If this scheme pleases you, click here to download.
| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1-2 |
Personal Responsibility
|
Listening and Speaking;
Conversational Skills
|
By the end of the
lesson, the learner
should be able to:
Make a list of details that they would need to know for them to properly introduce people. List the tips for an effective self-introduction. Introduce him/herself to their classmates. Use polite language. Discuss whether or not it is always polite to mention people |
In pairs, learners are guided to make a list of details that they would need to know for them to properly introduce people.
In pairs, learners are guided to list the tips for an effective self-introduction. Learners to introduce him/herself to their classmates In groups, learners are guided to discuss whether or not it is always polite to mention people |
What is personal responsibility?
Which polite words do you use? |
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Personal Responsibility
|
Extensive Reading: Independent Reading
|
By the end of the
lesson, the learner
should be able to:
Select appropriate reading materials from a library or online sources. State the importance of reading on their own Use reference materials systematically to find necessary information. Appreciate the use of references materials for life-long learning. |
Learners are guided to select appropriate reading materials from a library or online sources (encyclopedias, biographies, dictionaries, journals and magazine)
Learners to state the importance of reading on their own. Learners are guided to use reference materials systematically to find necessary information Learners are guided to demonstrate in interest using references materials for life-long learning. |
Why is it important to read on your own
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Personal Responsibility
|
Extensive Reading: Independent Reading
Grammar; Word Classes: Nouns |
By the end of the
lesson, the learner
should be able to:
Read the dialogue in learner |
Learners are guided to read the dialogue in learner
|
What do you like reading on your own?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 5 |
Personal Responsibility
|
Grammar; Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
Define abstract and concrete nouns. Construct sentences using abstract and concrete nouns. Appreciate the use of nouns in sentences. |
Learners to define abstract and concrete nouns.
Learners are guided to search an article online or from a newspaper story. Read a paragraph and list the different types of nouns. In pairs or individually, learners are guided to construct sentences using abstract and concrete nouns. |
What are abstract nouns?
What are concrete nouns?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 1-2 |
Personal Responsibility
Science and Health Education |
Reading II
Intensive reading: Trickster Narratives
Writing Handwriting: Legibility and Neatness Listening and Speaking; Oral Presentation |
By the end of the
lesson, the learner
should be able to:
Read the story, Identify the features of oral narratives. Read the oral narrative, |
In pairs, learners to read the story,
In groups, learners are guided to identify the features of oral narratives Learners are guided to read the oral narrative, |
Which animal characters trick others in oral narrative?
What lessons do you learn from the story?
What are oral narrative? |
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Science and Health Education
|
Listening and Speaking; Oral Presentation
|
By the end of the
lesson, the learner
should be able to:
Identify what makes the performance of an oral narrative more enjoyable. Watch videos of people telling oral narrative. Make notes on how the story is made interesting. Appreciate ways of making an oral narrative more interesting. |
Learners are guided to identify what makes the performance of an oral narrative more enjoyable.
Learners to watch videos of people telling oral narrative. Make notes on how the story is made interesting |
What are the features of oral narratives?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Science and Health Education
|
Reading 1
Intensive Reading: Simple Poems
|
By the end of the
lesson, the learner
should be able to:
Read the three texts on learner |
Learners are guided to Read the three texts on learner
|
Can you tell what each text is about from the title only?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 5 |
Science and Health Education
|
Grammar
Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
Read the passage, |
Learners are guided to read the passage,
|
What are count nouns?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 4 | 1-2 |
Science and Health Education
|
Grammar
Word Classes: Nouns
Reading II Intensive Reading: Class Readers Writing; Mechanics of Writing: Punctuation Marks |
By the end of the
lesson, the learner
should be able to:
Read the passage in learner Read through the front and back covers of different class readers. Draw a diagram showing the author, setting place, setting time and characters. Appreciate the importance of class readers. |
Learners are guided to read the passage in learner
Learners are guided to read through the front and back covers of different class readers, such as, |
What are non-count nouns?
What are class readers? |
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Science and Health Education
Hygiene |
Writing; Mechanics of Writing: Punctuation Marks
Listening and Speaking; Listening for Information and the Most important idea |
By the end of the
lesson, the learner
should be able to:
Punctuate the sentences in learner |
In pairs, learners are guided to punctuate the sentences in learner
|
Why are punctuation marks important?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Hygiene
|
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. |
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 |
How many steps are there in washing hands properly?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 4 | 5 |
Hygiene
|
Listening and Speaking; Listening for Information and the Most important idea
Reading I Reading for information |
By the end of the
lesson, the learner
should be able to:
Read the passage in learner |
In pairs, learners to read the passage in learner
|
What have you learnt about the passage?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 1-2 |
Hygiene
|
Reading I
Reading for information
Grammar; Word Classes: Verbs and Tense |
By the end of the
lesson, the learner
should be able to:
Read the passage, Read the passage in learner |
Learners are guided to read the passage,
Learners to read the passage in learner |
Why is hygiene important?
What are regular verbs? What are irregular verbs? |
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 3 |
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 |
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 |
Which words describe when, how, and where actions take place?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Hygiene
|
Reading II
Intensive Reading: Poetry
Writing Narrative Paragraph |
By the end of the
lesson, the learner
should be able to:
Read the poems, |
In groups, read the poems,
|
Who is a persona?
What is the poem about?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 5 |
Leadership
|
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. |
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 |
Who is leader?
Who is a good leader?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 1-2 |
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?
Why is it important to find the main idea? How can we identify the supporting details? |
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Leadership
|
Reading I
Intensive Reading
Grammar Word Classes: Verbs and Tense |
By the end of the
lesson, the learner
should be able to:
Read the passage, |
Learners to read the passage,
|
What lessons can you draw from this story for your own life?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Leadership
|
Grammar
Word Classes: Verbs and Tense
|
By the end of the
lesson, the learner
should be able to:
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. |
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 past tense verbs end?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 5 |
Leadership
|
Reading II
Intensive Reading: Class Readers
Writing; Paragraphing: Using Example and Incidents |
By the end of the
lesson, the learner
should be able to:
Read the passage, |
Learners to read the passage,
|
How did you know the main characters in the stories or novels were?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 7 | 1-2 |
Leadership
Drug and Substances Abuse |
Writing; Paragraphing: Using Example and Incidents
Listening and Speaking; Conversational Skills |
By the end of the
lesson, the learner
should be able to:
Study the mind map in learner 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. |
In groups, learners are guided to study the mind map in learner
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. |
What is the main idea?
What examples are given to illustrate the main idea?
What are the effects of drugs on those who abuse them? |
KLB; Top Scholar: English Learner
KLB; Top Scholar: English Learner's Book Grade 7 pg. 85-91 Dictionaries Charts Realia Journals Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 85-91 Dictionaries Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 3 |
Drug and Substances Abuse
|
Listening and Speaking;
Conversational Skills
Reading 1 Reading Fluency |
By the end of the
lesson, the learner
should be able to:
List polite expressions used in conversations. Make posters on turn taking skills and polite interruptions. Use polite expressions as they speak |
Learners to list polite expressions used in conversations
Learners are guided to make posters on turn taking skills and polite interruptions |
Which polite words do you use?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 89-91
Dictionaries Journals Internet Computing devices Charts |
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Drug and Substances Abuse
|
Grammar in Use; Work Classes: Adverbs
|
By the end of the
lesson, the learner
should be able to:
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. |
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 is an adverb?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 91-94
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 7 | 5 |
Drug and Substances Abuse
|
Intensive Reading: Oral Literature: Songs
|
By the end of the
lesson, the learner
should be able to:
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 define a lullaby.
In pairs, learners to sing the lullaby in learner's book In pairs, learners to answer the questions that follow |
What are the singer's feelings towards the baby in each lullaby?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 94-95
Dictionaries Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 1-2 |
Drug and Substances Abuse
Drug and Substances Abuse Natural Resources: Forests |
Writing; Mechanics of Writing: Commonly Misspelt Words
Writing; Mechanics of Writing: Commonly Misspelt Words Listening and Speaking; Listening for Details |
By the end of the
lesson, the learner
should be able to:
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. |
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 is it important to spell words correctly?
Which words do you find difficult to spell and why?
How can we learn how to spell words that we normally misspell? Why must you be careful to write the right word? |
KLB; Top Scholar: English Learner's Book Grade 7 pg. 95-100
Dictionaries Charts Realia Journals Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 95-100 Dictionaries Charts Realia Journals Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 101-104 |
Oral questions Oral Report Observation
|
|
| 8 | 3 |
Natural Resources: Forests
|
Listening and Speaking;
Listening for Details
Reading I; Intensive Reading: Visuals |
By the end of the
lesson, the learner
should be able to:
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. |
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 |
How can you listen more attentively?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 101-104
Dictionaries Charts Realia Journals Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 104-107 |
Oral questions Oral Report Observation
|
|
| 8 | 4 |
Natural Resources: Forests
|
Reading I; Intensive Reading: Visuals
|
By the end of the
lesson, the learner
should be able to:
Identify national or community needs that they can communicate about using visuals. Create some of the visuals. Appreciate the importance of 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. |
What are the advantages of pictures and photographs over other forms of communication?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 104-107
Dictionaries Charts Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 5 |
Natural Resources: Forests
|
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. |
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 |
What are personal pronouns?
What are possessive pronouns?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 107-109
Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 1-2 |
Natural Resources: Forests
|
Reading II; Intensive Reading: Characters in Class Readers
Writing; Composition Writing: The Writing Process |
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. 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. |
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 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 |
Which characters seems to do the most in each class reader?
Which characters say or do little in the class readers?
What is the importance of neat and legible handwriting? |
KLB; Top Scholar: English Learner's Book Grade 7 pg. 109
Dictionaries Charts Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 110-112 KLB; Top Scholar: English Learner's Book Grade 7 pg. 112-116 Dictionaries Charts Realia Journals Internet Computing devices Class readers |
Oral questions Oral Report Observation
|
|
| 9 | 3 |
Travel
|
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. |
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 |
What are explanatory narrative?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 117-119
Dictionaries Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 9 | 4 |
Travel
|
Listening and Speaking; Listening Comprehension: Explanatory Narratives
|
By the end of the
lesson, the learner
should be able to:
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. |
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 the features of explanatory narratives?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 117-119
Dictionaries Charts Internet Computing devices Realia Journals |
Oral questions Oral Report Observation
|
|
| 9 | 5 |
Travel
|
Reading I; Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
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. |
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' |
Why do you think some lines are repeated several times?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 119-122
Dictionaries Charts Journals Internet Computing devices Realia |
Oral questions Oral Report Observation
|
|
| 10 | 1-2 |
Travel
|
Grammar; Word Classes: Simple Prepositions
Grammar; Word Classes: Simple Prepositions Reading II; Intensive Reading: Poetry |
By the end of the
lesson, the learner
should be able to:
Define prepositions. Sing the sing in learner's book. Identify all the prepositions in the song. Appreciate the use of prepositions. 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. |
Learners to define prepositions.
In pairs, learners to sing the sing in learner's book. Identify all the prepositions in the song 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. |
What are prepositions?
What are the uses of prepositions? |
KLB; Top Scholar: English Learner's Book Grade 7 pg. 122-124
Dictionaries Charts Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 122-124 Dictionaries Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 124-127 |
Oral questions Oral Report Observation
|
|
| 10 | 3 |
Travel
|
Writing: Composition Writing: Self-Assessment
|
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. |
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 |
What is self-assessment?
What is the importance of checklist?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 127-128
Dictionaries Realia Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 128-130 Charts |
Oral questions Oral Report Observation
|
|
| 10 | 4 |
Heroes and Heroines- Kenya
|
Listening and Speaking: Pronunciation: Consonant and Vowel Sounds
|
By the end of the
lesson, the learner
should be able to:
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 |
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 |
Who is your hero?
Why do you consider this person a hero?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 131-133
Dictionaries Realia Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 134-135 Internet |
Oral questions Oral Report Observation
|
|
| 10 | 5 |
Heroes and Heroines- Kenya
|
Listening and Speaking: Pronunciation: Consonant and Vowel Sounds
|
By the end of the
lesson, the learner
should be able to:
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, 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 have you learnt about nouns and verbs?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 135-136
Dictionaries Charts Realia Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 1-2 |
Heroes and Heroines- Kenya
|
Reading I; Extensive Reading: Grade Appropriate Fictional Materials
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 the term fictional. Talk about their favourite storybooks. Appreciate the importance of reading widely Define conjunctions. Identify uses of conjunctions. Fill in the spaces using conjunctions. Construct sentences using conjunctions. Appreciate the uses of conjunctions. |
Learners to define the term fictional
In groups, learners to talk about their favourite storybooks 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. |
What are fictional materials?
How did Mandela help South Africa to get freedom? |
KLB; Top Scholar: English Learner's Book Grade 7 pg. 136-137
Dictionaries Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 137-139 Charts Realia 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
|
|
| 11 | 3 |
Heroes and Heroines- Kenya
|
Reading I
Intensive Reading: Class reader
|
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. |
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 |
What have you learnt about heroes and heroine?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 141-144
Dictionaries Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 4 |
Heroes and Heroines- Kenya
|
Writing; Creative Writing: Narrative Compositions
|
By the end of the
lesson, the learner
should be able to:
Identify features of narrative compositions. Take turns to talk about the funniest, hardest, saddest or most surprising experiences of their life. Appreciate narrative compositions. |
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 are narrative compositions?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 144-145
Dictionaries Charts Realia Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 5 |
Music
|
Listening and Speaking; Oral Presentation: Delivering Speeches
|
By the end of the
lesson, the learner
should be able to:
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. |
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 is a speech?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 151
Dictionaries Charts Realia Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 151-153 |
Oral questions Oral Report Observation
|
|
| 12 | 1-2 |
Music
|
Reading I; Study Skills: Note Making
|
By the end of the
lesson, the learner
should be able to:
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. 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 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 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 note-making?
What is the role music? |
KLB; Top Scholar: English Learner's Book Grade 7 pg. 60-61
Dictionaries Charts Realia Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 153-155 Internet KLB; Top Scholar: English Learner's Book Grade 7 pg. 155-156 Dictionaries Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 3 |
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. |
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 |
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
|
|
| 12 | 4 |
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. |
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 |
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
|
|
| 12 | 5 |
Music
|
Writing; Functional Writing: Packing and Shopping List
|
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. |
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. |
What is a shopping list?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 163-166
Dictionaries Charts Internet Computing devices |
Oral questions Oral Report Observation
|
Your Name Comes Here