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English Language · B3

Term 3 · Week 1 · 1.00 credits · GHS 0.50

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Lesson Note - English Language

TSINTSIMHWE D/A BASIC

Weekly Lesson Plan

Basic 3 · Term 3

English Language

Lesson 1 of 1

Week Ending

Friday, 24 Apr 2026 Backdated

Week & Term

Week 1 · Term 3

Class Teacher

Alfred Adu Yeboah

Subject

English Language

Class

Basic 3

Class Size

Duration

60 mins

Week No.

Week 1

Content Standard & Indicator

B3.2.2.1.1

Content Standard

Connect sounds to letters and blend letters/syllables in order to read and write

Indicator

Understand the relationship between spelling of words and Have learners revise writing out some words as you pronounce them. (You can also make them read words on the board or word cards). Provide activities for learners to use letter names and sounds to spell and sound out words.

Performance Indicator

Learners will identify and blend letter sounds to spell and read words accurately by connecting individual phoneme sounds to their written letter symbols.

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (7 mins) Preparing the brain	Phase 2: Main (20 mins) New learning + assessment	Resources	Phase 3: Plenary (6 mins) Reflection + exercise
Tue 21 Apr 2026	1Recall the names and sounds of individual letters in common Ghanaian words 2Display the word 'YAM' on the board. Ask learners: What letter does this word start with? What sound does it make? Learners call out the letter name and sound chorally	CONNECTING LETTER SOUNDS TO BUILD WORDS 1Write the word 'CAT' on the board. Point to each letter and say its sound aloud: /c/ /a/ /t/. Then blend the sounds together smoothly: 'cat'. Ask: Which animal is this? Repeat with 'BAT' and 'MAT' using the same blending method. Learners repeat the blended word after you each time 2Give each learner an exercise book and dictate three simple words one at a time: 'PAN', 'RUN', 'SIT'. As you pronounce each word slowly, learners write the letters they hear in their exercise book. After each word, ask a volunteer to read back what they wrote aloud, and the class confirms if the spelling matches the word you said 3Struggling learners: work with you individually to segment and write just 'PAN' and 'RUN' using the textbook letter chart as reference.	1Textbook 2Exercise book 3Manila card 4Dictionary 5Reading materials (simple CVC word lists)	1Display the words 'DOG', 'LOG', 'FOG' on Manila cards in sequence. Point to each word and ask learners to blend the sounds aloud together: /d/ /o/ /g/ → 'dog'. Repeat for each word and ask: What do all these words have in common? (They rhyme; they end with the same sounds.) 2Learners hold up fingers 1–5 to show confidence: 1 finger = I need more help blending sounds, 5 fingers = I can blend sounds easily. Use responses to note who needs extra support in the next lesson Exercise 1Dictate the word 'SUN' slowly, sound by sound. Learners write the word in their exercise book. Ask: Can you point to each letter and say its sound? Then blend the sounds together and read the whole word aloud to your partner

Class Teacher

Alfred Adu Yeboah

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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