Basic 7 English Language Term 1 Week 12 Lesson Plan

Invite two learners to say the same short message in different ways. Ask the class which delivery was clearer and why. Introduce voice modulation and eye contact as techniques that make oral communication effective.

Learners study the printed photographs of familiar Ghanaian settings, select suitable expressions from the printed dialogue cards, and use the locally made role-play props to practise the conversation. Discuss how volume, pitch, pace, pauses and eye contact affect meaning during oral communication. Model a short talk using the techniques. In pairs, learners prepare and present a one-minute talk on a familiar topic. partners observe the use of voice modulation and eye contact and give feedback. Let selected learners present to the class and improve their delivery after feedback.

Ask learners to mention two techniques that can make a speaker more effective. Let a few learners demonstrate one technique each and summarize the lesson.

Write two short related sentences on the board and ask learners how they can combine them without changing the meaning.

Learners inspect and rearrange the printed sentence cards, discuss the target language feature on the chalkboard with chalk, and practise their own examples in exercise books with pencils. Review common conjunctions such as and, but, or, because, so and although. Guide learners to identify conjunctions in short sentences and explain the ideas they connect. Give pairs sentence cards to combine using appropriate conjunctions. learners then write their own compound or complex sentences and exchange them for peer checking.

Ask learners to complete three oral sentence stems using different conjunctions. Correct misconceptions and summarize how conjunctions connect ideas.

Display or read a short informal message and a formal letter. Ask learners to identify differences in language, layout and purpose.

Learners identify the parts of the printed sample letter set in Ghana, then plan and draft their own letters in exercise books with pencils. Guide learners to identify the main features of a formal letter: writer's address, date, recipient's address, salutation, heading, body, closing and signature. Discuss the use of polite and formal language. As a class, plan a letter on a familiar school-related issue. Learners independently draft a short formal letter, exchange work for peer review and make corrections.

Let learners list the main parts of a formal letter in the correct order. Invite one learner to read a strong opening and closing from their work.

Write one factual statement and one opinion on the board. Ask learners to decide which can be verified and explain their answers.

Learners examine the Ghanaian newspaper and printed local product advertisement for the target text features, then record and compare their findings in exercise books with pencils. Provide a short non-fiction passage. Guide learners to identify factual statements, opinions and words that reveal the writer's attitude. Discuss how one-sided language may show bias. In groups, learners classify selected statements from the passage and give textual evidence for their decisions. Learners answer short comprehension questions based on the text.

Ask learners to state one difference between a fact and an opinion and give one clue that may reveal bias in a text.