Hygiene

Listening and Speaking; Listening for Information and the Most important idea

By the end of the lesson, the learner should be able to:

Listen to a recording and write what the recording is about.
Answer factual and inferential questions.
Discuss the importance of listening for the most important ideas and particular details.
Appreciate the importance of listening attentively.

Learners are guided to listen to a recording and write what the recording is about
Learners to answer factual and inferential questions.
In groups, learners to discuss the importance of listening for the most important ideas and particular details.

Why is it important to listen?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

Hygiene

Listening and Speaking; Listening for Information and the Most important idea
Listening and Speaking; Listening for Information and the Most important idea

By the end of the lesson, the learner should be able to:
Watch the video the teacher will play.
Answer factual and inferential questions.
Identify expressions that introduces the most ideas.
Use different expressions in their day to day life.
Read the passage in learner

Learners to identify sentences in which passive and active voices were used.
In pairs, learners to talk about the difference between active and passive voice
In pairs, learners to read the passage in learner

How many steps are there in washing hands properly?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

Hygiene

Reading I Reading for information
Reading I Reading for information

By the end of the lesson, the learner should be able to:
List the books that they read for information and those for meaning.
Select a chapter in a textbook and read various things.
Appreciate the importance of reading.
Read the passage,

Learners to list the books that they read for information and those for meaning
In pairs, learners to select a chapter in a textbook and read the heading, sub-heading, visual illustrations, bulleted points and highlighted information.
Learners are guided to read the passage,

Which similes and proverbs do you know?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

Hygiene

Grammar; Word Classes: Verbs and Tense
Grammar; Word Classes: Verbs and Tense

By the end of the lesson, the learner should be able to:
Define a verb.
State the importance of verbs
Identify regular verbs and irregular verbs.
Appreciate the importance of verbs.
Read the passage in learner

Learners to define a verb.
Learners are guided to state the importance of verbs.
Learners to identify regular verbs and irregular verbs
Learners to read the passage in learner

What is a verb?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

Hygiene

Grammar; Word Classes: Verbs and Tense
Reading II Intensive Reading: Poetry

By the end of the lesson, the learner should be able to:
Hold a conversation with a partner about their hygiene practices or other topic.
Play the game in learner
Read the poem,

Learners are guided to hold a conversation with a partner about their hygiene practices or other topic. Make sure that they use present tense, past tense and future time.
In groups, learners to play a modified version of the game
In pairs, learners are guided to read the poem,

Which words describe when, how, and where actions take place?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

Hygiene

Reading II Intensive Reading: Poetry
Writing Narrative Paragraph

By the end of the lesson, the learner should be able to:
Read the poems,
Study the paragraph in learner

In groups, read the poems,
In groups, learners to study the paragraph in learner

Who is a persona? What is the poem about?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

Leadership

Listening and Speaking; Listening Comprehension
Listening and Speaking; Listening Comprehension

By the end of the lesson, the learner should be able to:
Explain the meaning of specific and general.
Listen to a recording of two passages from a digital device.
Discuss whether the information in each is specific or general.
Appreciate the importance of listening attentively.
Listen to a recording about the dialogue in learner

Learners to explain the meaning of specific and general.
In groups, learners to listen to a recording of two passages from a digital device and discuss whether the information in each is specific or general
In groups, learners to listen to a recording about the dialogue in learner

Who is leader? Who is a good leader?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

Leadership

Listening and Speaking; Listening Comprehension
Reading I Intensive Reading

By the end of the lesson, the learner should be able to:
Listen to a recording of the passage about Nelson Mandela
Identify ways to read a book or a passage.
Read the passage,

In groups, learners to listen to a recording of the passage about Nelson Mandela
In pairs, learners to identify ways to read a book or a passage.
In pairs, learners to read the passage,

How did Mandela help South Africa to get freedom?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

Leadership

Reading I Intensive Reading
Reading I Intensive Reading

By the end of the lesson, the learner should be able to:
Study the mind map and answer the questions that follow.
Match the main ideas with their respective supporting details.
Appreciate the use of a mind map.
Read the passage,

In pairs, learners to study the mind map and answer the questions that follow.
In pairs, learners to match the main ideas with their respective supporting details.
Learners to read the passage,

Which is the main idea according to this mind map? Which are the supporting details according to the mind map?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

Leadership

Grammar Word Classes: Verbs and Tense
Grammar Word Classes: Verbs and Tense

By the end of the lesson, the learner should be able to:
Read the passage in learner
Construct sentences that describe a leader and what he or she does.
Complete each sentences with the correct form of the verb in brackets.
Use present and past tense in their day to day life.

In pairs, learners to read the passage in learner
Individually, learners to think about their favourite leader. Use the present tense to construct sentences that describe that leader and what he or she does.
Learners to complete each sentences with the correct form of the verb in brackets.

What is common about the way some present tense verbs end?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

Leadership

Reading II Intensive Reading: Class Readers
Writing; Paragraphing: Using Example and Incidents
Writing; Paragraphing: Using Example and Incidents

By the end of the lesson, the learner should be able to:
Read the passage,
Talk about a good leader from their community.
Identify specific qualities that make the leader good.
Appreciate different leadership qualities.
Study the mind map in learner

Learners to read the passage,
In groups, learners are guided to talk about a good leader from their community.
In groups, learners are guided to identify specific qualities that make the leader good
In groups, learners are guided to study the mind map in learner

How did you know the main characters in the stories or novels were?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

Family

Listening and Speaking; Pronunciation: Sounds and Stress
Listening and Speaking; Pronunciation: Sounds and Stress

By the end of the lesson, the learner should be able to:
Read the passage,
Read the poem,

In pairs, learners to read the passage,
In pairs, learners are guided to read the poem,

What do you as a family do with or for each other

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

Family

Listening and Speaking; Pronunciation: Sounds and Stress
Reading I Study Skills: Synonyms and Antonyms

By the end of the lesson, the learner should be able to:
Identify words with the same sound as /oat/ such as, coat, goat
Read the passage in learner
Define synonyms and antonyms.
Read the dialogue in learner

In pairs, learners to identify words with the same sound as /oat/ such as, coat, goat
In groups, learners to read the passage in learner
In pairs, learners to define synonyms and antonyms.
In pairs, learners to read the dialogue in learner

What is the difference between words that are spelt the same way in the passage?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

Family

Reading I Study Skills: Synonyms and Antonyms
Reading I Study Skills: Synonyms and Antonyms

By the end of the lesson, the learner should be able to:
Study the page in learner
Identify the synonyms and antonyms used in the passage in learner

In pairs, learners are guided to study the page in learner
Individually or in pairs, learners to identify the synonyms and antonyms used in the passage in learner

What have you learnt about synonyms?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

Family

Grammar; Comparatives and Superlative Adjectives
Grammar; Comparatives and Superlative Adjectives

By the end of the lesson, the learner should be able to:
Define comparative and superlative adjectives.
Read the two paragraphs in learner
Read the passage in learner

Learners to define comparative and superlative adjectives.
In pairs, learners to read the two paragraphs in learner
In pairs, learners to read the passage in learner

What are comparative adjectives? What are superlative adjectives?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

Family

Reading II Intensive Reading: Oral Narratives: Legends
Reading II Intensive Reading: Oral Narratives: Legends

By the end of the lesson, the learner should be able to:
Talk about people they know who are admired for their courage and outstanding achievement.
Read the conversation in learner
Make predictions based on the pictures and anticipate possible outcome in the story.
Read the narrative,

In pairs, learners to talk about people they know who are admired for their courage and outstanding achievement.
In pairs, learners to read the conversation in learner
In pairs, learners to make predictions based on the pictures and anticipate possible outcome in the story.
Learners to read the narrative,

What is a legend?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

Family
Drug and Substances Abuse

Writing; Functional Writing: Friendly Letter
Listening and Speaking; Conversational Skills

By the end of the lesson, the learner should be able to:
Identify parts of a friendly letter.
Write a friendly letter that replies to Kim
Give reasons why people abuse drugs.
Make a list of the polite expressions on a manilla paper, flashcards or sticky notes.
Recite the choral poem in learner's book, 'No!'
Use polite language.

Learners to study the letter in learner
In pairs, learners are guided to give reasons why people abuse drugs
In pairs, learners are guided to make a list of the polite expressions on a manilla paper, flashcards or sticky notes
Learners to recite the choral poem in learner's book, 'No!'

How many parts does a friendly letter have?

KLB; Top Scholar: English Learner
KLB; Top Scholar: English Learner's Book Grade 7 pg. 85-91
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Oral questions Oral Report Observation

Drug and Substances Abuse

Listening and Speaking; Conversational Skills
Listening and Speaking; Conversational Skills

By the end of the lesson, the learner should be able to:
Discuss whether or not it is always polite to mention people's names as you introduce them.
Read and role play the dialogue in learner's book.
Enjoy role playing the dialogue.
List polite expressions used in conversations.
Make posters on turn taking skills and polite interruptions.
Use polite expressions as they speak

In groups, learners are guided to discuss whether or not it is always polite to mention people's names as you introduce them
In pairs, learners to read and role play the dialogue in learner's book.
Learners to list polite expressions used in conversations
Learners are guided to make posters on turn taking skills and polite interruptions

What are the effects of drugs on those who abuse them?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 85-91
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 89-91
Journals

Oral questions Oral Report Observation

Drug and Substances Abuse

Reading 1 Reading Fluency
Grammar in Use; Work Classes: Adverbs

By the end of the lesson, the learner should be able to:
Read the poem in leaner's book.
Answer factual and inferential questions from the poem.
Act out the poem.
Participate in a reading competition.
Define an adverb.
Read the passage in learner's book and identify the adverbs used.
Arrange the nouns in the passage into adverbs of manner and place.
Use adverbs in their daily conversations.

In groups, learners are guided to read the poem in leaner's book
In groups, learners are guided to answer factual and inferential questions from the poem.
In groups, learners are guided to act out the poem.
Learners are guided to define an adverb
Learners to read the passage in learner's book and identify the adverbs used.
Learners are guided to arrange the nouns in the passage into adverbs of manner and place.

What do you like reading on your own?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 89-91
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 91-94
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Oral questions Oral Report Observation

Drug and Substances Abuse

Grammar in Use; Work Classes: Adverbs
Intensive Reading: Oral Literature: Songs

By the end of the lesson, the learner should be able to:
Identify types of adverbs.
Construct sentences using adverbs of manner, time and place.
Appreciate the use of adverbs sentences.
Define a lullaby.
Sing the lullaby in learner's book.
Answer the questions that follow.
Have fun and enjoy singing the song.

Learners are guided to identify types of adverbs
Learners to construct sentences using adverbs of manner, time and place.
Learners are guided to define a lullaby.
In pairs, learners to sing the lullaby in learner's book
In pairs, learners to answer the questions that follow

What would you say to people who are considering taking drugs?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 91-94
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 94-95

Oral questions Oral Report Observation

Drug and Substances Abuse

Intensive Reading: Oral Literature: Songs
Writing; Mechanics of Writing: Commonly Misspelt Words
Writing; Mechanics of Writing: Commonly Misspelt Words

By the end of the lesson, the learner should be able to:
Create lullabies to soothe a baby to sleep or to stop crying.
Sing the lullabies.
Identify the words or lines that are repeated.
Have fun and enjoy singing lullabies.
State the importance of spelling words correctly.
Read the passage and identify the words that are commonly misspelt.
Construct sentences using vocabulary learnt about drug and substance abuse.
Appreciate the importance of spelling words correctly.
Write a story titled 'A Drug Free Neighbourhood'. Use some of the commonly misspelt words they have learnt.
Fill in the crossword puzzle using the clues provided to make complete words.
Have a desire to educate people about drug and substance abuse.

Learners to create lullabies to soothe a baby to sleep or to stop crying.
Learners are guided to sing the lullabies.
In pairs or individually, learners are guided to identify the words or lines that are repeated.
In groups, learners are guided to state the importance of spelling words correctly
In pairs, learners are guided to read the passage and identify the words that are commonly misspelt
In pairs, learners are guided to construct sentences using vocabulary learnt about drug and substance abuse.
Learners are guided to write a story titled 'A Drug Free Neighbourhood'. Use some of the commonly misspelt words they have learnt.
In groups, learners to fill in the crossword puzzle using the clues provided to make complete words

Why do you think these words are repeated?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 94-95
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 95-100
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Oral questions Oral Report Observation

Natural Resources: Forests

Listening and Speaking; Listening for Details
Listening and Speaking; Listening for Details

By the end of the lesson, the learner should be able to:
Study the picture and talk about the importance of forests.
Listen to the story being read and write down the important details.
Appreciate the importance of detailed information.
Prepare a short speech on the topic: 'What I Love about Forests'
Read the passage in learner's book and then answer the questions that follow.
Appreciate proper pronunciation of words during communication.

Learners are guided to study the picture and talk about the importance of forests.
Learners are guided to listen to the story being read and write down the important details.
In groups, learners are guided to prepare a short speech on the topic: 'What I Love about Forests'
Learners are guided to read the passage in learner's book and then answer the questions that follow

What is the importance of detailed information?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 101-104
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Realia

Oral questions Oral Report Observation

Natural Resources: Forests

Reading I; Intensive Reading: Visuals
Reading I; Intensive Reading: Visuals

By the end of the lesson, the learner should be able to:
Define visuals.
Identify different types of visuals.
Draw different types visuals.
Appreciate the use of visuals.
Identify national or community needs that they can communicate about using visuals.
Create some of the visuals.
Appreciate the importance of visuals.

Learners are guided to define visuals.
Learners to identify different types of visuals.
Learners to draw different types visuals
In groups, learners to identify national or community needs that they can communicate about using visuals.
In groups, learners are guided to create some of the visuals.

Why is it important to interpret pictures and photographs correctly?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 104-107
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Oral questions Oral Report Observation

Natural Resources: Forests

Grammar; Word Classes: Personal and Possessive pronouns
Grammar; Word Classes: Personal and Possessive pronouns

By the end of the lesson, the learner should be able to:
Explain the meaning of pronouns.
Read the passage in learner's book and identify the pronouns used.
Arrange the pronouns in the passage into personal and possessive pronouns.
Use personal and possessive pronouns in their daily conversations.
Define personal and possessive pronouns
Construct sentences using personal and possessive pronouns
Appreciate the use of pronouns in sentences.

Learners are guided to explain the meaning of pronouns.
In groups, learners to read the passage in learner's book and identify the pronouns used.
Learners to arrange the pronouns in the passage into personal and possessive pronouns
Learners to define personal and possessive pronouns.
Learners are guided to search an article online or from a newspaper story. Read a paragraph and list the different types of pronouns used.
In pairs or individually, learners are guided to construct sentences using personal and possessive pronouns.

What are personal pronouns? What are possessive pronouns?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 107-109
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Oral questions Oral Report Observation

Natural Resources: Forests

Reading II; Intensive Reading: Characters in Class Readers
Reading II; Intensive Reading: Characters in Class Readers

By the end of the lesson, the learner should be able to:
Define class readers.
Identify characters in class reader.
Recognize different types of class readers.
Appreciate the importance of class readers.
Read the story, 'Julius' Vision'
Discuss how minor characters in the class readers relate to one another.
Answer factual and inferential questions from the passage.
Enjoy reading the story.

Learners are guided to define class readers.
Learners to identify characters in class reader.
In groups, learners are guided to recognize different types of class readers
Learners are guided to read the story, 'Julius' Vision'
In groups, learners are guided to discuss how minor characters in the class readers relate to one another.
Learners are guided to answer factual and inferential questions from the passage

Which characters seems to do the most in each class reader? Which characters say or do little in the class readers?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 109
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 110-112

Oral questions Oral Report Observation

Natural Resources: Forests

Writing; Composition Writing: The Writing Process
Writing; Composition Writing: The Writing Process

By the end of the lesson, the learner should be able to:
Watch a video on the writing process the teacher will play for you.
Draw a mind map representing the different steps of the writing process.
Appreciate the importance of writing neatly and legibly.
Read the passage and talk about whether or not it is well-written
Writing a narrative composition following the writing process.
Appreciate the importance of writing neatly and legibly

Learners are guided to watch a video on the writing process the teacher will play for you.
Learners are guided to draw a mind map representing the different steps of the writing process
Learners are guided to read the passage and talk about whether or not it is well-written
Learners to writing a narrative composition following the writing process

What is the importance of neat and legible handwriting?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 112-116
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Class readers

Oral questions Oral Report Observation

Travel

Listening and Speaking; Listening Comprehension: Explanatory Narratives
Listening and Speaking; Listening Comprehension: Explanatory Narratives

By the end of the lesson, the learner should be able to:
Identify the features of explanatory narratives.
Create a story that explain why the cat lives with human beings.
Appreciate the features of explanatory narrative.
Identify what makes the performance of an explanatory narrative more enjoyable.
Watch videos of people telling explanatory narrative. Make notes on how the story is made interesting.
Appreciate ways of making an explanatory narrative more interesting.

In groups, learners are guided to identify the features of oral narratives
Learners to create a story that explain why the cat lives with human beings
Learners are guided to identify what makes the performance of an explanatory narrative more enjoyable.
Learners to watch videos of people telling explanatory narrative. Make notes on how the story is made interesting

What are explanatory narrative?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 117-119
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Oral questions Oral Report Observation

Travel

Listening and Speaking; Listening Comprehension: Explanatory Narratives
Reading I; Intensive Reading

By the end of the lesson, the learner should be able to:
Choose one narrative and discuss the features they will include in their performance of it.
Perform the explanatory narratives.
Have fun and enjoy performing the explanatory narrative.
Explain the meaning of reading for interpretation and reading for evaluation.
Listen to a recording of the poem, 'Mother to Her child'
Enjoy reading the poem.

In groups, learners to choose narrative and discuss the features they will include in their performance of it.
In groups, learners are guided to perform the explanatory narratives
Learners to explain the meaning of reading for interpretation and reading for evaluation
In pairs, learners to Listen to a recording of the poem, 'Mother to Her child'

What can you do to make the performance of an explanatory narrative more enjoyable?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 117-119
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 119-122

Oral questions Oral Report Observation

Travel

Reading I; Intensive Reading
Grammar; Word Classes: Simple Prepositions

By the end of the lesson, the learner should be able to:
Read the poem, 'Growing Pains' and answer the questions that follow.
Talk about the main idea of the poem and the details that support it.
Write a summary of what the poem is talking about.
Have fun and enjoy reading the poems.
Define prepositions.
Sing the sing in learner's book.
Identify all the prepositions in the song.
Appreciate the use of prepositions.

In pairs, learners to Read the poem, 'Growing Pains' and answer the questions that follow
In pairs, learners to talk about the main idea of the poem and the details that support it
In pairs, learners to write a summary of what the poem is talking about
Learners to define prepositions.
In pairs, learners to sing the sing in learner's book.
Identify all the prepositions in the song

Where are the events of this poem taking place? Who are the people involve in these events?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 119-122
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 122-124

Oral questions Oral Report Observation

Travel

Grammar; Word Classes: Simple Prepositions
Reading II; Intensive Reading: Poetry

By the end of the lesson, the learner should be able to:
Match the verbs in the left column with the prepositions in the right column.
Construct sentences using prepositions.
Use prepositions in their day to day lives.
Read the poem, 'Betrothed'
Identify the characters in the poem.
Act out the poem.
Enjoy reading and acting the poem.

Learners are guided to match the verbs in the left column with the prepositions in the right column.
In pairs, learners to construct sentences using prepositions.
Learners are guided to read the poem, 'Betrothed'
In groups, learners to identify the characters in the poem.
In groups, learners to act out the poem

What are the uses of prepositions?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 122-124
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 124-127

Oral questions Oral Report Observation

Travel
Heroes and Heroines- Kenya

Writing: Composition Writing: Self-Assessment
Writing: Composition Writing: Self-Assessment
Listening and Speaking: Pronunciation: Consonant and Vowel Sounds

By the end of the lesson, the learner should be able to:
Search online or in books for information on assessing their own narrative composition.
Give reasons why self-assessment is important.
Assess a composition using a checklist.
Appreciate the importance of a checklist.
Read the passage, 'How to Assess a Narrative Composition'
Write a narrative composition about a class trip.
Assess their compositions.
Appreciate the importance of self-assessment.
Identify constant and vowels Sounds.
Read the conversation between Dorty and Mother aloud.
Identify words with the same sound as /t/ and /d/ such as wrote, den
Appreciate the importance of correct pronunciation of words

Learners are guided to search online or in books for information on assessing their own narrative composition
In pairs, learners are guided to give reasons why self-assessment is important
In groups, learners to assess a composition using a checklist
Learners are guided to read the passage, 'How to Assess a Narrative Composition'
In groups, learners to write a narrative composition about a class trip.
Learners to assess their composition.
In pairs, learners are guided to identify constant and vowels Sounds.
Learners to read the conversation between Dorty and Mother aloud.
Learners to identify words with the same sound as /t/ and /d/ such as wrote, den

What is self-assessment? What is the importance of checklist?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 127-128

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KLB; Top Scholar: English Learner's Book Grade 7 pg. 128-130
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 131-133

Oral questions Oral Report Observation

Heroes and Heroines- Kenya

Listening and Speaking: Pronunciation: Consonant and Vowel Sounds
Listening and Speaking: Pronunciation: Consonant and Vowel Sounds

By the end of the lesson, the learner should be able to:
Read the poem in 's book.
Recite the poem in 's book.
Enjoy reciting the poem.
Listen to an audio recording.
Identify nouns and verbs from the recording.
Talk about the importance of correct pronunciation and stress.
Appreciate the importance of correct pronunciation.

In groups, read the poem in the learner's book.
In groups, learners to recite the poem in the learner's book.
In groups, learners to listen to an audio recording.
Individually, learners to identify nouns and verbs from the recording.
Learners to talk about the importance of correct pronunciation and stress

What is the poem about?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 134-135
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 135-136
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Heroes and Heroines- Kenya

Reading I; Extensive Reading: Grade Appropriate Fictional Materials
Reading I; Extensive Reading: Grade Appropriate Fictional Materials

By the end of the lesson, the learner should be able to:
Define the term fictional.
Talk about their favourite storybooks.
Appreciate the importance of reading widely
Read the passage, 'Dedan Kimathi's Early Years'
Retell the story of Dedan Kimathi.
Select a part and dramatize it in front of the class.
Have fun and enjoy dramatizing the story.

Learners to define the term fictional
In groups, learners to talk about their favourite storybooks
In groups, learners to read the passage, 'Dedan Kimathi's Early Years'
In groups, learners to retell the story of Dedan Kimathi.
In groups, learners to select a part and dramatize it in front of the class.

What are fictional materials?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 136-137
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 137-139
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Heroes and Heroines- Kenya

Grammar; Word Classes: Conjunctions and, but, or
Reading II Intensive Reading: Class reader

By the end of the lesson, the learner should be able to:
Define conjunctions.
Identify uses of conjunctions.
Fill in the spaces using conjunctions.
Construct sentences using conjunctions.
Appreciate the uses of conjunctions.
Read the passage, 'The Password'
Answer the questions that follow.
Make short notes on the events that occur in the passage.
Appreciate the uses of class readers.

Learners are guided define conjunctions.
In groups, learners to identify uses of conjunctions
In groups, learners to fill in the spaces using conjunctions.
In groups, learners to construct sentences using conjunctions.
In pairs, learners to read the passage, 'The Password'
In pairs, learners to answer the questions that follow.
In pairs, learners are guided to make short notes on the events that occur in the passage

How did Mandela help South Africa to get freedom?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 140-141
Dictionaries
Charts
Realia
Computing devices
KLB; Top Scholar: English Learner's Book Grade 7 pg. 141-144
Internet

Oral questions Oral Report Observation

Heroes and Heroines- Kenya

Reading I Intensive Reading: Class reader
Writing; Creative Writing: Narrative Compositions

By the end of the lesson, the learner should be able to:
Talk about the characters and how they make the events in the story happen.
Act out the events of the passage.
Enjoy acting the story.
Identify features of narrative compositions.
Take turns to talk about the funniest, hardest, saddest or most surprising experiences of their life.
Appreciate narrative compositions.

In pairs, learners to talk about the characters and how they make the events in the story happen
In pairs, learners are guided to act out the events of the passage
Learners to identify features of narrative compositions.
In pairs or in groups, learners to take turns to talk about the funniest, hardest, saddest or most surprising experiences of their life.

What have you learnt about heroes and heroine?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 141-144
Dictionaries
Internet
Computing devices
KLB; Top Scholar: English Learner's Book Grade 7 pg. 144-145
Charts
Realia

Oral questions Oral Report Observation

Heroes and Heroines- Kenya
Music

Writing; Creative Writing: Narrative Compositions
Listening and Speaking; Oral Presentation: Delivering Speeches

By the end of the lesson, the learner should be able to:
Read the story in learner's book.
Create well-written narrative compositions on different topics.
Appreciate narrative compositions.
Define the term speech.
Identify features of oral presentation.
Listen to a recording on features of oral presentation and take notes.
Have a desire to make a speech.

In pairs, learners to read the story in learner's book
In groups, learners are guided to create well-written narrative compositions on different topics.
Individually, learners to define the term speech.
Learners to identify features of oral presentation.
In groups, learners to listen to a recording on features of oral presentation and take notes.

What are some of the most interesting stories they have ever read?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 144-145
Dictionaries
Charts
Internet
Computing devices
KLB; Top Scholar: English Learner's Book Grade 7 pg. 151
Realia

Oral questions Oral Report Observation

Music

Listening and Speaking; Oral Presentation: Delivering Speeches
Reading I; Study Skills: Note Making

By the end of the lesson, the learner should be able to:
Read the speech, 'Riddle. Riddle'
Talk about the importance of delivering speech.
Appreciate the importance of delivering speech.
Explain the meaning of note-making.
Discuss how useful sub-divisions are in note-making.
Talk about why it is important to make notes.
Appreciate the importance of note-making.

Learners to read the speech, 'Riddle. Riddle'
Learners are guided to talk about the importance of delivering speech.

In groups, learners are guided to explain the meaning of note-making.
In groups, learners are guided to discuss how useful sub-divisions are in note-making.
In groups, learners are guided to talk about why it is important to make notes

What is the importance of delivering speech?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 151-153
Dictionaries
Charts
Internet
Computing devices
KLB; Top Scholar: English Learner's Book Grade 7 pg. 60-61
Realia

Oral questions Oral Report Observation

Music

Reading I; Study Skills: Note Making
Reading I; Study Skills: Note Making

By the end of the lesson, the learner should be able to:
Read the passage, 'We get Paid and Do What We Love Most'
Identify and discuss the meaning of the key words in the passage.
Appreciate the importance of note-making.
Read the passage, 'The importance of Music'
Make notes on the origin and role of the music.
Appreciate the importance of music.

In groups, learners are guided to read the passage, 'We get Paid and Do What We Love Most'
In groups, learners are guided to identify and discuss the meaning of the key words in the passage.
In pairs, learners to Read the passage, 'The importance of Music'
In pairs, learners to Make notes on the origin and role of the music.

What is the importance of note-making?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 153-155
Dictionaries
Charts
Internet
Computing devices
KLB; Top Scholar: English Learner's Book Grade 7 pg. 155-156

Oral questions Oral Report Observation

Music

Grammar; Word Classes: Determiners
Grammar; Word Classes: Determiners

By the end of the lesson, the learner should be able to:
Define determiners.
Identify the uses of determiners.
Recite the poem, 'The Spice of Life' and identify determiners.
Appreciate the uses of determiners.
Read the passage in learner's book and identify the articles and possessives.
Make flashcards with the possessive they have learnt.
Appreciate the importance of possessives.

In pairs, learners are guided to define determiners
In pairs, learners are guided to identify the uses of determiners.
In pairs, learners are guided to recite the poem, 'The Spice of Life' and identify determiners
In pairs, learners to read the passage in learner's book and identify the articles and possessives.
In groups, learners to make flashcards with the possessive they have learnt.

What are determiners?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 157
Dictionaries
Charts
Realia
Internet
Computing devices
KLB; Top Scholar: English Learner's Book Grade 7 pg. 157-159

Oral questions Oral Report Observation

Music

Grammar; Word Classes: Determiners
Reading II; Intensive Reading: Characters and their Traits

By the end of the lesson, the learner should be able to:
Match the articles with the correct nouns.
Compose a song on children's rights.
Use articles in their day to day conversations.
Appreciated the importance of children rights.
Read the ogre narrative, 'Anakamuna and Anakanani the ogre'
Role play the story of 'Anakamuna and Anakanani the ogre'
Have fun reading ogre narratives.

In pairs, learners to match the articles with the correct nouns.
In groups, learners to compose a song on children's rights.
In pairs, learners to use articles in their day to day conversations
In pairs, learners are guided to read the ogre narrative, 'Anakamuna and Anakanani the ogre'
In pairs, learners to role play the story of 'Anakamuna and Anakanani the ogre'

What have you learnt about articles?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 159-160
Dictionaries
Charts
Realia
Internet
Computing devices
KLB; Top Scholar: English Learner's Book Grade 7 pg. 160-163

Oral questions Oral Report Observation

Music
TRADITIONAL FASHION
TRADITIONAL FASHION

Writing; Functional Writing: Packing and Shopping List
Listening to Respond: Views/ Opinions
Listening to Respond: Views/ Opinions

By the end of the lesson, the learner should be able to:
Identify parts of a shopping list.
Prepare a shopping list showing the items they plan to buy, the quantity and the price of each.
Appreciate the importance of shopping list.
list ways of expressing views/opinions in different contexts,
Identify way of expressing views/opinions from texts,
c) Acknowledge the value of one
use different expressions that indicate own views/opinions in a given text,

Individually or in pairs, learners to identify parts of a shopping list.
Individually or in pairs, learners to prepare a shopping list showing the items they plan to buy, the quantity and the price of each.
The learner is guided to:
search online and offline for the different ways of expressing views/opinions,
listen to an oral narrative and identify the different ways used to express opinions/views,
in groups, role play the different characters in the narrative and bring out different ways of expressing opinions/views,
explain their feelings towards issues raised in the trickster narrative,
write on a chart, the words they have used to describe their feelings.

What is a shopping list?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 163-166
Dictionaries
Charts
Internet
Computing devices
Digital device,
Recorded narratives
pictures
Skills in English Grade 7 T.G Pg.164-168
Skills in English Grade 7 PB. Pg. 143-144

Oral questions Oral Report Observation

Reading

Intensive Reading- Comprehension
Intensive Reading- Comprehension

By the end of the lesson, the learner should be able to:
identify main ideas in a text,
use contextual clues to infer the meaning of words in a text,
c) Appreciate the importance of reading comprehension in lifelong learning.
describe characters, ideas or events in a text,
summarize information from a short text,

The learner is guided to:
download and share texts with mental images from the texts and draw conclusions,
read a passage individually, and identify key words in the passage,
infer the meaning of words using contextual clues,
in groups, role play the characters and events in the text,
use contextual clues to decipher the meaning of words,
answer questions based on the passage
give an appropriate title to a story or passage.

Why should we recreate characters, places and events in our minds? How can we tell the meaning of words and phrases in a text?

Digital device,
Print and online dictionaries
Skills in English Grade 7 T.G Pg.169-171
Skills in English Grade 7 PB. Pg. 144-146

Checklist Questions Journal Learners portfolio Written assessment

Grammar in use

Phrasal Verbs
Phrasal Verbs

By the end of the lesson, the learner should be able to:
identify phrasal verbs formed from put, come and give in a given text,
define the term phrasal verb,
c) Acknowledge the role of phrasal verbs in communication.
use given phrasal verbs correctly in sentence construction,

The learner is guided to:
read a text and identify the phrasal verbs formed from put, come and give present,
in groups, search online and use charts for meanings of the phrasal verbs they have identified,
fill in blanks in a text using the most appropriate phrasal verb,
search on the internet for more examples of phrasal verbs,

How are phrasal verbs formed? What meanings are expressed through phrasal verbs?

Digital device,
Print and online dictionaries
Skills in English Grade 7 T.G Pg.171-173
Skills in English Grade 7 PB. Pg. 146-148

Checklist Questions Journal Learners portfolio Written assessment

Reading

Class Reader: Main Ideas
Class Reader: Main Ideas

By the end of the lesson, the learner should be able to:
identify the main ideas in the section read in the text,
discuss the lessons learnt from the text
c) Appreciate the role of literature in fostering critical thinking.
relate the lessons learnt to real life experiences

The learner is guided to:
read a section of the text aloud in turns and dramatize the events
discuss the main ideas in the sections read in the text in groups
relate the lessons learnt from the section read to real life experiences in groups
draw a chart showing the sequence of the main events in the section read
search online and watch an adapted dramatization of the section read.

Why do people read story books? What is the importance of reading a short story?

Digital device,
Print and online dictionaries
Skills in English Grade 7 T.G Pg.173-174
Skills in English Grade 7 PB. Pg. 148-150

Checklist Questions Journal Learners portfolio Written assessment

Writing

The writing Process: Dialogues
The writing Process: Dialogues

By the end of the lesson, the learner should be able to:
outline the format of a dialogue
Using IT devices, find more on dialogues.
c) Acknowledge the importance of the writing process in acquiring good writing skills.
apply the writing process in writing a dialogue

The learner is guided to:
search online and offline for an example of a dialogue
dramatize the identified dialogue
in groups, discuss the format of the dialogue they have identified
Individually fill in missing words in a set dialogue on traditional fashion
In pairs, discuss the correctness of the words they have used
individually, create a rough draft of a short dialogue using the format they have identified
in groups, edit each other

What is the difference between a dialogue and a narrative composition?

Digital device,
Print and online dictionaries
Skills in English Grade 7 T.G Pg.175-177
Skills in English Grade 7 PB. Pg. 150-152

Checklist Questions Journal Learners portfolio Written assessment

LAND TRAVEL

Listening Comprehension: Extensive Listening
Listening Comprehension: Extensive Listening

By the end of the lesson, the learner should be able to:
identify the key issues raised in songs addressing land travel,
listen attentively to songs on land travel,
C) Acknowledge the importance of extensive listening in communication.
use vocabulary identified from songs on land travel correctly,
c) Acknowledge the importance of extensive listening in communication.

The learner is guided to:
listen to songs on local and international land travel from audio recordings,
respond to comprehension questions on key issues raised in the song,
pick out key issues raised from a song sung by the teacher or resource person on land travel,
share ideas on the key issues addressed in the songs they have listened to using wall charts,
identify vocabulary used in songs on land travel and infer their meaning from context,
construct sentences orally using the vocabulary learnt,
sing choral songs on land travel.

How can we tell the main message in a song?

Digital device,
Wall charts
Play songs
Skills in English Grade 7 T.G Pg.178-182
Skills in English Grade 7 PB. Pg. 153-154

Checklist Questions Journal Learners portfolio Written assessment

Reading

Intensive Reading: Comprehension Strategies
Intensive Reading: Comprehension Strategies

By the end of the lesson, the learner should be able to:
identify key ideas from a passage,
summarize key ideas from a passage,
c) Acknowledge the importance of comprehension strategies in effective reading.
create mental images from the events in a passage,
deduce the meaning of words from context,
respond to factual and inferential questions, correctly from the passage
d) Acknowledge the importance of comprehension strategies in effective reading.

The learner is guided to:
read selected grade appropriate passages on issues related to land travel such as safety and security from print and on-line sources,
discuss opinions formed about the characters or ideas presented in the passage,
infer the meaning of words based on how they have been used in the passage
complete oral and written exercises using the vocabulary learnt,
answer factual and inferential questions from the passages, both orally and in writing,
Summarize key ideas presented in the passages by paraphrasing,

How do you get the meaning of a words from a passage?

Digital device,
Drawing papers
Skills in English Grade 7 T.G Pg.183-184
Skills in English Grade 7 PB. Pg. 154-157

Checklist Questions Journal Learners portfolio Written assessment

Grammar in use

Sentences: Simple Sentences
Sentences: Simple Sentences

By the end of the lesson, the learner should be able to:
Identify simple sentences from varied texts,
differentiate between print and non-print texts,
c) Advocate the importance of using a variety of sentences in communication.
construct simple sentences on a variety of issues,

The learner is guided to:
listen keenly to a poem or a story on land travel and write down all the simple sentences that feature in the texts,
read a print or non-print text on land travel in groups and identify the simple sentences,
tell a chain story featuring simple sentences in groups,
complete a substitution table featuring simple sentences,
complete a mind map to practice construction of simple sentences,
write a short dialogue using simple sentences and share it with peers on- line and off-line.

What is the role of sentences in a text? What constitutes a simple sentence?

Digital device,
recordings
Skills in English Grade 7 T.G Pg.185-186
Skills in English Grade 7 PB. Pg. 157-160

Checklist Questions Journal Learners portfolio Written assessment

Reading

Oral Literature: Praise Songs
Oral Literature: Praise Songs

By the end of the lesson, the learner should be able to:
identify the purpose and occasions for which praise songs are performed,
discuss the relationship between the singer and the person being praised in praise songs,
c) Appreciate the purpose of praise songs in communication.
perform praise songs sang in their immediate environment
collaborate with peers in performing the praise songs,

The learner is guided to:
listen to praise songs from audio visual sources or from a resource person,
identify and discuss the purpose of the praise songs they have listened to,
share ideas on the relationship between the singer and the person been praised in the praise songs they have listened to,
identify a praise song sang in their immediate environment in groups,
present praise songs in groups to the class and share experiences,
discuss the character traits of the singer(s) as brought out in the praise song(s).

Why do we sing? What kind of people are praised in songs?

Digital device,
recordings
Skills in English Grade 7 T.G Pg.187-189
Skills in English Grade 7 PB. Pg. 160-162

Checklist Questions Journal Learners portfolio Written assessment

Writing
SPORTS AND OUTDOOR GAMES
SPORTS AND OUTDOOR GAMES

Creative Writing: Narrative Composition
Creative Writing: Narrative Composition
Pronunciation: Consonant Sounds and Intonation
Pronunciation: Consonant Sounds and Intonation

By the end of the lesson, the learner should be able to:
explain the meaning of specified idioms in context,
b) create well written narrative compositions using the specified idioms, c) appreciate the role of idioms in creative writing
identify words with the sounds /v/, /f/, /n/ and /?/ from a text,
pronounce words with the sounds /v/, /f/, /n/ and /?/ in sentences,
c) Appreciate the importance of correct pronunciation and intonation in a conversation.
use correct intonation for yes/no and wh- questions in varied contexts,

The learner is guided to:
brainstorm on the reason creative writers use idiomatic expressions in writing,
explain situations that call for the use of the following idiomatic expressions:
biting off more than you can chew
own up to something
having a lot on your plate
call it a day
piece of cake
o hold your tongue
confirm the meaning of the idiomatic expressions from print and on-line dictionaries,
practice using the idiomatic expressions in sentences,
The learner is guided to:
search from print and non-print sources for tongue twisters with some of the target sounds and say them for enjoyment,
watch a video or listen to a recording or conversation on outdoor games and group the words in a table according to the to the following target sounds: v/ as in very; /f/ as in ferry /n/ as in been an /?/ as in being,
listen to and model native speaker clips with the target sounds in words,
practice, in groups, the pronunciation of words with the target and record themselves,
share the clips for peer review,
listen to an audio or a dramatized conversation on outdoor games in which Yes/No and WH- questions are used and point out whether a rising or falling intonation is used,

What makes a story memorable? What is the importance of using idioms in communication?

Digital device,
Print and online dictionaries
Skills in English Grade 7 T.G Pg.190-192
Skills in English Grade 7 PB. Pg. 163-164
Recording device
Play conversations
Skills in English Grade 7 T.G Pg.193-197
Skills in English Grade 7 PB. Pg. 165-167

Checklist Questions Journal Learners portfolio Written assessment