes, etc.

Additional Practice
Refer learners to page 28 of the workbook for more exercises.

Reflection
Let learners reflect on the conversation and compare their views on malaria before this
lesson to what they have learnt now.

Remedial Activity
Ask learners to use the picture on English Learner's Book 2, page 47 to tell the class what
they have learnt about malaria. For example: I can see a dirty/bushy area/place. I can see
that there is water, too. Mosquitoes like wet places. There are lots of mosquitoes there.
Mosquitoes cause malaria.

B. Reading Malaria

Teaching Strategies: Echo-reading, pair work, whole-class/group activities, modelling,

repetition
Teaching/Learning Resources: Word cards, picture on English Learner’s Book, page 48

Unit 5 Malaria awareness 33

Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation

Key Vocabulary: malaria, grandson, vomited, treatment, admitted

Teaching/Learning Activities
Activity 3
1. Begin the lesson by discussing the picture on page 48 of the English Learner’s Book 2.
Allow learners to talk about what they see and predict the topic of the reading passage.
2. Teach and drill the pronunciation of the keywords (malaria, grandson, vomited, treatment,
admitted) one after the other.
3. Let learners scan the text to find the words in bold in pairs. Then, let them try to decipher
the meaning of each word by reading the sentence(s) in which it appears. Use contexts,
demonstration, and miming to teach the meaning of keywords, if necessary.
NB: Remember the order of teaching new vocabulary. Do not copy the new words on the
board ahead of time.

Activity 4
While learners listen attentively, read the text aloud and ask learners to check the correctness
of their prediction. Then, invite a few of them to share their ideas with the rest of the class.
Next, read the text a second time while learners listen. Finally, let them read the text after you
several times (echo-reading).

Activity 5
In pairs, let learners take turns to read the text aloud to each other, sentence by sentence or
paragraph by paragraph, and share what they visualise with their partners.

Activity 6
Let learners read each of the questions and discuss the answers with their partners (English
Learner’s Book 2, page 51).

Assessment
Have learners answer the questions individually and orally.

Answers
a. house
b. bushes
c. False
d. True
e. two

34 ENGLISH
 f. shivered / vomited / his body was hot /could not eat any food (Any two)
g. four days
h. It was to confirm if he had malaria. Some other diseases start in the same way as
malaria. / She wanted to give him the correct treatment.

Letters have Sounds – Consonant blends “tr” and “dr”

End the reading session with this activity. Play the phonics song and have learners sing
along.
1. While learners listen to you carefully, read/say the following sentences: This is a tree. This
is a drum.
2. While learners listen to you, blend the letters in the following words and read the words out
loud: tree, treatment, trap, trip, drum, drips, drops, dry. Have the learners blend and read
the words after you.
3. Let learners sit in pairs and find more words that begin with “tr” and “dr”. Let them form
sentences with their words and present three of these sentences to the class.

Additional Practice
Refer learners to pages 29 - 31 of the workbook for more exercises.

C. Vocabulary
Teaching Strategies: Demonstration, explanation, leading questions.
Teaching/Learning Resources: Word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation

Preparation Before Class

Before the lesson, prepare your word cards.

Teaching/Learning Activities
1. Sentence completion (English Learner's Book, page 52)
a. Working together as a class, let learners reread the passage and find the following
words: chair, malaria, grandson, shivered, windows, medicine, vomited, net,
manhole, treatment.
b. Ask them to put up their hands whenever they find any of the words and tell the class
the paragraph in which they found it. Then, instruct them to read the sentence in
which it is found.
c. Finally, put learners in pairs to complete the sentences in the Learner's Book with the
appropriate words.

Unit 5 Malaria awareness 35

 Answers
a. nets
b. shivered
c. malaria
d. vomited
e. manhole
f. grandson
g. medicine

2. Word completion (English Learner’s Book 2, page 52)

a. Working together as a class, let learners read the passage to find the following
words: plots, malaria, doctor, treatment, moved, months, cold, admitted. Ask them to
raise their hands when they find any word and tell the class the paragraph in which
they found it. Let the class read the paragraph that contains each word.
b. Then, place learners in pairs to read the sentence in which each word is found again.
Again encourage them to think and try to get the meaning of the words. Ask them to
share the meanings they figure out with the class.
3. Still in pairs, let learners complete the words in exercise 1 by filling the blank spaces with
the correct letters. Do the first one with them: Ask them to glance through the passage to
look for a word that begins “p”, has “o” in the middle and ends with “s”. Let them raise their
hands when they find the words and direct the class to locate the paragraph in which the
word is found. Let the finder read the word. Then, ask the class for their approval of the
word. If the word is correct, ask them to find the missing letter. Finally, ask them to work in
pairs to find the missing letters in the rest of the words.

Answers
a. l _ plots f. t _ months
b. i _ malaria g. p _ drips
c. r _ doctor h. c _ cold
d. a _ treatment i. m _ admitted
e. d _ moved

3. Sentence construction (English Learner’s Book 2, page 52)

a. Working together as a class, let learners read the given words in exercise 2 from the
board. Then, let each learner choose one word, form a sentence with it, and write
their sentences on the board.
Example: I shivered from cold when I had malaria. I shivered from cold when I had
malaria.

36 ENGLISH
 b. Next, ask the whole class to read all the sentences in unison. Then, invite learners
individually to read the sentences.
c. Instruct learners to use the same words to form their own sentences and ask them to
write six of these sentences in their exercise books.

Additional Practice
Refer learners to pages 31 - 33 of the workbook for more exercises.

D. Writing
Teaching Strategies: Modelling, copying, observation
Teaching/Learning Resources: Board ruler, red and blue chalk
Core Competencies: Personal Development and Leadership, Communication and
Collaboration
Key Vocabulary: mosquitoes, headache, temperature, manhole, vomit, bitten

Teaching/Learning Activity
Penmanship
1. Lead learners to do hand and wrist exercises for a few minutes. Demonstrate the good
posture needed for writing and show them how to hold a pen/pencil to write with.
2. Rule lines on the board like those in learners’ exercise books. If there are any particular
letters learners find difficult to write well, let them practise these on the board.
3. Then, identify three sentences on page 49 of the English Learner’s Book 2 for learners to
copy into their exercise books.
Go around the class, collect their exercise books, mark, and provide feedback.

Activity 7 Guided Writing

1. Working together as a whole class, let learners reread the passage in this unit and find the
following words: mosquitoes, manhole, bitten, vomit, headache, temperature.
2. Encourage learners to think and try to get the meaning of the words. Ask them to share the
meanings they get with the class.
3. In pairs, let learners complete the sentences on page 53 of the English Learner’s Book 2,
by filling the blank spaces with the correct word. Have learners write their answers in their
exercise books.

Answers
a. manhole d. headache
b. mosquitoes e. vomit
c. bitten f. temperature

Additional Practice
Refer learners to pages 34 - 35 of the workbook for more exercises.
Unit 5 Malaria awareness 37
Workbook Answers

A. Oral Language C. Vocabulary

1. mosquitoes Activity 1
2. near water, in tall grass, at dirty 1. Down: treatment, nurse, moved,
places, etc. lost, me, nurse, doctor, red, me
3. a. headache Across: malaria, result, lot, some,
b. shivering with cold torn, shivered, admitted, far
c. loss of appetite, etc.
4. True Activity 2
5. a. Sleep under treated/insecticide 1. Completion of sentences
mosquito net. a. temperature e. moved
b. Weed around your house. b. became f. wanted
c. Spray insecticide to kill the c. laboratory g. admitted
mosquitoes, etc. d. inside h. paracetamol

B. Reading D. Writing and Grammar Usage

Reading and Comprehension Activity 3
1. new 5. doctor Apples are the fruits Akosua
2. two 6. doctor likes the most. Every week she
3. bushes 7. admitted eats fruits. On Mondays she eats
4. False 8. He had malaria. mangoes. On Tuesdays she eats
bananas. On Wednesdays she
Letters have sounds: Consonant eats pineapples. On the remaining
blends – “tr” and “dr” days she eats apples.
2. plate = pl
tree = tr
truck = tr
drum = dr

3. tr dr
trash drink
try draw
true, etc. dream, etc.

38 ENGLISH
Unit 6 The disease called malaria
Unit Overview
This unit is about the disease malaria . It consists of four sections labelled A - D. Section A
will deal with Oral Language Development. Learners will listen to a text about what causes
malaria and answer oral questions on it. Section B is in two parts. In the first part, learners
will read a text, titled “Getting malaria”, and answer questions it. The second part is code-
named “Letters have Sounds”. It will focus on consonant diagraph letters that make one
sound in words, namely "sh" as in "shoe and "th" as in "thick". In Section C, learners will learn
to have fun with the keywords they met in the passage, and in Section D, learners will copy
sentences in joint script (cursive writing), and then write five sentences about things they
must do to avoid mosquito bites.

Learning Outcomes
By the end of the unit, learners will be able to:
• listen to a text read by the teacher and answer questions on it;
• predict a text based on the title and pictures;
• read a text aloud and answer questions on it;
• use consonant digraphs correctly in sentences;
• complete given sentences with the correct words;
• punctuate sentences with the full stop.

A. Oral Language
Listening Comprehension: Causes of malaria
Teaching Strategies: Class/group activities, pair work, reading aloud
Teaching/Learning Resources: Picture of an environment that has empty cans scattered
around, choked gutters and dirt, and a lot of mosquitoes around
Core Competencies: Communication and Collaboration, Listening and Speaking
Key Vocabulary: mosquito bite, bushes, dirt, choked gutters, open manhole, breed

Preparation Before Class

Find a large picture or pictures of an environment that encourages mosquitoes to breed.

Teaching/Learning Activities
Activity 1
Let learners recite a rhyme related to the lesson.
1. Put up the picture on the board and let learners discuss what they see. Ask them

Unit 6 The disease called malaria 39

 questions like, “With such a scene as the one in the picture, what do you think will
happen? Do you see such surroundings where you live? What do you do about it?
2. While learners listen attentively, read the text on how people get malaria for learners to
orally answer questions on it.

Causes of malaria
Malaria is a deadly disease that affects humans and other animals. It is caused by the bite
of an infected female mosquito.
When the female mosquito bites you, it puts some tiny parasites into your body and that
gives you malaria. Mosquitoes will get the chance to bite you if you leave your house
and compound to be dirty and bushy. They love dark, dirty and wet places and breed in
buildings and in the open. They will also bite you if you sleep in a room with open windows
that have no nets.

Assessment
Ask learners the following questions. They answer them orally.
a. What kind of insect causes malaria?
b. How does it cause malaria?
c. How will mosquities get the chance to bite you?
d. Where do mosquitoes breed and live?
e. What mental pictures do you get when you hear about malaria?

Answers
a. An infected female mosquito/mosquitoes.
b. It bites you (and puts some tiny parasites into your body).
c. i. If you don't clean your house.
ii. If you leave your compound/garden bushy.
iii. If you sleep in a room with open windows without nets, etc.
d. In dark, wet and dirty places, both in buildings and in the open.
e. (Personal response)

Additional Practice
Refer learners to page 36 of the workbook for more exercises.

B. Reading Getting malaria

Teaching Strategies: Echo-reading, pair work, whole-class/group activities, discussion

Teaching/Learning Resources: Word cards, pictures, real objects, kerosene
Core Competencies: Communication and Collaboration, Personal Development and
Leadership

40 ENGLISH
Key Vocabulary: bite, described, kerosene, insecticide spray, shiver, consulting

Preparation Before Class

Prepare words cards with words that have the "sh" sound (as in "shy") and the voiceless "th"
sound (as in "mouth", not as in "these"). For the Extension Activity, also prepare some word
cards with words that have the "ch" sound (as in "chase").

Teaching/Learning Activities
Activity 2
1. Begin the lesson by discussing the picture on page 57 of the English Learner’s Book 2.
Allow learners to talk about what they see. Prompt them by asking questions such as
“Where is the woman? How do you know the woman’s location? What do you think is
wrong with the woman?” Encourage learners to predict the topic of the reading passage.

2. Teach and drill the pronunciation of the keywords (bite, described, kerosene, insecticide
spray, shiver, consulting) one after the other.

Activity 3
1. In pairs, let learners search the text quickly to find the words in bold. Then, let them try to
decipher the meaning of each word by reading the sentence(s) in which it appears.
2. Teach the meanings of keywords using context, demonstration, and miming. Remember
the order of teaching new vocabulary. Do not copy the new words on the board ahead of
time.
3. While learners listen attentively, read the text aloud and ask learners to check the
correctness of their predictions. Then, let a few of them share their ideas with the rest of
the class. Next, read the text aloud a second time while learners listen. Finally, let learners
read the text after you several times (echo-reading).

Activity 4
In pairs, let learners take turns to read the text aloud to each other, sentence by sentence or
paragraph by paragraph.

Assessment
Let learners read each of the questions in Activity 5 on page 60 of the English Learners’
Book 2 and discuss the answers with their partners.

Answers
a. vomited, shivered, felt cold, sweated, head ached, stomach pained me, had runny
stomach (Any four)
b. manhole/bushes
c. malaria

Unit 6 The disease called malaria 41

 d. bite
e. kerosene
f. Mosquitoes bit her.
g. i. By spraying the room with insecticide.
ii. By sleeping under a treated mosquito net.
iii. By weeding around your house.
iv. By pouring kerosene or oil into the open manhole (Any two)
h. Ntiako described the area to her.

Reflection
Have learners say which parts of the story are similar to what they experienced when they or
a family member had malaria.

Letters have Sounds – Consonant digraphs: “sh”, and the voiceless “th”
Note: This unit deals only with the voiceless "th" sound as in "mouth, thick, thin", etc. The
voiced "th" as in "this, these, there", etc. is dealt with in the next unit. Be mindful!
End the reading session with this activity. First, play the phonics song and invite learners to
sing along. Then, while learners listen to you, blend the letters in the following words and
read the words out loud: shoe, bush, she, should, teeth, mouth, bath, thin. Let the learners
blend and read the words after you.
Next, read the sentences in exercise 2 at the top of page 61 of the English Learner's Book 2.
Let the class repeat them after you.
Direct learners to sit in pairs and find more words with /ʃ/ and /θ/ sounds. Go around to
support them. Then, still in pairs, let them form sentences with their words and present three
to the class.

Additional Practice
Refer learners to pages 37 - 39 of the workbook for more exercises.

Remedial Activity
In pairs, let learners read to each other words on words cards that have “sh” and voiceless
“th” sounds in them. (For example, the words in exercise 1 at the bottom of page 60 of the
English Learner's Book 2.)

Extension Activity
Call individuals to pick and read words with “sh” and “ch” sounds from word cards.

C. Vocabulary
Teaching Strategies: Demonstration, explanation, leading questions
Teaching/Learning Resources: Word cards

42 ENGLISH
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation

Preparation Before Class

Before the lesson, prepare your word cards.

Teaching/Learning Activities
1. Sentence completion (English Learner’s Book 2, page 61)
a. Working together as a class, let learners reread the passage and find the following
words: mosquitoes, ached, mosquito nets, insecticide spray, bites, sometimes,
kerosene, consulting, fell, asked. Ask them to raise their hands when they find any of
them and tell the class the paragraph in which it is.
b. Put learners in pairs to read the sentence in which each word is found again.
Encourage them to think and try to decipher the meaning of the words/expressions.
After that, encourage them to share their meaning with the class.
c. Still in pairs, let learners do the exercise in the Learner's Book orally. Let them share
their answers with the rest of the class. Now, let individuals do the work in their
exercise books.

Answers
a. kerosene
b. insecticide spray
c. mosquitoes
d. ached
e. asked
f. mosquito net

Word completion (English Learner's Book 2, page 62)

Working together as a class, let learners read the full words from the board. Ask learners to
sit in pairs to read the words again. Now, clean them from the board and, with learners still in
pairs, instruct them to find the missing letters. Let them share their answers with the rest of
the class for approval. Finally, let individual learners write the correct words in their exercise
books.
Collect their work, mark, and give feedback.

Answers
a. head f. under
b. members g. sometimes
c. asked h. should
d. around i. badly
e. sweated

Unit 6 The disease called malaria 43

Additional Practice
Refer learners to pages 40 - 42 of the workbook for more exercises.

D. Writing
Teaching Strategies: Copying, discussion, good sitting posture
Teaching/Learning Resources: Sample sentences on sentence cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership
Key Vocabulary: treated net, kerosene, pour, weed around, insecticide

Preparation Before Class

Refer to Activity 6 in this book to prepare your flashcards.

Teaching/Learning Activities
Penmanship The use of the full stop
1. Lead learners to do hand and wrist exercises for a few minutes and show them the good
posture necessary for writing. Additionally, demonstrate how to hold a pen/pencil for
writing.
2. Discuss the uses of the full stop.
3. Together as a class, let learners read the passage again. Ask them to identify the
sentences and say where they find the full stops.
4. Write two sentences on the board to illustrate putting the full stop at the end of a sentence.
Example: My name is Dina Achieva.
I am a girl.
5. Still working together as a class, call some learners to point to the full stop in the
sentences. Let learners look through their reading passage again and say how the next
sentence after the full stop begins. “Does the next word after the full stop begin with a big
or small letter?”
6. Invite some learners to read sentences from the passage. After that, direct learners to
copy three sentences from the reading text. Go around to supervise and support where
necessary.
Collect learners’ books, mark, and provide feedback.

Activity 6 Guided Writing

1. Show learners flash cards with the target expressions about ways of avoiding mosquito
bite, for them to pronounce, such as: keep house clean; sleep under treated net; spray
with insecticide; weed around house; pour kerosene into; pour oil on; etc.
2. Write the expressions on the board as learners pronounce them. Point to each expression
on the board and say it several times for learners to listen and repeat.

44 ENGLISH
3. Next, ask learners what all the given expressions talk about. (They are about how to
prevent mosquito bite).
4. Through your examples, lead learners to make the sentences orally.
Examples:
a. I spray my room with insecticide.
b. You must sleep in a treated net.
5. Let learners sit in pairs to form their sentences and present three to the class. Now, have
learners copy four of their sentences in their exercise books.

Additional Practice
Refer learners to page 43 of the workbook for more exercises.

Workbook Answers

A. Oral Language 3. Note: Make sure the "th" words all

a. bad have a voiceless "th".
b. mosquitoes “sh” “th”
c. bites,sucks shall think
shell thirty
d. dirty
short thief
e. people shark, etc. thorn, etc.
f. stagnant,bushy
g. gutters,cans C. Vocabulary
Activity 1: Matching
B. Reading a. Shivered – shake violently
Reading and Comprehension b. Sweat – liquid that forms on the
1. four skin when a person’s body is hot
2. shivered c. Runny stomach – visiting the toilet
3. ached very frequently within a short period.
4. Ntiako stopped a taxi. d. Temperature – the measurement of
5. She wanted to know why they had how hot someone is.
fallen sick. e. Laboratory – a room in the hospital
6. Yes where blood, stool, and urine are
7. a. Weed around the house. tested
b. Sleep under treated mosquito net.
f. Consulting room – the room in
8. They bite one person and spread
which a patient sees a doctor
the malaria, etc.
g. Manhole – a big hole dug and
cemented so that sewage will flow
Letters have Sounds
into it.
2. a. sh b. sh c. th
d. sh e. th

Unit 6 The disease called malaria 45

 Activity 1: Word puzzle D. Writing and Grammar Usage
Down: shiver/shivered, our, red, samp, Maame Yaa is Abena’s mother.
nil, is, tan, net/nets, toe, consult, Maame Yaa loves Abena very
breed/breeding, in much. It is because Abena is a good
girl. She is respectful and clever.
Across: sweat/sweated, hospital, or,
man, manhole, hole, vomit/
vomited, mite, use, place, run,
he, heal, bite, bit, it, press,
pressure
(Any eight)

46 ENGLISH
Unit 7 Healthy living
Unit Overview
This unit is about healthy living. It consists of four sections labelled A - D. Section A will deal
with Oral Language Development. Learners will learn a new song titled “Head, shoulders,
knees and toes” and answer a few questions about it. Section B is in two parts. In the first
part, learners will read a short text aloud, titled “Taking care of your body”, and answer
questions on the text. The second part is code-named “Letters have Sounds”. It will focus on
making the “ch” sound and the voiced “th” sound (as in "than") in words and creating words
with them. In Section C, learners will learn to have fun with the keywords they met in the
passage, and Section D, they will copy sentences in joint script (cursive writing) and complete
sentences to describe their friends.

Learning Outcomes
By the end of the unit, learners will be able to:
• sing a song about parts of the body with actions;
• predict a text based on the title and pictures;
• read a text aloud and answer questions on it;
• use words containing digraphs to make meaningful sentences;
• copy sentences clearly with the correct capitalization;
• write a guided story by answering questions;
• write sentences about things they do to keep healthy.

A. Oral Language
Song: Head, shoulders, knees and toes
Teaching Strategies: Discussion, singing, repetition, group/whole-class activities
Teaching/Learning Resources: A chart showing a boy and his labelled body parts
Core Competencies: Communication and Collaboration, Listening and Speaking
Key Vocabulary: head, shoulders, knees, toes, eyes, ears, mouth, nose

Preparation Before Class

Make sure you have a large size picture showing a boy and his labelled body parts.

Teaching/Learning Activities
Activity 1
1. Let learners sing a familiar song, clap, and dance to the rhythm. Put up the picture on the
board and allow learners to talk about what they see. Invite them to name the parts of the
body and their various functions.
Example: the leg – for walking / doing exercise, etc.

Unit 7 Healthy living 47

Activity 2
1. Put up the poster of the song on the board or write it on the board.
2. Teach and drill these words: head, knees, shoulders, toes, eyes, ears, mouth, nose.
3. Sing the song three times for learners to listen. Then, let them sing it after you line by line,
then on their own. Encourage learners to take turns, in pairs, to sing the song.
4. Encourage learners to sing the song again and point at the parts of their bodies.
5. Furthermore, ask learners to state what parts of the song they enjoyed most and share it
with each other. To end this activity, ask learners to share why they enjoyed those parts.

Assessment
Instruct learners to answer the questions on page 67 of the English Learner’s Book 2 with
their partners.

Answers
a. To think. To solve problems. To learn. / To carry things.
b. To see, read, and cry.
c. To hear; to listen to conversations, sounds and music.
d. To smell, sniff, breathe, sneeze, etc.
e. To walk from one place to another, to stand, run, jump, dance, etc.

Reflection
Instruct learners to tell each other what they learnt from the lesson.

Additional Practice
Refer learners to pages 44 - 45 of the workbook for more exercises.

B. Reading Taking care of your body

Teaching strategies: Echo-reading, pair work, whole-class/group activities, discussions,
repetition
Teaching/Learning Resources: Pictures, word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership
Key Vocabulary: regularly, clean, inspected, decaying, germs

Teaching/Learning Activities
Activity 3
1. Begin the lesson by discussing the picture on page 68 of the English Learner’s Book
2. Then, allow learners to discuss what they see and predict the topic of the reading
passage.

48 ENGLISH
2. Teach and drill the pronunciation of the keywords (regularly, clean, inspected, decaying,
germs) one after the other. Then, in pairs, let learners scan the text to find the
words in bold.

Activity 4
1. Let them try to work out the meaning of each bold word by reading the sentence(s) in
which it appears.
2. Use context, demonstration, and miming to teach the meaning of keywords, if necessary.
NB: Remember the order of teaching new vocabulary. Do not copy the new words on the
board ahead of time.

Activity 5
1. While learners listen attentively, read the text aloud and ask learners to check the
correctness of their predictions. Then, let some of them share their ideas with the rest of
the class.
2. Read the text a second time while learners listen. Finally, let learners read the text after
you several times (echo-reading).

Activity 6
In pairs, let learners take turns to read the text aloud to each other, sentence by sentence or
paragraph by paragraph.

Assessment
Let learners read each of the questions on page 70 of the English Learner’s Book 2 and
discuss the answers with their partners.

Answers
a. Some nurses
b. They came to teach the children how to care for their bodies.
c. i. Some children had decayed teeth.
ii. Some children had holes in their teeth.
d. False
e. Cleaning the mouth will make us healthy.
f. So that germs will not enter our mouth/bodies.
g. False

Letters have Sounds – /tʃ/ and /θ/

End the reading session with this activity. Play the phonics song and invite learners to sing
along. While learners listen to you, blend the letters in the following words and read the words
out loud: child, teaching, change, chop, then, father, that, other. Note that in these words the
"th" is voiced. Ask learners to blend and read the words after you.

Unit 7 Healthy living 49

With learners sitting in pairs, ask them to find words with /tʃ/ and a voiced
/θ/ from the reading text. Go around to support them. Then, still in pairs, let them read out
four of their sample words to the class.

Additional Practice
Refer learners to pages 45 - 47 of the workbook for more exercises.

C. Vocabulary
Teaching Strategies: Demonstration, discussion, repetition
Teaching/Learning Resources: Word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership.

Preparation Before Class

Before the lesson, prepare your word cards

Teaching/Learning Activities
1. Sentence completion (English Learner’s Book 2, page 71)
Working together as a class, let learners reread the passage and find the following words:
health, decay, ensures, germs, dentist, carry, dirty, regularly.
Ask them to raise their hands when they find any of them and tell the class the paragraph
in which they find it. Then, instruct them to read the sentence in which it is.
Put learners in pairs to read the sentence in which each word is found again. Encourage
them to contemplate and try to decipher the meaning of the words. Subsequently, let them
share their meaning with the class.
Refer learners to exercise 1 in their Learner's Books. Still in pairs, instruct them to
complete the sentences orally by filling the blank spaces with the correct words.
Afterwards, let them share their answers with the rest of the class. Finally, direct them
to do the exercise in their exercise books. Once that has been completed, collect the
exercise books for marking.

Answers
a. germs e. dirty
b. decay f. dentist
c. health g. carry
d. regularly h. ensures

2. Spelling words correctly (English Learner's Book 2, page 71)

Show learners word cards with the target words for them to pronounce. Write the words on
the board as learners pronounce them.
Point to each word on the board, and say it several times for learners to listen and repeat.

50 ENGLISH
 Next, clean the words from the board. Refer learners to exercise 2 and ask them to
unjumble the letters in the words and to say the words orally.
Finally, instruct learners to copy the words into their exercise books.

Answers
c. stomach
d. teeth
e. mouth
f. germs
g. through
h. singlet

Additional Practice
Refer learners to pages 48 - 49 of the workbook for more exercises.

D. Writing
Teaching strategies: Discussion, pair work, whole-class/group activities
Teaching/Learning Resources: Sample composition
Core Competencies: Communication and Collaboration, Personal Development and
Leadership
Key Vocabulary: brush, wash, healthy, slim, fat, attends

Teaching/Learning Activities
Penmanship My friend/Capitalization
1. Through questions, prompt learners to revise their knowledge on how to describe people/
things.
Examples of questions you can ask learners include:
• What is the name of your friend?
• How old is he/her?
• Where does he/she come from?
• What school does he/she attend?
2. Guide learners to answer the above questions and put their answers on the board. Then,
in pairs, let them take turns to read the sentences on the board.
3. Finally, allow learners to identify the describing words in the sentences and underline them
on the board.
4. Let learners copy the model essay on page 72 of the English Learner’s Book 2, with the
right capitalization.
Collect learners’ work for marking.

Unit 7 Healthy living 51

 Sample answer
My friend
The name of my friend is Asabea Gifty.
She is seven years old.
She is slim.
She comes from Koforidua.
She attends Golden Star Preparatory School.

Activity 7 Guided Writing

1. Working in pairs, have learners reread the text, "Taking care of your body".
2. Instruct learners to find out all the things the nurses told the children to always do so they
will stay healthy.
3. Allow the pairs to share their findings with the rest of the class.
4. Put the points on the board for learners to read after you. Then let learners read the
sentences on their own, in turns.
Examples:
a. Brush your teeth twice a day.
b. Keep your fingernails short.
c. Bath twice a day.
d. Wash your hands regularly with soap.
e. Clean the clothes you wear.
5. Refer learners to exercise 2 on page 73 of the English Learner's Book 2, and have them
complete the sentences about a friend.

Additional Practice
Refer learners to page 50 of the workbook for more exercises.

Workbook Answers

A. Oral Language 6. head

1. Five words you heard. 7. legs
a. knees d. head 8. head
b. shoulders e. eyes, etc.
B. Reading
c. toes
Reading and Comprehension
2. It is about parts of the body.
1. teach the children
3. talk
2. They inspected the mouths of the
4. smell
children.
5. legs
3. False

52 ENGLISH
 4. Their teeth needed attention d. dentist
immediately. e. tongue
5. how to brush their teeth well. f. regularly
g. attention
6. sick
h. inspected
7. running water
i. hide
8. two times a day
j. immediately
Activity 2: Letters have Sounds – “ch”, Activity 3: Missing letters
“th” a. teaching f. stomach
chin these both b. inspected g. shoulder
chain mother thorn c. cleaning h. tongues
teacher whether thunder d. panties i. underwear
church there healthy e. fingers j. regularly
chill, etc. this, etc. with, etc.
D. Writing and Grammar Usage
C. Vocabulary a. This is a flower.
Activity 1: Filling in the blanks b. There is a beautiful house.
a. nurses c. This is my school.
b. fingernails
d. This is a table. We write on it.
c. singlet

53
Unit 8 Promoting babies’ health is important
Unit Overview
This unit is about promoting babies' health. It consists of four sections labelled A - D.
Section A will deal with Oral Language Development. Learners will listen to a story titled
“A responsible mother” and answer a few questions on it. Section B is in two parts. In the first
part, learners will read a short text aloud, titled “Taking care of babies”, and answer questions
from the text. The second part is code-named “Letters have Sounds”. It will focus on making
the /k/ and /f/ sounds in words. Learners will read words and identify the /k/ and /f/ sounds in
them. In Section C, learners will learn to have fun with the keywords they met in the passage,
and in Section D, learners will copy a short paragraph in joint script and then write a guided
story by answering questions.

Learning Outcomes
By the end of the unit, learners will be able to:
• name characters in a story and relate them to real-life situations;
• predict a text based on the title and pictures;
• read a text aloud and answer questions on it;
• use words containing two letters that make one sound to form sentences;
• copy a paragraph with the correct punctuation;
• write a guided story by completing sentences with the correct words.

A. Oral Language
Storytelling : The responsible mother
Teaching strategies: Discussion, repetition, narration, drill
Teaching/Learning Resources: Picture on page 76 of the English Learner's Book 2 of a
mother sitting by her child’s bed in a hospital ward
Core Competencies: Communication and Collaboration, Listening and Speaking
Key Vocabulary: lived, concerned, pick, worried, commended, medication

Preparation Before Class

Enlarge the picture on page 76 of the English Learner's Book 2 to poster size.

Teaching/Learning Activity
Activity 1
1. Let learners sing a familiar song or recite a rhyme related to the lesson. Then, put the
picture on the board and let learners discuss what they see. Let them name the people in
the picture and say where they are and what they are doing.

54 ENGLISH
2. Next, teach and drill unfamiliar words in the story (responsible, consult).
3. Narrate the story "The responsible mother" (see below) clearly and audibly to learners.
Ask questions to prompt learners to make predictions as the story unfolds, e.g., “What
do you think will happen next? What would you have done if you were the mother of the
sick child?
4. After telling the story, let learners answer questions on it orally.
5. Instruct learners to mention the characters in the story – Mr. Addo, Mrs. Addo, Yaw,
Akosua, the doctor. What kind of mother is Mrs. Addo? (A responsible mother, a caring
mother, etc.)
6. Encourage learners to retell the story as a whole or in bits.

The responsible mother

Once upon a time, Mr. and Mrs. Addo lived in a town called Adomi with their two children,
Yaw and Akosua. They lived very peacefully with everybody. Mr. Addo worked in a
neighbouring town as a clerk, and Mrs Addo was a market woman. Akosua and Yaw were
young. They both went to the primary school in the middle of the town.
One day, Akosua fell ill at school. Concerned, the school authorities called her mother
to come and pick her up. She had a headache and was running a slight temperature, so
though they knew she was sick, all the adults thought it would pass. However, later in the
evening, Akosua only got worse. She started to shiver and shake. Her temperature shot
up. It was very high. Yaw was worried, and so was Mrs. Addo. She decided to get Akosua
to the hospital. There was no car in the house because the family did not own a car. Their
neighbours also did not have cars. And because of how late it was, there were hardly any taxi
drivers around.
After waiting for some time without help, Mrs Addo decided to carry Akosua on her back and
walk to the hospital. She did not want to wait through the night before getting her some help.
It was a tiring journey. Yaw accompanied his mother, his concern for his sister growing. At
the hospital, they consulted the doctor. The doctor saw how badly Akosua was faring and
commended her mother for doing the difficult thing of carrying her to the hospital. The doctor
confirmed that Akosua had malaria. Akosua was given medication to help with her malaria.
Mr Addo came home the very next day after receiving a call from Mrs. Addo. Over time, they
nursed Akosua back to good health.

Reflection
Let learners state what parts of the story they liked most, and share them with each other.
Encourage them to give reasons why they enjoyed those parts.

Additional Practice
Refer learners to pages 51 - 52 of the workbook for more exercises.

B. Reading Taking care of babies

Teaching Strategies: Echo-reading, pair work, whole-class/group activity
Teaching/Learning Resources: Word cards, picture on page 77 of the English Learner's
Book 2

Unit 8 Promoting babies’ health is important 55

Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: care, weight, measles, inject, diphtheria, nurses

Teaching/Learning Activities
Activity 2
1. Begin the lesson by discussing the picture on page 77 of the English Learner’s Book
2. Then, allow learners to discuss what they see and predict the topic of the reading
passage.
2. Teach and drill the pronunciation of the keywords (care, weight, measles, inject, diphtheria,
nurses) one after the other.

Activity 3
In pairs, let learners scan the text to find the words in bold. Let them try to decipher the
meaning of each word by reading the sentence(s) in which it appears. Use contexts,
demonstration, and miming to teach the meanings of the keywords, if necessary.
NB: Remember the order of teaching new vocabulary. Do not copy the new words on the
board ahead of time.

Activity 4
While learners listen attentively, read the text aloud, and ask learners to check the
correctness of their predictions. Then, invite a few of them to share their predictions with the
rest of the class. Read the text a second time while learners listen and instruct learners to
read the text after you several times (echo-reading).

Activity 5
In pairs, let learners take turns to read the text aloud to each other, sentence by sentence or
paragraph by paragraph.

Activity 6
Let learners read each question on page 80 of the English Learner’s Book 2 and discuss the
answers with their partners.

Assessment
After ensuring that all learners have had sufficient practice in reading the passage aloud,
read each of the questions at the end of the passage and let learners answer it. Explain the
question if need be.

Answers
a. Parents bath their babies.
Parents wash their babies’ clothes and iron them. They take them to the hospital when
they are sick. They take them to the clinic every month. (Any two).

56 ENGLISH
 b. Every parent should take the baby to a clinic so it can be weighed and get injections.
c. Nurses
d. The nurses weigh the baby every month, so they can see if the baby weighs more,
the same or less than the last month.
e. Polio, tuberculosis, tetanus, measles, whooping cough, diphtheria (Any three)
f. Parents should take their babies to health centres for vaccinations.

Reflection
Ask learners to tell the class what they have learnt from the story.

Letters have Sounds - “ck” and “ph”

End the reading session with this activity. Play the phonics song and let learners sing along.
While learners listen to you, blend the letters in the following words and read the words out
loud: sick, sack, kick, ticks, phone, photo, graph, phrase. Let learners blend and read the
words after you.
Direct learners to sit in pairs and find words that have “ck” and “ph” in them. After that, ask
them to form sentences with their words and present three to the rest of the class.
Have learners listen to and repeat the sentences in exercise 4 on page 81 of the English
Learner's Book 2 in turns.

Additional Practice
Refer learners to pages 52 - 53 of the workbook for more exercises.

C. Vocabulary
Teaching strategies: Demonstration, explanation, leading questions
Teaching/Learning Resources: Word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Critical Thinking and Problem Solving

Preparation Before Class

Before the lesson, prepare your word cards.

Teaching/Learning Activities
1. Spelling words correctly (English Learner's Book 2, page 81)
Working together as a class, ask learners to reread the passage and find the following
words: weight, breast, crippled, gained, whether, measles. Ask them to raise their hands
when they find any of them and tell the class the paragraph in which they found it. Then,
let them read the sentence that contains each word.
Put learners in pairs to read the sentence in which each word is found again.

Unit 8 Promoting babies’ health is important 57

 Encourage them to think and try to decipher the meaning of these words. Then, let them
share their meanings with the class. Still in pairs, let learners complete exercise 1 by filling
the blanks with the correct letters.

Answers
a. weight d. whether
b. gained e. crippled
c. breast f. measles

2. Sentence completion (English Learner’s Book 2, pages 81 - 82)

Working together as a class, let learners read the passage again and find these words:
breast milk, injections, month, care, clinic, nurse, babies, protected. Ask them to raise their
hands when they find any of them and tell the class the paragraph in which they found it.
Then, let them read the sentence in which it is.
Instruct learners to sit in pairs to read the sentence in which each word is found again.
Then, let learners share their meaning with the class. Still, in pairs, let learners complete
the sentences in exercise 2 with the correct words, after which they will share their
answers with the rest of the class. Finally, ask learners to do the exercise in their exercise
books.

Answers
a. clinic e. month
b. nurse f. babies
c. injections g. protected
d. care h. breast milk

Additional Practice
Refer learners to pages 54 - 56 of the workbook for more exercises.

D. Writing
Teaching Strategies: Discussion, copying, demonstration, pair work
Teaching/Learning Resources: Writing materials, model composition
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: clothes, hospital, breast feed, weighing, baths

Preparation Before Class

Before the lesson, prepare your model essay.

58 ENGLISH
Teaching/Learning Activities
Penmanship Punctuation – The capital letter and full Stop
1. Lead learners to do hand and wrist exercises for a few minutes.
2. Demonstrate to them the good posture needed for writing. Additionally, show them how to
hold a pen/pencil when they want to write.
3. Review the use of the capital letter and the period (full stop) with learners using
unpunctuated texts. Provide unpunctuated sentences for learners to insert the right
punctuation marks and capital letters on the board.
4. Refer learners to the two activities on pages 82 and 83 of the English Learner's Book 2.
They should rewrite the two texts in joint script, placing a full stop where it should be and
writing capital letters where necessary.
Go around the class, collect the books, mark and provide feedback

Remedial Activity
Write a short text in small letters and without full stops on the board. Ask individual learners to
point out where capital letters should have been used and where full stops are missing.

Extension Activity
In pairs, let learners punctuate a given text with full stops and change small letters to capital
letters where needed.

Activity 7 Guided Writing

1. Working together as a class, let learners read the passage again and find these words:
hospital, back, clothes, baths, breastfeed, weighing.
2. Ask them to raise their hands if they find any of them and tell the class the paragraph in
which they found it. Then, let them read the sentence in which it is.
3. Refer learners to exercise 2 on page 83 of the English Learner's Book 2. Still in pairs, let
learners complete the sentences with the correct words after which they will share their
answers with the rest of the class. Finally, ask learners to do the exercise in their books.

Answers
a. baths c. back e. weighing
b. clothes d. hospital f. breastfeed

Additional Practice
Refer learners to page 56 of the workbook for more exercises.
Refer learners to Revision Exercise 2 on English Learners Book pages 85 - 87 of the English
Learner's Book 2 for more practice.

Unit 8 Promoting babies’ health is important 59

 Revision 2 Answers
Exercise 1
1. a. baths b. clothes c. backs d. hospital

Exercise 2
a. i. having a bad headache
ii. vomiting
iii. having a runny tummy
iv. shivering
v. having a temperature (feeling very cold/hot at times)
(Any three of the above)

b. False
c. True
d. four days
e. the doctor
f. i. Pour kerosene or oil on the water in the manhole.
ii. Weed around the house.
iii. Sleep under treated mosquito nets.
iv. Use insecticide spray.
(Any three of the above)
g. A mosquito
h. healthy
i. soap, running
j. polio/tuberculosis/tetanus/measles/whooping cough/diphtheria
(Any three of the above)

Exercise 3
1. My name is Akua Addai. I live in a town near Nsawam. I was born on Wednesday
in the month of April. Were you also born in April? I am seven years old. I am in
basic two. I attend New Life Preparatory School. I like to play ampe, basketball, Ludo
and hopscotch.

Exercise 4
My name is Akua Addai. I live in a town near Nsawam. I was born on Wednesday in the
month of April. Were you also born in April? I am seven years old. I am in basic two. I
attend New Life Preparatory School. I like to play ampe, basketball, Ludo and hopscotch.

60 ENGLISH
Workbook Answers

A. Oral Language 2. Matching

1. characters a. Clinic – a healthcare facility for
2. four those who are not admitted to a
3. She was sick. hospital
4. hospital b. Protect – guard against danger
5. False or evil
6. True c. Cripple – lame
7. She is a good person. d. Inject – give injection to a
person
B. Reading
e. Diseases – illness
Activity 1: Reading and Comprehension
1. (b) clinic
3. Spelling
2. (b) breast milk
3. (a) hospital a. breast milk f. protect
4. (a) weighing the baby b. care/race g. baby
5. (a) healthy c. bath h. weight
6. (a) so they can be healthy for d. mother i. strong
their babies e. food j. each
7. (a) vaccines
D. Writing and Grammar Usage
C. Vocabulary My Friend
1. Fill in the blanks The name of my friend is Asabea
a. breast milk e. protect Gifty.
b. injections f. parents She is seven years old.
c. clinic g. weight She is slim and beautiful.
d. gain h. vaccines She lives in Koforidua, Asokore.
Her parents are Mr. and Mrs. Offei.

Unit 8 Promoting babies’ health is important 61

Unit 9 Balanced meal
Unit Overview
This unit is about balanced meals. It consists of four sections labelled A - D. Section A will
deal with Oral Language Development. Learners will listen to a story titled “The Fox and the
Crow” and answer a few questions on it. Section B is in two parts. In the first part, learners
will read a short story called “Eating good food” and answer questions on it. The second part
is code-named "Letters have Sounds". It will focus on consonant diagraph /ʃ/ (sh) , /kr/ (cr)
and /f/ (ph) in words. In Section C, learners will learn to have fun with the keywords they met
in the passage, and in Section D, they will draw an object of their choice and label it. Finally,
learners will write about their favourite food.

Learning Outcomes
By the end of this unit, learners will be able to:
• identify characters in a story;
• predict a text based on the title and pictures;
• read a text with good pace, accuracy, and expression;
• use words containing two letters that make one sound to form sentences;
• draw and label objects found in their environment;
• write about their favourite food.

A. Oral Language
Storytelling: The Fox and the Crow
Teaching Strategies: Discussion, repetition, picture description, narration
Teaching/Learning Resources: Word cards, picture on page 89 of the English Learner's
Book 2
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Critical Thinking and Problem Solving.
Key Vocabulary: piece, cheese, beak, glossy, surpasses, lifted, caw, snapped, flatterers

Preparation Before Class

Prepare your word cards. Enlarge the picture on page 89 of the English Learner's Book 2 to
poster size.

62 ENGLISH
Teaching/Learning Activities
Activity 1
1. Let learners sing a familiar song or recite a rhyme related to the lesson. Then, put the
picture on the board and let learners discuss what they see. Based on the discussion, let
learners predict what they will hear in the story.
2. Show key vocabulary on word cards: piece, cheese, glossy, surpasses, lifted, caw,
snapped, flatterers. Pronounce them and let leaners listen and repeat them several times.
Next, let groups, pairs, and individual learners read words on the board.
Teach the meanings of these words using pictures, demonstration, miming, and questions.
3. Read the story clearly and audibly while learners listen attentively.

The Fox and the Crow

One day, Fox saw Crow fly off with a piece of cheese in its beak. She settled on a branch of
a tree.
“That’s for me because I am a fox”, said Master Fox, and he walked up to the foot of the tree.
“Good day, Mistress Crow,” he cried. “How well you are looking today! How glossy your feathers;
how bright your eyes. Your voice surpasses that of other birds, just as your figure does. Let me
hear but one song from you that I may greet you as the Queen of Birds."
The crow lifted her head. She began to caw her best. The moment she opened her mouth,
the piece of cheese fell to the ground. Master Fox quickly snapped the cheese. “That will do,”
said he.
“That was all I wanted. In exchange for your cheese, I will give you a piece of advice for the
future. Do not trust flatterers.”

4. Let learners answer oral questions about the story. Then, invite individual learners to retell
the story, either as a whole or bit by bit.

Reflection
Let learners state what parts of the story they enjoyed and share them with each other.
Encourage them to give reasons why they enjoyed those parts.

Assessment
Instruct learners to answer what questions on pages 89 - 90 of the English Learner’s Book 2
with their partners.

Answers
a. Master Fox, Mistress Crow
b. The fox saw the crow with a piece of cheese in its mouth. The fox flattered the crow
with sweet words, the crow’s cheese dropped when she started to caw (sing)t, and
the fox snapped it up.
c. A piece of cheese
d. The fox used flattery.

Unit 9 Balanced meal 63

 e. The crow was defenceless/weak/ignorant.
f. The fox was a flatterer/cheat.
g. It is a very good advice.

Additional Practice
Refer learners to page 57 of the workbook for more exercises.

B. Reading Eating good food

Teaching Strategies: Echo-reading, pair work, whole-class/group activities

Teaching/Learning Resources: Pictures, word cards, cut-up sentences, sense groups
Core Competencies: Communication and Collaboration, Personal Development and
Leadership
Key Vocabulary: meals, tastes, favourite, balanced, pounding, dessert, crabs

Preparation Before Class

Before the lesson, prepare your word cards. If possible, make a large copy of the pictures on
page 90 of the English Learner’s Book 2 for a more corporate reading session.

Teaching Activities
Activity 2
1. Begin the lesson by discussing the pictures on page 90 of the English Learner’s Book 2.
Then, allow learners to discuss what they see and predict what they will read about.
2. Teach and drill the pronunciation of the keywords (meals, tastes, favourite, balanced,
pounding, dessert, crabs) one after the other.

Activity 3
1. In pairs, let learners search the text to find the words in bold. Ask them to decipher the
meaning of each word by reading the sentence(s) in which it appears.
2. Use context, demonstration, and miming to teach the meanings of the keywords, if
necessary.
NB: Remember the order of teaching new vocabulary. Do not write the new words on the
board ahead of time.

Activity 4
While learners listen attentively, read the text aloud and ask learners to check the correctness
of their predictions. Then, let a few of them share their ideas with the rest of the class. Next,
read the text a second time while learners listen. Then, let learners read the text after you
several times (echo-reading).

Activity 5
1. Read the text again to learners.
2. Then engage learners in activities that will enable them to recognise words they have

64 ENGLISH
 learnt so they can read the text more easily. For example, you may read out words and
sentences for them to identify words they have learnt on word and sentence cards.

Activity 6
Let learners read the questions on page 93 of the English Learner's Book 2 and discuss the
answers with their partners.

Assessment
In pairs, let learners take turns to read the text aloud to each other, sentence by sentence or
paragraph by paragraph.

Answers
a. Mummy Gyekyewa
b. Saturday
c. brother
d. fufu, groundnut soup
e. pepper, onions, garden eggs, tomatoes (Any three)
f. crabs, goat meat
g. balanced
h. Saturday

Reflection
Let learners compare their views on balanced meals before this lesson to what they have
learnt now.

Letters have Sounds – Consonants in different positions ("sh", "cr", "ph")

End the reading session with this activity. First, let learners sing the alphabet song. Then,
while learners listen to you, blend the letters in the following words and read them aloud:
ship, wish, fish, crab, describe, photo, elephant, graph. Then, instruct learners to blend and
read the words after you.
Through leading questions, make learners aware that the consonants do not change sounds.
Wherever they are placed, they sound the same. It is important to make learners aware that
the sound “cr” cannot be used at the last position (i.e. at the end of a word).
Have learners sit in pairs and find words that contain the target consonant blends and
clusters. Go around to support them. Finally, let them form sentences with their words on a
piece of paper and present three to the class.

Additional Practice
Refer learners to pages 58-59 of the workbook for more exercises.

Unit 9 Balanced meal 65

 C. Vocabulary
Teaching Strategies: Drill, discussion, modelling
Teaching/Learning Resources: Word cards
Core Competencies: Personal Development and Leadership, Communication and
Collaboration

Preparation Before Class

Before the lesson, prepare your word cards.

Teaching/Learning Activities
1. Sentence completion (English Learner’s Book 2, pages 94 - 95)
Working together as a class, let learners reread the passage and find the following words:
Saturday, fruit, vegetables, cooking, crab, groundnut, pound, prepares, plantains, and
pepper.
Ask them to raise their hands when they find any of them, tell the class the paragraph in
which they found it and read the sentence that contains each word.
Put learners in pairs to read the sentence in which each word is found again. Then, let
them share their meaning with the class.
Now refer learners to the Learner's Book. Still in pairs, let learners complete the sentences
by filling the blank spaces with the correct words. Let them do this orally first and then
write the sentences in their exercise books. Go around to support.

Answers
a. vegetables f. fruit
b. groundnut g. prepares
c. cook h. Saturday
d. cooking i. plantains
e. crab j. pound

2. Word completion – (English Learner’s Book 2, page 95)

Working with the whole class, show word cards with the target words for learners to read.
Write the words on the board as learners say them: fruit, vegetables, pound, crab, prepare,
cooking, plantains, pepper, Saturday, groundnut.
Let learners sit in pairs to read the target words again. Next, clean the words from the
board. Then, still working in pairs, refer learners to the Learner's Book and ask them to
complete the words by filling in the missing letters.

66 ENGLISH
 Answers
a. fruit f. cooking
b. vegetables g. plantains
c. pound h. pepper
d. crab i. Saturday
e. prepare j. groundnut

3. Sentence construction (English Learner's Book 2, page 95)

Let learners pronounce the given words. Next, encourage learners to form sentences with
the words orally and then write the sentences in their exercise books.

Additional Practice
Refer learners to pages 60 - 62 of the workbook for more exercises.

Remedial Activity
Ask learners to complete these words with missing letters and read them to the class:
prepar_, gro_nd nut, co_king, S_turday, pep_er, d_ssert, b_ils, me_l

Extension Activity
Ask learners to write meaningful sentences with the words listed in the Remedial Activity.

D. Writing
Teaching Strategies: Observation, drawing
Core Competencies: Personal Development and Leadership, Creativity and Innovation
Key Vocabulary: favourite, groundnut soup, pepper, garden eggs, cassava, plantain

Teaching/Learning Activities
Penmanship Drawing and labelling
Lead learners to do hand and wrist exercises for a few minutes.
Then, in groups, learners look around the classroom observing charts with labelled objects.
Each group chooses a picture/object that they find interesting.
They first talk some more about the object in their group, and then each make a drawing of
that object and label it neatly. Help learners edit their work, particularly spelling and spacing.
Go around the class, collect the books, mark, and provide feedback.

Activity 7 Guided Writing

Working in pairs, let learners talk about their favourite food using these guidelines:
a. What is your favourite food?
b. What ingredients are used to prepare it?
c. How is it prepared?

Unit 9 Balanced meal 67

d. Why do you like it?
Ask a few pairs to share what they discussed with the rest of the class.
Then write the following structure on the board for learners, still in pairs, to practise
describing their favourite food.
My favourite food is _________
The ingredients used to prepare it are ________________
It is prepared by ________________
The food can be eaten as _______________ (breakfast / lunch / supper)
I like this food because _______________
After thorough oral practice, instruct learners to copy and complete the sentences in their
exercise books.
Collect learners’ compositions for marking and feedback.

Workbook Answers

A. Oral Language b. another g. Saturdays

1. Crow c. vegetables h. prepares
2. Fox d. meal i. pounds
3. Crow e. cabbage stew j. balanced
4. Fox praised Crow, saying that she
2. Spell the jumbled words correctly
had the sweetest voice.
a. blend e. makes
B. Reading b. tasty f. ginger
Reading and Comprehension c. fruits g. watery
1. x 6. d. soon h. soup
2. 7.
2. Words from the puzzle (Any ten)
3. 8. x
Down Across
4. 9. x
tomatoes onions
5. x 10. x
her eggs
go meat
Letters have Sound
Matching sounds to pictures egg eat
at heart
teeth – th
as teeth
shoe – sh
at are
grapes – gr
he organs
phone – ph heart eggs
crab – cr us rare, etc.
plate – pl so she
frog – fr he
as
C. Vocabulary
soup
1. Filling in the blanks so
a. fruit f. groundnut paste up

68 ENGLISH
Unit 10 Keeping fit activities
Unit Overview
This unit is about keeping fit activities. It consists of four sections labelled A - D. Section A will
deal with Oral Language Development. Learners will learn a new rhyme titled “Keeping fit”
and answer a few questions on it. Section B is in two parts. In the first part, learners will read
a short text about exercising the body and answer questions on the text. The second part
is code-named “Letters have Sound”. It will focus on the consonant cluster /sw/. In Section
C, learners will learn to have fun with the keywords they met in the passage, and in Section
D, they will draw and label objects found in the environment. Then, they will write a few
sentences about the activities they do to exercise their bodies.

Learning Outcomes
By the end of the unit, learners will be able to:
• recite a rhyme with understanding;
• predict a text based on the title and pictures;
• use words containing consonant blends to make meaningful sentences;
• draw and label objects found in their environment;
• predict a text based on the title and pictures;
• write about how to exercise their body.

A. Oral Language
Rhyme: Keeping fit
Teaching Strategies: Recitation, discussion, repetition, pair work, whole-class/group activities
Teaching/Learning Resources: A picture of children doing PE (English Learner's Book,
page 99)
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: fit, rope, twist, stretch, happy, bend, kick

Preparation Before Class

Enlarge the picture and write the rhyme on the board or on a large sheet of paper.

Teaching/Learning Activities
Activity 1
1. Let learners sing a familiar song or recite a rhyme related to the lesson. Then, put up the
picture on the board and let learners talk about what they see. Let them explain why the
children in the picture must do what they are doing.
2. Write these keywords on the board and drill the pronunciation (kick, bend, twist, stretch).

Unit 10 Keeping fit activities 69

Activity 2
1. Put up the poster of the rhyme or write it on the board. Recite the rhyme three times for
learners to listen. Then, let them recite it after you line by line and on their own.
2. Help learners accompany the rhyme with actions. Let them recite as a class, in small
groups and as individuals until they can recite it without looking at the words.
3. Next, prompt learners to state the parts of the rhyme they enjoyed and share them with
each other. Finally, let learners give reasons why they enjoyed those parts.

Assessment
Learners are to answer the questions on page 100 of the English Learner’s Book 2 with their
partners.

Remedial Activity
Invite individuals to recite the rhyme with the necessary stress and action.

Extension Activity
Ask learners to pick three words from the rhyme, read them to their partners and form a
sentence each with their choosen words.

Answers
a. We should exercise our bodies.
b. i. kick iii. bend
ii. twist iv. stretch
c. We feel fit and healthy, etc. (Personal response question.)

Reflection
Let learners reflect on the rhyme and compare the exercises they usually do to those
mentioned in the rhyme.

Additional Practice
Refer learners to pages 63 - 64 of the workbook for more exercises.

B. Reading Exercising the body

Teaching Strategies: Echo-reading, pair work, whole-class/group activities, repetition

Teaching/Learning Resources: Word cards, pictures on English Learner's Book 2,page 100
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: exercise, forward, kicking, pulling, running, skipping, swimming, swinging

70 ENGLISH
Preparation Before Class
Before the lesson, prepare your word cards. If possible, make a large copy of the pictures on
page 100 of the English Learner’s Book 2 for a more corporate picture reading activity.

Teaching/Learning Activities
Activity 3
1. Begin the lesson by discussing the pictures on page 100 of the English Learner’s
Book 2. Then, allow learners to discuss what they see and predict the topic of the reading
passage.
2. Teach and drill the pronunciation of the keywords (exercise, forward, kicking, pulling,
running, skipping, swimming, swinging) one after the other.
3. Then, in pairs, let learners scan the text to find the words in bold. Encourage them to
try and decipher the meaning of each word by looking at the pictures. Use context,
demonstration, and miming to teach the meanings of the keywords, if necessary.
NB: Remember the order of teaching new vocabulary. Do not copy new words on the board
ahead of time.

Activity 4
1. While learners listen attentively, read the text aloud and ask learners to check the
correctness of their predictions. Then, invite a few of them to share their ideas with the rest
of the class.
2. Read the text a second time while learners listen. Finally, let learners read the text after
you several times (echo-reading). In this activity, let learners as a class, in groups and
individuals, read the passage after you several times.

Activity 5
In pairs, let learners take turns to read the text under each picture aloud to each other,
sentence by sentence.

Assessment
Let learners read each question on page 103 of the English Learner’s Book 2 and discuss
the answers with their partners.

Answers
a. a forward roll d. Nii Boye g. exercising
b. kicking a ball e. False
c. high jump f. swimming

Reflection
Let learners reflect on the lesson and tell the class what they have learnt about doing
exercises.
Unit 10 Keeping fit activities 71
Letters have Sound “sw”
End the reading session with this activity. First, play the phonics song and let learners sing
along. Then, while learners listen to you, blend the letters in the following words and read the
words out loud (swim, swimming, swing, swinging, swell, swear). Next, instruct learners to
blend and read the words after you.
After that, ask learners to sit in pairs and find more words that have “sw” in them. Go around
to support them. Finally, let them form sentences with their words and present three of these
sentences to the class.

Additional Practice
Refer learners to pages 64 - 65 of the workbook for more exercises.

C. Vocabulary
Teaching Strategies: Demonstration, explanation, leading questions
Teaching/Learning Resources:Word cards
Core Competencies: Personal Development and Leadership, Communication and
Collaboration, Critical Thinking and Problem Solving

Teaching/Learning Activities
1. Sentence completion (English Learner's Book 2, pages 104 - 105)
Revise the target words in a whole-class activity: skipping, kicking, long jump, swimming,
swinging, jumping, pull, running. Refer learners to Activity 4 in the Learner's Book. Say the
first word. Ask learners to find it and put up their hand when they have found it. Then ask
any one learner under which picture they have found it and to read the caption below the
picture. Then have the whole class read the caption. Do the same with all the target words.
If necessary, revise the meaning of the words.
Refer learners to exercise 1 in the Learner's Book. Have the whole class do the exercise
orally. Then instruct learners to write the complete sentences in their exercise books.

Answers
a. running e. jumping
b. swimming f. long jump
c. pull g. skipping
d. kicking h. swinging

2. Word completion (English Learner’s Book 2, page 105)

Working together as a class, let learners read the complete words from the board
(exercise, body, children, doing, rope, swinging, pulling, tug, forward, kicking). (Explain the
meaning of "tug" (verb): to pull hard.) Then, put learners in pairs to read the target words
again. After that, clean the words from the board . Refer learners to exercise 2 in the

72 ENGLISH
 Learner's Book and ask them to complete the words by filling the blank spaces with the
correct letters. Finally, collect the books, mark them, and give feedback.

3. Sentence construction - (English Learner’s Book 2, page 105)

Let learners pronounce the given words. Next, encourage them to form sentences with the
words orally and then write them in their exercise books.

Additional Practice
Refer learners to pages 66 - 67 of the workbook for more exercises.

D. Writing
Teaching Strategies: Observation, discussion, drawing, group activity.
Teaching/Learning Resources: Charts showing some objects around the school or real
objects found around the school
Core Competencies: Personal Development and Leadership, Creativity and Innovation,
Critical Thinking and Problem Solving
Key Vocabulary: truck, goods, exercise, body

Teaching/Learning Activities
Penmanship Drawing and writing
Take the learners around the school for them to observe the things around them. Then, in
groups, ask learners to list the things that they like most as they walk around. When you
return to the classroom, guide them to discuss what they saw outside.
Let learners choose one of the things they saw, draw it, and write one or two sentences about
what they have drawn.
Let learners display their work for their classmates to inspect, after which they will submit it
for marking.

Activity 6 Guided Writing

Working in pairs, have learners talk about activities they do to exercise their bodies.
Ask them to share what they discussed with the rest of the class.
Examples:
doing a forward roll doing a high jump
kicking a ball skipping
doing a long jump swimming
pulling or tugging a rope running, etc.
List the exercises on the board as learners mention them.
Then, have learners pronounce them as a whole class, groups, pairs and individuals. Still
working in pairs, instruct learners to select any five types of exercises and form a sentence
with each of them and share three with the class. Write some of the sample sentences on the

Unit 10 Keeping fit activities 73

board for learners to read several times. Now instruct learners to write their five sentences
in their homework book. Go around to supervise. Collect learner’s work for marking and
feedback.
Examples:
The boys are kicking a ball to each other.
Ewe likes doing forward rolls on the carpet.
In tug-of-war, two teams are pulling on different ends of the same rope.

Additional Practice
Refer learners to page 68 of the workbook for more exercises.

Workbook Answers

A. Oral Language Letters have Sounds

1. Examples of four words from the 1. swinging, sweeping, sweet
rhyme: 2. sweat, switch, swell, swallow,
a. jump c. kick swear, etc.
b. bend d. stretch
C. Vocabulary
2. False
1. Filling in blank spaces
3. strong
a. morning f. rope
4. False
b. running g. twist
5. happy
c. pulling h. exercise
6. exercises
d. jump i. bananas
7. exercising the body
e. enjoys j. trains

B. Reading
3. Spelling
Reading and Comprehension
a. forward e. rope
1. 5.
b. kicking f. exercise
2. 6.
c. swinging g. enjoy
3. x 7. x
d. tug h. skipping
4. 8.

74 ENGLISH
Unit 11 Entertainment
Unit Overview
This unit is about entertainment. It consists of four sections labelled A - D. Section A will deal
with Oral Language Development. Learners will engage in a conversation about making and
responding to polite requests. Section B is in two parts. In the first part, learners will read a
short text about playing games and answer questions on the text. The second part is code-
named “Letters have Sounds”. It will focus on the sound the letters “a” and “i” make in words.
In Section C, learners will learn to have fun with the keywords they met in the passage, and
in Section D, they will write sentences to describe facial expressions and also complete
sentences with the appropriate words.

Learning Outcomes
By the end of the unit, learners will be able to:
• take part in a conversation about making and responding to polite requests;
• read a text aloud and answer questions on it;
• break words into syllables;
• match the game in the picture with its name;
• write sentences to descibe facial expressions;
• complete sentences with the correct words.

A. Oral Language
Conversation: Making and responding to polite requests
Teaching Strategies: Discussion, dialogue, demonstration, pair work
Teaching/Learning Resources: A poster of the conversation (dialogue), word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation, Critical Thinking and Problem Solving
Key Vocabulary: may, would, please, shall, agree, outside, late

Preparation Before Class

Make a poster of the conversation on page 109 of the English Learner's Book 2..

Teaching/Learning Activities
Activity 1
1. Let learners sing a familiar song or recite a rhyme related to the lesson.
Working in pairs, have learners demonstrate how they ask for favours.
2. Discuss polite requests using examples such as:
Please can you lend me your pencil? Please may I go out? May I sit down, please?

Unit 11 Entertainment 75
3. Discuss words used in polite requests: may, would, please, shall. Drill learners on the
above words using word cards.
4. Put up the poster of the dialogue or write it on the board. Read it to the class. Then have
learners repeat it after you, sentence by sentence. Next, divide the class in two groups
and let each group read the words of one character. Repeat and have the groups swap
roles so they can read the words of the other character too.
5. In pairs, let learners take turns reading the dialogue with their partners until they can
role-play it without looking at the words. When they’re done, let learners exchange roles.

Assessment
Now, assign learners, in pairs, to engage in making and responding to requests about playing
games. They may use the pictures on pages 111 - 112 of the English Learner's Book 2 for
ideas..
Example: A: Please can I borrow your skipping rope?
B: Yes, you can. / No, you cannot.
B: Would you play empe with me, please?
A: Yes, I will. / No, I will not.
A: May I skip with you and your friends, please?
B: Yes, you may. / No, you may not.
Reflection
Let learners reflect on the conversation and ask them to compare how they make and
respond to requests to what’s happening in the conversation.

Additional Practice
Refer learners to pages 69 - 70 of the workbook for more exercises.

B. Reading Playing games

Teaching Strategies: Echo-reading, pair work, whole-class/group activities

Teaching/Learning Resources: Word cards, pictures on pages 111 - 112 of the English
Learner's Book 2
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: volleyball, playing, tennis, Ludo, computer game, Draughts

Preparation Before Class

Before the lesson, prepare your word cards. Make a large copy of the pictures in the passage
for a more corporate picture reading activity.

76 ENGLISH
Teaching/Learning Activities
Activity 2
1. Begin the lesson by asking learners to look at the title of the passage. Then, allow
learners to explain the title and predict the topic of the picture story.
2. Teach and drill the pronunciation of the keywords (volleyball, playing, tennis, Ludo,
computer game, Draughts) one after the other.
3. In pairs, let learners scan the text to find the words in bold. Then, encourage them to
decipher the meaning of each word by reading the sentence(s) in which it appears. Use
context, demonstration, and miming to teach the meanings of keywords, if necessary.
NB: Remember the order of teaching new vocabulary. Do not copy the new words on the
board ahead of time.

Activity 3
While learners listen attentively, read the text aloud and ask learners to check the correctness
of their predictions. Then, invite a few of them to share their ideas with the rest of the class.

Activity 4
Read the text a second time while learners listen, and instruct them to read the text after you
several times (echo-reading). In this activity, let learners as a class, in groups and as individu-
als read the passage after you several times.

Activity 5
Let learners read each question on page 113 of the English Learner’s Book 2 and discuss
the answers with their partners.

Assessment
In pairs, let learners take turns to read the text aloud to each other, sentence by sentence or
paragraph by paragraph.

Answers
a. volleyball
b. grandfather and grandmother
c. Draughts
d. two boys (Mijima and Tawia)
e. Because they are old. (Accept other reasonable answers. The question cannot be
answered from the text.)
f. the game of Draughts

Reflection
Have learners tell the class which of the games they have read about is/are their favourite(s).
They should give reasons.

Unit 11 Entertainment 77
Letters have Sounds – “a” and “i”
End the reading session with this activity. First, play the jolly phonics song and let learners
sing along. Then, while learners listen to you, blend the letters in the following words and
read the words out loud: ant, apple, arrow, basket, fan, ship, fin, tin, kin. Instruct learners to
blend and read the words after you. Then, in pairs, ask them to find more words that contain
“a” and “i”.
Go around to support them. Let them form sentences with their words and present three of
these sentences to the class.

Additional Practice
Refer learners to pages 70 - 73 of the workbook for more exercises.

C. Vocabulary
Teaching Strategies: Demonstration, explanation, leading questions
Teaching/Learning Resources: Word cards

Preparation Before Class

Before the lesson, prepare your word cards.

Teaching/Learning Activities
1. Matching labels to pictures (English Learner's Book 2, page 115)
Working in pairs, let learners look at the pictures of different games in their Learner's
Book. Then, through questions, prompt them to discuss the pictures.
Example: Who are the people in the picture? Where are they? What are they doing?
Revise the names of the five target games by showing them on word cards for learners to
mention. Then, instruct learners to do the matching activity in pairs.

2. Breaking words into syllables (English Learner’s Book 2, page 116)

Revise syllabification with learners.
Examples: Ludo = Lu + do
table = ta + ble
basketball = bas + ket +ball
Put learners into groups to break the given words into syllables.

Answers
a. foot + ball e. Draughts
b. vol + ley + ball f. am + pe
c. bas + ket + ball g. ta + ble + ten + nis
d. Lu + do h. com + pu + ter

78 ENGLISH
Remedial Activity
Give pairs of learners word cards to read and break the words on them into syllables.

Extension Activity
In pairs, ask learners to form sentences with the given words.

3. Sentence construction (English Learner’s Book 2, page 116)

Let learners pronounce the words on cards and from the board. Then, encourage them
to form sentences orally. After that, instruct them to write their sentences in their exercise
books.

4. Word completion (English Learner’s Book 2, page 116)

Working together as a class, let learners reread the text to find these words: volley,
Draughts, computer, Ludo, afternoon, tennis, thinking, basket. Ask them to raise their
hands when they find any of them and tell the class the picture number where they found
it. Then let the whole class read the caption below the picture.
Next, put learners in pairs to read the sentence in which each word is found again. Still in
pairs, let them complete the given words by filling the blank spaces with the correct group
of letters. Do the first one with them.

Answers
a. volley e. afternoon
b. Draughts f. tennis
c. computer g. thinking
d. Ludo h. basket

Additional Practice
Refer learners to pages 73 - 76 of the workbook for more exercises.

D. Writing
Teaching Strategies: Modelling, copying
Teaching/Learning Resources: Pictures of different faces (sad, happy, etc.)
Core Competencies: Personal Development and Leadership, Communication and
Collaboration, Creativity and Innovation
Key Vocabulary: Draughts, abilities, fast, games, thinking

Preparation Before Class

Prepare pictures of different facial expressions. You can get them on the internet, cut them
out from old magazines or draw them yourself.

Unit 11 Entertainment 79
Teaching/Learning Activities
Penmanship
Lead learners to do hand and wrist exercises for a few minutes.
Show pictures of different faces to learners and ask them to describe the images they see.
Example: smiling/angry/sad/happy/worried/frightened faces.
Instruct learners to select one facial expression, draw it and write one sentence to describe
they have drawn.
Let learners display their work for their classmates to inspect.

Additional Practice
Refer learners to page 77 of the workbook for more exercises.

Activity 6 Guided Writing

Working together as a class, ask learners to reread the passage and find the following words
(Draughts, exercise, Ludo, thinking abilities, fast, computer games). Next ask them to raise
their hands when they find any of them and tell the class the paragraph in which they found it.
Then, encourage them to read the sentences that contain each word.
Put learners in pairs and instruct them to read the sentence in which each expression is
found again. Revise the meaning of the words, if necessary. Then refer learners to the activity
in the Learner's Book. Let them work in pairs and complete the sentences orally. Conclude
the activity by having pairs of learners say the complete sentences. Have the class repeat
each correctly completed sentence, and then write the sentences in their exercise books.

Answers
a. Ludo e. Draughts
b. computer games f. fast
c. exercise g. abilities
d. thinking

80 ENGLISH
Workbook Answers

A. Oral Language C. Vocabulary

1. Alhassan 1. Sentence completion
2. Ludo a. grow f. Draughts
3. Bukari b. mentioned g. fast
4. stopped playing c. played h. ability
2. a. would e. please d. games i. ampe
e. please f. may e. little j. thinking
f. may g. may
2. Matching games with their names
g. may h. would
i. basketball
B. Reading ii. Ludo
Reading and Comprehension iii. Oware
1. volleyball iv. Computer games
2. ampe v. Volleyball
3. table tennis
4. Mijimah and Tawia 4. Matching syllables
5. Ludo a. ampe f. little
6. exercising our bodies b. thinking g. many
7. Ludo c. football h. sometimes
8. happy d. grandfather
e. exercise
Letters have sounds
1. hat - a; grandma - a; cat - a D. Writing
2. Words with “a” and “i” a. The girl feels sad.
“a” “i” b. The girl feels happy.
rat fin c. The man feels angry.
cap hit d. The man feels joy/happiness.
hand sick
fat rich
sand, etc. fit, etc.

81
Unit 12 Festivals
Unit Overview
This unit is about celebrating a festival. It consists of four sections labelled A - D. Section A,
will deal with Oral Language Development. Learners will learn and practise how to greet
at various times and occasions. Section B is in two parts. In the first part, learners will read
a short text aloud, titled “A festival at Sunkwa”, and answer questions on the text. The
second part is code-named “Letters Have Sounds”. It will focus on making the /ɑ:/sound in
words. In Section C, learners will learn how to have fun with the keywords they met in the
text. In Section D, learners will read and copy sentences from a substitution table and draw
themselves dressed for a festival in their hometown.

Learning Outcomes
By the end of the unit, learners will be able to:
• greet people appropriately at various times and occasions;
• predict a text based on the title and pictures;
• read a text aloud and answer questions on it;
• revise vowel sounds and build words with them;
• complete sentences with the appropriate words;
• write or copy correct sentences from a table;
• draw themselves dressed for a festival.

A. Oral Language
Conversation: Special greetings
Teaching Strategies: Discussion, group work, pair work, repetition, demonstration
Teaching/Learning Resources: Picture on English Learner's Book, page 121; a poster with
samples of short conversations involving greetings (see Activity 2 in this book)
Core Competencies: Communication and Collaboration
Key Vocabulary: festivals, special, birthdays, congratulations

Preparation Before Class

Gather the materials you need. If possible, enlarge the picture on page 121 of the Learner's
Book and make a poster with samples of appropriate forms of greeting (see Activity 2
below). This will help you ensure that all learners move with you at the same pace.

Teaching/Learning Activities
Activity 1
1. Let learners sing a familiar song or recite a rhyme related to the lesson.
2. Then, put up the picture on the board and let learners describe what they see.

82 ENGLISH
 Ask them to name the people in the picture and say what they are doing.
Then, let them explain why the people in the picture must act in the manner they do and

Activity 2
1. Through questions, revise greetings with learners, e.g., Good morning/afternoon/evening/
night. Discuss how we greet each other on special days, such as Christmas Day or New
Year's Day. Refer to page 121 of the English Learner’s Book 2.
2. Put up your poster with the five conversations/greetings below or write them on the board.
Greetings
A: (To Mrs. Adu) Good morning, madam.
B: Good morning, how are you?
A: I am fine, thank you madam.

A: (To Mr. Adu) Good afternoon, sir.

B: Good afternoon, child. How are your parents?
A: They are quite well, sir. Thank you.

A: (To Mr. Mensah) Good evening, sir.

B: Good evening.

A: (To a friend) Happy New Year!

B: Thanks, and many happy returns.

A: You have passed your exams! Congratulations!

B: Thank you.

In pairs, let learners practise greeting each other in these five ways until they can do so
without looking at the poster. Let learners exchange roles in the interaction.

Assessment
Let individual learners take turns to repeat special greetings, such as: Merry Christmas,
Happy Eid-ul-Fitr, Happy New Year, Happy birthday, Congratulations on your birthday.

Reflection
Invite learners to say why they like or dislike greeting people.

Additional Practice
Refer learners to page 78 of the workbook for more exercises.

B. Reading A festival at Sunkwa

Teaching Strategies: Echo-reading, pair work, whole-class/group activities, discussion,

modelling

Unit 12 Festivals 83
Teaching/Learning Resources: Pictures of scenes from a festival (English Learner's Book
2, pages 122 and 124), word cards, sentence cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: celebrate, linguist, drummers, durbar, village, carried, return, path

Preparation Before Class

Before the lesson, prepare your word cards and sentence cards. Make a large poster of
the pictures on pages 122 and 124 of the English Learner’s Book 2, if possible, for a more
corporate picture reading activity.

Teaching/Learning Activities
Activity 3
1. Begin the lesson by discussing the pictures on pages 122 and 124 of the English
Learner’s Book 2. Allow learners to talk about what they see and predict the topic of the
reading passage.
2. Teach and drill the pronunciation of the keywords (celebrate, linguist, drummers, durbar,
village, carried, return, path) one after the other.

Activity 4
In pairs, ask learners to scan the text and find the words in bold. Encourage them to decipher
the meaning of each word by reading the sentence(s) in which it appears. Use contexts,
demonstration, and miming to teach the meanings of the keywords (if necessary).
NB: Remember the order of teaching new vocabulary. Do not copy the new words on the
board ahead of time.

Activity 5
While learners listen attentively, read the text aloud and ask them to check the correctness
of their predictions. Then, invite a few of them to share their ideas with the rest of the class.
Next, read the text a second time while learners listen. After that, let learners read the text
after you several times (echo-reading). In this activity, let learners as a class, in groups and
as individuals, read the passage after you several times. You may also ask learners to read
from sentence cards.

Activity 6
In pairs, let learners take turns to read the text aloud to each other, sentence by sentence or
paragraph by paragraph.

84 ENGLISH
 Assessment
Let learners read each of the questions in Activity 7 on page 125 of the English Learner’s
Book 2 and discuss the answers with their partners.

Answers
a. Akwanbᴐ
b. Saturday
c. “Clearing of the path”
d. The young people of the village
e. The Asafo Group
f. There is a durbar/ people dance/ they enjoy themselves.
g. palanquin
h. The paramount chief/ smaller chiefs/ the queen mother/ the linguist/ elders (Any two)
i. They are enjoying the festival/ because of the festival

Letters have Sounds – /ar/

End the reading session with this activity. First, play the phonics song and let learners sing
along. Then, while learners listen to you, blend the letters in the following words and read
them aloud: car, arm, park, start, star, art, harm, hark.
Instruct learners to blend the letters and read the words after you. Then, with learners seated
in pairs, let them find more words that contain “ar”. Go around to support them. After that, let
them form sentence(s) with their words and present three to the class.

Additional Practice
Refer learners to pages 79 - 81 of the workbook for more exercises.

C. Vocabulary
Teaching strategies: Demonstration, explanation, leading questions, pair work, whole- class/
group activities
Teaching/Learning Resources: Word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation, Critical Thinking and Problem Solving

Preparation Before Class

Before the lesson, prepare your word cards.

Teaching/Learning Activities
1. Sentence completion (English Learner’s Book 2, page 127)
Working together as a class, let learners reread the passage and find the following words:
celebrate, festival, linguist, happier, palanquins, drummers, queen mother, durbar.

Unit 12 Festivals 85
 Ask them to raise their hands when they find any word and tell the class the paragraph in
which they found it. Then, let them read the sentence that contains each word.
Put learners in pairs to read the sentence in which each word is found again. Encourage
them to think and decipher the meaning of the words. Then, let them share their meaning
with the class. Still in pairs, let learners complete these sentences by filling the blank
spaces with the correct words.

Answers
a. festival e. queen mother
b. linguist f. palanquins
c. happier g. drummers
d. celebrate h. durbar

2. Word completion (English Learner’s Book 2, page 128)

Put learners in pairs to read the target words. Encourage them to think and decipher the
meaning of the words. Then, let them share their meanings with the class.
Still in pairs, let learners complete the given words by filling in the missing letters. Do the
first one with them. After that, let the whole class read the words from the board. Finally,
instruct learners to copy the words into their exercise books.

Answers
a. people f. clothes
b. village g. dancing
c. Saturday h. playing
d. path i. chiefs
e. young j. carried

3. Sentence construction (English Learner’s Book 2, page 128)

Let the whole class read each word from the board three times. Then, use word cards for
further pronunciation drills. Explain the meaning of the words, if necessary. Give sample
sentences as a guide for learners to form their own sentences orally. They then write them
in their exercise books.

Additional Practice
Refer learners to pages 81 - 84 of the workbook for more exercises.

86 ENGLISH
 D. Writing
Teaching Strategies: Modelling, copying, demonstration, repetition
Teaching/Learning Resources: A substitution table
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: read, write, print, come from, am attending,Odwira Festival
Preparation Before Class
Before the lesson, copy the substitution table on a cardboard.

Teaching/Learning Activities
Lead learners to do hand and wrist exercises for a few minutes. Additionally, show them how
to hold a pen/pencil correctly.

Penmanship Sentences from a substitution table

In pairs, let learners read the words that form the sentences in the table. Guide learners with
your sample sentences from the table.
Example: i. She reads a book every day.
ii. They read a book every day.
Write learners’ examples of sentences on the board. Next, instruct the whole class to read
over the sample sentences from the board. Then, let learners write four sentences in their
exercise books.

Activity 8 Guided Writing

1. As a whole class, discuss with learners the festival celebrated in their hometowns.
2. Let them talk about the different attires people wear for such an occasion. Then ask
learners to draw themselves dressed for a festival in their hometown and write two
sentences about themselves and the festival under their drawing.
3. Let learners display their drawings in the classroom

Remedial Activity
Learners work in groups. One learner reads a list of verbs in the simple present tense and
the group members repeat the words after him or her several times.

Extension Activity
Still working in groups, have learners write three sentences of their own with verbs in the
simple present tense.

Refer learners to Revision 3 on pages 131 - 134 of the English Learner's Book 2 of the
English Learner's Book 2 for more practice.

Unit 12 Festivals 87
 Revision 3 Answers
Exercise 1
1. Good morning, friend/Esi/Kwasi, etc.
2. Good afternoon, friend/John/Josephine, etc.
3. Happy birthday to you.
4. i. Merry Christmas
ii. Happy Eid Mubarak
5. Congratulations on winning the Best Student Award.

Exercise 2
1. a. Mummy Gyekyewa f. nurses
b. True g. food
c. palmnut soup h. babies
d. learning i. breast
e. teeth j. weigh

Exercise 4
1. a. thinking b. game c. exercise d. played
e. basketball f. volleyball g. ampe h. vegetables
i. cabbage j. diseases k. weigh i. kick

2. develop – create
ability – the power to do things
dentist – a doctor who cares for people’s teeth
gum – the flesh around the teeth
inspected – look carefully into something
decayed – rotten or gone bad
germs – something that causes diseases
Draughts – a game played in Ghana
graph – a chart
durbar – a gathering of chiefs, elders, and the people of the traditional area

Exercise 5
1. Evaluate letter formation and spacing.
2. (Accept any reasonable answers since the answers depend on each learner’s
background.)

88 ENGLISH
Workbook Answers

A. Oral Language men far

A. 1. Good afternoon, Ashie. pen sharp
2. Good evening, Tewia. mend mark
3. Good night, Mother/Mummy. shed farm
4. Happy birthday, Atsu. send, etc yarn, etc.
5. Merry Christmas, Essuah. 3. a. let, park c. get
b. set d. shark, very
B. 1. Happy Eid-ul-Fitr.
2. Congratulations on your
C. Vocabulary
graduation/achievement.
1. Fill in the blanks
3. Example: Congratulation on your
a. drummers
wedding/marriage.
b. path
B. Reading
c. parade
Reading and Comprehension d. village
1. 6. x e. festival
2. 7. x f. people
3. x 8. x g. chiefs
4. 9. h. clothes
5. x
4. Word puzzle
Letters have sounds Down: weed, happily, march, elders
1. a. “i” b. “e” c. “e” d. “ar” Across: festivals
2. "e" "ar"

89
Unit 13 Doing things at home
Unit Overview
This unit is about doing things at home. It consists of four sections labelled A - D. Section A
will deal with Oral Language Development. Learners will learn to talk about things they do
at home and what they like doing best. Section B is in two parts. In the first part, learners
will read a short text aloud, titled “The Fiawoo family at home”, and answer questions on
the text. The second part is code-named "Letters have Sounds". It will focus on the /ɜː/
sound in words. In Section C, learners will learn to have fun with the keywords they met in
the passage, and in Section D, they will match parts of sentences under A with those under
B to form sentences. Finally, learners will write down things they do at home on Saturday
mornings.

Learning Outcomes
By the end of the unit, learners will be able to:
• talk about events at home;
• read a text aloud and answer questions on it;
• predict a text based on the title and pictures;
• read words that contain the “ur” sound;
• complete sentences with the appropriate words;
• match parts of sentences to make texts that make sense.

A. Oral Language
Teaching Strategies: Discussion, demonstration, pair work, group/whole-class activities
Teaching/Learning Resources: Picture on page 136 of the English Learner's Book 2
Core Competencies: Communication and Collaboration
Key Vocabulary: cooking, washing bowls, sweeping the room, fetching water, removing
cobwebs, etc.

Preparations Before Class

If possible, make a large copy of the picture on page 136 of the Learner's Book.

Teaching/Learning Activities
Activity 1
1. Let learners recite a familiar rhyme or sing a familiar song related to the lesson. Next, put
the picture on the board and let learners discuss what they see. Let them name the people
in the picture and say what they are doing.
To end this starter, let learners predict what the lesson will be about.

90 ENGLISH
2. First, let pairs of learners tell each other about activities they do at home. They should
mention to their partners the activity they like doing most and why.
3. Secondly, let learners role-play some of the events like washing bowls, sweeping the
room, fetching water, cooking, etc.

Assessment
Finally, ask individual learners to tell what they like doing best.

Reflection
Have learners reflect on the things we do at home and recall some of the experiences.

Additional Practice
Refer learners to page 86 of the workbook for more exercises.

B. Reading The Fiawoo family at home

Teaching strategies: Echo-reading, pair work, whole-class/group activities, discussion,

modelling
Teaching/Learning Resources: Word cards, sentence cards, pictures on page 137 of the
English Learner's Book 2
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: father, family, plants, breakfast, kitchen, setting the table, and hungry

Preparation Before Class

Before the lesson, prepare your word cards and sentence cards. Make a large copy of the
pictures, on page 137 of the English Learner’s Book 2, if possible, for a more corporate
picture reading activity.

Teaching/Learning Activities
Activity 2
1. Begin the lesson by discussing the pictures on page 137 of the English Learner’s Book
2. Then, allow learners to discuss what they see and predict the topic of the reading
passage.
2. Teach and drill the pronunciation of the keywords (father, family, plants, breakfast, kitchen,
setting the table, hungry) one after the other.

Activity 3
1. In pairs, let learners scan the text to find the words in bold. Next, let them try to decipher
the meaning of each word by reading the sentence(s) in which it appears.
2. Use context, demonstration, and miming to teach the meanings of keywords (if
necessary).

Unit 13 Doing things at home 91

NB: Remember the order of teaching new vocabulary. Do not copy the new words on the
board ahead of time.
Activity 4
1. While learners listen attentively, read the text aloud and ask them to check the correctness
of their predictions. Then, read the text a second time while learners listen. Finally, let
learners read the text after you several times (echo-reading).
2. Encourage more word recognition by asking learners to read from sentence and word
cards.

Activity 5
Ask individual learners to read on their own in turns. Ensure fluency.

Activity 6
Let learners read the questions on page 139 - 140 of the English Learner’s Book 2 and
discuss the answers with their partners.

Assessment
In pairs, let learners take turns to read the text aloud to each other, sentence by sentence or
paragraph by paragraph.

Answers
a. Fui’s father
b. Fui’s mother
c. He is a farmer and working outside the house. / He is planting maize at the back of
his house. (Note: The text does not say exactly what he was doing before he entered
the kitchen.)
d. She is busy cooking breakfast (tom brown porridge).
e. She is setting the table.
f. They like tom brown porridge.
g. Yes, she is his daughter.
h. Yes, she is.

Reflection
In small groups, have learners reflect on the story and relate it to Saturday mornings at their
home.

Letters have Sounds – Vowel sound "ur"

End the reading session with this activity. Play the phonics song and let learners sing along.
While learners listen to you, blend the letters in the following words and read them aloud
(turn, burn, fur, church, surname). Then, get the learners to blend and read the words after

92 ENGLISH
you. When they have finished reading the words after you, let them sit in pairs and find
more words that contain the “ur” sound. Go around and support them. Finally, let them form
sentences with their words and present three of those sentences to the class.

Additional Practice
Refer learners to pages 87 - 89 of the workbook for more exercises.

C. Vocabulary
Teaching/Learning Strategies: Demonstration, explanation, leading questions, pair work,
whole-class/group activities
Teaching/Learning Resources: Word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation, Critical Thinking and Problem Solving

Preparation Before Class

Before the lesson, prepare your word cards.

Teaching/Learning Activities
1. Blending syllables to form words (English Learner’s Book 2, page 141)
Working together as a class, discuss the exercise with learners. Provide a few examples
for them to do on the board, e.g. daugh + ter = daughter, morn + ing = morning,
pho + to = photo, sto + ry = story.
Instruct learners to finish the exercise in pairs orally and then write the complete words in
their exercise books.

Answers
a. family e. sister
b. sometimes f. breakfast
c. working g. cooking
d. Saturday h. hunter

2. Sentence completion (English Learner’s Book 2, page 141 - 142)

Working together as a class, let learners reread the passage and find the following words:
working, things, father, maize, cooking, setting, helping, hungry, tom brown porridge,
Kokui. Ask them to raise their hands when they find any of them. Ask individual learners
to read the sentence in which the word appears. Next, put learners in pairs to read the
sentences in which each word is found again. The words are not difficult. Ask them to put
up their hands if there are any words that they do not understand yet. Then, still in pairs,
let learners complete the sentences by filling the blank spaces with the appropriate words.

Unit 13 Doing things at home 93

 Answers
a. things f. cooking
b. father g. helping
c. working h. setting
d. maize i. tom brown porridge
e. Kokui j. hungry

3. Matching to their meanings (English Learner’s Book 2, page 142)

Call a learner to read the words under column A and another to read their meaning under
column B.
Have groups do the work orally. Then, write it on the board for the class, group and
individual learners to read each word and its meaning three times.

Answers
a. setting – laying a table
b. breakfast – morning meal
c. home – house
d. hungry – starving
e. kitchen – a room for preparing food
f. daughter – one’s female child
g. help – assist

Additional Practice
Refer learners to pages 89 - 91 of the workbook for more exercises.

D. Writing
Teaching/Learning Strategies: Demonstration, copying, pair work, class/group activities
Teaching/Learning Resources: Model composition, table of sentences
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: painted, green, brown, in front of, few, many
Preparation Before Class
Before the lesson, prepare your model composition and a table of sentences.

Teaching/Learning Activities
Penmanship
1. Working together as a class, talk about the fact that houses have different styles, sizes
and colours. Let them talk about their houses using descriptive words in sentences.

94 ENGLISH
2. Put sample sentences on the board.
Example: My house is big. It has many/few rooms.
The windows are big; the house is painted white.
The doors and windows are painted blue.
Allow learners to read over the sentences in groups, pairs, and as individuals. Then,
present a chart with the same sentences broken into two parts under columns A and B for
learners to match their beginnings and endings.
After thorough oral practice let learners do the matching exercise in the Learner's Book.
Let them write the heading "My house" in their exercise books, and then write the
sentences underneath.

Answer
My House
My house is small.
The walls are painted green.
There are few rooms.
The doors and windows are painted brown.
There are flowers in front of the house.

Activity 7 Guided Writing

Working as a class, revise with learners the things we do at home.
Examples: Cooking, washing dishes/clothes, cleaning the house, etc..
Working alone, have learners write down seven things they do at home on Saturday morning
in their homework book.
Examples: I brush my teeth.
My siblings and I fetch water from a well

Additional Practice
Refer learners to pages 91 - 92 of the workbook for more exercises..

Unit 13 Doing things at home 95

Workbook Answers

B. Reading e. trophy – prize

Reading and Comprehension f. top speed – very fast
1. 6. 1. Joining syllables
2. x 7. x 1. a. cooking e. mother
3. 8. b. porridge f. kitchen
4. x 9. c. sometimes g. yourself
5. x 10. x d. setting h. listen
2. Spelling
Letters have Sounds 2. a. family e. breakfast
Activity 2: c. setting f. maize
1. burn, turn, fur d. events g. lemon
2. surprise, surgery, purchase, nurse, e. father h. house
hurt, return, turkeys, surf, etc.
The following words should be ticked; all D. Writing and Grammar Usage
others should receive a cross. The name of my school is Halm
a. fur Memorial School.
b. church The school was founded in 2015.
c. curve, further There are many boys and girls. Only
d. hurt 40 children were in the school at the
e. turn beginning.
Now, there are about 800 children.
C. Vocabulary
There are 17 teachers in
1. Matching expressions with their
the school.
meanings
a. the day before yesterday – two
days ago
b. race – running competition
c. ended – was over
d. took place – happened

96 ENGLISH
Unit 14 Going on an excursion
Unit Overview
This unit is about going to places. It consists of four sections labelled A - D. Section A will
deal with Oral Language Development. Learners will learn about turn-taking in conversations
and practise it. Section B is in two parts. In the first part, learners will read a short text titled
“Visiting places” and answer questions on the text. The second part is code-named “Letters
have Sounds”. It will focus on the vowel sound /eɪ/ in words. Learners will learn sample words
and give their own examples. In Section C, learners will learn to have fun with the keywords
they met in the passage, and in Section D, they will match parts of sentences to form full
sentences and finish the section with a sentence completion exercise.

Learning Outcomes
By the end of the unit, learners will be able to:
• practise turn-taking in conversations;
• read a text aloud and answer questions on it;
• learn the sound “ai” (/eɪ/) makes in words;
• blend syllables to decode words;
• finish parts of sentences;
• complete given sentences with the correct words.

A. Oral Language
Conversation: Turn-taking in conversations
Teaching/Learning Strategies: Discussion, demonstration, conversations
Teaching/Learning Resources: Sample conversation
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation, Critical Thinking and Problem Solving
Key Vocabulary: hometown, folk songs, taught, durbar

Teaching/Learning Activities
Preparation Before Class
Write the conversation provided under Activity 1, point 2 below on a large sheet of paper or
write it on the board.

Activity 1
Let learners sing a familiar song or recite a rhyme related to the lesson.
1. Inform learners that they will discuss what happened over the weekend by speaking one
after the other.

Unit 14 Going on an excursion 97

2. Guide learners to talk by sharing your own experiences. For example, “There was a
festival in my neighbourhood, so I attended a durbar at the chief’s palace. I met some
friends, and we had a good time.” Let learners take turns to name and describe events
that have taken place recently.
3. Put up the poster of the conversation or write it on the board.
Manu: There was a wedding at my church. There were a lot of people.
Ashie: My father took me to his hometown. We visited many places.
Haruna: Grandfather taught us folk songs. He also taught us how to dance Adowa.

In groups of three, let learners take turns to read the conversation until they can say it without
looking at the words. Next, let learners swap roles in the conversation.

Assessment
Let individual learners take turns to answer these questions.
1. Whose church had the wedding?
2. Who were there?
3. Where did Ashies father take him to?
4. What did Haruna's grandfather teach them?

Answers
1. It was Manu’s church.
2. There were a lot of people.
3. He took Ashie to his hometown.
4. Grandfather taught them folk songs and how to dance.

Reflection
Have learners reflect on the conversation and say whether they enjoyed the activity.

Additional Practice
Refer learners to page 93 of the workbook for more exercises.

B. Reading Visiting places

Teaching Strategies: Discussion, repetition, modelling, pair work, whole class/ group activities
Teaching/Learning Resources: Picture, word cards, sentence cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: factory, outskirts, relatives, warmly, bamboo, linguist, grandparents

98 ENGLISH
Preparation Before Class
Prepare your word cards and sentence cards. Enlarge the picture.

Teaching/Learning activities
Activity 2
1. Discuss the picture on page 146 of the English Learner’s Book 2. Then, allow learners to
discuss what they see and predict the topic of the passage.
2. Teach and drill the pronunciation of the keywords (factory, outskirts, relatives, warmly,
bamboo, linguist, grandparents) one after the other.
3. In pairs, let learners scan the text to find the words in bold. Let them try to decipher the
meaning of each word by reading the sentence(s) in which it appears.
4. Teach the meanings of the keywords (if necessary).
NB: Remember the order of teaching new vocabulary. Do not copy the new words on the
board ahead of time.

Activity 3
While learners listen attentively, read the text aloud and ask learners to check the correctness
of their predictions. Then, let a few of them share their ideas with the rest of the class.
Read the text a second time while learners listen. Finally, let learners read the text after you
several times (echo-reading). Enhance word recognition by allowing learners to take turns to
read keywords and sentences from flash cards.

Activity 4
In pairs, let learners take turns to read the text aloud to each other, sentence by sentence or
paragraph by paragraph.

Activity 5
Let learners read each of the questions on page 149 of the English Learner’s Book 2 and
discuss the answers with their partners.

Assessment
Let learners orally answer the questions in turns.

Answers
a. his hometown
b. bamboo factory
c. the linguist (Ͻkyeame)
d. drums, palanquins, umbrellas (Any two)
e. Hotel Millie
f. on the outskirts of the town
g. It has a pool.
h. Yes. At the end of the passage he says: "I love my hometown."

Unit 14 Going on an excursion 99

Reflection
Ask learners to tell their classmates about a visit they made to their hometown.

Letters have Sounds – vowel sound "ai" as in rain and pay

End the reading session with this activity. First, play the phonics song and invite learners to
sing along. Then, while learners listen to you, blend the letters in the following words and
read them aloud: aid, aim, fail, rain, day, pay, say, and way. Let learners blend and read the
words after you.

Point out that the "ai" sound can be made by the letters "ai" (as in rain) as well as by the
letters "ay" (as in pay).
Let learners sit in pairs and find more words that contain the /eɪ/ sound. Remind them that
this activity is about the "ai" SOUND, not about the letters "ai". Then, go around to support
them. Encourage them to form sentences with their words and present three of these
sentences to the class.

Additional Practice
Refer learners to pages 94 - 96 of the workbook for more exercises.

C. Vocabulary
Teaching Strategies: Demonstration, explanation, leading questions, pair work,
whole- class/group activities
Teaching/Learning Resources: Word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation

Preparation Before Class

Before the lesson, prepare your word cards.

Teaching/Learning Activities
1. Matching two syllables to form words (English Learner's Book 2, page 151)
Working together as a class, let learners reread the passage to find the following words:
outskirts, welcome, bamboo, factory, working, palace, palanquin, building, internet, air
conditioner. Ask them to raise their hands when they find any of them and tell the class the
paragraph in which they found it. Then, instruct them to read the sentences that contain
each word.
Put learners in pairs to read the sentence in which each word is found again. Then, let
them think and try to decipher the meaning with the class.
Next, clean the target words from the board. With the learners still in pairs, direct them to
do the matching exercise in the Learner's Book orally.
First, let the pairs of learners share their answers with the rest of the class. Then, ask them
to copy their answers into their exercise books.

100 ENGLISH
 Answers
a. outskirts f. palace
b. welcome g. hotel
c. bamboo h. building
d. warmly i. grandma
e. working j. hometown

2. Matching words to their meanings (English Learner's Book 2, page 152)

Present the target words for learners to read on word cards and the board as a class, in
groups, in pairs and as individuals.
Put learners in pairs to reread the text to find the sentences in which the target words
appear. Let them think and try to decipher the meanings of the words. Then, let them
share their meanings with the rest of the class.
Now, in pairs, let learners match the appropriate meanings to the given words. Finally,
instruct the class to read the words and their meanings.

Answers
a. air conditioner – a machine that makes the air in the room cool and dry.
b. outskirts – outlying areas of a town or city
c. internet – computer network consisting of a worldwide network.
d. linguist – the chief’s spokesperson
e. pool – a small area of water for swimming
f. relatives – family members

3. Sentence construction (English Learner’s Book 2, page 152)

Let learners pronounce the words from the board and word cards. Encourage learners to
form sentences with the words orally and then in writing.

Additional Practice
Refer learners to pages 97 - 100 of the workbook for more exercises.

D. Writing
Teaching/Strategies: Modelling, copying, demonstration, pair work, whole-class/ group
activity
Teaching/Learning Resources: Sample paragraph
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: greet, realtives, bamboo, palanquins, flute, welcomed

Unit 14 Going on an excursion 101

Teaching/Learning Activities
Penmanship
Write the target sentences, that is, the full sentences provided under Answers below, on the
board. Let learners read the target sentences from the board one after the other, as pairs,
groups, and individuals. Then, refer learners to the exercise on page 153 of the English
Learner’s Book 2.
Let learners, in pairs, sit and match the sentence parts under column B to their appropriate
parts in column A orally. Then, ask learners to write the work in their exercise books.
Let learners display their work for their classmates to inspect.

Answers
i. Mr. Ayisi went to his hometown.
ii. He went with his son, Yaw Ayisi.
iii. Mr. Ayisi took his son to greet his relatives.
iv. They first went to see the bamboo factory.
v. They saw some palanquins in the chief’s palace.

Remedial Activity
Ask learners to tell the class three things they do during holidays.

Extension Activity
Refer learners to the story on English Learner's Book 2, pages 147 - 148 to reread it and
write three sentences about Mr. Ayisi’s visit to his hometown.

Activity 6 Guided Writing

Working together as a class, let learners reread the passage "Going on an excursion” and
find the following words: greet, forest, bamboo, flute, happy, Yaw, welcomed. Ask them to
raise their hands when they find any of them and to tell the class the paragraph in which they
found it. Then, let them read the sentences which contain these words.
Put learners in pairs to read the sentence in which the word is found. Next, ask them to think
and decipher the meaning of the word. Let them share their meanings with the class. Finally,
still in pairs, let learners complete the sentences on page 154 of the English Learner’s
Book 2, with the correct words.

Answers
a. Yaw d. greet g. flute
b. welcomed e. bamboo
c. happy f. forest

102 ENGLISH
Additional Practice
Refer learners to pages 100 - 101 of the workbook for more exercises.

Workbook Answers

B. Reading Across: ???????, ???????, greet

1. Reading and Comprehension 4. Word puzzle (Any 10 words)
1. Mr. Ayisi Across: beautiful, flute, greet,
2. Yaw Ayisi’s grandparents tongue, indoor, in, door, surprise/
3. to greet his relatives surprised, drum, rum, know, inside,
4. Ghanaian in, side, hometown, home, town,
5. bamboo rather, rat, her, place, ace, condition
6. Yes Down: outskirts, men, tee, in, visited,
7. umbrellas, drums and palanquins don
8. True D. Writing and Grammar Usage
9. 20 1. Rearrange jumbled sentences
10. False One day, a little rabbit was playing.
She was playing outside her
2. Letters have Sounds house.
1. a. train b. basin d. baby A huge dog was barking loudly.
3. Letters have Sounds The huge dog appeared.
2. a. aim aid pay pet× “Oh! Don’t be afraid! I’ve come to play
b. yellow× brain day jug× with you.”
c. paint tea× rain cow× The little rabbit ran quickly home.
d. basin saint lion× teach× 2. Finishing sentences in A with the
e. boy× pray cot× chain right group of words in B.
a. Mr. Ayisi took Yaw to his
C. Vocabulary
hometown.
1. Filling in the blank spaces
b. Yaw’s grandparents welcomed
a. bought f. hometown
them warmly.
b. relatives g. surprised
c. This was the first time they
c. umbrellas h. welcomed
were seeing Yaw.
d. stationery i. palace
d. Everybody was happy to see
e. drums j. beautiful
the two of them.

3. Missing letters in the boxes

Down: durbar, welcomed

103
Unit 15 Describing places
Unit Overview
This unit is about describing places. It consists of four sections labelled A - D. Section A will
deal with Oral Language Development. Learners will learn about turn-taking in conversations
by discussing activities that wet on in thier homes. Section B is in two parts. In the first
part, learners will read a short text titled “My church” and answer questions on the text.
The second part is code-named “Letters have Sounds”. It will focus on the vowel sound/
əʊ/ in words. In section C, learners will learn to have fun with the keywords they met in the
passage. Then, in Section D, learners will write a few sentences to describe themselves.

Learning Outcomes
By the end of the unit, learners will be able to:
• demonstrate turn-taking in conversation;
• ask and answer questions during a conversation;
• read a text aloud and answer questions on it;
• build words with a vowel digraph;
• match words with their correct meanings;
• write a few sentences about themselves.

A. Oral Language
Conversation: Turn-taking in conversation
Teaching Strategies: Discussion, demonstration, pair work
Teaching/Learning Resources: Sample conversation/dialogue
Core Competencies: Communication and Collaboration
Key Vocabulary: celebrated, served, food, sort of, minerals

Teaching/Learning Activities
Activity 1
1. Let learners sing a familiar song or recite a rhyme related to the lesson. Then, with
learners seated in a horse-shoe formation, let them review the importance of turn-taking in
conversations through questions and answers.
2. Read the dialogue between the teacher and Ahorlu on page 157 of the English Learner's
Book 2 to the class. Then practise reading it with the whole class. Next, let one half of the
class read Ahorlu's text and the other half the teacher's text. Then, let them swap roles.

104 ENGLISH
3. In pairs, let learners take turns to read the dialogue with their partners until they can say it
alone without looking at the words. Then, let learners swap roles.
4. Put learners in groups to discuss the activities which went on in their homes over the
weekend. They will do so by asking and answering questions just as are in the sample
dialogue. Go around to help where necessary.

Reflection
Let learners reflect on the conversation and try to compare what they used to do when
conversing to how it was done in this conversation.

Additional Practice
Refer learners to page 102 of the workbook for more exercises.

B. Reading My church

Teaching Strategies: Discussion, modelling, repetition, pair work, whole-class/group

activities
Teaching/Learning Resources: Picture, word cards, sentence cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: worship, adults, attend, lawns, pastor, children’s service, comfortable

Preparations Before Class

Before the lesson, prepare your word cards and sentence cards. Make a large copy of the
picture on page 158 of the English Learner’s Book 2, if possible, for a more corporate picture
reading activity.

Teaching / Learning Activities

Activity 2
1. Begin the lesson by discussing the picture on page 158 of the English Learner’s Book 2.
Then, allow learners to discuss what they see and predict the topic of the reading
passage.
2. Teach and drill the pronunciation of the keywords (worship, adults, attend, lawns, pastor,
youth service, comfortable) one after the other.

Activity 3
1. In pairs, let learners scan the text to find the words in bold. Next, let them try to decipher
the meaning of each word by reading the sentence(s) in which it appears.
2. Use context, demonstration, and the miming to teach the meaning of keywords, if
necessary.
NB: Remember the order of teaching new vocabulary. Do not copy the new words on the
board ahead of time.

Unit 15 Describing places 105

Activity 4
1. While learners listen attentively, read the text aloud and ask learners to check the
correctness of their predictions. Then, invite a few of them to share their ideas with the rest
of the class.
2. Read the text a second time while learners listen. Finally, let learners read the text after
you several times (echo-reading).

Activity 5
1. In pairs, let learners take turns to read the text aloud to each other, sentence by sentence
or paragraph by paragraph.
2. Let learners read individually to themselves.

Assessment
Let learners read the questions in Activity 6 on pages 160 - 161 of the English Learner’s
Book 2 and discuss the answers with their partners.

Answers
a. New Life Church
b. three years
c. fifteen years
d. in the rooms
e. some elders
f. terrazzo
g. beautiful flower garden/ well-kept lawns/glass windows/comfortable chairs/ terrazzo
floor (Any two)

Reflection
Have learners share with the class what they have learnt from the story.

Letters have Sounds – Vowel digraph “oa” (/əʊ/)

End the reading session with this activity. Play the phonics song for learners to sing along.
While learners listen to you, blend the letters of the following words and read them aloud:
oak, oats, boat, toad, load. Instruct learners to blend and read the words after you.
Let learners sit in pairs and find more words that contain the “oa” digraph. Go around to
support them. Finally, let them form sentences with their words and present three of these
sentences to the class.

Remedial Activity
Ask individual learners to read words with vowel sound /əʊ/: boat, coat, load, etc. from flash
cards in turns.

106 ENGLISH
Extention Activity
Provide some sentences for individuals/pairs to read and identify the words with the /əʊ/
sound in them.

Additional Practice
Refer learners to pages 103 - 104 of the workbook for more exercises.

C. Vocabulary
Teaching Strategies: Demonstration, explanation, leading questions, pair work
Teaching/Learning Resources: Word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation, Critical Thinking and Problem Solving

Preparation Before Class

Before the lesson, prepare your word cards.

Teaching/Learning Activities
1. Matching words to their meanings (English Learner’s Book 2, page 162)
Working together as a class, let learners reread the passage and find the following words:
chapel, worship, adults, tiles, service, lawn, terrazzo. Ask them to raise their hands when
they find any of them and tell the class the paragraph in which they found it. Then, let them
read the sentences that contain each word.
Next, put learners in pairs to read the sentence in which each word is found again.
Let them think and decipher the meaning of the word. Encourage them to share their
meanings with the class.
After that, call a good reader to read through the meanings of the given words. Let
learners do the exercise orally. Finally, the whole class will read the words and their correct
meanings from the board.

Answers
a. church – a building in which Christians worship God
b. worship – to serve God by praising, praying and sharing the word of God
c. adults – people who are grownups; they are no longer children
d. tile – a flat piece of baked clay used to cover a floor or wall
e. service – a religious ceremony organised for children or adults
f. pastor – a priest in a Christian church
g. lawn – an area in a garden or around a building with neatly cut green grass
h. terrazzo – a floor made of cement and smooth round stones. The floor can be made
shiny or rough

Unit 15 Describing places 107

2. Sentence completion (English Learner’s Book 2, page 163)
Let learners read the target words from word cards and the board: name,church, attend,
etc. Then, let learners sit in pairs and complete the sentences with the appropriate words.
Working together as a class, let learners read through their answers. Check learners’
answers. Then, direct learners to do the exercise in their exercise books. Read the
sentences one by one and let learners write down the correct words only in their jotters.

Answers
a. children’s service f. hall
b. lawns g. pastor
c. windows h. church
d. picture i. attend
e. name j. Sunday

Additional Practice
Refer learners to pages 105 - 107 of the workbook for more exercises.

D. Writing
Teaching Strategies: Modelling, copying, demonstration, discussion, group work
Teaching/Learning Resources: Sample composition on page 164 of the English Learner's
Book 2
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation, Critical Thinking and Problem Solving
Key Vocabulary: name, parents, tall, slim, age, region

Preparation Before Class

Before the lesson, prepare your sample composition.

Teaching/Learning Activities
Penmanship
Working together as a class, discuss the topic of the lesson with learners through questions.
Example: What is your name?
How old are you?
Still working as a class, let learners read the composition on page 164 of the English
Learner’s Book 2 from the board or poster.
Ask two good readers to read while other learners follow in their books.
Ask learners to copy the first five sentences into their exercise books.
Collect learners’ work for marking and give feedback.

108 ENGLISH
 Activity 7 Guided Writing

1. Put learners in pairs to answer the questions on pages 164 - 165 of the English Learner's
Book 2 in their jotters.
Go round to assist where necessary.
2. Let each learners copy his or her sentences to form a composition titled "Myself" in their
exercise books.

Additional Practice
Refer learners to page 108 of the workbook for more exercises.

Workbook Answers

B. Reading goal note

1. Reading and Comprehension coast, etc. gold, etc.
1. Kasha
C. Vocabulary
2. New Life Church
1. Write the correct word in the spaces
3. Buipe
a. Sunday f. morning
4. a. There is a beautiful flower
b. worships g. compound
garden
b. The lawns are well kept. c. comfortable h. children
5. True d. inside i. lawn
6. False e. picture j. church
7. Youth service
8. 9.00 am 3. Spelling
a. children e. attend
2. Letters have Sounds b. chairs f. worship
“oa” “o” c. compound g. service
load own
d. morning h. helped
boat go
goat no

Unit 15 Describing places 109

Unit 16 Special days
Unit Overview
This unit is about special days or occasions. It consists of four sections labelled A - D.
Section A will deal with Oral Language Development. Learners will learn greetings for special
occasions like birthdays/anniversaries and practise them with their partners. Section B is in
two parts. In the first part, learners will read a short text titled “Tonties Birthday” and answer
questions on the text. The second part is code-named “Letters have Sounds”. It will focus on
mthe /aɪ/ sound in words. In Section C, learners will learn to have fun with the keywords they
met in the passage, and in Section D, learners will copy a paragraph neatly as well as write
about “A visit they made to the children's park”.

Learning Outcomes
By the end of the unit, learners will be able to:
• use greetings for special occasions;
• predict a text based on the title and picture;
• read a text aloud and answer questions on it;
• use words that have vowel letters “ie” (as in "die");
• complete words with the correct letters;
• write a guided composition.

A. Oral Language
Conversation: Greetings on special days
Teaching Strategies: Discussion, repetition, demonstration
Teaching/Learning Resources: Greeting cards for special occasions: birthday, Christmas,
anniversaries, etc.
Core Competencies: Communication and Collaboration, Cultural Identity and Global
Citizenship
Key Vocabulary: Merry Christmas, Happy Eid-ul-Fitr, congratulations, Happy birthday

Preparation Before Class

Make sure you gather all the materials you need.

Teaching/Learning Activities
Activity 1
Let learners sing the happy birthday song (all the 3 verses) and end with cheers (Hip, hip,
hip, Hurray) three times.

110 ENGLISH
1. Display your greeting cards on the board or your demonstration table and allow learners to
talk about what they see and what they are used for.
2. Next, invite learners to explain why people use birthday cards and other wishing cards.
Then, let learners predict what this lesson will be is about.
3. Introduce the new topic through discussions and showing cards to learners. First, elicit
the kind of greetings learners see on the card, e.g., happy birthday. Then, let a learner
read the greetings on the card to the rest of the class. Next, let learners demonstrate the
greetings on birthdays and anniversary days in pairs.
Tom: Happy birthday, Kofi! Kofi: Thank you.
Jane: Happy anniversary,Ayekoo! Kate: Thank you.
In groups, let learners practise greetings on birthdays and anniversaries.
4. Finally, let learners state the parts of the lesson they enjoyed and share them with each
other. Let them give reasons why they enjoyed those parts.

Assessment
Write the table on English Learner's Book 2, page 168 on the board for learners to complete
orally and individually. They mention the occasion, then give the special greeting and
response.

Reflection
Let learners reflect on the lesson and tell their mates what they have learnt from the lesson
and response.

Additional Practice
Refer learners to page 109 of the workbook for more exercises.

B. Reading Tontie’s birthday party

Teaching Strategies: Echo-reading, pair work-whole class/group activities

Teaching/Learning Resources: Word cards, picture
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: hugged, organised, siblings, wished, compound, birthday, sandwich,
different

Preparation Before Class

Before the lesson, prepare your word cards. Make a large copy of the picture on page 169 of
the English Learner’s Book 2 for a more corporate picture reading activity.

Teaching/Learning Activities
Activity 2
1. Begin the lesson by discussing the picture on page 169 of the English Learner’s Book 2.
Allow learners to discuss what they see and predict the topic of the passage.

Unit 16 Special days 111

Activity 3
1. Teach and drill the pronunciation of the keywords (hugged, organised, siblings, wished,
compound, birthday) one after the other. In pairs, let learners scan the text to find the
words in bold.
2. Then, let them try to decipher the meaning of each word by reading the sentence(s) in
which it appears. Use context, demonstration, and miming to teach the meanings of the
keywords, if necessary.
NB: Remember the order of teaching new vocabulary. Do not copy the new words on the
board ahead of time.

Activity 4
1. While learners listen attentively, read the text aloud and ask learners to check the
correctness of their predictions. Then, let a few of them share their ideas with the rest of
the class.
2. Read the text a second time while learners listen. Finally, let learners read the text after
you several times (echo-reading).

Activity 5
In pairs, let learners take turns to read the text aloud to each other, sentence by sentence or
paragraph by paragraph.

Activity 6
Ask learners to read the text to themselves.

Assessment
Let learners read each question in Activity 7 on page 172 of the English Learner’s Book 2
and discuss the answers with their partners.

Answers
a. Tontie
b. 7th
c. sang
d. clapped
e. a bowl of oats and a big sandwich
f. He had a big breakfast, received a new pair of shoes, and got biscuits and sweets to
take along to school.

Reflection
Have learners reflect on the story and say which parts are similar to their birthday
celebrations.

112 ENGLISH
Remedial Activity
Ask learners to find these words in the passage and try to work out their meanings: hugged,
tap, force, spring, excited. They should use the words orally in sentences, and then write
down one sentence with each word.

Extension Activity
Provide learners with a text that contains spelling errors, incorrect sentence structure,
missing or incorrect punctuation, etc. Ask them to discuss and correct the errors.

Letters have Sounds – vowel sound /aɪ/ (as in pie, high, write)
End the reading session with this activity. Play the phonics song and let learners sing along.
While learners listen to you, blend the letters in the following words and read them out loud:
die, tie, lie, thigh, write, site, kite. Let the learners blend and read the words after you.
Next, let learners sit in pairs and find words that contain the /aɪ/ sound. Then, go around to
support them. Finally, let them form sentences with their words and present three of these
sentences to the class.

Additional Practice
Refer learners to pages 110 - 111 of the workbook for more exercises.

C. Vocabulary
Teaching Strategies: Demonstration, explanation, leading questions
Teaching/Learning Resources: Word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Critical Thinking and Problem Solving

Preparation Before Class

Before the lesson, prepare your word cards.

Teaching/Learning Activities
1. Word completion (English Learner's Book 2, page 173)
Write the target words (without missing letters) on the board: breakfast, drinks, friend,
children, danced, different, sandwich, party, birthday. Have the class, groups of learners,
pairs and individual learners read and pronounce the words. Ask them to make oral
sentences with the words so that the meaning is clear.
Then erase the words on the board. Refer learners to the exercise in the Learner's Book.
Let them work in pairs and write the complete words in their exercise books.

Answers
a. breakfast f. different
b. drinks g. sandwich
c. friend h. party

Unit 16 Special days 113

 d. children j. birthday
e. danced

2. Sentence construction (English Learner’s Book 2, page 173)

Write the eight words on the board. Then, ask learners to read them as a class, group, in
pairs and as individual learners. Guide learners to make meaningful sentences with the
given words and copy four of their sentences into their homework book. Go around to
support where necessary.

Additional Practice
Refer learners to pages 111 - 112 of the workbook for more exercises.

D. Writing
Teaching Strategies: Modelling, discussion, repetition
Teaching/Learning Resources: Sample composition, writing frame for the guided
composition, a sheet of ruled paper for each learner
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation, Critical Thinking and Problem Solving
Key Vocabulary: Tontie, Tumu, uncle, children’s park

Preparation Before Class

Write a sample composition on the topic "A visit to the children's park", based on the
questions on page 175 of the English Learner's Book 2. You or a learner who is a good
reader will read it to the class. Prepare a writing frame consisting of sentence frames and
sentence starters, based on the questions in the Learner's Book, that learners will use to
write their compositions. Write the frame on the board or on a poster-size sheet of paper.

Teaching/Learning Activities
Penmanship
1. Lead learners to do hand and wrist exercises for a few minutes. Demonstrate the good
posture needed for writing and show them how to hold a pen/pencil to write with.
2. Rule lines (red and blue) on the board like those in the learners' exercise books. If there
are any particular letters learners find difficult to write well, let them practise these on the
board.
3. Also, revise the use of capital letters with learners using sample sentences.
Example: Tontie celebrated his seventh birthday.
4. Refer learners to page 174 of the English Learner's Book 2 and instruct them to copy the
given paragraph neatly into their exercise books. Go around to support. Mark learners'
books and give feed back.

114 ENGLISH
 Activity 8 Guided Writing

1. Introduce learners to the topic of the guided composition they will be writing: “A visit to the
children's park”. Then, working together as a class, discuss the topic by asking questions.
Refer to page 175 of the English Learner’s Book 2 for the questions. Encourage learners
to answer the questions orally.
2. Next, let a good reader read your sample essay clearly for learners to listen.
3. Now, put the writing frame on the board. Let learners use their answers to write the
composition following the frame on the board. Hand out loose sheets of paper for them to
write their compositions on.
After peer editing, let learners paste their work on the classroom wall.

Additional Practice
Refer learners to page 113 of the workbook for more exercises.

Refer learners to Revision 4 on pages 177 - 178 of the English Learner's Book 2 for more
practice.

Revision 4 Answers
Exercise 1
(This exercise is peculiar to the individual learner’s choice. Accept any reasonable
answers.)

Exercise 2
1. father
2. Fui’s mother
3. tom brown porridge
4. Mr. Dan Ayisi
5. He took Yaw around to greet his relatives.
6. The chief’s palace
7. palanquins, drums, umbrellas (Any one)
8. New Life
9. rooms
10. glass

Exercise 4
1. a. cheers
b. relatives
c. hometown
d. palanquins
e. stationery

Unit 16 Special days 115

 2. a. birthday b. special c. hands
d. enjoyable e. sandwich f. time

Exercise 5
2. a. go b. visits c. fetch
d. tastes e. is f. taste
g. likes h. love i. do
j. look k. feel l. is
m. is n. is o. is

Workbook Answers

A. Oral Language 2. Letters have Sounds

1. Good morning Examples:
2. Merry Christmas tie cry
3. Good evening flies time
4. Happy New Year night why, etc.
5. Congratulations (on your birthday,
C. Vocabulary
wedding/marriage, achievement ,etc)
Spellings
6. Happy birthday, Kofi.
a. drinks e. party
b. tired f. uniform
B. Reading
c. biscuit g. birthday
1. Reading and Comprehension
d. children h. sandwich
1. Seven years old
2. Tumu
D. Writing and Grammar Usage
3. Tontie’s mother (Learner's sentences may differ.)
4. special What I do every day
5. biscuits and toffees, a. When I wake up in the morning.
6. father b. Sweeping is the first thing I do.
7. a bowl of oats and a big c. After that I lay my bed.
sandwich d. I then brush my teeth.
8. True e. I wash my dishes.
f. f. I take my bath and dress up.
g. After taking my breakfast, I prepare
for school.

116 ENGLISH
Unit 17 Honesty
Unit Overview
This unit will deal with the reward for being honest. It consists of four sections labelled
A - D. Section A will deal with Oral Language Development. Learners will listen to and discuss
a story titled “Be honest too”. Section B is in two parts. In the first part, learners will read
the story they listened to and answer questions on the text. The second part is code-named
“Letters have Sounds”. It will focus on making the /ɔɪ/ sound in words. In Section C, learners
will learn to have fun with the keywords they met in the passage, and in Section D, learners
will draw objects, write a few sentences about them and construct sentences about things
they must do to show that they are honest.

Learning Outcomes
By the end of the unit, learners will be able to:
• listen to a (story read by the teacher) and discuss it;
• predict a text based on the title and picture;
• read a text aloud and answer questions on it;
• read words that have the sound of the letters “oy” and “oi”;
• find words from a puzzle;
• write sentences to show what we do as honest people.

A. Oral Language
Listening text: Be honest too
Teaching Strategies: Leading questions, discussion
Teaching/Learning Resources: Picture on page 183 of the English Learner's Book 2
Core Competencies: Communication and Collaboration
Key Vocabulary: truthful, cedis, wallet, overjoyed

Preparation Before Class

Make a large copy of the picture on page 183 of the English Learner's Book 2.

Teaching/Learning Activities
Activity 1
Let learners sing a “story” chorus.
1. Write the title of the story on the board: "Be honest too." Put up the picture on the board.
Then, let learners predict what the story is about.

Unit 17 Honesty 117

2. Working together as a class, read the story, discuss it, and let learners recall the main
events and characters. Next, invite some learners to mention the lessons they learnt from
the story.

Assessment
Let learners answer the following questions with their partners.
a. Does one need to be truthful/honest?
b. What was the reward for being honest in the story?
c. How would you reward the truthful character if you were the man?
d. Which of the characters do you want to imitate? Give reasons.
e. Tell your friends the lessons you have learnt from the story.

Answers
a. Yes
b. Biejo was given two hundred cedis.
c. (This is a personal response question, no answer is right/wrong.)
d. Biejo, because he was honest. / The man because he was generous.
e. It pays to be honest. We need to show appreciation and be generous.

Reflection
Have learners reflect on the story and mention some honest acts they have witnessed and
say what the result was.

Additional Practice
Refer learners to page 114 of the workbook for more exercises.

B. Reading Be honest too

Teaching Strategies: Echo-reading, discussion, modelling, repetition, pair work,
whole-class/group activitie
Teaching/Learning Resources: Word cards, picture on page 183 of the English Learner's
Book 2
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation.
Key Vocabulary: returned, pawpaw, wallet, fourteen, Bondaye

Preparation Before Class

Before the lesson, prepare your word cards. Get the large copy of the picture on page 183 of
the English Learner’s Book 2 that you used in the previous lesson.

118 ENGLISH
Teaching/Learning Activities
Activity 2
1. Begin the lesson by discussing the picture on page 183 of the English Learner’s Book 2.
Then, allow learners to recall the events in the story they have read.
2. Teach and drill the pronunciation of the keywords (returned, pawpaw, wallet, fourteen,
Bondaye) one after the other.
3. In pairs, let learners scan the text to find the words in bold. Then, let them try to work out
the meaning of each word by reading the sentence(s) in which it appears. Use context,
demonstration, and miming to teach the meanings of keywords, if necessary.
NB: Remember the order of teaching new vocabulary. Do not copy the new words on the
board ahead of time.

Activity 3
While learners listen attentively, read the text aloud. Next, read the text a second time while
learners listen. Then, let learners read the text after you several times (echo-reading).

Activity 4
In pairs, let learners take turns to read the text aloud to each other, sentence by sentence or
paragraph by paragraph.

Assessment
Let learners read each of the questions in Activity 5 on pages 185 - 186 of the English
Learner’s Book 2 and discuss the answers with their partners.

Answers
a. Bondaye
b. Nana Angate
c. Farming
d. He got little money from his farming.
e. The owner of the wallet gave him the money as a reward for being honest.
f. He was so happy that he did not notice his hunger any longer.
g. (This is a personal response question; therefore, no answer is right or wrong.)

Reflection
Let learners reflect on the story and tell their classmates what they have learnt from the
lesson.

Letters have Sounds – The letters “oy” and “oi” in words

End the reading session with this activity. First, play the phonics song and let learners sing
along. Then, while learners listen to you, blend the letters in the following words and read

Unit 17 Honesty 119

them aloud: oil, boil, point, join, toy, boy, coy, joy. Let the learners blend and read the words
after you. Next, with learners seated in pairs, let them find more words that contain the /ɔɪ/
sound. Finally, let them form sentences with their words and present three to the class.

Remedial Activity
Call individual learners to to orally answer questions about the story, "Be honest too".

Extension Activity
Invite invidual learners to retell part of the story or the whole story. They are also to mention
the lesson they got from this story.

Additional Practice
Refer learners to pages 115 - 116 of the workbook for more exercises.

C. Vocabulary
Teaching Strategies: Demonstration, explanation, leading questions
Teaching/Learning Resources: Word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation, Critical Thinking and Problem Solving

Preparation Before Class

Before the lesson, prepare your word cards.

Teaching/Learning Activities
1. Sentence construction (English Learner’s Book 2, page 187)
Working together as a class, let learners read the target words from the board and on
word cards: lived, money, hungry, turned, changed, picked up, wallet. Next, put learners in
pairs to read the words again. Then, let them think and try to decipher the meaning of the
words. Next, ask them to share their meanings with the class.
Guide learners to form sentences with the given words through your examples and let
them form their own sentences and write them in their exercise books.

2. Word puzzle (English Learner’s Book 2, page 187)

Put the word puzzle on the board and, working together as a class, show learners how the
words in the puzzle are formed (down and across). Note that you can also find the word
puzzle on page 117 of the workbook.
Then, with learners sitting in pairs, let them hunt for the words in the word puzzle in their
books. Next, ask them to share their words with the rest of the class.
Finally, let learners write ten of the words in their exercise books.

120 ENGLISH
 Answers
Across: coming, in, father, hero, water, smile, her, ray, wise, man, dome, men, news
Down: returned, just, to, far, farm, me, hem, an, in, ash, money
(Any ten)

D. Writing
Teaching Strategies: Modelling, observation, drawing
Teaching/Learning Resources: Pictures, objects in the classroom
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: object, metal, wooden handle, bell

Teaching/Learning Activities
Penmanship Drawing and describing objects

1. Let learners go around the classroom to observe some of the things there. Then, ask them
to name various objects in the classroom and describe these objects using adjectives.
2. Still working together as a class, demonstrate the activity by describing an object in three
to five sentences. Then, write the sentences on the board.
3. Instruct learners to each decide on an object, draw it and describe it in three to five
sentences in their exercise books. They should use joint script.
4. Let learners display their work for their classmates to inspect.

Additional Practice
Refer learners to page 118 of the workbook for more exercises.

Activity 6 Guided Writing

1. Working as a class, discuss with learners things one must do to show honesty. Let
learners mention such things.
2. Write learners’ suggestions on the board as they are mentioned.
Examples:
One must not steal/not tell lies/not talk badly of someone/not talk behind someone's back,
etc.
We should tell our elders if somebody has given us a gift or money/return people’s lost
articles/be faithful, etc.
Instruct learners to repeat the things written on the board about being honest.
3. Encourage learners to form sentences with any of the things on the board.
Examples: I must not lie.
To be honest, I must not cheat.
Unit 17 Honesty 121
4. Write learners’ sample sentences on the board. Ask them to read over the sentences in
pairs, groups and as individuals.
5. Then ask learners to select any four of the things mentioned to form their own sentences
and write them in their exercise books.

Workbook Answers

B. Reading C. Vocabulary
1. Reading and Comprehension i. Words from a puzzle
Across: coming, in, father, hero,
1. fourteen
water, smile, her, ray, wise, man,
2. Nana Angate
dome, men, news
3. False
Down: returned, just, to, far, farm,
4. Bondaye me, hem, an, in, ash, money
5. farmer (Any ten)
6. Two hundred Ghana Cedis
7. a wallet D. Writing and Grammar Usage
8. brown b. table, chair, book, pen, pencil,
cupboard, picture, door, wall,
2. Letters have Sounds – “oi” and “oy”
1. train, drop, cone, sound bell, etc.
2. "oi": join, Giol, foil, void, spoil, voice, 2. Describing a bell:
noise, etc. a. metal
"oy": joy, coy, toy, enjoy, oyster,
b. handle
Roy, employ, etc.
c. conical
d. metal ball

122 ENGLISH
Unit 18 Care for school property
Unit Overview
This unit is about caring for school property. It consists of four sections labelled A - D. Section
A will deal with Oral Language Development. Learners will llisten to a story called “Why the
class prefect of 6A was punished” and answer a few questions on it. Section B is in two parts.
In the first part, learners will read a short text about caring for school property. The second
part is code-named "Letters have Sounds". Learners will build word families "an" and "am".
In Section C, learners will learn to have fun with the key words they met in the passage, and
in Section D, they will copy sentences in joint script (cursive writing) as well as draw an object
and describe it in a few sentences.

Learning Outcomes
By the end of the unit, learners will be able to:
• retell stories following story structure (beginning, middle, and ending);
• predict a text based on its title and picture;
• read a text aloud and answer questions on it;
• build word families "an" and "am";
• complete given sentences with the correct words;
• use simple sentences to describe objects.

A. Oral Language
Teaching Strategies: Discussion, narration, repetition
Teaching/Learning Resources: Listening text (see Activity 1 below), word cards, picture on
page 101 of the English Learner's Book 2
Core Competencies: Communication and Collaboration, Listening and Speaking Skills
Key Vocabulary: punished, rain, beginning, middle, ending, drenched

Preparation Before Class

If possible, make a large copy of the picture on page 101 of the English Learner's Book 2.
This helps ensure that all learners are moving with you at the same pace. Prepare word
cards with key vocabulary from the listening text (see below).

Teaching/Learning Activities
Activity 1
Let learners sing a familiar song or recite a rhyme related to the lesson. Then, let them
mention some items and facilities we use at school.

Unit 18 Care for school property 123

1. Put the picture on the board and allow learners to discuss what they see and predict what
the lesson will be about.
2. Show word cards which contain key vocabulary from the listening text (story) below. Say
the words and invite learners to repeat them after you several times. Then, elicit their
meanings from learners.
3. Read the following story aloud to the whole class, while learners listen attentively to you:

Why the class prefect of 6A was punished

Golden Star Preparatory is a school found near Villa Cisneros, a popular hotel in Sogakope.
It is a famous school because many successful people went to the school when they were
younger. Many parents struggle to get their children into the school. However, the parents of
students that do make it into the school take pride in their children's good grades, and all the
students in the school are taught so well that they are very clever.
Mawusi, the class prefect of 6A, was one such student. In fact, that is why he was made
class prefect. One day, Mr. Tordzro, the 6A class teacher, noticed early in the morning that
there were chairs under the big tree on the school compound. They had been drenched by
the rain and were so soaked with water that the wood had started to bend. Who could have
left the chairs out in the rain overnight? He soon realised that his own students had made a
serious mistake.
The day before, the class had had a storytelling lesson outside the classroom. They had
brought their chairs and sat under the tree. After the lesson, it was time to go home. Nobody
thought to take their chair back to the classroom. Later that evening, it rained. It rained and
rained through the night. The rain drenched the chairs. The wood soaked up so much water
that the joints had become loose. Some even got broken.
Mr. Tordzro got very annoyed. He punished Mawusi, the class prefect, for failing to tell the
students to return their chairs to the classroom.

4. Let learners answer questions on the story to test their understanding. Then, let learners
mention the story structure and retell the story sequentially.
5. Next, invite learners to state the parts of the story that they enjoyed and share them with
each other. Finally, let learners share the reasons why they enjoyed those parts.

Assessment
Have learners answer these questions with their partners.
a. How did the story start?
b. What events happened in the middle?
c. How did it end?
d. What lesson did you learn from the story?

124 ENGLISH
 Answers
a. The children of class 6A had a lesson outside. It rained.
b. The learners forgot to take the chairs inside, so the rain drenched the chairs. Some
got broken.
c. Mr. Tordzro, the class teacher, got annoyed. He punished the class prefect (Mawusi)
for not doing his duty.
d. (Accept any good suggestion.)

Reflection
Let learners reflect on the story and try to compare how they take care of things in the school
and how things are taken care of in the story.

Additional Practice
Refer learners to page 119 of the workbook for more exercises.

B. Reading Caring for the things we use in school

Teaching Strategies: Echo-reading, discussion, drill, modelling

Teaching/Learning Resources: Word cards, picture on page 192 of the English Learner’s
Book 2
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: urinal, waste, drag, scribbled, urinating, defecating, situation

Preparation Before Class

Before the lesson, prepare your word cards. If possible, make a large copy of the picture on
page 192 of the English Learner’s Book 2, for a more corporate picture reading activity.

Teaching/Learning Activities
Activity 2
1. Begin the lesson by discussing the picture on page 192 of the English Learner’s Book 2.
Then, allow learners to predict the topic of the reading passage
2. Teach and drill the pronunciation of the keywords (urinal, waste, drag, scribbled, urinating,
defecating, situation) one after the other.
3. In pairs, let learners scan the text to find the words in bold. Then, let them try to work out
the meaning of each word by reading the sentence(s) in which it appears.
4. Use context, demonstration, and miming to teach the meanings of keywords, if necessary.
NB: Remember the order of teaching new vocabulary. Do not copy the new words on the
board ahead of time.

Unit 18 Care for school property 125

Activity 3
1. While learners listen attentively, read the text aloud and ask learners to check the
correctness of their predictions. Then, invite a few of them to share their ideas with the rest
of the class.
2. Next, read the text a second time while learners listen. Then, let learners read the text
after you several times (echo-reading).

Activity 4
In pairs, let learners take turns to read the text aloud to each other, sentence by sentence or
paragraph by paragraph.

Assessment
Let learners read each question in Activity 5 on page 195 of the English Learner’s Book 2
and discuss the answers with their partners.

Answers
1. a. urine on the floor b. charcoal scribbling on the walls
2. Because the places are dirty inside. / Because they are naughty.
3. They have scattered their books on the floor.
4. We must not drag tables and chairs.
5. They will be damaged by the rain and sun.
6. So that they will last.

Reflection
Ask learners to tell the class what they have learnt about caring for the things we use in
school.

Letters have Sounds – word families "an" and "am"

End the reading session with this activity. Play the phonics song and ask learners to sing
along.
1. While learners listen to you, blend the letters in the following words and read them out
loud:
t + an = tan
c + an = can
D + an = Dan
f + an = fan
v + an = van
m + an = man
r + an = ran
Let learners blend and read the words after you. Then, ask them to sit in pairs and read the
words again: tan, can, Dan, fan, van, man, ran,

126 ENGLISH
NOTE: These words all have a similar ending sound and letter pattern. In phonics, such a
group of words is called a word family.

2. Now ask learners to build word family "am". Write the following on the board:
d + am = _____
j + am = _____
r + am = _____
y + am = _____
S + am = _____
P + am = _____
pr + am = _____
sc + am = _____
tr + am = _____
NOTE: Word families consist of actual words. Learners should not be asked to 'create' words
and should not be asked to write words such as f + am or z + am! There are no such words
as "fam" or "zam" in the English language.

Additional Practice
Refer learners to pages 120 - 121 of the workbook for more exercises.

C. Vocabulary
Teaching Strategies: Demonstration, explanation, leading questions
Teaching/Learning Resources: Word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation, Critical Thinking and Problem Solving

Preparation Before Class

Before the lesson, prepare your word cards.

Teaching/Learning Activities
1. Spelling words correctly (English Learner's Book, page 196)
Working together as a class, let learners read the target words from the board: drag, keep,
scribble, urinating, weedy, dangerous, waste.
Let learners sit in pairs to read the words again. Then, let them think and try to decipher
the meaning of each word. Let them share their meanings with the class.
Next, refer learners to the exercise in the Learner's Book. Let them work in pairs and write
the words in their exercise books.

Answers
a. keep e. scribble
b. dangerous f. urinating
c. waste g. weedy
d. drag

Unit 18 Care for school property 127

2. Sentence completion (English Learner’s Book 2, page 197)
Working together as a class, let learners reread the passage and find the following words:
scribbled, drag, walls, waste, urinal, scattered, charcoal, tap. Ask them to raise their hands
when they find any of them and to tell the class the paragraph in which they found it. Then,
let them read the sentences which contain these words.
Put learners in pairs to read the sentence in which each word is found again. Next, ask
them to think and decipher the meaning of each word. Let them share their meanings with
the class.
Now refer learners to the exercise in the Learner's Book. Let them work in pairs and write
the completed sentences in their exercise books.

Answers
a. waste e. scribbled
b. walls f. urinal
c. drag g. scattered
d. tap h. charcoal

Remedial Activity
Present the vocabulary under the matching exercise at page 196 of English Learners's Book 2
on flash cards for pairs and individuals to read aloud. They do pick and read too.

Extension Activity
Ask learners to use the above words for spelling activity (filling-in-the blanks)

3. Sentence construction (English Learner’s Book 2, page 197)

Let learners pronounce these words as a class, in pairs, groups and as individuals several
times: found, sunshine, spoil, care, paint, outside.
Guide learners to form sentences with the given words orally and make sure they know
what they mean.
Then, let them form their own sentences and write them in their exercise books.

Additional Practice
Refer learners to pages 121 - 122 of the workbook for more exercises.

D. Writing
Teaching Strategies: Discussion, observation, drawing, writing, demonstration
Teaching/Learning Resources: Objects in the classroom, picture of a pineapple or a real
pineapple
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
128 ENGLISH
Key Vocabulary: feelings, describe, environment, chairs, tables, pineapple, fruit, sweet,
made up, wood

Teaching/Learning Activities
Penmanship
1. Lead learners to do hand and wrist exercises for a few minutes.
2. Show the picture of a pineapple or the real fruit to learners for them to talk about it.
Examples: What is this fruit? Have you eaten it before? How do you feel about eating
pineapples?
3. Copy the following sentences on the board.
Let learners read them after you several times: This is a pineapple.
It is a fruit.
It is sweet.
I love to eat pineapples.

4. Have learners copy the sentences in joint script into their exercise books.
Go around to supervise.

Activity 6 Guided Writing

1. Ask learners to look around the classroom and its environment and observe some things
there. Let them name the objects they see.
2. Demonstrate to the class how to describe an object in a few sentences. Write the
sentences on the board.
Example: This is a table.
It is made of wood.
It has four legs.
I put my books on it.
3. Invite individuals/pairs/groups to read the sample sentences aloud.
4. Next, instruct each group to select an object.
Everyone in the group should say one thing about the object their group has chosen.
They should write down what everybody says.
5. Have learners look through all their ideas. Are the ideas true about the object?
Now, let them draw their object in their exercise book and write three or four true
sentences about it.
Collect learners’ work for marking and feedback.

Additional Practice
Refer learners to pages 123 of the workbook for more exercises.

Unit 18 Care for school property 129

Workbook Answers

A. Oral Language 2. Letters have Sounds: Word families

Retelling a story – “an”, “am”
1. “Why the class prefect of 6A Sample words:
was punished” "an": can, fan, man, pan, plan, etc.
2. Mawusi, the became 6A class "am": ham, jam, ram, yam, pram, etc.
prefect.
3. a. Mawusi C. Vocabulary
b. wThe class teacher, a. a. keep
Mr. Todzro b. dangerous
c. waste
4. a. Class 6A had a story telling
d. drag
lesson under a tree, so they
e. scribble
took their chairs outside. f. urinate
g. weedy
b. After the lesson, it was time to h. urinal
go home. 3. a. drawing aimlessly
c. Mawusi did not remind the b. to pull something behind you
class to return the chairs to the c. the metal head on a pipe from
classroom.
which water flows
d. The chairs were damaged by the
d. a place where learners urinate
rain during the night.
e. condition
5. a. Mr. Todzro got annoyed.
f. spread
b. He punished Mawusi for being
irresponsible.
D. Writing
6. I learnt that: It does not pay to be
1. Feelings expressed by faces:A.
irresponsible. / A prefect must be up
The person is angry.
and doing. a. The person is smiling.
(This is a personal response b. The person is frowning her face.
question, so there is no right or 3. Description of an object in the
wrong answer.) class
Sample answer:
B. Reading
a. This is a book.
1. Reading and Comprehension
b. It is used for reading/studying/
2. a. urine on the floor
homework, etc.
b. scribbles on the walls
c. It is made of paper.
3. scattered
d. I can take good care of it by
4. last
handling it well/storing it well,
5. important
etc.
6. drag
e. I like the book because it helps
7. tap
me to learn.
8. defecating

130 ENGLISH
Unit 19 Safety first
Unit Overview
This unit is about keeping safe on the road. It consists of four sections labelled A - D. Section
A will deal with Oral Language Development. Learners will listen to a story called “The
meeting of the mice” and answer a few questions on it. Section B is in two parts. In the first
part, learners will read a short text about “Safety on the road” and answer questions on the
text. The second part is code-named “Letters have Sounds”. It will focus word family "ot".
In Section C, learners will learn to have fun with the keywords they met in the passage, and
in Section D, learners will learn to use full stops and question marks correctly. They will also
fill in the gaps in given sentences to describe things one should do to keep safe on the road.

Learning Outcomes
By the end of the unit, learners will be able to:
• listen to and tell different stories;
• predict a text based on the title and pictures;
• read a text aloud and answer questions on it;
• build word family "ot";
• match words with their meanings;
• use full stops and question marks at the end of sentences;
• describe things we should do to keep safe on the road.

A. Oral Language
Storytelling: The meeting of the mice
Teaching Strategies: Discussion, narration, repetition
Teaching/Learning Resources: A picture of mice at a meeting, word cards
Core Competencies: Communication and Collaboration, Listening and Speaking
Key Vocabulary: located, central part, secretly, safety, fizzled out, chase

Preparation Before Class

Draw a large picture of about ten or more mice having a meeting on the compound. A young
mouse and an old mouse (the leader of the mice) must be clearly visible. Far away, in the
background and very small, draw a cat walking away. Read the story in Activity 1 of this book
for more details. Prepare word cards of the key vocabulary listed above.

Unit 19 Safety first 131

Teaching/Learning Activities
Activity 1
Let learners sing a familiar song.
1. Next, put up the picture on the board and allow learners to discuss what they see.
2. Ask them what the relationship between cats and mice is usually like.
3. Ask learners to guess why the mice in the picture are meeting.
4. Show word cards which contain key vocabulary in the new story. Teach and drill the words
through repetition.
5. Now tell/read the story to the whole class, while the learners listen attentively. Then, ask
them questions based on the story to test learners’ understanding.

The meeting of the mice

Once, in a small town located in the central part of the country, there lived a group of mice.
They were always hunted by a big cat and feared for their lives. One day, they got fed up with
always living in fear. So, they decided to do something about it.
One morning, they had a meeting on their compound when the cat was away. Two mice
spoke. The first mouse said, “Let us chase him out of this community!”
The youngest mouse in the group said, “Friends, let’s hang a bell around his neck so we can
hear him from afar as he approaches. This way, we can make it to safety long before he tries
to strike.” The leader of the mice wanted to know who was ready to put the bell on the cat.
But the venue became as quiet as the grave. No one was ready to risk their lives. And just
like that, the plan fizzled out. They were not able to hang the bell around the cat.

6. Let learners identify the story structure and retell the story sequentially.
7. Next, ask learners to state what parts of the story they enjoyed. Let learners give reasons
why they enjoyed those parts.

Assessment
Let learners answer question 5 on page 201 of the English Learner’s Book 2 with their
partners.

Answers
a. On their compound
b. Two mice
c. The young mouse's idea.
d. No
e. No
f. old mouse – clever
The young mouse – ignorant
All the mice – cowards
g. (Elicit responses from learners, with reasons.)

132 ENGLISH
Reflection
Let learners reflect on the story and relate it to the measures they should take to keep safe all
the time.

Additional Practice
Refer learners to pages 124 of the workbook for more exercises.

B. Reading Safety on the road

Teaching Strategies: Echo-reading, pair work, whole-class/group activities, discussions,

modelling
Teaching/Learning Resources: Word cards, sentence cards, pictures on page 202 of the
the English Learner's Book 2
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: amber, traffic, safety, lights, traffic warden, zebra crossing, pedestrians,
pavement

Preparation Before Class

Before the lesson, prepare your word cards and sentence cards. If possible, make a large
copy of the picture on page 202 of the English Learner’s Book 2 for a more corporate picture
reading activity.

Teaching/Learning Activities
Activity 2
1. Begin the lesson by discussing the picture on page 202 of the English Learner’s Book 2.
Then, allow learners to discuss what they see and predict the topic of the passage.
2. Teach and drill the pronunciation of the keywords (amber, traffic, safety, lights, traffic
warden, zebra crossing, pedestrians, pavement) one after the other.
3. In pairs, let learners scan the text to find the words in bold. Then, let them try to work out
the meaning of each word by reading the sentence(s) in which it appears.
4. Use context, demonstration, and miming to teach the meanings of keywords, if necessary.
NB: Remember the order of teaching new vocabulary. Do not copy the new words on the
board ahead of time.

Activity 3
1. While learners listen attentively, read the text aloud and ask them to check the correctness
of their predictions.
2. Then, let a few of them share their ideas with the rest of the class.
3. Next, read the text a second time while learners listen and let them read the text after you
several times (echo-reading).

Unit 19 Safety first 133

Activity 4
Ask learners to read the text aloud to themselves. You may read words and sentences from
word and sentence cards for individuals to identify new words they have learnt.
Activity 5
Let learners read each of the questions on pages 204 - 205 of the English Learner’s Book 2
and discuss the answers with their partners.

Assessment
In pairs, let learners take turns to read the text aloud to each other, sentence by sentence or
paragraph by paragraph.

Answers
a. Like a traffic warden. e. left
b. It means stop. f. zebra crossing
c. It means slow down / get ready. g. towards you
d. You may fall down. h. pavement

Reflection
Let learners reflect on the story and try to compare how they take care of themselves and
what happened in the story.

Letters have Sounds – Word family "ot"

End the reading session with this activity. Play the phonics song and let learners sing along.
While learners listen to you, blend the letters in the following words and read the words out
loud: cot, dot, got, hot, jot, lot, not, pot, rot, tot. Let learners blend and read the words after
you.
Let learners sit in pairs and find more words that end in “ot”. Then, ask them to form
sentences with their words and present three of these sentences to the class.

Additional Practice
Refer learners to pages 125 - 126 of the workbook for more exercises.

C. Vocabulary
Teaching Strategies: Demonstration, explanation, leading questions
Teaching/Learning Resources: Word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation, Critical Thinking and Problem Solving

Teaching/Learning Activities
Preparation Before Class
Before the lesson, prepare your word cards.

134 ENGLISH
1. Sentence completion (English Learner’s Book 2, page 206)
Write the first target word (bandaged) on the board. Pronounce it clearly and let learners
repeated the word a few times after you. Ask them to say what it means and/or to make
oral sentences with it so that the meaning is clear. Do this for all the words.
Refer learners to the exercise in the Learner's Book. Complete the sentences orally with
the whole class. Then ask learners to work in pairs and write the completed sentences in
their exercise books.

Additional Practice
Refer learners to page 127 of the workbook for more exercises.

Answers
a. knocked f. bandaged
b. dressed g. stopped
c. traffic lights h. pavement
d. wounds i. zebra crossing
e. safety

2. Matching words to their meanings (English Learner’s Book 2, page 207)

Have learners read the target words after you several times (pedestrians, traffic lights,
wound, zebra crossing, pavement, bandage)
Drill the words from the board and word cards. Elicit their meanings from learners. Let
learners do the exercise in the Learner's Book orally as a class. Then, instruct them
to read over the words and their definitions. Finally, ask pairs of learners to take turns
reading the words and their meanings.

Answers
1. a. pedestrians – people who use the road on foot
b. traffic lights – lights that show drivers and pedestrians when to stop and move on
c. wounds – deep cuts on the body
d. zebra crossing – a crossing for people who use the road on foot
e. pavement – the side of the road for pedestrians to use
f. bandage – to dress a wound with gauze

3. Spelling words correctly (English Learner's Book, page 207)

Let learners attempt spelling the words correctly with their partners. Then, write the correct
words on the board and drill pronunciation.
Instruct learners to write the correct words in their exercise books.

Unit 19 Safety first 135

 Answers
a. again d. rush
b. nocked e. quickly
c. light

Additional Practice
Refer learners to page 127 of the workbook for more exercises.

D. Writing
Teaching Strategies: Modelling, copying, demonstration, discussion
Teaching/Learning Resources: Sentence cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: keeping, amber, safe, stopped

Preparation Before Class

Prepare the following: sentence cards with questions with a question mark; sentence cards
with sentences (statements) with a full stop; sentence cards with questions without question
marks; sentence cards with statements without full stops.

Teaching/Learning Activities

Penmanship Question mark and full stop

1. Lead learners to do hand and wrist exercises for a few minutes.

2. Then, working together as a class, revise the use of the full stop and capital letters using
discussion and examples of sentences on the board. Still working together as a class,
introduce the question mark by asking questions. Put the questions on the board and elicit
from learners the question mark and its uses.
3. Refer learners to the sample sentences on page 208 of the English Learner’s Book
2. Then, in pairs, instruct learners to say which sentences need a full stop and which
a question mark. Finally, let learners copy the given sentences in joint script into their
exercise books.
Go round the class, collect the books, mark and provide feedback.

Answers
I am a teacher. Are you a teacher?
Where do you live? In which class are you?

136 ENGLISH
Remedial Activity
Let learers pick sentence cards, read the sentences on them and identify the puntuation
marks used.

Extension Activity
Provide cards with sentences without full stops or question marks. Have learners pick a card,
read the sentence and say whether it needs a question mark or full stop.

Additional Practice
Refer learners to page 128 of the workbook for more exercises.

Activity 6 Guided Writing

Working together as a class, let learners reread the last two paragraphs of the passage
“Safety on the road". They should raise their hands if they found any of the target sentences
for the exercise and tell the class where they found it.
Ask the whole class to read the target sentences from the English Learner's Book 2, page 208.
Instruct learners to individually complete these sentences by filling the blank spaces with the
correct words.
Collect learners' books for marking.

Answers
a. safe/go d. go
b. amber e. stopped
c. stop f. see

Workbook Answers

A. Oral Language 3. Adiki

2. We can stay safe from our enemies 4. her teacher
by: 5. red
a. being very careful 6. slow down
b. watching their movements 7. left
c. distancing ourselves from them, 8. pedestrian crossing
etc. 9. road safety
(Elicit learner’s reactions/ 2. Letters have Sounds: –
answers.)
Word family "ot"
a. tot e. lot i. trot
B. Reading
b. not f. hot j. got
1. Reading and Comprehension
c. pot g. spot k. rot
2. zebra crossing
d. plot h. shot l. slot, etc

Unit 19 Safety first 137

 C. Vocabulary Punctuation – Question marks and
1. Filling in the blanks full stops
a. knocked 1. Who are you?
b. zebra crossing 2. Why did you go home?
c. stopped 3. Kofi and Ama are sick.
d. safety 4. How old are you?
e. wound 5. Mr Nkansah is my headmaster.
f. sling 6. Where are your books and pen?
g. pavement 7. My name is Eunice Samba.
h. bandaged 8. Do you know my name?
i. dressed 9. I attend Adubiase Presby Basic
j. traffic light School.
D. Writing and Grammar Usage 10. Have you taken your lunch?

138 ENGLISH
 Observing personal safety in the
Unit 20 community
Unit Overview
This unit is about observing personal safety in the community. It consists of four sections
labelled A - D. Section A will deal with Oral Language Development. Learners will discuss
and learn how to protect themselves from strangers. Section B is in two parts. In the first
part, learners will read a short text titled “Stranger danger” and answer questions on the text.
The second part is code-named "Letters have Sounds". It will focus on roots and affixes. In
Section C, learners will learn to have fun with the keywords they met in the passage. Then, in
Section D, learners will copy sentences from a substitution table, and use the simple present
tense to complete sentences.

Learning Outcomes
By the end of the unit, learners will be able to:
• engage in a conversation involving safety in the community;
• read a text and answer questions on it;
• break words into roots and affixes (affixation);
• complete sentences with the appropriate words;
• use the simple present tense.

A. Oral Language
Conversation: “Stranger danger”
Teaching Strategies: Discussion, repetition
Teaching/Learning Resources: Pictures
Core Competencies: Communication and Collaboration, Listening and Speaking
Key Vocabulary: stranger, danger, accept, adults, report, harmed

Teaching/Learning Activities
Activity 1
1. Say the topic “Stranger danger”, write it on the board and let learners repeat it after you.
Then, still working together as a class, elicit from learners what they know about the topic.
2. Next, allow them to ask questions about what they want to know concerning the topic.

Activity 2
1. Now, let learners listen to the reading passage on pages 213 - 215 of the English
Learner’s Book 2 as you read it clearly and loudly to them.
2. Next, learners tell their group members what they have learnt from the passage.

Unit 20 Observing personal safety in the community 139

 Examples:
Learner A: I have learnt that there are some wicked people. They steal children.
Learner B: I learnt that I should not accept gifts from people I do not know.
Learner A: I should not enter people’s rooms.
Learner B: When a person grabs me, I must shout for help.

Assessment
Let learners answer the following questions with their partners.
a. What is “Stranger danger”?
b. Do you think all strangers are bad?
c. How can you avoid being harmed by a stranger?
d. Who should you report to if you see something bad in school?
e. Who should you report to if you see something bad at home?

Answers
a. It means that strangers can be dangerous.
b. Yes/No (with reason)
c. I should not accept lifts/gifts from strangers.
d. Report to adults/teacher.
e. Adults/parents, police etc.

Reflection
Let learners reflect on the conversation and compare what they knew about safety measures
with what they know now.

Additional Practice
Refer learners to page 129 of the workbook for more exercises.

B. Reading Stranger danger

Teaching Strategies: Echo-reading, pair work, whole-class/group activities, modelling
Teaching/Learning Resources: Word cards, sentence cards, pictures on page 212 of the
English Learner’s Book 2
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: pulls over, bowed, hugged, dark, firmly, avoid

Preparation Before Class

Before the lesson, prepare your word cards and sentence cards. Make large copies of the
pictures on page 212 of the English Learner’s Book 2, if possible, for a more corporate
picture reading activity.

140 ENGLISH
Teaching/Learning Activities
Activity 3
1. Begin the lesson by discussing the pictures on page 212 of the English Learner’s Book 2.
Then, allow learners to discuss what they see and predict the topic of the reading text.
2. Next, teach and drill pronunciation of the keywords (pulls over, bowed, hugged, dark, firmly
avoid) one after the other.
3. In pairs, let learners scan the reading text on pages 213 - 215 of the English Learner’s
Book 2 to find the words in bold. Then, let them try to work out the meaning of each word
by reading the sentence(s) in which it appears.
4. Use context, demonstration, and miming to teach the meanings of keywords, if necessary.
NB: Remember the order of teaching new vocabulary. Do not copy the new words on the
board ahead of time.

Activity 4
1. While learners listen attentively, read the reading text aloud and ask learners to check the
correctness of their predictions. Then, let a few of them share their ideas with the rest of
the class.
2. Read the text a second time while learners listen. Finally, let learners read the text after
you several times (echo-reading).
3. Let them also read selected words and sentences from the passage on word cards and
sentence cards.

Activity 5
In pairs, let learners take turns to read the text aloud to each other, sentence by sentence or
paragraph by paragraph.

Activity 6
Let learners read each of the questions on pages 215 - 216 of the English Learner’s Book 2
and discuss the answers with their partners.

Assessment
Have learners answers the questions on the text orally individually.

Answers
a. Naa Shika and Nii Kpakpo
b. Aranaa
c. public
d. other schoolmates
e. It is dangerous.
f. You may be kidnapped./It is not safe. /You cannot trust strangers.

Unit 20 Observing personal safety in the community 141

 g. You must not accept lifts from strangers. /You should always go out with a friend.
/ When walking, you must stick to public places. /Stay away from places that people
do not pass.

Reflection
Let learners reflect on the story and tell the class what they have learnt about how to behave
around strangers.

Letters have Sounds – Roots and affixes

End the reading session with this activity. Play the phonics song and let learners sing along.
While learners listen to you, blend the letters in the following words and read them aloud:
talking, talks, enjoy, replay, olden, rewrite, goes). Instruct learners to blend and read the
words after you.
Through discussions, guide learners to analyse the above words. Explain that there are two
types of affixes: prefixes and suffixes. (Refer to page 217 of the English Learner’s Book 2, for
information.)
Next, let learners sit in pairs and find more examples of words that have a prefix or a suffix
or both. They must mention the root word and the prefix or suffix. After that, let learners
form groups and do exercise 2 on page 217 of the English Learner's Book 2 in their exercise
books.

Answers
Words Root Prefix Suffix
a. firmly firm ly
b. unfriendly friend un ly
c. refused refuse ______ d
d. going go _____ ing
e. disclose close dis
f. strangers stranger ______ s
g. uncompleted complete un d

Additional Practice
Refer learners to pages 130 - 131 of the workbook for more exercises.

C. Vocabulary
Teaching Strategies: Demonstration, explanation, leading questions
Teaching/Learning Resources: Word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation, Critical Thinking and Problem Solving

142 ENGLISH
Preparation Before Class
Before the lesson, prepare your word cards.

Teaching/Learning Activities
1. Sentence completion (English Learner’s Book 2, page 218)
Write the first target word (traps) on the board (note that in this exercise it is a plural noun,
not a verb). Pronounce it clearly and let learners repeat the word a few times after you.
Ask them to say what it means and/or to make oral sentences with it so that the meaning
is clear. Do this for all the words.
Refer learners to exercise 1 in the Learner's Book. Complete the sentences orally with the
whole class. Then ask learners to work in pairs and write the completed sentences in their
exercise books.

Answers
a. schoolmates f. guard
b. safe g. harm
c. lanes h. traps
d. strangers i. unfinished
e. wicked j. gifts

2. Sentence construction (English Learner’s Book 2, page 218)

Working together as a class, have learners pronounce the target words.
Encourage learners to form sentences with the target words orally. Then, let them write
their sentences in their exercise books.

3. Word search (English Learner’s Book 2, page 219)

Instruct learners to work in pairs to find at least six words in the word search box.

Answers
Across: community, it, so, some, time, times, sometimes, zero, wick, wicked, grab, the,
them, mad, adult, adults, complete (not "uncomplete"; there is no such word!), lift, guard,
guards
Down: saw, meek, ream, odd, vat

Additional Practice
Refer learners to pages 132 - 133 of the workbook for more exercises.

Unit 20 Observing personal safety in the community 143

 D. Writing Using action words - The simple present tense

Teaching Strategies: Demonstration, copying, discussion, repetition

Teaching/Learning Resources: Substitution tables
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Critical Thinking and Problem Solving.
Key Vocabulary: Action words/verbs: rise, eat, kills, etc.

Teaching/Learning Activities
1. Working together as a class, review learners’ knowledge about verbs through commands
(Example: Mary, talk/clap/shout, etc.) for learners to obey.
Every sentence has a naming word which is a noun. A sentence also has an action word.
The action word is called a verb.
Example: Bissaw plays football.
In the above sentence: “Bissaw” is a person’s name. “Football” is the name of a thing.
They are both nouns. What does Bissaw do?
He plays. “Plays” in this sentence is the action word or verb.
2. Demonstrate the simple present tense with several examples.
Examples of verbs: pray, clap, write, eat, read
Still working together as a class, introduce the use of “every day” and “always” in
sentences: Every day I read. I always enjoy the reading lesson.
Every day we go to school. My friends always greet me.
3. Let learners read the following sentences that indicate different situations:
i. Kofi plays football every day (habitual).
ii. The sea makes a loud noise (simple truth).
iii. She is a kind person (opinion).
4. Drill the sample sentences for learners to practise using the simple present tense. Next,
put learners in groups to discuss a given topic. For example, what learners do every day
and how learners prepare for school every morning . Remind learners to use “always” and
“every day” in their discussions.

Penmanship
1. Guide learners with your examples of sentences so that they know how to use the
substitution tables on English Learner’s Book 2, page 219.
Examples:
i. Lions eat other animals.
ii. A wicked person kills children.
2. Let learners copy six sentences from the substitution table in joint script into their exercise
books.

144 ENGLISH
Remedial Activity
Provide some present tense sentences for individual learners to identify the verbs in them.

Extension Activity
Ask learners to change given verbs into the simple present tense and write sentences with
them.

Activity 7 Guided writing: simple present tense

Refer learners to the Learner's Book. They can sit in pairs to help each other if needed, but
should try to complete the sentences on their own. Collect and mark learners’ work and give
feedback.

Answers
a. rises b. like c. loves
d. is e. is f. crawls

Additional Practice
Refer learners to page 134 of the workbook for more exercises.

Refer learners to Revision 5 on pages 222 - 224 of the English Learner's Book 2 for more
practice.

Revision 5 Answers
Exercise 1
1. They feared the cat would kill them./ They were afraid of the cat./ They wanted to be
safe.
2. On their compound
3. True
4. False
5. fear

Exercise 2
1. dirty 6. True
2. urinating 7. outside
3. scribbled 8. Nii Kpakpo
4. waste 9. safe
5. important 10. lifts

145
 Exercise 3
2. fan, ran, ban, pan, wan, plan, span, etc.
hot, not, pot, rot, got, spot, shot, etc.

3. a. leave b. water
c. chairs d. urinals
e. rain f. tables
g. outside h. situation
i. important j. books

Exercise 4
1. a. How are you?
b. My book is torn.
c. I was born on Tuesday.
d. Are you leaving this place?
e. The school children have torn their books.

Workbook Answers

A. Oral Language 2. Letters have Sounds

1. Run away and shout for help. Root word Prefix Suffix
2. No 1. closed close –––– d
3. adults/policemen 2. unhappy happy un ––––
4. Yes 3. going go –––– ing
5. True 4. replay play re ––––
6. (Personal response) 5. rewrite write re ____
6. things thing ____ s
B. Reading 7. become come be ____
1. Reading and Comprehension 8. children child _____ ren
2. men or women 5. people 9. unclean clean un _____
3. True 6. other mates 10. quickly quick _____ ly
4. friend 7. False
5. strangers

146 ENGLISH
C. Vocabulary D. Writing and Grammar Usage
1. Words from a puzzle 1. Correct tense
Across: schoolmates, traps, lanes, a. rises
guard, wicked
b. sets
Down: harms, life, stranger, cook
(Any eight. Note that "boxr" is c. like
incorrect.) d. loves
e. is
2. Filling the blank spaces
f. crawls
a. schoolmates e. wicked
b. safe f. guard 2. Verbs in the given sentences
c. lanes g. unfinished a. rises
d. strangers h. lifts b. sets
3. Fill in the missing letters. c. like
a. guard f. wicked d. loves
b. life g. hand e. is
c. trap h. have f. crawls
d. lanes i. stole
e. stranger j. spaces

147
Unit 21 A visit to the shop
Unit Overview
This unit is about making a visit to the shop. It consists of four sections labelled A - D. Section
A will deal with Oral Language Development. Learners will learn how to ask and answer
questions with the right information. Section B is in two parts. In the first part, learners will
read a text called “Kaku and Bombo go to the shop” and answer questions on it.The second
part is code-named “Letters have Sounds”. It will deal with compound nouns. In Section C,
learners will learn to have fun with the keywords they met in the passage. Then, in Section D,
learners will write sentences from a substitution table and answer questions to write about
food services in their school.

Learning Outcomes
By the end of the unit, learners will be able to:
• ask and answer "wh"-questions
• predict a text based on the title and pictures;
• read a text aloud and answer questions on it;
• form sentences with given words;
• give examples of compound nouns;
• use the simple present tense.
• write a guided composition about food services in their school.

A. Oral Language
Teaching Strategies: Modelling, pair work, repetition
Teaching/Learning Resources: Classroom, bags, pencils, books, a poster of the conversation
Core Competencies: Communication and Collaboration, Listening and Speaking
Key Vocabulary: door, shop, entrance, yoghurt, lady

Preparation Before Class

Before the lesson, make sure you gather all the materials you need. If possible, make a large
poster of the conversation. This helps ensure all learners are moving with you at the same
pace. Then, place some classroom objects on your demonstration table.

Teaching/Learning Activities
Activity 1
1. Let learners sing a familiar song or recite a rhyme related to the lesson. Next, instruct
them to identify the classroom objects on the teacher’s table. Finally, let learners predict
what the lesson will be about.
148 ENGLISH
2. Working together as a class, model the wh-questions, showing the rising intonation at the
end of a question and indicating the falling intonation when answering the question.
Teacher: Whose bag is on the table?
Learner: It is Kaku’s.
Teacher: Who put it there?
Learner: It was Bombo.

3. Put up the poster of the conversation on the board or write it on the board. Practise asking
and answering questions with the class.
Teacher: Who is at the door?
Learner: It’s me.
Teacher: Where is the man going?
Learner: He’s going to the shop.
Teacher: With whom is the man going to the shop?
Learner: He’s going with his two boys.
Teacher: What is the lady at the entrance of the shop doing?
Learner: She’s carrying polythene bags.
Teacher: What did the man buy first at the shop?
Learner: He bought yoghurt.
Teacher: Why were the boys happy?
Learner: Because their father bought ice cream for them.

Activity 2
1. In pairs, let learners take turns to ask and answer their own wh-questions (i.e., questions
starting with Who? What? Where? Why? When? Whose?)
2. Emphasise the rising intonation for the questions and the falling intonation for the answers.

Reflection
Let learners reflect on the lesson and tell their mates how the lesson has helped them.

Additional Practice
Refer learners to page 135 of the workbook for more exercises.

B. Reading Kaku and Bombo go to the shop

Teaching Strategies: Echo-reading, pair work, whole-class/group activities

Teaching/Learning Resources: Word cards, pictures on English Learner’s Book 2, page 228
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: carrying, polythene bags, entrance, waiting, giggle, proud

Preparation Before Class

Before the lesson, prepare your word cards. Make a large copy of the picture on page 228 of
the English Learner’s Book 2, if possible, for a more corporate picture reading activity.

Unit 21 A visit to the shop 149

Teaching/Learning Activities
Activity 3
1. Begin the lesson by discussing the picture on page 228 of the English Learner’s Book 2.
Then, allow learners to discuss what they see and predict what they will read about.
2. Teach and drill pronunciation of the keywords (carrying, polythene bags, entrance, waiting,
giggle, proud) one after the other.
3. In pairs, let learners scan the text to find the words in bold. Then, let them try to work out
the meaning of each word by reading the sentence(s) in which it appears.
4. Next, teach the meanings of keywords (if necessary) using context, demonstration, and
miming.
NB: Remember the order of teaching new vocabulary. Do not copy the new words on the
board ahead of time.

Activity 4
1. While learners listen attentively, read the text aloud and ask learners to check the
correctness of their predictions. Then, invite a few of them to share their ideas with the rest
of the class.
2. Next, read the text a second time while learners listen. Finally, let learners read the text
after you several times (echo-reading). Pause along the line to ask learners to show you or
mention the last word they heard.

Activity 5
Ask learners to read the text aloud to themselves.

Activity 6
Let learners read each of the questions on pages 229 - 230 of the English Learner’s Book 2
and discuss the answers with their partners.

Assessment
In pairs, let learners take turns to read the text aloud to each other, sentence by sentence or
paragraph by paragraph. Have individuals answer the questions in turns orally in Activity 6
orally and in turns.

Answers
a. Kaku and Bombo e. They helped her.
b. To a shop f. “Thank you, kind boys! God bless you”.
c. Mr. Blay (Their father) g. Yes
d. A lady carrying polythene bags

150 ENGLISH
Reflection
Let learners retell the story/state the events in the story.

Letters have Sounds – Compound nouns

End the reading session with this activity. First, play the phonics song and let learners sing
along. Then, while learners listen to you, blend the letters in the following words and read
them out loud: airport, aircraft, birthday, blacksmith, blackboard, chalkboard, midday, daytime.
Then, let learners blend and read the words after you.
Discuss compound words with learners. Explain that a compound word combines two
or more words to make or form one word. Most compound words are nouns. Let them
understand that the new words have different meanings from the two original words. Then,
let learners sit in pairs to read the compound words and their breakdowns on page 231 of the
English Learner’s Book 2.
With learners in groups, instruct them to use word cards to form more compound words and
let them read their words to the whole class.

Additional Practice
Refer learners to pages 136 - 137 of the workbook for more exercises.

C. Vocabulary
Teaching/Learning Strategies: Demonstration, leading questions, explanation, pair work
Teaching/Learning Resources: Word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation, Critical Thinking and Problem Solving

Preparation Before Class

Before the lesson, prepare your word cards to build form compound nouns.

Teaching/Learning Activities
1. Adding affixes to make new words (English Learner’s Book 2, page 232)
Working together as a class, review word formation through affixation. Affixation is the
process of adding letters or groups of letters with a particular meaning in front of a root
word or after a root word to change its meaning. A group of letters in front of the root word
is called a prefix; pre means before or in front of.
Examples of prefixes include: un – un + happy = unhappy, il – il + legal = illegal,
dis – dis + qualify = disqualify.
A letter or group of letters with a particular meaning that is added to the end of a root word
to change its meaning is called a suffix.
Examples of suffixes include: loud + ly – loudly, child + less – childless.
2. Refer learners to exercise 2 in the Learner's Book and explain the exercise to them. Ask
them to work in pairs, write the words in their exercise books and submit their books for
marking when they have finished.

Unit 21 A visit to the shop 151

 Answers
needful, needless
carrier, carried, carrying
unfinished
shopping, shopper, shopped
childly, childless, children
fatherless
thankful

3. Sentence construction (English Learner’s Book 2, page 232)

Instruct learners to pronounce the target words. Next, encourage them to form sentences
with the target words orally. Then, ask them to write their sentences in their exercise
books.

4. Word completion (English Learner’s Book 2, page 232)

Working together as a class, let learners reread the passage and find the following words:
children, thanked, help, polythene, carrying, entrance. Ask them to raise their hands when
they find any of them and tell the class the paragraph in which they found it. Next, let them
read the sentences that contain each word.
Put learners in pairs to read the sentence in which each word is found again. Then, let
them share their meanings with the class.
Still in pairs, let learners complete the given words by filling the blank spaces with the
correct letters. Do the first one with them and ask them to work in pairs to find the missing
letters in the rest of the words.

Remedial Activity
In pairs, ask learners to add a prefix or suffix or both to make new words.
For example: il + legal = illegal, happy + ly = happily, un + happy + ly = unhappily, etc.

Extension Activity
Ask learners to complete the columns below.
Word Root Prefix Suffix
kindly kind ____ ly
unkind kind un ___
going
childhood
reclaim
disclosed

Answers
a. children b. thanked c. help
d. polythene e. carrying f. entrance

152 ENGLISH
Additional Practice
Refer learners to pages 137 - 138 of the workbook for more exercises.

D. Writing
Teaching/Learning Strategies: Modelling, repetition, substitution drill
Teaching/Learning Resources: Substitution table, word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: lays, chases, learns, happy, angry,, kind

Preparation Before Class

Before the lesson, prepare your word cards, sentence cards and substitution table.

Teaching/Learning Activities
1. Working together as a class, review the simple present tense to indicate habitual actions.
Let learners repeat the sentences after you. Let learners read from sentence cards and
word cards.
Examples: 1. A hen lays eggs.
2. A cat chases mice.
3. She likes playing Ludo.
4. I eat coconuts.
5. He learns every day.
2. Still working together as a class, let learners repeat the following sentences, which involve
using the simple present tense to express truths:
Examples: Birds lay eggs.
Reptiles like lizards also lay eggs.
My mother is a female.
Babies like breast milk.
3. Let learners, in pairs, take turns reading the sample sentences.

Penmanship
1. Lead learners to construct sentences from the substitution table on page 233 of the
English Learner’s Book 2. Then, put them into pairs and let them write sentences from the
table in their jotters. Go around to assist them.
2. Let each learner copy five of the sentences in joint script into their exercise books for
marking.
Examples: 1. The teacher is angry. 2. They are happy.
Go around the class, collect the books, mark, and provide feedback.

Unit 21 A visit to the shop 153

 Activity 7 Guided Writing
1. Working in groups of five, instruct learners to talk about food services in their school. Let
learners form their composition (essay) by writing down the answers to questions 2a - e
on page 234 of the English Learner's Book 2 directly, one after each other.
2. Encourage learners to share what they discussed with their classmates.
Examples:
Some foods sold or served in the school are rice and beans, kenkey, and beverages.
Food is served regularly at the hall and sometimes sellers are available too. There is
always enough food for everybody. If we could also get dessert, I will be very happy.
3. Put learners’ sample sentences on the board for pairs and individuals to read aloud. The
whole class should also read them several times.
4. Let learners write four sentences about the food services in their school in their exercise
books.
5. Collect learners’ books mark and give feedback.

Additional Practice
Refer learners to page 139 of the workbook for more exercises.

Workbook Answers

B. Reading 1. quick est __ quickest

1. Reading and Comprehension 2. help less __ helpless
1. Kaku/Bombo 3. carry ier __ carrier
2. to the shop 4. beg ing __ begging
3. their father 5. shop s __ shops
4. Mr. Blay 6. child ren __ children
5. a lady 7. father ly __ fatherly
6. ice cream 8. thank ful __ thankful
3. The missing letter
2. Letters have Sounds:
4. newspaper 2. polythene
Compound words
3. provision 4. father
1. birthday 5. blackboard
5. entrance 6. bought
2. chalkboard 6. blacksmith
3. midday 7. earthquake D. Writing and Grammar Usage –
4. daytime Sentences from a substitution table
(Any eight)
C. Vocabulary
Sample sentences:
Word Suffix Prefix New word

154 ENGLISH
1. The teacher is happy. 5. They hate walking.
2. They love sports. 6. We like sports.
3. The teacher is angry. 7. They love sports.
4. They like singing. 8. We hate sports.

155
Unit 22 Bush burning
Unit Overview
This unit is about bush burning. It consists of four sections labelled A - D. Section A will deal
with Oral Language Development. Learners will learn a short poem titled “Fire” and answer
questions on it. Section B is in two parts. In the first part, learners will read a short text about
bush fires and answer questions on the text. The second part is code-named “Letters have
Sounds”. It will focus on the "ch" word family. In Section C, learners will have fun with the
keywords they met in the passage. Then, in Section D, learners will copy sentences that have
adjectives in them in cursive writing and make a list of people who cause bush fires.

Learning Outcomes
By the end of the unit, learners will be able to:
• recite a poem and talk about it;
• read a text aloud and say why the writer wrote it;
• use words containing two letters that give one sound in meaningful sentences;
• match given words with their meanings;
• identify and use adjectives in simple sentences;
• write a guided composition about the causes of bush fires.

A. Oral Language
Poem: Fire
Teaching/Learning Strategies: Modelling, repetition, discussion
Teaching/Learning Resources: Picture on English Learner's Book 2, page 237
Core Competencies: Communication and Collaboration, Listening and Speaking
Key Vocabulary: caused, fire, trapper, smoker, lightning, careful

Preparation Before Class

If possible, make a large poster of the poem. This helps ensure that all learners are moving
with you at the same pace.

Teaching/Learning Activities
Activity 1
Let learners recite a familiar rhyme related to the lesson.
1. Put up the picture on the board and allow learners to discuss it. First, let them say what
the people in the picture are doing.

156 ENGLISH
2. Next, let learners explain why the people must do what they are doing.

Activity 2
1. Put up the poster of the poem or write it on the board.
Fire
Fire! Fire! Fire!
Who caused the fire?
Could it be the trapper?
Was it the smoker?
It is possibly the farmer.
It might be caused by lightning.
Well, let’s all be careful.
2. Working together as a class, say the poem twice as learners listen. Ask learners to join in
as you recite it the third time. Then, let them recite the poem till they are conversant with it.
Next, let learners, in pairs, take turns to recite the poem, followed by the whole class.
3. Ask learners to state what parts of the poem they enjoyed and share them with each other.
Encourage learners to give reasons why they enjoyed those parts.

Assessment
Have learners answer the questions on page 238 of the English Learner’s Book 2 with their
partners.

Answers
a. three people
b. The trapper, smoker, farmer
c. lightning
d. (This is a personal response question, so answers may differ.)

Reflection
Let learners reflect on the lesson and try to compare what they know about bush fires to what
is in the rhyme.

Additional Practice
Refer learners to page 140 of the workbook for more exercises.

Unit 22 Bush burning 157

 B. Reading Bush fires

Teaching/Learning strategies: Echo reading, pair work, whole-class/group activities

Teaching/Learning Resources: Word cards, pictures on pages 238 - 239 of the English
Learner’s Book 2
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: hunters, controlled, herdsmen, set fire, pollute, roam

Preparation Before Class

Before the lesson, prepare your word cards. If possible, make large copies of the pictures on
pages 238 - 239 of the English Learner’s Book 2 for a more corporate picture reading activity.

Teaching/Learning Activities
Activity 3
1. Begin the lesson by discussing the pictures on pages 238 - 239 of the English Learner’s
Book 2. Then, allow learners to predict what the reading text will be about.
2. Teach and drill the pronunciation of the keywords (hunters, controlled, herdsmen, set fire,
pollute, roam) one after the other.
3. In pairs, let learners scan the text to find the words in bold. Then, let them try to work out
the meaning of each word by reading the sentence(s) in which it appears.
4. Use context, demonstration, and miming to teach the meanings of the keywords, if
necessary.
NB: Remember the order of teaching new vocabulary. Do not copy the new words on the
board ahead of time.

Activity 4
1. While learners listen attentively, read the text aloud and ask learners to check the
correctness of their predictions. Then, invite a few of them to share their ideas with the rest
of the class.
2. Finally, read the text a second time while learners listen and let them read the text after
you several times (echo-reading). Pause along the line to ask learners to show you or
mention the last word they read.
3. Let learners read aloud the text in chains. The first reader starts from the beginning, and
reads the first sentence; the second reader takes over and reads the second sentence; the
third reader reads the third sentence, and so on.

Activity 5
Let learners read each of the questions on pages 240 - 241 of the English Learner’s Book 2
and discuss the answers with their partners.

158 ENGLISH
 Assessment
In pairs, let learners take turns to read the text aloud to each other, sentence by sentence or
paragraph by paragraph. Have learners answer the questions orally and individually.

Answers
a. i. people who hunt for bush rats and grasscutters
ii. farmers
iii. herdsmen
b. They set fire around a hole. The bush rats come out because of the smoke. The dogs
get them.
c. The wind
d. The fires cause smoke. Smoke pollutes the air.
e. They want new grass to grow.
f. The writer wants us to prevent bush fires.

Reflection
Let learners reflect on the story and tell their classmates how the lesson has enlightened
them on the causes of bush fires.

Letters have Sounds – /ʧ/

End the reading session with this activity. Play the phonics song and let learners sing along.
While learners listen to you, blend the letters in the following "ch" words and read the words
out loud: chair, church, chin, chain, children, choose, choice, child. Ask learners to blend
and read the words after you. Next, let learners sit in pairs and find more words with the /ʧ/
sound. Then, go around to support them. Finally, let them form sentences with their words
and present three to the class.

Additional Practice
Refer learners to pages 141 - 142 of the workbook for more exercises.

C. Vocabulary
Teaching/Learning Strategies: Demonstration, explanation, leading questions, pair work,
whole-class/group activities
Teaching/Learning Resources: Cashew and coffee beans, pictures of herdsmen and of
something on fire
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation, Critical Thinking and Problem Solving

Preparation Before Class

Before the lesson, prepare your word cards. Find real cashew and coffee beans to show
learners.

Unit 22 Bush burning 159

Teaching/Learning Activities
1. Matching words to their meanings (English Learner’s Book 2, page 242)
Working together as a class, let learners reread the passage and see if they can find some
of the target words in the passage: coffee, graze, ablaze, hunt, herdsmen, cigarettes,
cashew, spread. (Note that only a few of them appear in the passage.)
Ask them to raise their hands when they find any of them and tell the class the paragraph
in which they found it. Then, ask them to read the sentences that contain each word.
Let them think and try to decipher the meaning of the words. Let them share their
meanings with the class. Explain the meaning of any target words, if necessary. Then
instruct learners to work in pairs and match the words and meanings given in the Learner's
Book.

Answers
Word Meaning
a. coffee tree a tree that bears coffee beans
b. graze to feed on grass
c. ablaze to burn in hot flames
d. hunt to chase and kill animals for food
e. herdsmen men who rear cattle and take them around to graze
f. cigarettes tobacco ground smoothly and wrapped in paper to be smoked
g. cashew a tree that bears nuts that have the shape of beans
h. spread to go to other areas

Additional Practice
Refer learners to page 143 of the workbook for more exercises.

2. Sentence construction (English Learner’s Book 2, page 243)

Drill the pronunciation of the target words.
Let learners try and decipher their meanings. Then, encourage learners to make
meaningful sentences guided by your sample sentences. Next, ask learners to share their
sentence(s) with the rest of the class.
Finally, let them write their sentences in their exercise books for marking.

3. Spelling words correctly (English Learner's Book 2, page 243)

Let learners read the full words from word cards and the board. Then, clean the words off
the board and ask learners to spell the jumbled words correctly in their exercise books.

160 ENGLISH
 Answers
a. reports d. cashew
b. hunters e. ablaze
c. forces f. control

D. Writing Adjectives

Teaching/Learning Strategies: Modelling, repetition, filling in blanks, pair work

Teaching/Learning Resources: Substitution table
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation, Critical Thinking and Problem Solving
Key Vocabulary: sweet, beautiful, honest, bright, dull, hot, cold, sunny, rainy, herdsmen,
smokers, farmers, palm wine tappers, hunters

Preparation Before Class

Before the lesson, plan your sample sentences and prepare your word cards.

Teaching/Learning Activities
Activity 6 Adjectives
1. Working together as a class, review regular adjectives with learners.
Examples: big, long, small, tall, short, red, etc.
Adjectives are words that give more information about a noun or pronoun. Adjectives
can be attributive or predicative. When an adjective is used before a noun, it is called an
attributive adjective. When an adjective is used after a noun, it is called an predicative
adjective.
2. Introduce the new structure through sentence formation and lead learners.
Examples: 1. The sky is dull. (“dull” is predicative)
2. The weather is sunny. ("sunny" is predicative)
3. I like sunny weather. (“sunny” is attributive)
4. It is the rainy season. (“rainy” is attributive)
3. Let learners take turns to read the above sentences from the board.
For accuracy, let learners read sentences using the substitution table.

Today dull
weather is hot
The cold
The day sunny
It
Examples: Today is cold.
The weather is sunny.
It is dull.

Unit 22 Bush burning 161

4. Let them write six sentences from the table in their exercise books.
5. For fluency practice, let learners describe the current weather (of the day of the lesson) to
their friends.

Penmanship
Refer learners to the top of page 244 of the English Learner's Book 2. Instruct them to copy
the three sentences with the underlined adjectives in joint script into their exercise books.
Remedial Activity
Ask learners to identify adjectives in given sentences.

Extension Activity
Ask pairs of learners to make a list of adjectives and share them with class. Individuals form
sentences with them and underline the adjectives.

Additional Practice
Refer learners to page 144 of the workbook for more exercises.

Activity 7 Guided Writing

1. Working in pairs, instruct learners to read the poem "Fire" and the text "Bush fires" again
and find the people who cause bush fires. Ask them to add some to the list.
Ask learners to share their findings with the rest of the class.
Examples: herdsmen, smokers, farmers, palm wine tappers, hunters, sellers, drivers,
traders.
2. Drill the pronunciation from the board and with word cards.
Now refer learners to page 244 of the English Learner’s Book 2,.
3. Ask them to make a neat list of the eight people in their homework. They must then identify
those who cause bush fires by making a tick ✓ in the box if the answer is correct then
tick x .
4. Collect learners' books, mark and give feedback.

Answers
✓
herdsmen drivers x
✓
farmers traders x
✓
hunters sellers x
✓
palmwine tappers smokers ✓

162 ENGLISH
Workbook Answers

A. Oral Language C. Vocabulary

2. herdsmen, hunters, farmers, Matching – the words on the left
with the meanings on the right
smokers, palmwine tappers,
1. coffee tree – a tree that bears
lightning (Any three)
coffee nuts
3. bush fire
2. ablaze – in flames/on fire
4. True
3. roam – walk about without aim
5. burning
4. herdsmen – men who rear cattle
B. Reading and take them around to graze
1. Reading and Comprehension 5. cigarettes – tobacco ground
2. a. hunter smooth and wrapped in paper to be
b. herdsmen smoked
c. farmer 6. cashew tree – a tree that bears
3. The hunters set fire nuts that have the shape of beans;
around the holes. the beans are roasted and eaten
4. wind 7. spread – extends to other areas
5. a. coffee 8. graze – feeding on grass
b. food crops
D. Writing and Grammar Usage
c. cashew
1. Adjectives in the sentences
6. Because they want new grass to
2. bright 4. six
grow.
3. dull 5. fast
7. cows/goats/sheep
4. sunny 6. beautiful

2. Letters have Sounds

2. Filling in the blanks
a. chat e. check
3. windy 4. rainy
b. chest f. child
4. cloudy 5. hot
c. chess g. choke
5. cold
d. cheese h. chalk

Unit 22 Bush burning 163

Unit 23 Destroying our forests
Unit Overview
This unit is about the destruction of our forests. It consists of four sections labelled A - D.
Section A will deal with Oral Language Development. Learners will practise asking and
answering wh-questions. Section B is in two parts. In the first part, learners will read a text
about the need for and uses of wood, which causes the destruction of Ghana's forests. The
second part is code-named “Letters have Sounds”. It will focus on the /ʃ/ sound in words.
In Section D, learners will learn to have fun with the keywords they met in the passage,
and in Section D, they will learn more about adjectives. Finally, learners will write their own
sentences about the uses of trees.

Learning Outcomes
By the end of the unit, learners will be able to:
• ask and answer wh-questions
• read a text aloud and answer questions on it;
• predict the topic of a text from its title and pictures;
• develop their vocabulary;
• use simple sentences to show quantity, position and order of people and things;
• write five sentences about the uses of trees.

A. Oral Language
Asking and answering wh-questions
Teaching/Learning Strategies: Modelling, repetition, pair work, whole-class/group activities
Teaching/Learning Resources: Word cards with wh-question words
Core Competencies: Communication and Collaboration, Listening and Speaking, Personal
Development
Key Vocabulary: who, what, where, when, why, whom, whose

Preparation Before Class

Prepare your word cards with wh-question words.

Teaching/Learning Activities
Activity 1
1. Let learners sing a familiar song or recite a rhyme related to the lesson.
2. Introduce the word cards for individuals to read.
3. Ask learners, in pairs, to ask and answer questions with “where”, “who” and “when”.

164 ENGLISH
4. Let them practise the dialogue on page 247 of the English Learner's Book 2 with their
partners. Ask them to change roles and repeat the dialogue till they can say it without
looking at the words.
5. Model sample questions emphasising the rising tone of a question.

Examples: When do you go on break?

Whom did you give the money to?
Where does charcoal come from?
6. Next, let learners echo asking the same questions.
Let learners then answer the above questions with a falling tone. Then, in pairs, let
learners practise asking and answering wh-questions using where, who, what, whom and
when.
7. Draw learners’ attention that to the fact all the questions you have asked start with “wh”,
hence the name “wh-questions”. These wh-questions typically require short answers.

Assessment
Have pairs of learners take turns to partake in the dialogue for the class to listen.

Reflection
Let learners reflect on the lesson and tell their friends what they gained from the lesson.

Additional Practice
Refer learners to page 145 of the workbook for more exercises.

B. Reading Cutting trees

Teaching/Learning Strategies: Echo-reading, questioning, discussion, pair work, whole-

class/group activities
Teaching/Learning Resources: Word cards, pictures on pages 248 - 250 of the English
Learner’s Book 2
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: medicine, firewood, digging, destroyed, searching, fuel

Preparation Before Class

Before the lesson, prepare your word cards. If possible, make large copies of the pictures
on pages 248 - 250 of the English Learner’s Book 2, for a more corporate picture reading
activity.

Unit 23 Destroying our forests 165

Teaching/Learning Activities
Activity 2
1. Begin the lesson with a discussion of the title and pictures of the text on pages 248 - 250
of the English Learner’s Book 2. Then, allow learners to predict the topic of the text.
2. Teach and drill the pronunciations of the keywords (medicine, firewood, digging, destroyed,
searching, fuel) one after the other.
3. Next, in pairs, let learners scan the text to find the words in bold. Then, let them try to
decipher the meaning of each word by reading the sentence(s) in which it appears.
4. Use context, demonstration, and miming to teach the meanings of keywords, if necessary.
NB: Remember the order of teaching new vocabulary. Do not copy the new words on the
board ahead of time.

Activity 3
1. While learners listen attentively, read the text aloud, and ask them to check the
correctness of their predictions. Then, invite a few of them to share their predictions with
the rest of the class.
2. Read the text a second time while learners listen. Finally, let learners read the text after
you several times (echo-reading). Pause along the line to ask learners to show you or
mention the last word they read.

Activity 4
Let learners read the text aloud to themselves. Ask them to share the mental pictures they
get when they are reading the text.

Activity 5
Let learners read each of the questions on page 251 of the English Learner’s Book 2 and
discuss the answers with their partners.

Assessment
In pairs, let learners take turns to read the text aloud to each other, sentence by sentence or
paragraph by paragraph.

Answers
a. for building
for tables and chairs
for fuel
b. chainsaw operators
gold miners
firewood makers
c. buildings
roofing

166 ENGLISH
 d. herbs
e. wood
f. gas
g. The passage is informative./ It gives us information about deforestation.
h. The writer wants us to save our forests.

Activity 6
In pairs, let learners read the verse about trees on page 252 of the English Learner’s Book 2.

Reflection
Let learners reflect on the text they have read and compare what they now know about the
destruction of our forests to what they knew before they read the text.

Letters have Sounds – Consonant sound /ʃ/

End the reading session with this activity. First, play the phonics song and let learners sing
along. Then, refer learners to page 252 of the English Learner's Book 2. While learners
listen to you, blend the letters in the following words and read them aloud: shoe,shape, shop,
share, shin, shore. Let learners blend and read the words after you.
Next, instruct learners to sit in pairs and find more words containing the /ʃ/ sound. Go around
to support them. Finally, let them form sentences with their words and present three of these
sentences to the class.

Additional Practice
Refer learners to pages 146 - 147 of the workbook for more exercises.

C. Vocabulary
Teaching/Learning Strategies: Demonstration, explanation, leading questions, discussion,
pair work, whole-class/group activities
Teaching/Learning Resources: Word cards, word search
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation, Critical Thinking and Problem Solving

Preparation Before Class

Before the lesson, prepare your word cards. Then, find real cashew nuts and coffee beans to
show learners.

Teaching/Learning Activities
1. Sentence construction (English Learner’s Book 2, page 253)
Working together as a class, let learners reread the passage and find the following words:
door, windows, wood, firewood, building, boiling. Ask them to raise their hands when they
find any of them and tell the class the paragraph in which they found it. Then, let them
read the sentences which contain each word.

Unit 23 Destroying our forests 167

 Next, put learners in pairs to read the sentence in which each word is found again.
Again, let them brainstorm and try to decipher the meaning of the words and share their
meanings with the rest of the class.
Refer learners to exercise 1 in the Learner's Book. Let them make oral sentences with
each of the words. Finally, ask learners to write the sentences into their exercise books.

2. Sentence completion (English Learner’s Book 2, page 253)

In pairs, let learners read the text again to locate the following words: firewood, sawmill,
boiling, forest, charcoal, cutting, boards, trees. Let them repeat the words after you.
Finally, refer them to the Learner's Book and ask them to complete the sentences in
exercise 2 in their exercise books.

Answers
a. trees b. cutting c. charcoal d. forest
e. sawmill f. boiling g. boards h. firewood

3. Word search (English Learner’s Book 2, page 254)

Ask learners to use a pencil to make a ring around a word they identify in the word box,
and to write it down in their homework book. Remind them to read downwards and across
the box to identify at least eight words.
This activity is another way of developing spelling. Learners will see the activity as a
game; so, if possible, design plenty word puzzles of your own for your learners.

Answers
Across – fire, wood, firewood, board, orb, tree, trees, as, of, off, it, gas, charcoal, coal
Down – boil, boiling, forest, rest, fuel, for, baking, king, door, medicine, in (Any eight)

Additional Practice
Refer learners to pages 147 - 149 of the workbook for more exercises.

D. Writing
Teaching/Learning Strategies: Copying, modelling, formation of sentences
Teaching/Learning Resources: Classroom objects, pictures for demonstration purposes
Core Competencies: Communication and Collaboration, Personal Development and
Leadership
Key Vocabulary: warm, cloudy,fuel,firewood, food, roofing, building, medicine

168 ENGLISH
Teaching/Learning Activities
Penmanship
Grammar Usage: Adjectives to show quantity, position and order of things and people
1. Use the weather condition at the time of the lesson to review adjectives that describe the
weather.
Examples: It is cold. It is warm. It is too hot. It is cloudy. It has been sunny the whole day.
2. Let each learner quickly write down the adjectives in the five sentences above (cold,
warm, hot, cloudy, sunny) in their jotters. Then, working together as a class, introduce the
new structure through demonstration.
Teacher: Hold two pencils in your hand and ask, “How many pencils are in my hand?”
Learner: Two pencils.
Teacher: Yes, I have two pencils.
3. Write the above sentences on the board and drill learners on it several times.
4. Use practical activities to introduce positions or order of persons and things (i.e. ordinal
adjectives).
Still working together as a class, let learners repeat the following sentences:
• Armah was the first person to arrive.
• Adjei was the last person to arrive.
• Sowah is the second person to leave.
• Three learners are sitting in the first row.
• Please read the third pargraph.
5. Let learners replace the underlined words with other ordinal adjectives.
Example: Armah was the tenth person to arrive.
For practice, let learners do the following in pairs:
i. Tell your partner which position you are among your siblings.
Example: I am the second born.
ii. Tell your friend how many clothes you have.
Example: I have three dresses and two jackets.

Assessment
1. Let learners answer the questions in exercise 3 on page 255 of the English Learner’s
Book 2 orally with their partners.
2. Ask questions about the positions of the shapes: Which shape is third? Which shape is
fourth? Which shape is first? Which shape is second? Then instruct learners to complete
the four sentences in their exercise books.
3. Ask learners to copy the six sentences in exercise 1 into their exercise books and to
underline the adjectives.

Unit 23 Destroying our forests 169

 Answers
a. The triangle is the first shape.
b. The square is the second shape.
c. The rectangle is the third shape.
d. The cube is the fourth shape.

Activity 6 Guided Writing: Uses of trees

Before writing
1. Working together as a class, revise with learners the uses of trees read about in this unit.
2. Still working together as a class, let learners reread the text “Cutting trees”. Next, let
learners sit in pairs to make a list of the uses of trees mentioned in the text.

During writing
3. Ask learners to select any five of the above uses. Instruct them to write one sentence
about each use in their exercise books. Then, go around to provide support.

After writing
4. Collect their books for marking and feedback.

Remedial Activity
Write sentences on the board for individual learners to identify the adjectives in them.
1. The weather is cold.
2. I am the sixth born child of my parents.
3. Kofi is a tall man.
4. The boys are lazy.

Answers
1. cold 2. sixth born 3. tall 4. lazy

Extension Activity
Tell learners to write four sentences of their own using adjectives.

Additional Practice
Refer learners to pages 149 - 150 of the workbook for more exercises.

170 ENGLISH
Workbook Answers

A. Oral Language C. Vocabulary

Using “who” and “when” to ask 2. Filling in the blanks
questions:
a. liquefied gas f. roofing
1. when 2. who 3. when 4. who
b. fuel g. sawmill
B. Reading c. save h. destroyed
1. Matching words to their meanings. d. looking i. bush
2. pretty – beautiful e. baking j. wind
3. cottage – little house
3. Words from the puzzle
4. village – small town
Across: ffire, wood, firewood, of,
5. woods – forest ail, gold, now, in, build, building,
6. scary – fearful saw, mill, sawmill.
2. Reading and Comprehension Down: coal, roof, door, dig
(Any eight)
1. Sample answers:
a. – for cooking
D. Writing and Grammar Usage
b. – for baking bread
1. Identifying adjectives
c. – for furniture
a. fair d. happy
2. chainsaw operators
b. kind e. cloudy
3. a. roofing b. windows
c. eight f. nice
c. doors
4. the trees they cut down/wood
5. gas

171
Unit 24 Electric energy
Unit Overview
This unit is about electric energy. It consists of four sections labelled A - D. Section A will deal
with Oral Language Development. Learners will learn how to give and respond to commands.
Section B is in two parts. In the first part, learners will read aloud a text titled “Sources
of electricity” and answer questions on the text. The second part is code-named “Letters
have Sounds”. It will focus on the /f/ sound made by the letters "ph" in words. In Section C,
learners will learn to have fun with the keywords they met in the the passage, and in Section
D, learners will copy sentences from a substitution table, use prepositions, name five sources
of energy and write a meaningful sentence about each source.

Learning Outcomes
By the end of the unit, learners will be able to:
• give and respond to commands;
• predict a text based on the title and pictures;
• read a text aloud and answer questions on it;
• match words to their meanings;
• identify prepositions in sentences;
• write sentences from a substitution table;
• write sentences about sources of energy.

A. Oral Language
Giving and responding to commands
Teaching/Learning Strategies: Modelling, repetition, actions
Teaching/Learning Resources: Classroom objects
Core Competencies: Communication and Collaboration, Listening and Speaking
Key Vocabulary: stand up, clap your hands, say a rhyme, open your book

Teaching/Learning Activities
Activity 1
1. Lead learners to sing a familiar song or recite a rhyme related to the lesson.
2. Put up the title of the unit on the board and allow learners to read it and predict what they
will be learning about.
3. Working together as a class, revise action words such as sing, stand, etc. Ask learners to
give their own examples.

172 ENGLISH
4. Write their examples on the board and let pairs read the words through.
Still working together as a class, let learners read sample sentences from the board. For
each sentence, let learners say the action word in it. For each action word, let them do the
action.
Examples: a. We put fuel into a car's fuel tenk.
b. I take the food out of the fridge.
c. Turn off the light.
5. Then, give commands for learners to respond to individually.
Examples: a. Esi and Bombo, sing a song.
b. Kaku, clap your hands.
c. Girls, raise your right hands.
After that, let learners work in pairs; one learner will issue a command, and the other will
act out the command, and vice versa.
Example:
Learner A: Open your bag. Put your pencil in it.
Learner B: [responds by doing the action]
Learner B: Fold your hands and close your eyes.
Learner A: [responds by doing the action]

Assessment
Invite pairs of learners to demonstrate their commands and responses to the whole class.

Additional Practice
Refer learners to page 152 of the workbook for more exercises.

B. Reading Sources of electricity

Teaching/Learning Strategies: Echo-reading, pair work, whole-class/group activity

Teaching/Learning Resources: Word cards, sentence cards, pictures on page 259 of
English Learners' Book 2
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: diesel, blender, solar panels, generator, petrol, refrigerator, microwave

Preparation Before Class

Before the lesson, prepare your word cards and sentence cards. Make a large copy of
the picture on page 259 of the English Learner’s Book 2, if possible, for a more corporate
picture-reading activity.

Unit 24 Electric energy 173

Teaching/Learning Activities
Activity 2
1. Begin the lesson by discussing the picture on page 259 of the English Learner’s Book 2.
Then, write the title of the reading passage on the board. Let learners predict what things
they will be reading about in the passage.
2. Teach and drill the pronunciation of the keywords/ expressions (diesel, blender, solar
panel, generator, petrol, refrigerator, microwave) one after the other.
3. In pairs, let learners search the text quickly to find the words in bold. Then, let them try to
decipher the meaning of each word by reading the sentence(s) in which it appears.
4. Use context, demonstration, and miming to teach the meanings of keywords, if necessary.
NB: Remember the order of teaching new vocabulary. Do not copy the new words on the
board ahead of time.

Activity 3
1. While learners listen attentively, read the text aloud and ask learners to check for the
correctness of their predictions. Then, let a few of them share their ideas with the rest of
the class.
2. Read the text a second time while learners listen. Next, let learners read the text after you
several times (echo-reading). Occasionally pause for individuals to show where they are
by pointing. Learners should now identify words/sentences in the passage and read those
given words and sentences on word/sentence cards.

Activity 4
Have learners read aloud the text in chains. The first reader starts from the beginning, reads
the first sentence and the second takes over and after reading one sentence, the third takes
over. This continues until the text has been read several times, and everyone has had a turn
or more.

Activity 5
Let learners read each of the questions on page 264 of the English Learner’s Book 2 and
discuss the answers with their partners. Occasionally pause for individuals to show where
they are by pointing. Learners should now identify words/sentences in the passage and read
those given words and sentences on word/sentence cards.

Assessment
In pairs, let learners take turns to read the text aloud to each other, sentence by sentence or
paragraph by paragraph. Have individuals answer the questions in Activity 5 orally.

174 ENGLISH
 Answers
a. True
b. True
c. truck
d. grinding vegetables
e. petrol
f. heating food
g. True
h. cylinder
i. informational
j. To educate to share information about an issue / to appeal to your sense of
judgement, etc

Remedial Activity
Ask learners to work with their partners. They read the passage on pages 260 - 263 again
and tell each other what they have learnt about the sources of electricity.

Letters have Sounds – “ph” (/f/)

End the reading session with this activity. First, play the phonics song and let learners sing
along. Then, while learners listen to you, blend the letters in the following words and read
them aloud: photo, phone, photograph, phonics, phase, physical. Let the learners blend and
read the words after you.
Let learners sit in pairs to find more words that have the /f/ sound made by "ph" in them. Go
around to supervise. Finally, let them form sentences with their words and present three to
the class.

Additional Practice
Refer learners to pages 153 - 154 of the workbook for more exercises.

C. Vocabulary
Teaching/Learning Strategies: Demonstration, explanation, leading questions
Teaching/Learning Resources: Word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership

Preparation Before Class

Before the lesson, prepare your word cards.

1. Matching words to their meanings (English Learner’s Book 2, page 265)

Working together as a class, let learners reread the text and find the following words:
petrol, diesel, blender, refrigerator, generator, microwave, solar panel.

Unit 24 Electric energy 175

 Ask them to raise their hands when they find any word and tell the class the paragraph in
which they found it. Then, let them read the paragraph that contains each word.
Next, put learners in pairs to read the sentence in which each word is found again. Again,
ask them to brainstorm and try to decipher the meanings of the words and share their
meanings with the class. Then, still in pairs, ask learners to match the words in column
A to their meanings in column B. Let them share their meanings with the rest of the class
and let individual learners copy the words and their correct meanings into their exercise
books. Go around to supervise.

Answers
Word Meaning

a. petrol oil used in cars so that cars will move

b. diesel oil used in trucks for them to move
c. blender machine that grinds vegetables
d. refrigerator a fridge
e. solar panel a special board that turns the sun’s heat into electricity electrical
f. microwave machine used to heat food; it can be used to cook food
g. generator a machine that produces electricity

2. Sentence completion (English Learner’s Book 2, page 266)

Write the target words on the board and drill pronunciation. Then, let learners pronounce
the words on cards and on the board.
In pairs, let learners do the fill-in-the blanks exercise and then share their answers with the
rest of the class.
Let learners write the complete sentences in their exercise books.

Answers
a. solar panels e. electricity
b. drivers f. air conditioners
c. cheaper g. petrol
d. generator h. bulbs

3. Sentence construction (English Learner’s Book 2, page 266)

Ask learners to sit in pairs and read the following words: light, car, trucks, rice cooker.
Form sample sentences for learners to follow. Next, instruct learners to form meaningful
sentences with the given words based on your examples.
Write learners’ examples on the board for the whole class to repeat and ask them to write
one sentence with each word in their exercise books.

176 ENGLISH
Additional Practice
Refer learners to pages 155 - 156 of the workbook for more exercises.

D. Writing
Teaching/Learning Strategies: Copying, modelling, repetition
Teaching and Learning Resources: Objects in the classroom, pictures, on page 267 of the
English Learner’s Book 2, substitution table
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: in, on, at, sun, diesel, petrol, electricity, gas

Preparation Before Class

Before the lesson, prepare your substitution table and pictures (if needed).

Teaching/Learning Activities
1. Working together as a class, review normal prepositions. Then, let learners open
page 267 of the English Learner’s Book 2. Look at the pictures and say the positions of
the objects.
Examples: The cat is in the box.
The bell is on the table.
The eggs are in the nest. / They are in the nest.
The box is in the cupboard.
2. Let learners read the sample sentences above as pairs/individuals.
3. Working together as a class, let learners answer the following questions based on the
teacher’s model: I was born in August, 1980.
a. When were you born?
b. Where were you born?
c. Where do you live?
d. When do you close from school?
e. When do you play sport?

3. As learners answer those questions, write their answers on the board for them to read over.
Example:
a. I was born in August, 20___.
b. I was born at Okoam.
c. I live in Sepa.
d. I close at noon.
e. I play sport on Thursday.

4. Let learners identify the prepositions indicating time, place, day, and month. In the above
sentences. Examples: in, on, at
To give learners more accurate practice on the target prepositions, let learners read

Unit 24 Electric energy 177

 sentences from the substitution table on page 267 of the English Learner’s Book 2. Next,
ask learners, sitting in pairs, to form sentences with prepositions to indicate day, date,
time, and place. Then, let them share their sentences with the rest of the class. Finally, let
learners write four of their sentences in their exercise books.
Go round the class, collect learners’ books, mark, and provide feedback.

Additional Practice
Refer learners to page 157 of the workbook for more exercises.

Activity 6 Guided Writing

Working as a class, revise with learners the sources of energy.
Put learners’ suggestions on the board and drill pronunciation from the board as well as on
word cards.
Examples: sun, petrol, diesel, bulbs, gas, solar panel, electricity, generator.
Lead learners to form sentences with the sources of energy. Then write the sample
sentences on the board:
1. The sun gives us light and heat.
2. Petrol helps cars to move.
3. Heavy machines need electricity to be able to work.
4. Some drivers use gas instead of petrol, etc..
Next, have learners read through the sample sentences on the board as a whole class, in
groups and pairs, and as individuals.
Now instruct learners to choose five sources of energy and write one meaningful sentence
about each source in their exercise books.

Remedial Activity
Ask learners to pick cards, read the prepositions on them and form sentences with them.

Extension Activity
Ask learners to work in pairs. They practise forming sentences from the substitution table on
page 267 of the English Learner’s Book 2. Let learners write four of their sentences in their
exercise books.

Refer learners to Revision 6 on pages 270 - 272 of the English Learner’s Book 2 for more
practice.

178 ENGLISH
Revision 6 Answers
Exercise 2
1. a. hunters, farmers, herdsmen (Accept other correct answers too.)
b. i. Crops get burnt.
ii. The air is polluted with smoke.
iii. The forest is destroyed.
iv. Animals are killed.
(Any three of the above)
2. i. coffee ii. cashew iii. food crops
3. for timber
4. True
5. True
6. a. light b. heat
7. diesel
8. gas
9. expensive
10. shoe, shirt, sheet, shun, etc.
phrase, Josephine, graph, pharmacy, etc.

Exercise 3
2. earthquake
doormat
football
midday
aircraft
tabletennis
storeroom
dressing mirror

Exercise 4
1. information / describe
2. a. bright b. beautiful
c. handsome d. sour
e. tall f. strong
g. sunny h. 10

Unit 24 Electric energy 179

Workbook Answers

A. Oral Language C. Vocabulary

Action words
1. Matching words with their meanings.
1. go 5. calls
1. petrol – oil that is used in cars so
2. take 6. walk
that they can move.
3. tell 7. cook
2. diesel – oil that is used in trucks
4. eats 8. brushes
and big trucks for them to move.
3. blender – a machine that grinds
B. Reading
vegetables
1. Reading and Comprehension
4. refrigerator – a fridge
2. a. sun
5. solar panel – a panel that turns
c. petrol station
the sun’s heat into electricity
d. truck
6. generator – a machine that
e. bulb
produces electricity
f. generator
7. microwave-electrical machine
g. blender
used to heat food; it can be used to
h. rice cooker
cook some food
i. microwave

2. Four sources of energy (Sample 2. Fill in the blanks

answer; accept any correct 1. generator 5. electricity
answers) 2. drivers 6. air conditioner
a. sun c. gas 3. cheaper 7. petrol
b. electricity d. petrol 4. solar panels 8. bulbs

2. Letters have Sounds: the sound of D. Writing and Grammar Usage

the letters “sh” and “ph”: Prepositions: in, on
3. a. shop d. ship 1. The cat is in the box.
b. wish e. sheet, etc. 2. The bell is on a table.
c. shame 3. The eggs are in the nest.
4. The box is in the cupboard.
2. a. phone d. trophy
d. photo e. Philip, etc.
e. physical

180 ENGLISH
Unit 25 The use of ICT - computers
Unit Overview
This unit is about the use of ICT – computers. It consists of four sections labelled A - D.
Section A will deal with Oral Language Development. Learners will learn how to give and
respond to commands, instructions and requests. Section B is in two parts. In the first part,
learners will read aloud a text about computers and answer questions on the text. The
second part is code-named “Letters have Sounds”. It will focus on homonyms. Learners will
learn that a word may have two or more different meanings when used in different contexts.
In Section C, learners will learn to have fun with the keywords they met in the passage, and
in Section D, learners will identify and use prepositions in sentences. Finally, learners will
write about the uses/importance of the computer.

Learning Outcomes
By the end of the unit, learners will be able to:
• respond to commands, instructions, and requests;
• predict a text based on the title and pictures;
• show awareness that homonyms have different meanings in different contexts;
• identify prepositions in sentences;
• write about the uses/importance of the computer;
• read a text aloud and answer questions on it.

A. Oral Language
Responding to commands, instructions, and requests
Teaching/Learning Strategies: Modelling, repetition, actions
Teaching/Learning Resources: Classroom objects
Core Competencies: Communications and Collaboration, Listening and Speaking
Key Vocabulary: write, draw, sing, could, can, would

Teaching/Learning Activities
Activity 1
1. Let learners sing a familiar song or recite a rhyme related to the lesson. Encourage
learners to explain the title of the unit and predict what the lessons will be about.
2. Give commands for learners to obey.
Examples:
i. Open your book. (Learners are to open their books.)
ii. Kwame, write your date of birth. (Kwame does it.)

Unit 25 The use of ICT - computers 181

Activity 2
2. Let learners, in pairs, give and respond to each other’s commands.
3. Next, practise making requests and answering them with learners. Refer to page 274
of the English Learner’s Book 2. Model a request and let learners repeat after you.
Encourage learners also to make polite requests for their partners to respond.

Assessment
In small groups, pairs and as individuals, ask learners to make and answer polite requests,
commands and instructions.

Reflection
Let learners reflect on the lesson and compare how they typically make requests to what is
being done now.

Additional Practice
Refer learners to page 158 of the workbook for more exercises.

B. Reading The use of ICT - computers

Teaching/Learning Strategies: Echo-reading, pair work, whole-class/group activity
Teaching/Learning Resources: Word cards, pictures for the homonyms activity, pictures on
page 275 of the English Learner’s Book 2
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: electronic, desktop, computer, information, mouse, laptop

Preparation Before Class

Before the lesson, prepare your word cards, pictures, etc. If possible, make large copies
of the pictures on page 275 of the English Learner’s Book 2, for a more corporate picture-
reading activity.

Teaching/Learning Activities
Activity 3
1. Begin the lesson by discussing the pictures on page 275 of the English Learner’s Book 2.
Then, allow learners to talk about what they see and predict the topic of the passage.
2. Teach and drill the pronunciation of the keywords (electronic, desktop, computer,
information, mouse, laptop) one after the other.
3. In pairs, let learners search the text quickly to find the words in bold. Then, let them try to
work out the meaning of each word by reading the sentence(s) in which it appears. Use
context, demonstration, and miming to teach the meaning of keywords, if necessary.
NB: Remember the order of teaching new vocabulary. Do not copy the new words on the
board ahead of time.

182 ENGLISH
Activity 4
1. While learners listen attentively, read the text aloud and ask learners to check the
correctness of their predictions. Then, let a few of them share their ideas with the rest of
the class.
2. Read the text a second time while learners listen.
3. Next, let learners read the text after you several times (echo-reading). Let the class and
groups read the entire text together.

Activity 5
Let learners read the questions on page 277 of the English Learner’s Book 2 and discuss the
answers with their partners.

Assessment
In pairs, let learners take turns to read the text aloud to each other, sentence by sentence or
paragraph by paragraph.

Answers
a. electronic e. False
b. easier f. True
c. faster g. True
d. mouse

Reflection
Let learners tell the class what they have learnt about computers.

Letters have Sounds – Homonyms

End the reading session with this activity. Play the phonics song and let learners sing along.
While learners listen to you, blend the letters in the following words and read them aloud (left,
fly, bear). Let the learners blend and read the words after you.
Working together as a class, lead learners to understand homonyms through sentences. For
example, say two sentences with the word “man”.
Example: a. He mans a big company.
b. He is an honest man.
Write the sentences on the board. Say one sentence at a time and let learners say it by
themselves. Then, together with learners, analyse the two sentences. Let them recognise
that the first “man” is a verb and the second “man” indicates an adult male.
Do the same with “bank”. Show a picture of a bank and for the second “bank”, show a river
side to bring out the differences in meaning.
Example: They collected a loan from the bank.
We met the people at the river bank yesterday.
Use actions and a picture of a “place” to show how the two sentences differ in meaning.

Unit 25 The use of ICT - computers 183

Next, let learners sit in groups to use “press”, "can", and “park” to create different
meanings. Let the groups share their sentences with the rest of the class. From there, ask
individual learners to copy four of the sentences into their exercise books. Finally, collect
learners’ books for marking.

Additional Practice
Refer learners to pages 159 - 161 of the workbook for more exercises.

C. Vocabulary
Teaching/Learning Strategies: Demonstration, explanation
Teaching/Learning Resources: Word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership

Preparation Before Class

Before the lesson, prepare your word cards.

Teaching/Learning Activities
1. Sentence completion (English Learner’s Book 2, pages 279 - 280)
Working together as a class, let learners reread the passage and find the following words:
laptop, information, internet, keyboard, monitor, desktop, important, subjects.
Ask them to raise their hands when they find any of them and tell the class the paragraph
in which they found it. Then, instruct them to read the sentence that contains each word.
Put learners in pairs to read the sentence in which each word is found again. Let them
brainstorm and try to decipher the meaning of the words and let them share their
meanings with the class. Then, still in pairs, let learners complete the sentences by filling
in the blank spaces with the appropriate words. Invite pairs of learners to share their
answers with the rest of the class. Finally, instruct learners to write the complete sentences
in their exercise books.

Answers
a. information e. monitor
b. keyboard f. subjects
c. laptop g. internet
d. desktop h. important

2. Word completion (English Learner’s Book 2, page 280)

Teach and drill the given words from the board and on word cards. Let learners identify the
words which have missing letters. They can look on the board and write the correct words.
Also, you can let learners do a pick-and-spell activity. When the words have all been spelt
out, wipe some of the letters off the board and ask learners to write the missing letters.
Learners are to do this activity individually in their exercise books.

184 ENGLISH
Additional Practice
Refer learners to page 162 of the workbook for more exercises.

D. Writing
Teaching/Learning Strategies: Modelling, copying, repetition
Teaching and Learning Resources: Pictures on page 281 of the English Learner's Book 2,
word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Critical Thinking and Problem Solving
Key Vocabulary: under, behind, in front of, importance, movies, calculator, fast, information

Preparation Before Class

Before the lesson, prepare your word cards.

Teaching/Learning Activities

Activity 6 Grammar usage

Prepositions (in, on, under, behind, at, in front of), to indicate time, place, day, and date
1. Working together as a class, revise simple prepositions to indicate place/position of things.
2. Let learners study the pictures and quickly write one position of the objects as seen on
page 281 of the English Learner’s Book 2. Finally, let learners tell the class what they wrote.
Ask each learner to read the information they wrote about their parents: date of birth of
parent, the day of their birth, where they were born, the community in which they were
born, and the community in which they live.
Example:
• My father was born on 24th August, 1985.
• He was born on Thursday.
• My father was born at Nyamoranza in the Central Region.
• He lives at Saltpond.

3. Direct learners in pairs, to take turns and read the information you, the teacher, have
shared about your parent. Then, ask learners to mention the prepositions in the sentences.
To practise accuracy, let learners practise question and answer drills.
Examples:
Learner A: In which year were you born?
Learner B: I was born in 2012.
Learner B: On which day were you born?
Learner A: I was born on a Sunday.
4. To practise fluency, Still, in pairs, let learners tell their partners the following:
i. The time they get up each morning.
ii. The time they set off for school.
iii. The suburb/community/area in which they live.

Unit 25 The use of ICT - computers 185

 Examples:
Learner A: I get up at five o’clock.
I set off for school at 6:30 am.
I live in Obuasi.
I live in Tutuka Community.

Assessment
1. In pairs, let learners take turns to read the sentences on in the Penmanship activity
page 280 of the English Learners’ Book 2 aloud to each other.
2. Then, let them copy the sentences in joint script and underline the prepositions in the
sentences. Go around to supervise.

Answers
a. on b. at c. in d. in e. under f. behind

3. Have learners observe the pictures on page 281 and tell the positions of the objects using
in, on, under, behind, at, in front of.

Answers
a. on b. at c. in d. under e. in front f. behind

Additional Practice
Refer learners to page 163 of the workbook for more exercises.

Activity 7 Guided Writing

1. In pairs, have learners talk about the uses/importance of the computer. The pairs share
their discussions with the class.
2. Write learners’ answers on the board. Then let the whole class, groups and individuals
read the sentences several times.
3. Ask learners to write the sentences in their exercise books.

Remedial Activity
Let learners observe the pictures on page 281 of the English Learner's Book 2 again and tell
the positions of the objects using in, on, under , behind, at, in front of.

Extension Activity
Tell learners to write sentences of their own with prepositions and share them with the class.

186 ENGLISH
Workbook Answers

A. Oral Language 2. bear

1. a. writes 3. parks
b. draws B. 1. a. an insect with two wings
c. play b. to move through the air
d. colour 2. a. a large heavy animal with thick fur
B. Reading and sharp claws
1. Reading and Comprehension b. to handle / to put up with
Activity 1 3. a. a large area in nature
a. desktop computer b. to leave something somewhere for
b. mouse a while
c. laptop
C. Vocabulary
d. monitor
1. Filling in the blank spaces
e. keyboard
2. information 5. monitor
Activity 2
3. vocabulary 6. space
1. electronic
4. laptop 7. mouse
2. easier
5. calculator 8. learn
3. faster
4. desk/mouse 2. Missing letters
5. True 3. computer 5. electronic
6. False 4. important 6. mouse
7. interesting facts, spelling, 5. displayed 7. monitor
rhymes, songs, stories, English 6. vocabulary 8. desktop
grammar, vocabulary, etc. (Any
two) D. Writing and Grammar Usage
8. True 1. Prepositions: in, on, under,
9. Without the mouse you cannot behind
select anything on the desktop. a. The book is on the table.
10. True b. The cat is behind the box.
c. The tomatoes are in the bowl.
3. Letters have Sounds – one word d. The bottle is on the table.
with two different meanings
A. 1. fly

187
Unit 26 Being a good citizen
Unit Overview
This unit is about the attributes of a good citizen. It consists of four sections labelled A - D.
Section A will deal with Oral Language Development. Learners will develop their presentation
skills by talking about important persons in their communities. Section B is in two parts. In the
first part, learners will read a text titled “Sefenya saves her community” and answer questions
on the text. The second part is code-named “Letters have Sounds”. It will focus on learning
homonyms (one word with different meanings). Learners will read as well as use them in
forming sentences. In Section C, learners will learn to have fun with the keywords they met in
the passage, and Section D, learners will copy sentences in cursive writing and identify the
prepositions in them. Finally, the section will end with learners learning about subject/verb
agreement in simple present tense sentences.

Learning Outcomes
By the end of the unit, learners will be able to:
• speak with confidence to different audiences;
• predict a text based on the title and picture;
• read a text aloud and answer questions on it;
• show awareness that homonyms have different meanings in different contexts;
• identify the structure of simple sentences;
• write the subject and verb in simple sentences.

A. Oral Language
Talking about important people in my community
Teaching/Learning Strategies: Modelling, reading, writing, interviewing
Teaching/Learning Resources: Written particulars of a person
Core Competence: Communication and Collaboration, Listening and Speaking
Key Vocabulary: person, education, officer, information, Member of Parliament, community

Preparation Before Class

Before learners do this activity, ask them to find an important person in their area, interview
that important personality, and write their details down – their names, parentage, education
and achievements. Alternatively, they can ask their parents to tell them about an important
personality and share their details with them.

188 ENGLISH
Teaching/Learning Activities
Activity 1
1. Put learners in a horseshoe sitting formation and introduce what they will do. Remind them
of conversation rules. Examples: turn taking, don’t rush or shout when talking, speak
politely, etc.
a. A speaker must see everyone’s face.
b. As a speaker, you must stand straight and give information to your group members.
c. When you speak, look into their eyes.
d. Use your right hand for any gestures.
e. Speak without any fear.
2. Demonstrate how learners should begin their presentation.
Examples: “Good morning/afternoon, Colleagues/Friends. I am going to talk about an
important person in my community. …”
3. Demonstrate how learners should hold the sheet of paper, read, and lift their heads
intermittently to look a bit at the audience. Then, tell them to signal their conclusion by
saying words and expressions like "Finally, ..." or "In conclusion, ..." or "As I bring my
speech to an end, ...". Note that because they are young learners, a three-minute speech
should suffice.
As the rest of the class claps for the speaker, commend them by saying, “Well done, that
was a fantastic speech, you did an excellent job, etc.”

Assessment
Ask learners to mention the conversation rules in turns.

Reflection
Let learners reflect on the conversation and compare what they used to do when talking to
people/an audience to what they have learnt from the discussions.

Additional Practice
Refer learners to page 164 of the workbook for more exercises.

B. Reading Sefenya saves her community

Teaching/Learning Strategies: Echo-reading, pair work, whole-class/group activity,

formation of sentences, actions, repetition, discussion
Teaching/Learning Resources: Word cards, picture on page 285 of the English Learner’s
Book 2, substitution table
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: game, half covered, blocked, gushing, valley, flood

Unit 26 Being a good citizen 189

Preparation Before Class
Before the lesson, prepare your word cards. If possible, make a large copy of the picture on
page 285 of the English Learner’s Book 2, for a more corporate picture-reading activity.

Teaching/Learning Activities
Activity 2
1. Begin the lesson by discussing the picture on page 285 of the English Learner’s Book 2.
Then, allow learners to look at the title of the reading passage and predict what they will
be reading about.
2. Teach and drill the pronunciations of the keywords (game, half covered, blocked, gushing,
valley, flood) one after the other.
3. In pairs, let learners scan the text to find the words in bold. Then, let them try to decipher
the meanings of each word by reading the sentence(s) in which it appears.
4. Teach the meaning of keywords (if necessary) using context, demonstration, and miming.
NB: Remember the order of teaching new vocabulary. Do not copy the new words on the
board ahead of time.

Activity 3
1. While learners listen attentively, read the text aloud and ask learners to check for the
correctness of their predictions. Then, let a few of them share their ideas with the rest of
the class.
2. Read the text a second time while learners listen. Finally, let learners read the text after
you several times (echo-reading). Lead the class and groups to read the text together.

Activity 4
Ask learners to read the text silently to themselves. They should visualise what they are
reading.

Activity 5
Let learners read each question on page 288 of the English Learner’s Book 2 and discuss
the answers with their partners.

Assessment
In pairs, let learners take turns reading the text aloud to each other, sentence by sentence or
paragraph by paragraph. Let individuals take turns to read the text aloud.

Answers
a. ten years old
b. False
c. False
d. They blocked the river so they could use the water to water their crops.

190 ENGLISH
 e. It caused a flood when it rained.
f. Sefenya quickly woke her parents. / Sefenya went from house to house, alerting
people that there was a flood.
g. They went up to the school, which was on the hill.
h. The blocked river overflowed.
i. She was right about the flood.

Reflection
Ask learners to reflect on the discussion and tell the class how it has affected them.

Letters have Sounds – Homonyms

End the reading session with this activity. First, play the phonics song and let learners sing
along. Then, while learners listen to you, blend the letters in the following words and read
them aloud: ring, letter, watch, right, fly, drop, nail, tie. Then, let learners blend and read the
words after you.
Still working together as a class, review the previous lesson by asking learners to give
examples of words that have two or more meanings when used in a sentence.
Examples: left, right
a. I left my book in the classroom.
b. My left leg is bandaged.
c. Your answer is right. (means correct)
d. There is a stain on your right sleeve. (“Right” describes the position of the
sleeve.)
Let learners explain the meanings of the underlined words..
Based on your examples and that of learners, remind learners that we can usually figure out
the meaning of a word when it is used in a sentence. It is the context which determines the
meaning of the word.
Demonstrate the meaning of the words underlined in sentences a - h on page 289 of the
English Learner’s Book 2, through actions and explanations:
Show learners a ring and say, “This is a ring.” Ask learners to repeat the sentence.
Show the ring to the children.
Next, call some learners to the front of the class. Let them come with their chairs. Let them sit
in a circle. Tell the rest of the learners, “The children are sitting in a ring form."
Let them repeat the sentence. Ask whether “ring” means the same in both sentences.
Do so with the rest of the underlined words in sentences c - h. Tell learners, in groups of five,
to write two sentences with each of the words in exercise 4. a - d on page 289. Each word
should have a different meaning in each sentence.

Additional Practice
Refer learners to pages 165 - 166 of the workbook for more exercises.

Unit 26 Being a good citizen 191

 C. Vocabulary
Teaching/Learning Strategies: Demonstration, explanation, leading questions
Teaching/Learning Resources: Word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation, Critical Thinking and Problem Solving

Preparation Before Class

Before the lesson, prepare your word cards.

Teaching/Learning Activities
1. Matching words to their meanings (English Learner's Book, page 200)
Working together as a class, revise the meaning of the following words: clever,
environment, company, floods, gushed. Two of the words appear in the reading passage;
the rest were used in the previous units. Ask learners what the words mean and/or to use
them orally in sentences so the meaning becomes clear. Instruct learners to work in pairs.
Have learners turn to page 290 of the English Learner’s Book 2 and match the words
under A with their meanings under B.

Answers
A B
a. clever a person who reasons well
b. company a business owned by many people
c. environment surroundings
d. floods overflow of too much water
e. gushed water forcing its way into the rooms

2. Word completion (English Learner’s Book 2, page 290)

Working together as a class, let learners read these words after you from the board, but
do not underline any letters; knocked, shouting, clever, gutter, found, quickly, rubbish,
stayed, cleared, morning. Then, let learners take turns reading the words from word cards
and the board.
Next, let learners do spelling activities by encouraging them to spell the words in groups.
Instruct them to pronounce the words in syllables and use the syllables method to spell
the words. This will help learners to identify the missing letters.
Finally, let learners do the work individually in their exercise books.

Additional Practice
Refer learners to page 167 - 168 of the workbook for more exercises.

192 ENGLISH
 D. Writing
Teaching/Learning Strategies: Modelling, demonstration, repetition, discussion
Teaching/Learning Resources: Substitution table, word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation, Critical Thinking and Problem Solving
Key Vocabulary: is, deemed, threw, knocked

Preparation Before Class

Before the lesson, prepare your word cards and your substitution table.

Teaching/Learning Activities
Penmanship Prepositions and simple sentences

1. Do exercise 1 on page 291 of the English Learner's Book 2 orally with the whole class to
review prepositions.
2. Then, use the same sentences to review naming words (nouns) and action words (verbs).
Example: Akurugu is lying in the room.
(noun) (verb)
3. When all the sentences are done, introduce the concept of a simple sentence to learners.
Use the example above and elicit that Akurugu is the doer and the action she does is is
lying.
4. Explain to learners that we call the doer of an action the “subject”. The action the subject
does (or did) is the verb.
5. Based upon the explanation, let learners sidentify the subject and main verb in the
sentences in Activity 6 on page 291 of the English Learner's Book 2.
6. Write the subject and verb in each sentence on the board. Let them count the number of
verbs in each sentence. Then, inform learners that all the sentences are simple sentences
because they each have one subject and one main verb. To enhance accuracy, lead
learners to read simple sentences in the active voice from a substitution table and let
learners identify the subject and the verb.

Remedial Activity
Write the following simple sentences on the board.
1. People named the village after the Kulungu river.
2. We walk to school every day.
3. Sefenya got out of bed.
Let the learners work in pairs. One reads a sentence and the other mentions the subject
and verb in it. Change roles. Do this repeatedly till every pair has had a chance to read and
identify the subject and main verb in each sentence.

Unit 26 Being a good citizen 193

Extension Activity
Tell learners to copy the sample sentences and underline the subjects and verbs in them.

Activity 6 Guided Writing

Let learners, working individually, form a simple sentence with each of the following verbs: is,
cleaned, lived, threw, and knocked in their exercise book. Next, instruct them to write down
the subject and verb in each sentence.

Additional Practice
Refer learners to page 169 of the workbook for more exercises.

Workbook Answers

B. Reading f. My father has bought a watch.

1. Reading and Comprehension g. Your answer is right or correct.
1. ten years old h. What is in your right hand, not
2. False your left hand?
3. False
4. Kulungu river C. Vocabulary
1. Match the words to their nearest in
5. It rained a lot and the water
meaning.
could not flow off normally.
a. clever – a person who thinks
6. She quickly woke her parents up. clearly
7. Her parents woke up the other b. environment – surroundings
people in the house. c. company – a business owned
8. By warning people about by many people
d. flood – overflow of too much
the flood so that they could run
water
to safety. e. rushed – water forcing its way
9. The river being blocked. into a room
10. Yes, they did.
2. Missing letters
a. shocked f. quickly
2. Letters have Sounds: Homonyms
b. shouting g. rubbish
a. She is wearing a ring.
c. clever h. stayed
b. They are sitting in a ring form. d. gutter i. cleared
c. I am writing a letter to my friend. e. found j. morning
d. The letter "b" is the second
letter of the of English alphabet.
e. Do you watch television?

194 ENGLISH
D. Writing and Grammar Usage in each sentence.
1. Underline the preposition in each a. Akosua walks.
sentence. b. Yahaya runs.
a. in b. on c. on c. Adusie sleeps.
d. She works.
d. on e. in
e. The man came.
2. Write the subject and the main verb

195
Unit 27 Good behaviour leads to honour
Unit Overview
This unit is about the importance of good manners and behaving responsibly. It consists of
four sections labelled A - D. Section A will deal with Oral Language Development. Learners
will learn manners and also realise that good behaviour leads to honour. Section B is in two
parts. In the first part, learners will read a short text aloud , titled “Kuntu gets a prize”, and
answer questions on it. The second part is code-named “Letters have Sounds” Learners
will do further activities on homonyms. In Section C, learners will learn to have fun with the
keywords they met in the passage, and in Section D, they will form sentences with given
nouns and write them in cursive writing. Finally, learners will complete sentences about
Kuntu’s award with the appropriate words.

Learning Outcomes
By the end of the unit, learners will be able to:
• use polite words and phrases that reflect good manners;
• predict a text based on its title and a picture;
• show awareness that homonyms have different meanings when used in different ways;
• read a text aloud and answer questions on it;
• arrange given words in alphabetical order (a - z);
• complete sentences with the correct words.

A. Oral Language
Teaching/Learning Strategies: Dialogue, role-play
Teaching/Learning Resources: Picture on page 294 of the English Learner's Book 2, post-
er of a conversation/dialogue (see Activity 2 below)
Core Competencies: Communication and Collaboration, Listening and Speaking, Cultural
Identity and Global Citizenship
Key Vocabulary: good manners, thank you, greet, respect, please

Preparation Before Class

Copy the conversation/dialogue in Activity 2 of this book onto a poster-size paper or onto
the board. If possible, make a large picture of the conversation picture on page 294 of the
English Learner’s Book 2. This helps ensure all learners are moving with you at the same
pace.

196 ENGLISH
Teaching/Learning Activities
Activity 1
Let learners sing a familiar song or recite a rhyme related to the lesson.
1. Put up the picture on the board and allow learners to discuss what they see. First, let them
name the people in the picture and say what they are doing. Next, let learners explain why
the people must do what they are doing and predict what the lesson will be about.
2. Have a class discussion about good manners. Focus on respectful and proper behaviour
and the polite words and phrases we use that show good manners.

Activity 2
1. Put up the poster of the conversation (dialogue) below or write it on the board.
Learner A: Mama/Auntie, good morning.
Learner B: Good morning, Lamptey.
Learner A: Good afternoon, Papa/Uncle.
Learner B: How are you?
Learner A: I am fine, thank you.
Learner B: Please, where can I get water to drink?
Learner A: Here you are.
Learner B: Thank you.

2. In pairs, let learners take turns to read the dialogue with their partners until they can say it
without looking at the words. Then, let learners change roles.
3. Instruct learners to state parts of the dialogue they enjoyed and share them with each
other. Let learners give reasons why they enjoyed those parts.

Assessment
Let learners answer the following questions with their partners.
1. Mention three things which show that you are good-mannered.
2. What should we do when we see older people?
3. Why do we greet?
4. When do we say, “please”?
5. When do we say, “thank you”?

Answers
1. Greeting older people / saying”‘please” when making a request / saying “thank you”
when given something / helping an elderly person with their bag, etc.
2. We must greet them.
3. To show respect/love/togetherness
4. When making a request.
5. When you are given something.

Unit 27 Good behaviour leads to honour 197

Additional Practice
Refer learners to page 170 of the workbook for more exercises.

B. Reading Kuntu gets a prize

Teaching/Learning Strategies: Echo-reading, discussion, drill, pair work, whole-class/group

activity, filling-in-the-blanks
Teaching/Learning Resources: Word cards, picture on page 295 of the English Learner's
Book 2, a big and a small cake of soap
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: prize, open day, Director of Education, chores, hardworking, headmistress,
praised, received

Preparation Before Class

Prepare your word cards. Get a large and a small cake of soap and a picture of a carpenter's
saw. If possible, make a large copy of the picture on page 295 of the English Learner’s Book.

Teaching/Learning Activities
Activity 3
1. Begin the lesson by discussing the picture on page 295 of the English Learner’s Book 2.
Then let learners read the title of the passage and predict what it is about.
2. Teach and drill the pronunciation of the keywords (prize, open day, Director of Education,
chores, hardworking, headmistress, praised, received) one after the other.
3. In pairs, let learners scan the text to find the words in bold. Then, ask them to try and
decipher the meaning of each word by reading the sentence(s) in which it appears. Use
context, demonstration, and miming to teach the meanings of keywords, if necessary.
NB: Remember the order of teaching new vocabulary. Do not copy the new words on the
board ahead of time.

Activity 4
1. While learners listen attentively, read the text aloud and ask learners to check for the
correctness of their predictions. Then, invite a few of them to share their ideas with the rest
of the class. Read the text a second time while learners listen. Then, let learners read the
text after you several times (echo-reading).
2. Let the class and groups read the entire text together.

Activity 5
Ask learners to read the text aloud to themselves.

Activity 6
Let learners read the questions on page 297 of the English Learner’s Book 2, and discuss
the answers with their partners.

198 ENGLISH
 Assessment
In pairs, let learners take turns to read the text aloud to each other, sentence by sentence or
paragraph by paragraph. Individuals answer the questions orally.

Reflection
Have learners reflect on the story and say why they have enjoyed it.

Additional Practice
Refer learners to page 171 of the workbook for more exercises.

Answers
a. Kuntu
b. small
c. grandmother
d. He helps her with the house chores.
e. on Open Day
f. twelve exercise books, a packet of pencils and some erasers
g. good
h. hardworking and duty conscious (Accept either one)

Letters have Sounds – Homonyms

End the reading session with this activity. Play the phonics song and let learners sing along.
While learners listen to you, blend the letters in the following words and read the words out
loud: last, exercise, saw, lie. Let the learners blend and read the words after you.
In pairs, let learners read the sample sentences a - f in exercise 1 on page 298 of the English
Learner’s Book 2.
With leading questions, help learners to know that “fall” means a season in North America
(Canada and USA) between September and November. The same “fall” means “falling”.
Examples: Oranges fall from the tree when a strong wind blows.
My child will be promoted this fall.
Use the sample sentences to further illustrate the concept of homonyms.
Together with learners, use the following homonyms orally in sentences: last, exercise, saw,
lie. Show learners the picture of the carpenter’s saw. In addition, explain “lie” by making one
of the learners lie on the table. Teach learners that another “lie” is the opposite of the truth.
To explain “last”, draw some shapes on the board. Let them point to the last shape. Ask them
the name of the last shape. Next, show learners two cakes of soap, a small one and a big
one. Ask learners which soap would last longer if they were to use the two. Then, let learners
know the typical exercises they do in their exercise books. Ask them what they are doing
when they hop, swing, run, etc. The physical activities are exercises for the body.
Now that they know the meaning of the words let them do exercise 2 on page 298 of the
English Learner’s Book 2.

Unit 27 Good behaviour leads to honour 199

 Answers
a. lie e. last
b. lie f. last
c. exercise g. saw
d. exercise h. saw

C. Vocabulary
Teaching/Learning Strategies: Demonstration, explanation, leading questions
Teaching/Learning Resources: Word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation, Critical Thinking and Problem Solving

Preparation Before Class

Before the lesson, prepare your word cards.

Teaching/Learning Activities
1. Arranging words alphabetically (English Learner's Book 2, page 299)
While learners listen attentively, read the following words to them (sometimes, helpers,
bring, finished, chores, handsome, little, Kuntu, work, lamp, plump, boy, eat, hungry, lunch,
packed, prize, received, erasers, happy, headmistress). Then, invite learners to say the
words after you.
Next, let learners take turns to read the words from their books. Ask learners to sit in pairs,
and explain the activity to them. Let learners be aware that they are to arrange the above
words alphabetically. (This is an activity that can help develop learners’ skill of scanning in
reading.)
Do an example with learners.

Answers
boy, bring, chores, eat, erasers, finished, handsome, happy, headmistress, helpers,
hungry, Kuntu, lamp, little, lunch, packed, plump, prize, received, sometimes, work

2. Breaking words in to syllables (English Learner's Book 2, page 209)

The next activity involves learners scanning the passage to find five examples of one-
syllable, two-syllable, and three-syllable words each. Write the words on the board in three
columns.
Then refer learners to exercise 2 on page 299 of the English Learner’s Book 2.
3. Sentence construction (English Learner’s Book 2, page 299)
Write the following words on word cards: hungry, homework, house, chores, receive. Let
learners do pick and read: First, pick a card and read the word. Then pick a card and make
a sentence with the word.
200 ENGLISH
Additional Practice
Refer learners to pages 172 - 173 of the workbook for more exercises.

D. Writing
Teaching/Learning Strategies: Modelling, copying, demonstration, repetition,
Teaching/Learning Resources: Illustrations
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: cut, boot, man, boy, Philip, dog, Braima, knife

Preparation Before Class

Before the lesson, prepare your word cards and sample sentences.

Teaching/Learning Activities
Penmanship Sentence construction
1. Working as a class, have learners read the target words after you: cut, boot, man, boy,
Philip, dog, Braima, knife.
2. Have learners read the above words on their own.
3. Lead them to form oral sentences with the given words.
4. Write one good example of a sentence for each word on the board.
5. Instruct learners to copy their sentences into their homework books.

Activity 7 Guided Writing: Sentence completion

1. Working together as a class, let learners reread the text “Kuntu gets a prize” and look for
the following words: praised, director, erasers, received, twelve, open, prize, good.
2. Let anyone who sees any of the words raise up their hands and show the rest of the class
where the word is found. Let learners try to think and decipher the meaning of the word.
3. Instruct learners to sit in pairs and complete the sentences on page 300 of the English
Learner's Book 2 by filling in the correct words.

Answers
prize, Open, twelve, received, erasers, Director, praised, good

Remedial Activity
Write sentences on the board for learners to underline the nouns in them. For example
1. Esi likes mangoes.
2. My mother is a nurse.

Extension Activity
Working in pairs, let the learners make a list of five nouns and share them with the class.

Unit 27 Good behaviour leads to honour 201

Workbook Answers

B. Reading c. It is good to exercise the body.

1. Reading and Comprehension d. Did the teacher give you an
1. Kuntu exercise?
2. small e. The person who came in last is
3. grandmother Derrick.
4. False f. Clothes last long.
5. False g. I saw him.
6. He helps with house chores. h. Cut the wood with a saw.
7. on Open Day i. We fetch water from a well.
8. twelve exercise books, a packet j. Do you work well?
of pencils and some erasers. k. Draw a straight line.
9. good boy l. Hang the clothes on a drying line.
10. hardworking
D. Writing and Grammar Usage
2. Letters have Sounds Noun/Naming word Verb/Action word
3. Break each word into syllables 1. Adiza works
a. E / lec / tri / ci / ty 2. Danso cried
b. e / ra / sers 3. Adu came
c. head / mis / tress 4. Yaawa was
d. e / du / ca / tion 5. Ocansey sings
e. pre / sen / ted 6. Esi swept
f. di / shes 7. Kwame learns
g. fi / nished 8. teacher works
h. to / le / rance

C. Vocabulary
1. Write the correct words in the blank
spaces.
a. The girls on the foam mattress.
b. He told a lie to the teachers.

202 ENGLISH
Unit 28 Good cultural practices
Unit Overview
This unit is about good cultural practices such as helping one another, showing respect to
others, and having good manners. It consists of four sections labelled A - D. Section A will
deal with Oral Language Development. Learners will continue to learn about things we can
do to show that we have good manners. Section B is in two parts. In the first part, learners
will read aloud a text titled “Respect for the elderly”. The second part is code-named “Letters
have Sounds”. It will focus on basic sight words. In Section C, learners will learn to have fun
with the keywords they met in the passage. In Section D, they will identify nouns and verbs in
sentences, and write three sentences about how their favourite dish is prepared.

Learning Outcomes
By the end of the lesson, learners will be able to:
• practise good manners through role-play and discussions;
• read a text with a good pace, accuracy, and expression;
• read a text aloud and answer questions on it;
• read basic sight words;
• complete words by filling in the blanks with the appropriate letters; and
• identify subjects and verbs in simple sentences.

A. Oral Language
Conversation: Practising good manners
Core Competencies: Communication and Collaboration, Listening and Speaking
Teaching/Learning Strategies: Discussion, pair work, group/class activity
Teaching/Learning Resources: Picture on page 302 of the English Learner’s Book 2
Key Vocabulary: cover, sneezing, coughing, yawning, voice, shift

Preparation Before Class

Make sure you gather all the materials you need. If possible, make a large picture of the
conversation. This helps ensure that all learners are moving with you at the same pace.

Teaching/Learning Activities
Activity 1
1. Let learners sing a familiar song or recite a rhyme related to the lesson.
Write the title of the discussion on the board: Practising good manners. Let learners say it
and predict what the lesson will be about.

Unit 28 Good cultural practices 203

2. Review what learners learnt about good manners in Unit 27 by asking them to say some of
the things we should do to show good manners. Some of them can be found in Activity 1
on page 303 of the English Learner’s Book 2.
3. Let learners role-play greetings, saying thank you, and using polite language like please,
etc.

Activity 2
1. Continue to elicit from learners what else must be done to show good manners. When
learners contribute to the topic, list their ideas on the board. Then, let learners open
page 303 of the English Learner’s Book 2 and add to the list what has not been
mentioned:
a. Cover your nose when sneezing.
b. Cover your mouth when coughing.
c. Cover your mouth when yawning.
d. Do not speak at the top of your voice.
e. Say: “Sorry, could you move a little?”
2. In pairs, let learners role-play some of the things in the list on the board..

Assessment
What should you do when doing the following?
a. yawning
b. sneezing
c. coughing

Reflection
Let learners tell the class what they have gained from the lesson.

Additional Practice
Refer learners to page 176 of the workbook for more exercises.

B. Reading Respect for the elderly

Teaching/Learning Strategies: Echo-reading, discussion, picture description, pair work,

whole-class/group activity
Teaching/Learning Resources: Picture on page 304 of the English Learner's Book 2, word
cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: community, Niger, respectful, polite, disputes, reared
Preparation Before Class
Before the lesson, prepare your word cards. Make a large copy of the picture on page 304 of
the English Learner’s Book 2, if possible, for a more corporate picture-reading activity.

204 ENGLISH
Teaching/Learning Activities
Activity 3
1. Begin the lesson by discussing the picture on page 304 of the English Learner’s Book 2.
Then, allow learners to discuss what they see and predict the topic of the lesson.
2. Teach and drill the pronunciation of the keywords (community, Niger, respectful, polite,
disputes, reared) one after the other.
3. In pairs, let learners scan the text to find the words in bold. Then, encourage them to try
to decipher the meaning of each word by reading the sentence(s) in which it appears. Use
context, demonstration, and miming to teach the meaning of keywords, if necessary.
NB: Remember the order of teaching new vocabulary. Do not copy the new words on the
board ahead of time).

Activity 4
1. While learners listen attentively, read the text aloud and ask learners to check for the
correctness of their predictions. Then, have a few of them share their ideas with the rest
of the class. Read the text a second time while learners listen. Have learners read the text
after you several times (echo-reading).
2. Let the class and groups read the entire text together.

Activity 5
Let learners read each question on pages 306 - 307 of the English Learner’s Book 2 and
discuss the answers with their partners.

Assessment
In pairs, let learners take turns to read the text aloud to each other, sentence by sentence or
paragraph by paragraph. Let learners take turns to ask and answer the questions in Activity 5.

Answers
a. twelve years old
b. Niger
c. Kwame
d. He was obedient.
e. False
f. It was his birthday.
g. He wanted a good/polite/respectful/obedient child.
h. Yes, it made him get a reward/gift.
i. So that people will like me (This is a personal response question, so accept all
reasonable answers.)

Reflection
Ask learners to tell the class why one should be a good person.

Unit 28 Good cultural practises 205

Letters have Sounds – Basic sight words
End the reading session with this activity. Play the phonics song and have learners sing
along. While learners listen to you, blend the letters in the following words and read the words
out loud (always, around, because, before, best, both, buy, call, cold, does, don’t, fast, first,
five). Have learners blend and read the words after you.
Have learners sit in pairs and find some more examples of basic sight words. Then, go round
to support them.
Let them form sentences with their words and present three to the class.

Additional Practice
Refer learners to pages 177 - 178 of the workbook for more exercises.

C. Vocabulary
Teaching/Learning Strategies: Demonstration, explanation, leading questions, pair work
Teaching/Learning Resources: Word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation, Critical Thinking and Problem Solving

Preparation Before Class

Before the lesson, prepare your word cards.
Teaching/Learning Activities
1. Matching words to their meanings (English Learner's Book, page 308)
Ask learners to reread the text to find the following words (peels, adult, Niger, knock,
schooling, rules). Next, ask them to raise their hands when they find any of them and tell
the class the paragraph in which they found it.
Put learners in pairs to read the sentence in which each word is found again. Have them
think and try to get the meaning of the words. Then, have them share their meanings with
the class.
Working together as a class, have learners read over the given words under A and the
meanings under B. Then, explain the activity to learners and have them do the work, in
pairs, in their exercise books.

Answers
a. peels the outer part of cassava or plantain; also the outer cover of
fruit and vegetables.
b. adult a person who is grown up
c. Niger a country near Mali in West Africa
d. knock to hit a door with your hand
e. schooling the learning you get at school
f. rules things you can do and cannot do

206 ENGLISH
2. Spelling words correctly (English Learner’s Book 2, page 308)
Working together as a class, have learners reread the passage and find the following
words (community, plantain, respectful, admire, birthday, sleep).
Ask them to put up their hands when they find any of them and tell the class the paragraph
in which they found it. Then, have them read the sentence in which it is.
Use word cards to give learners pronunciation practice on the given words. Then, clean
the board. Have learners sit in pairs to spell the jumbled words in the Learner's Book
correctly. Finally, let them copy the words into their exercise books.

Answers
a. community d. admire
b. plantain e. birthday
c. respectful f. sleep

Additional Practice
Refer learners to page 179 of the workbook for more exercises.

D. Writing
Teaching/Learning Strategies: Modelling, copying, discussion
Teaching/Learning Resources: Sample sentences
Core Competencies: Communication and Collaboration, Critical Thinking and Problem
Solving
Key Vocabulary: parents, admire, errands, people, adults

Preparation Before Class

Before the lesson, prepare your sentence cards.

Teaching/Learning Activities

Penmanship Simple sentences – subjects and verbs

1. Let learners identify all the nouns and verbs in the following sentences.
a. Kwame Yahya’s parents came from Niger.
b. He runs errands for old people.
c. People admire the boy.
d. Some people live alone.
e. Kwame greets all the adults.
2. Repeat the fact that a simple sentence has one subject and one verb.
Let them identify the subject and verb in each sentence orally.
a. Kwame Yahya’s parents [subject] came [verb] from Niger.
b. He [subject] runs [verb] errands for old people.

Unit 28 Good cultural practises 207

 c. People [subject] admire [verb] the boy.
d. Some people [subject] live [verb] alone.
e. Kwame [subject] greets [verb] all adults.
6. In pairs, have learners tell their partners:
a. One food they like best
b. One thing they did yesterday.
Examples: Banahene: I like rice and stew.
Boateng: I like jollof rice.
Banahene: I washed my school uniform.
4. Ask learners to copy sentences a - e on English Learner’s Book 2, page 309 in their
exercise books and underline the subjects and verbs in them.
Collect learners’ books, mark, and provide feedback.

Activity 6 Guided Writing

1. Working together as a class, revise what a balanced meal is.
2. Ask learners to describe some meals that they are eating regularly. List them on the board
for learners to repeat after you.
Examples:
Breakfast: Porridge with bread and butter/egg/groundnut paste; Tea/Milo beverage with
bread and butter, etc.
Lunch and supper: ampesi and palava sauce / banku and okro stew / fufu with palmnut/
light /groundnut soup/ banku with pepper and fish, etc. Elicit from learners why we eat. We
eat to grow tall/big. We eat to have strength. We eat to have strong teeth and bones.
3. Now, put a sample structure on the board for learners to practise talking about their
favourite food.
Example:
My favourite food
The food I like best is __________
It is prepared with _______,_______ and ___________
The food can be eaten as __________ (breakfast/lunch/supper)
I like it because it is _____________ (tasty/delicious/good)
4. Allow individuals to use the sample to talk about their favourite food orally.
Then, instruct them to use the sample to write about their favourite food in their exercise
books.
After writing, have learners display their work for peer editing.
Collect learners’ books, mark and provide feedback.

Remedial Activity
Let individual learners take turns to read samples of simple sentences on the board and from
sentence cards and identify the subjects and verbs in them.

208 ENGLISH
Extension Activity
In pairs, ask learners to construct their own simple sentences and underline the verbs and
circle the subject in them.

Workbook Answers

A. Oral Language g. respect – doing something to

I. Good manners and greetings show one is important
1. Say sorry 4. good morning h. obeys – to show that you have
2. please 5. good evening admiration for someone
3. thank 6. sorry 2. Tick [√ ] if sentence is true. Make a
[ x ] if sentence is wrong.
B. Reading
3. ✓ 6. ✓
1. Reading and Comprehension
4. x 7. x
Matching words to their meanings
a. peels – outer part of cassava or 5. x 8. ✓
plantain and other food 6. ✓ 9. x
b. adult – a person who is grown 7. ✓ 10. ✓
up
c. Niger – a country near Mali in C. Vocabulary
West Africa Spelling
d. knock – to hit a door with your 1. community 5. sleep
hands 2. plantain 6. mentioned
e. schooling – the learning you get 3. respectful 7. birthday
at school 4. admire
f. rules – things you are allowed to
do or are not allowed to do

209
Unit 29 Weather conditions
Unit Overview
This unit is about the effects of bad weather. It consists of four sections labelled A - D.
Section A will deal with Oral Language Development. Learners will listen to a story titled
“The wind and the sun” and answer questions on it. Section B is in two parts. In the first part,
learners will read a text with photos of bad weather and answer questions on it. The second
part is code-named "Letters have Sounds". It will focus on basic sight words. In Section C,
learners will have fun with the keywords they met in the passage, and in Section D, they
will first write their own sentences with given words and then complete a paragraph with the
correct words.

Learning Outcomes
By the end of the unit, learners will be able to:
• recognise and discuss events in a story (characters, settings, moral of the story);
• read a text about bad weather and answer questions on it;
• match the beginnings of words with their correct endings;
• spell and write words correctly;
• complete a given paragraph with the correct words.

A. Oral Language
Storytelling: The wind and the sun
Teaching Strategies: Discussion, reading, listening and speaking
Teaching/Learning Resources: Pictures, sample story (listening text)
Core Competencies: Communication and Collaboration, Listening and Speaking
Key Vocabulary: peacefully, competition, plans, villagers, shining, cheered

Preparation Before Class

Make sure you gather all the materials you need. If possible, draw at least four large pictures
to illustrate the main events in the story (listening text).

Teaching/Learning Activities
Activity 1
Let learners sing a familiar song or recite a rhyme related to the story.
1. Put up your pictures on the board and allow learners to talk about what they see. Then, in
pairs, let learners discuss the nature of the wind and the sun.
These are some of the things they may say:
• The wind, when it blows softly, is good. We enjoy it.
• When the wind blows strongly, it makes trees break, some trees get uprooted.

210 ENGLISH
 • It destroys buildings.
• When the sun is too hot, it makes us sweat.
• Our water bodies dry up, etc.
2. Let learners share with the whole class what they discussed in pairs.
3. Next, lead learners to tell a brief story of what is happening in the four pictures. Finally, let
them predict whether all they have said will come true.

Activity 2
1. While learners listen attentively, read the story dramatically to the learners.
2. As you read, refer to the pictures on the board.
3. Also, let learners confirm what they predicted. Let them also predict what will happen next.

The wind and the sun

This is a story of two friends, Wind and Sun. They were very good friends and lived in a
village called Omima. They lived together peacefully until they quarrelled about who was
stronger. Wind was boasting about how strong he was. “When I blow hard, trees fly! Roofs
come off! I am stronger than the sun!” he called out. Sun heard Wind but did not pay him any
any mind. Wind did not like this.
“I challenge you to a competition!” Wind said. “If I win, I am the strongest. If you win, I will
never mention this again.”
Sun agreed. And so the competition began.
That day, the people of Omima were excited. It was the weekend, and everybody had
finished their chores. They wanted to go outside to have fun. But Wind had other plans. Wind
started to blow and blow. He blew so hard that there was too much dust in the air. None of
the villagers could see well. Trees were falling, and plants were flying.
“O Wind, have we offended you?” they cried. But Wind continued to blow. All the villagers
rushed into their houses because they were afraid. When there was no one outside, Wind
turned to Sun. “Look at how they scatter! It is because they know I am strong! It is your turn,
Sun. Are you stronger than I am?”
Sun smiled, and started to shine. She didn’t shine too brightly, she shined gently. She shined
all over the village and far beyond. On the trees, the flowers, the rivers and lakes. The clouds
gave way for her to shine. It was beautiful.
One by one, the villagers came out of hiding. They smiled at how the sun was shining
brightly. They started to clean up the mess Wind had caused. The children picked up the
things that had fallen, and the men and women worked on fixing them. After that, because
the sun was shining, they all went to the lake to swim. The water was warm. It was nice! All
the villagers cheered for Sun. It was clear that she had won the contest.
“I don’t understand,” Wind said, confused.
“Strength is not about making people fear you, Wind,” Sun said kindly. “Strength is about
helping people.”
4. Let learners retell the story in chronological order. Do this by asking different learners to
tell the story, bit by bit.

Unit 29 Weather conditions 211

5. Next, instruct learners to answer questions about the story orally. Then, with learners in
pairs or small groups, let them discuss the events in the story.
Put learners in groups and ask them to share what they learnt about the display of powers.
Next, let learners state the parts of the story they enjoyed most and share them. Finally, let
them give reasons why they enjoyed those parts.

Assessment
Have learners answer the following questions with their partners.
a. Who started the argument?
b. What was the argument about?
c. Who challenged who to a competition?
d. What did the people of Omima say to Wind?
e. Wind did not damage anything. True / False
f. In the end, who was stronger?

Answers
a. Wind
b. Who was stronger
c. Wind challenged Sun.
d. "O Wind, have we offended you?"
e. False
f. Sun

Reflection
Let learners discuss the methods Wind and Sun used. Whose method was successful?
Let everyone express their personal opinion.

Additional Practice
Refer learners to page 180 of the workbook for more exercises.

B. Reading Bad weather

Teaching Strategies: Echo-reading, pair work, whole-class/group activities, modelling,

repetition
Teaching/Learning Resources: Photos on, pages 314 - 315 of the English Learner's
Book 2, word cards, sentence cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation

Key Vocabulary: storm, heated, drops, cracks, flooding, weather

212 ENGLISH
Preparation Before Class
Before the lesson, prepare your word cards and sentence cards. If possible, make large
copies of the photos on pages 314 - 315 of the English Learner’s Book 2, for a more
corporate picture reading activity.

Teaching/Learning Activities
Activity 3
1. Begin the lesson by discussing the title of the passage on pages 314 - 315 of the English
Learner’s Book 2, "Bad weather". Then, let learners predict what things they will be
reading about in the passage.
2. Teach and drill pronunciation of the keywords (storm, heated, drops, cracks, flooding,
weather) one after the other. In pairs, let learners scan the text to find the words in bold.
Let them try to work out the meaning of each word by reading the sentence(s) in which it
appears.
3. Teach the meaning of keywords, if necessary, using contexts, demonstration and miming.
NB: Remember the order of teaching new vocabulary. Do not copy the new words on the
board ahead of time.

Activity 4
1. While learners listen attentively, read the text aloud and ask learners to check if their
predictions were correct. Next, read the text aloud a second time while learners listen.
Finally, let learners read the text several times after you (echo-reading).
2. Let the class and groups read the entire text together.

Activity 5
Let learners read each of the questions on pages 315 - 316 of the English Learner’s Book 2,
and discuss the answers with their partners.

Assessment
In pairs, let learners take turns to read the text aloud to each other, sentence by sentence or
paragraph by paragraph. Let individuals ask and answer the questions orally.

Answers
a. False
b. The soil is overheated.
There are cracks in the soil.
c. Someone dropped a burning cigarette in the bush.
d. Fire/Lightning/Volcanoes.
e. No.
f. The strong storm.

213
 g. The heavy rains
h. The weather is bad because it causes problems for people, plants and animals.
i. Bad weather can destroy crops, kill animals and cause food shortages. It can cause
damage to nature and to our homes.

Reflection
Have learners tell the class what they have learnt about bad weather.

Remedial Activity
In groups, let learners pick word and sentence cards in turns and read them. Those who read
correctly earn points.

Extension Activity
Give learners a sentence completion excercise to do.

Letters have Sounds – Basic sight words

End the reading session with this activity. Play the phonics song and let learners sing along.
While learners listen to you, blend the letters in the following words and read them aloud:
always, boy, call, does, first, five. Next, let learners blend and read the words after you.
When learners have finished reading the words after you, let them sit in pairs and find more
examples of basic sight words. Go around to support and encourage them to form sentences
with their words and present three of these sentences to the class.

Additional Practice
Refer learners to page 181 of the workbook for more exercises.

C. Vocabulary
Teaching/Learning Strategies: Demonstration, explanation, leading questions
Teaching/Learning Resources: Word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation

Preparations Before Class

Before the lesson, prepare your word cards.

Teaching/Learning Activities
1. Spelling words correctly (English Learner's Book 2, page 317)
Choose one learner to write the following words on the board:
a. night b. weather c. grow d. soul
e. smoker f. windy g. heavily h. flooding
Drill pronunciation several times. Then, let pairs of learners take turns to read the words
on cards. After that, instruct them to match the word cards to those on the board.
Ask different learners to pick a card, read the word, and have the class spell it.

214 ENGLISH
 Wipe the words off the board, and refer learners to the exercise in the Learner's Book. Let
them work in pairs to unjumble the letters and spell the words correctly in their exercise
books.
2. Matching syllables to form words (English Learner’s Book 2, page 317)
Do one or two examples orally with the class. Then ask the learners to work in pairs and
write the full words in their exercise books.

Answers
a. weather e. moved
b. heavily f. grow
c. smoker g. lightning
d. house h. burning

3. Sentence completion (English Learner's Book 2, page 318)

Working together as a class, let learners reread the passage and find the following words:
cracks, storm, heated, raining, shining, day, windy. Ask them to raise their hands when
they find any of them and tell the class the paragraph in which they found it.
Let them read the sentence in which it is. Put learners in pairs to read the sentence in
which each word is found again. Let them brainstorm and try to decipher the meaning
of the words. Invite some of them to share their meanings with the class. Finally, refer
learners to the exercise in the Learner's Book. Instruct them to work in pairs, complete the
sentences with the correct words, and write them in their exercises books.

Answers
a. shining e. windy
b. day f. storm
c. raining g. cracks
d. heated

Additional Practice
Refer learners to pages 182 - 183 of the workbook for more exercises.

D. Writing
Teaching/Learning Strategies: Modelling, demonstration, look, cover, write, check,
formation of sentences
Teaching/Learning Resources: Word cards
Core Competencies: Communication and Collaboration, Critical Thinking and Problem
Solving
Key Vocabulary: four, here, after, under, come, funny, afraid

Unit 29 Weather conditions 215

Preparation Before Class
Before the lesson, prepare your word cards.

Teaching/Learning Activities
Penmanship Spelling and writing
1. Let learners do a pick and spell activity with words that can be spelt phonetically.
Examples: train, coat, fishing, stick, sat, banana, mango
2. Inform learners that they can spell the words by sounding the letters of the words.
Next, introduce learners to the say-look-cover-write-check strategy by demonstrating it.
(See page 329 of the English Learner's Book 2 for the strategy.)
3. Let learners practise the strategy in pairs with these words: four, here, after, under, come,
funny, afraid.
4. Then, let learners form one sentence with each of the above words. After sharing their
sentences with the rest of the class, let them copy their sentences into their exercise books.
Go around the class, collect the books, mark, and provide feedback.

Additional Practice
Refer learners to page 183 of the workbook for more exercises.

Activity 6 Guided writing - paragraph

1. Working together as a class, let learners reread the passage and find the following words:
destroys, rains, floods, die, water, hard, shines, dries, lakes, weather, good.
2. Ask learners to raise their hands when they find any of them and tell the class the
paragraph in which they found it.
3. Then, instruct them to read the sentence that contains each word.
4. Put learners in pairs to read the sentence in which each word is found again.
5. Let them brainstorm and try to decipher the meaning of the words and let them share their
meanings with the class. Then still in pairs, let learners share their answers with the rest of
the class. Finally, instruct learners to do the work in their exercise books.

Answers
Many things cause bad weather.
The sun is good. But when it shines very hard, it dries up rivers and lakes. We do not get
water. It also makes the earth hard. Crops die. Rain is also good, but when it rains heavily,
it causes floods. It also destroys our homes.

216 ENGLISH
Workbook Answers

B. Reading 2. Completion of sentences

I. Reading and Comprehension 1. strong 5. heated
1. False 2. cracks 6. windy
2. There are cracks in the soil. 3. shining 7. bush fires
3. Somebody dropped a burning 4. raining 8. storm
cigarette.
4. No
5. The strong wind.

C. Vocabulary
1. Matching the beginning of the word
in A with its correct ending in B.
2. weather 5. many
3. heavily 6. smoker
4. covered 7. lighted
5. houses 8. burning

217
Unit 30 Good manners
Unit Overview
This unit reinforces the importance of good manners. It consists of four sections labelled A - D.
Section A will deal with Oral Language Development. Learners will listen to a story called
“Kwate learns a lesson” and answer a few questions about it. Section B is in two parts. In
the first part, learners will read a story aloud, titled "How Porcupine, Elephant and Giraffe
became different", and answer questions on it. The second part is code-named “Letters have
Sounds”. It will focus on basic sight words. In Section C, learners will learn to have fun with
the keywords they met in the passage, and in Section D, they will copy sentences neatly in
cursive writing. Finally, learners will learn how to spell words that cannot be spelt phonetically,
and rearrange a jumbled story into the correct order.

Learning Outcomes
By the end of the unit, learners will be able to:
• dramatise or role-play a story;
• use contextual clues to confirm or self-correct pronunciation while reading aloud;
• read sight words, and use them in meaningful sentences;
• spell and write words correctly;
• rearrange sentences to form the correct story.

A. Oral Language
Storytelling: Kwate learns a lesson
Teaching/Learning Strategies: Picture description, reading aloud, retelling, role-play
Teaching/Learning Resources: Picture on page 322 of the English Learner's Book 2
Core Competencies: Communication and Collaboration, Listening and Speaking
Key Vocabulary: beard, regret, warned, felt strange, normal
Preparation Before Class
If possible, make a large copy of the picture on page 322 of the English Learner's Book 2
or of the two pictures in the story in this book (see Activity 1 below). This will help ensure all
learners are moving with you at the same pace.

218 ENGLISH
Teaching/Learning Activities
Activity 1
1. Let learners sing a familiar song or recite a rhyme related to the lesson.
2. Put the picture (s) on the board and let learners talk about what they see. Tell them the title
of the story you will read to them: "Kwate learns a lesson". Let them predict what the story
will be about.
3. Read the story dramatically to learners. Pause for learners to confirm their predictions.
4. Ask learners to retell the story in chain form, with each learner telling a bit of it.
5. Guide learners to practise their roles. Let them dramatise the story.
6. Next, let learners state the parts of the story they enjoyed and share them with each other.
7. Finally, let learners give reasons why they enjoyed those parts.

Kwate learns a lesson

Once upon a time, there lived an ill-mannered boy called Kwate. He lived with his parents in a
small village. Kwate was not very polite. He did not know how to say “please” or “thank you.”
“Give me water!” he would shout when he was thirsty.
“Give me food!” he would shout when he was hungry. Every time Kwate needed something,
he would shout. Kwate used to make his parents very sad.
“Kwate, if you don’t learn to be polite, you will regret it one day,” his father warned him. But
Kwate did not listen.
One day, on his way home from school, Kwate came across a short, old man. The old man
was sitting on a stone, about to eat some roasted corn. “Good morning friend,” the old man
greeted Kwate cheerfully. Kwate stopped. He did not respond to the greeting. He saw the
roasted corn and his stomach grumbled. “Give me the corn!” Kwate shouted. The old man
was surprised. He had never come across such a rude boy!
“Can’t you say 'please'? the old man asked Kwate.
“Give me the corn!” Kwate shouted again. Kwate felt
strange. His mouth had grown two times bigger!
“I have put a spell on you. Any time you’re rude,
your mouth will grow bigger. But if you’re polite, it
will go back to normal.” The old man said and then
vanished.

On his way home children saw Kwate’s mouth and

started laughing at him. Kwate felt very sad. When he
went home his mother had prepared lunch. “Come for
your food, Kwate,” she called. Kwate picked up his
plate. “Thank you, Mama,” he said. His mother was
surprised! Kwate also felt his mouth go back to normal.
The spell was lifted! He vowed never to be rude again.

Unit 30 Good manners 219

Activity 2
1. Read the story a second time. Have learners talk about the characters in the story: Kwate,
Kwate's parents, the old man.
2. Have learners role-play the story in groups of four.
3. Conclude the lesson by asking the class whether or not they enjoyed the story. Let them
give reasons for their answers.

Assessment
Let learners answer the questions on page 322 of the English Learner’s
Book 2 with their partners.

Answers
a. False
b. He put a spell on Kwate.
c. Kwate was rude to him.
d. Yes, Kwate learnt his lesson.
e. False

Reflection
Let learners reflect on the story and compare how they typically make requests to what is in
the story.

Additional Practice
Refer learners to page 184 of the workbook for more exercises.

B. Reading HowPorcupine, Elephant and Giraffe became different

Teaching/Learning Strategies: Echo-reading, pair work, whole-class/group activities

Teaching/Learning Resources: Word cards, picture on page 323 of the English Learner's
Book 2
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation
Key Vocabulary: drought, thinner, special, suffering, ashamed

Preparation Before Class

Before the lesson, prepare your word cards and sentence cards. If possible, make a large
copy of the picture on page 323 of the English Learner’s Book 2 for a more corporate picture
reading activity.

220 ENGLISH
Teaching/Learning Activities
Activity 3
1. Begin the lesson by discussing the picture on page 323 of the English Learner’s Book 2.
Then, allow learners to discuss what they see and predict the topic of the lesson.
2. Teach and drill the pronunciation of the keywords (drought, thinner, special, suffering,
ashamed) one after the other.
3. In pairs, let learners scan the text to find the words in bold. Let them try to work out the
meaning of each word by reading the sentence(s) in which it appears.
4. Teach the meaning of keywords using context, demonstration, and miming if necessary.
NB: Remember the order of teaching new vocabulary. Do not copy the new words on the
board ahead of time.

Activity 4
1. While learners listen attentively, read the text aloud and ask learners to check the
correctness of their predictions. Have a few of them share their ideas with the rest of the
class.
2. Read the text a second time while learners listen.
3. Finally, let learners read the text after you several times (echo-reading).
4. Have learners identify words or sentences in the passage and read those given words and
sentences on word and sentence cards.

Activity 5
Ask individuals to read the text aloud to themselves.

Activity 6
Let learners read each of the questions on pages 326 - 327 of the English Learners’ Book 2
and discuss the answers with their partners.

Assessment
In pairs, let learners take turns to read the text aloud to each other, sentence by sentence or
paragraph by paragraph. Allow individuals to ask and answer the questions in Activity 6 orally.

Reflection
Ask learners to reflect on the story and tell the class how the story has helped them.

Answers
a. True f. cornered
b. False g. False
c. True h. False
d. promise i. False
e. middle

221
Additional Practice
Refer learners to page 185 of the workbook for more exercises.

Letters have Sounds – Sight words

End the reading session with this activity. First, play the phonics song and let learners sing
along. Then, while learners listen to you attentively, blend the letters in the following words
and read them aloud: please, pretty, ride, white, another, down. Next, let the learners sit in
pairs and find more sight words. Go around to support them. Finally, instruct learners to form
sentences with their words and present three of these sentences to the class.

C. Vocabulary
Teaching/Learning Strategies: Demonstrations, explanations, leading questions
Teaching/Learning Resources: Word cards
Core Competencies: Communication and Collaboration, Personal Development and
Leadership, Creativity and Innovation, Critical Thinking and Problem Solving

Preparation Before Class

Before the lesson, prepare your word cards and a large copy of the word search box.

Teaching/Learning Activities
1. Word completion (English Learner’s Book 2, page 328)
Working together as a class, let learners reread the passage and find the following words:
promise, ashamed, thinner, money, suffering, special, porcupine, elephant, drought.
Ask them to raise their hands when they find any of them and tell the class the paragraph
in which they found it. Next, let them read the sentence that contains these words.
Then, put learners in pairs to read the sentence in which each expression is found again.
Let them brainstorm and try to decipher the meaning of the expressions. Encourage them
to share their meanings with the class.
Refer learners to the exercise in the Learner's Book. Instruct them to work on their own
and write the words in their exercise books.

Answers
a. promise f. special
b. ashamed g. porcupine
c. thinner h. elephant
d. money i. drought
e. suffering

2. Give examples of good eating habits from home. (English Learner's Book 2, page 328)
Working together as a class, talk about good table manners with learners.
Make a short list of appropriate aspects that learners mention (see Answer box below).

222 ENGLISH
 Ask learners to copy the list into their exercise books. (Listing things clearly and concisely
is a very useful skill to develop.)

Examples:
1. Wash your hands with soap and water before you eat.
2. Wait till the food is passed on to you or served.
3. Place your napkin on your lap.
4. Sit properly in your chair.
5. Politely ask for what you need.

3. Word search (English Learner’s Book 2, page 328)

Still working in pairs, let learners look at the word search box and find eight words, down
and across. Let pairs of learners share their words with the rest of the class. Then, they
copy them into their exercise books.

Answers
Across: ate, neck, jollof, of, giraffe, corn, trunk, elephant, an, rice, ice, am, monkey, on,
key, beard, be
Down: spike, spikes, porcupine, pine, on, elf, of, man, manner, manners
(Any eight, at least)

4. Sentence construction (English Learner’s Book 2, page 328)

Present the given words to learners on word cards (chew, breathe, ride, another, while).
Drill pronunciation several times. Then, encourage learners to form meaningful sentences
orally, using your samples as a guide. Finally, ask learners to work on their own, form their
own sentences and write them in their exercise books. Go around to support.

Additional Practice
Refer learners to pages 185 - 186 of the workbook for more exercises.

D. Writing Spelling

Teaching/Learning Strategies: Modelling, copying, demonstration, the say- look-cover-

write-check strategy
Teaching/Learning Resources: Word cards, spinning wheel, sentences on page 330 of the
English Learner's Book 2
Core Competencies: Personal Development and Leadership
Key Vocabulary: sight words, say, look, cover, write, check, mistake

Preparation Before Class

Before the lesson, prepare your word cards of sight words. Copy each of the sentences (a - j)
on page 330 of the English Learner's Book 2 onto a large, separate strip of paper..

Unit 30 Good manners 223

Teaching/Learning Activities
Penmanship Spelling (Basic sight words)

1. Refer learners to the Learner's Book for the say-look-cover-write-check strategy. Explain it
and let them use it to learn the spelling of the following sight words: where, should, round,
first, soon, there, one.
2. Let learners play the spinning wheel spelling game. A learner picks a word card, says
the sight word, and puts it down (face down). Next, they will spin the wheel and start
spelling the word. They must finish spelling the word before the spinning wheel stops. If
the spelling is correct, their group receives a performance card. The group that gets the
greatest number of performance cards is the winner.
3. Let learners practise spelling these sight words with their partners.
4. After their practice, instruct them to copy the words into their exercise books.
Go around the class, collect the books, mark, and give feedback

Activity 7
Share the tips with the class, and do some examples orally.

Additional Practice
Refer learners to page 187 of the workbook for more exercises.

Activity 8 Guided Writing

Working together as a class, read the story "How Porcupine, Elephant and Giraffe became
different" on pages 324 - 326 in the English Learner's Book 2 again.
1. Through questions, encourage learners to recall the sequence of events.
Examples: 1. What was the problem with the weather in the story?
2. What effect did it have on the animals?
3. Who had food to eat during that time?
4. Someone begged him to show where the food was. Who is he?
5. What promise did that character make to the other character?
6. How did the people of the village get to know about the "food tree" in the
middle of the forest?
7. Why does Porcupine have spikes on its back until now?
2. Instruct the class to retell the story in bits or as a whole.
3. Now, put the jumbled story on the board for learners to rearrange into the correct order.
Let them do it orally first in a whole-class activity, and then in writing in their exercise
books. Refer to page 330 of the English Learner’s Book 2.
4. Collect the books, mark and provide feedback.

224 ENGLISH
 Answer
The order of the story: c, a, b, d, g, f, i, e, h, j

Remedial Activity
In pairs, ask learners to take turns to read keywords from the passage from the board and
word cards.

Extension Activity
Ask learners to complete the following words with the missing letters.
s_ffering, as_amed, sp_cial, thin_er, droug_t, cor_ered, pul_ed, tas_ed, hid_en, chicke_

Answers
suffering, ashamed, special, thinner, drought, cornered, pulled, porcupine, elephant,
giraffe

Refer learners to Revision 7 on pages 332 - 336 of the English Learner's Book 2.

Revision 7 Answers
Exercise 1
a. Ata (Male twin), Ataa (Female twin)
b. Bediako – a child born into hardship
c. Afriyie – a child born into a good situation or prosperity
d. Kaakyire – last born
e. Nyamekye – God’s Gift
(The above is a sample answer. Accept suggestions from learners.)

Exercise 2
2. a. coal b. saw c. nail d. learn e. 1
3. a. Kwame Yahaya
b. one student
c. Because he was obedient.
d. i. It pays to be polite/obedient.
ii. Children need to help the elderly.
iii. If you serve the community, you will be rewarded one day, etc.
(Allow learners to give their suggestions.)
4. a. grow smaller
b. Because you may have so many things to do as an adult.
c. So that you can explore
d. It can teach how words are put together to express emotions.
e. (This is a personal response question, so no answer is wrong.)

Unit 30 Good manners 225

 Exercise 3
1. a. disturb c. previous
b. cushions d. picnic
2. a. celebrate b. birthday
c. obedient d. polite
e. errands f. chief
3. a. identify d. Ghanaian
b. particular e. dedication
c. tradition f. origin

Exercise 4
1. (Allow learners to complete the sentences with their own choice of words.)
2. (The answers depend on individual experience.)

Workbook Answers

A. Oral Language 6. elephant

1. a. Because Kwate was rude. 7. knife
b. Yes 8. hole
c. False 9. thinner
10. porcupine
B. Reading
Reading and Comprehension 2. Identify words from the puzzle
1. True Across: ate, neck, jollof, of, giraffe,
2. False corn, trunk, elephant, an, rice, ice,
3. True am, monkey, on, key, beard, be
4. promise Down: spike, spikes, porcupine, pine,
5. middle on, elf, of, man, manner, manners
(Any eight, at least)
C. Vocabulary
Spelling D. Writing and Grammar Usage
1. drought Adjectives in the sentences
2. Grace 1. bright
3. nurse 2. warmer
4. chew 3. strong
5. stomach 4. cloudy

226 ENGLISH
3. Prepositions 4. Verbs
4. on 5. leave
5. at 6. write
6. by 7. helped
7. in 8. wash
8. in 9. bought
9. at 10. sweep

227