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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
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. |
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 |
What is personal responsibility?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 1 | 2 |
Personal Responsibility
|
Listening and Speaking;
Conversational Skills
|
By the end of the
lesson, the learner
should be able to:
Read the dialogue on learner |
Learners to read the dialogue on learner
|
How do you think the student feels after talking to the teacher?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 1 | 3 |
Personal Responsibility
|
Listening and Speaking;
Conversational Skills
Extensive Reading: Independent Reading Extensive Reading: Independent Reading |
By the end of the
lesson, the learner
should be able to:
Introduce other people that they know very well. Play the game, |
Learners are guided to imagine that they are introducing two people that they know well but who do not know other.
Learners are guided to play the game, |
How many people can you introduce very well?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 1 | 4 |
Personal Responsibility
|
Grammar; Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
Define a noun. Read the passage in learner |
Learners are guided to define a noun.
In pairs, learners to read the passage in learner |
What is a noun?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 1 | 5 |
Personal Responsibility
|
Grammar; Word Classes: Nouns
Reading II Intensive reading: Trickster Narratives Writing Handwriting: Legibility and Neatness |
By the end of the
lesson, the learner
should be able to:
Read the poem in learner |
In groups, learners are guided to read the poem in learner
|
Which types of nouns are commonly used?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 1 |
Science and Health Education
|
Listening and Speaking; Oral Presentation
|
By the end of the
lesson, the learner
should be able to:
Identify the features of oral narratives. Read the oral narrative, |
In groups, learners are guided to identify the features of oral narratives
Learners are guided to read the oral narrative, |
What are oral narrative?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 2 |
Science and Health Education
|
Listening and Speaking; Oral Presentation
Reading 1 Intensive Reading: Simple Poems |
By the end of the
lesson, the learner
should be able to:
Choose one oral narrative and discuss the features they will include in their performance of it. Perform the oral narratives. Have fun and enjoy performing the oral narrative. |
In groups, learners to choose oral narrative and discuss the features they will include in their performance of it.
In groups, learners are guided to perform the oral narratives |
What can you do to make the performance of an oral narrative more enjoyable?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Science and Health Education
|
Reading 1
Intensive Reading: Simple Poems
Grammar Word Classes: Nouns Grammar Word Classes: Nouns |
By the end of the
lesson, the learner
should be able to:
Read the poem |
Learners to read the poem
|
Which of the poem would be easiest for you to memorise word by word?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Science and Health Education
|
Grammar
Word Classes: Nouns
Reading II Intensive Reading: Class Readers |
By the end of the
lesson, the learner
should be able to:
Search for an article on science and health education on the Internet, a newspaper or a magazine. Identify all the count, non-count, singular and plural nouns used in the article and write them on a chart. Use plural nouns in sentences. |
Learners are guided to search for an article on science and health education on the Internet, a newspaper or a magazine
Learners are guided to identify all the count, non-count, singular and plural nouns used in the article and write them on a chart |
What are plural nouns?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 5 |
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:
Read the interview between Wanjiru and Mr Mwaliko and Oduor. Record themselves as they act out the interview. Identify the punctuation marks used at the end of the sentences in the dialogue. Enjoy acting out the conversation. |
Learners to read the interview between Wanjiru and Mr Mwaliko and Oduor.
Learners to identify the punctuation marks used at the end of the sentences in the dialogue. In groups of three, learners to record themselves as they act out the interview. |
What are punctuation marks?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 1 |
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
|
|
| 3 | 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:
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. |
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. |
Which similes and proverbs do you know?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Hygiene
|
Grammar; Word Classes: Verbs and Tense
|
By the end of the
lesson, the learner
should be able to:
Read the passage in learner |
Learners to read the passage in learner
|
What are regular verbs?
What are irregular verbs?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Hygiene
|
Reading II
Intensive Reading: Poetry
Writing Narrative Paragraph |
By the end of the
lesson, the learner
should be able to:
Read the poem, |
In pairs, learners are guided to read the poem,
|
Who is a poet?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 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
|
|
| 4 | 1 |
Leadership
|
Listening and Speaking; Listening Comprehension
Reading I Intensive Reading 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 |
In groups, learners to listen to a recording of the passage about Nelson Mandela
|
How did Mandela help South Africa to get freedom?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 4 | 2 |
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
|
|
| 4 | 3 |
Leadership
|
Grammar
Word Classes: Verbs and Tense
Reading II Intensive Reading: Class Readers |
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
|
|
| 4 | 4 |
Leadership
Family |
Writing; Paragraphing: Using Example and Incidents
Listening and Speaking; Pronunciation: Sounds and Stress |
By the end of the
lesson, the learner
should be able to:
Talk about a good leader from their community. Identify specific qualities that make the leader good. Appreciate different leadership qualities. |
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 |
What are the qualities of a good leader?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 4 | 5 |
Family
|
Listening and Speaking; Pronunciation: Sounds and Stress
|
By the end of the
lesson, the learner
should be able to:
Read the poem, |
In pairs, learners are guided to read the poem,
|
What is the difference in pronunciation between the two words in each pair?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Family
|
Reading I
Study Skills: Synonyms and Antonyms
|
By the end of the
lesson, the learner
should be able to:
Define synonyms and antonyms. Read the dialogue in learner |
In pairs, learners to define synonyms and antonyms.
In pairs, learners to read the dialogue in learner |
What are synonyms?
What are antonyms?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Family
|
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 |
Learners to define comparative and superlative adjectives.
In pairs, learners to read the two paragraphs in learner |
What are comparative adjectives?
What are superlative adjectives?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Family
|
Reading II
Intensive Reading: Oral Narratives: Legends
Writing; Functional Writing: Friendly Letter |
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 |
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 |
What is a legend?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Drug and Substances Abuse
|
Listening and Speaking;
Conversational Skills
|
By the end of the
lesson, the learner
should be able to:
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. |
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!' |
What drugs are abused by young people?
What can we do to avoid interrupting other people?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 85-91
Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 5 |
Drug and Substances Abuse
|
Listening and Speaking;
Conversational Skills
Reading 1 Reading Fluency Grammar in Use; Work Classes: Adverbs |
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 KLB; Top Scholar: English Learner's Book Grade 7 pg. 91-94 Realia Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
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. |
Learners are guided to identify types of adverbs
Learners to construct sentences using adverbs of manner, time and place. |
What would you say to people who are considering taking drugs?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 91-94
Dictionaries Realia Journals Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 94-95 |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
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. |
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. |
Why do you think these words are repeated?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 94-95
Dictionaries Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 95-100 Charts Realia Journals |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Natural Resources: Forests
|
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. |
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. |
What is the importance of detailed information?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 101-104
Dictionaries Charts Journals Internet Computing devices Realia |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Natural Resources: Forests
|
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. |
Learners are guided to define visuals.
Learners to identify different types of visuals. Learners to draw different types visuals |
Why is it important to interpret pictures and photographs correctly?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 104-107
Dictionaries Journals Internet Computing devices Charts |
Oral questions Oral Report Observation
|
|
| 6 | 5 |
Natural Resources: Forests
|
Grammar; Word Classes: Personal and Possessive pronouns
Reading II; Intensive Reading: Characters in Class Readers |
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 KLB; Top Scholar: English Learner's Book Grade 7 pg. 109 |
Oral questions Oral Report Observation
|
|
| 7 | 1 |
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:
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 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 |
Why do you think the children kept out of Julius' way?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 110-112
Dictionaries Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 112-116 Charts Realia Journals Internet |
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Natural Resources: Forests
Travel Travel |
Writing; Composition Writing: The Writing Process
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:
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 read the passage and talk about whether or not it is well-written
Learners to writing a narrative composition following the writing process |
How do we make our composition interesting?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 112-116
Class readers Dictionaries Charts Realia Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 117-119 Internet Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 7 | 3 |
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. |
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 |
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
Dictionaries Charts Realia Journals Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 119-122 |
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Travel
|
Reading I; Intensive Reading
Grammar; Word Classes: Simple Prepositions 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. |
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 |
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
Dictionaries Charts Realia Journals Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 122-124 |
Oral questions Oral Report Observation
|
|
| 7 | 5 |
Travel
|
Reading II; Intensive Reading: Poetry
Writing: Composition Writing: Self-Assessment |
By the end of the
lesson, the learner
should be able to:
Read the poem, 'Betrothed' Identify the characters in the poem. Act out the poem. Enjoy reading and acting the poem. |
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 |
Which events is taking place in the poem?
Who are the characters involved in the poem?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 124-127
Dictionaries Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 127-128 Realia |
Oral questions Oral Report Observation
|
|
| 8 | 1 |
Travel
Music Music |
Writing: Composition Writing: Self-Assessment
Listening and Speaking; Oral Presentation: Delivering Speeches Listening and Speaking; Oral Presentation: Delivering Speeches |
By the end of the
lesson, the learner
should be able to:
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. |
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. |
What is the importance of self-assessment?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 128-130
Dictionaries Charts Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 151 Realia Internet KLB; Top Scholar: English Learner's Book Grade 7 pg. 151-153 |
Oral questions Oral Report Observation
|
|
| 8 | 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. |
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 note-making?
|
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 |
Oral questions Oral Report Observation
|
|
| 8 | 3 |
Music
|
Reading I; Study Skills: Note Making
Grammar; Word Classes: Determiners Grammar; Word Classes: Determiners |
By the end of the
lesson, the learner
should be able to:
Read the passage, 'The importance of Music' Make notes on the origin and role of the music. Appreciate the importance of music. |
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 role music?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 155-156
Dictionaries Charts Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 157 Realia Internet KLB; Top Scholar: English Learner's Book Grade 7 pg. 157-159 |
Oral questions Oral Report Observation
|
|
| 8 | 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
|
|
| 8 | 5 |
Music
TRADITIONAL FASHION |
Writing; Functional Writing: Packing and Shopping List
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. |
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 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
|
|
| 9 | 1 |
TRADITIONAL FASHION
Reading Reading |
Listening to Respond: Views/ Opinions
Intensive Reading- Comprehension Intensive Reading- Comprehension |
By the end of the
lesson, the learner
should be able to:
list ways of expressing views/opinions in different contexts, use different expressions that indicate own views/opinions in a given text, c) Acknowledge the value of one |
The learner is guided to:
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. |
How can expressing opinion/views affect relationships?
|
Digital device,
Recorded narratives pictures Skills in English Grade 7 T.G Pg.164-168 Skills in English Grade 7 PB. Pg. 143-144 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
|
|
| 9 | 2 |
Grammar in use
|
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. |
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, |
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 |
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Written assessment
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| 9 | 3 |
Reading
Writing |
Class Reader: Main Ideas
The writing Process: Dialogues |
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. |
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 |
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 Skills in English Grade 7 T.G Pg.175-177 Skills in English Grade 7 PB. Pg. 150-152 |
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Written assessment
|
|
| 9 | 4 |
Writing
LAND TRAVEL |
The writing Process: Dialogues
Listening Comprehension: Extensive Listening |
By the end of the
lesson, the learner
should be able to:
outline the format of a dialogue apply the writing process in writing a dialogue c) Acknowledge the importance of the writing process in acquiring good writing skills. |
The learner is guided to:
individually, create a rough draft of a short dialogue using the format they have identified in groups, edit each other |
What should we consider before writing a dialogue?
|
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 Wall charts Play songs Skills in English Grade 7 T.G Pg.178-182 Skills in English Grade 7 PB. Pg. 153-154 |
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Written assessment
|
|
| 9 | 5 |
LAND TRAVEL
Reading Reading |
Listening Comprehension: Extensive Listening
Intensive Reading: Comprehension Strategies Intensive Reading: Comprehension Strategies |
By the end of the
lesson, the learner
should be able to:
listen attentively to songs on land travel, use vocabulary identified from songs on land travel correctly, c) Acknowledge the importance of extensive listening in communication. |
The learner is guided to:
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 draw meanings from the words used in a song?
How are songs made interesting?
|
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 Drawing papers Skills in English Grade 7 T.G Pg.183-184 Skills in English Grade 7 PB. Pg. 154-157 |
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Written assessment
|
|
| 10 | 1 |
Grammar in use
|
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. |
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, |
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 |
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Written assessment
|
|
| 10 | 2 |
Reading
Writing |
Oral Literature: Praise Songs
Creative Writing: Narrative Composition |
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. |
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, |
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 Print and online dictionaries Skills in English Grade 7 T.G Pg.190-192 Skills in English Grade 7 PB. Pg. 163-164 |
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Journal
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Written assessment
|
|
| 10 | 3 |
Writing
SPORTS AND OUTDOOR GAMES |
Creative Writing: Narrative Composition
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 |
The learner is guided to:
confirm the meaning of the idiomatic expressions from print and on-line dictionaries, practice using the idiomatic expressions in sentences, |
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 |
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Written assessment
|
|
| 10 | 4 |
SPORTS AND OUTDOOR GAMES
Reading Reading |
Pronunciation: Consonant Sounds and Intonation
Study Skills: Summarizing Study Skills: Summarizing |
By the end of the
lesson, the learner
should be able to:
pronounce words with the sounds /v/, /f/, /n/ and /?/ in sentences, use correct intonation for yes/no and wh- questions in varied contexts, c) Appreciate the importance of correct pronunciation and intonation in a conversation. |
The learner is guided to:
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 kind of questions require Yes or No as an answer?
|
Digital device,
Recording device Play conversations Skills in English Grade 7 T.G Pg.193-197 Skills in English Grade 7 PB. Pg. 165-167 Variety books newspapers Skills in English Grade 7 T.G Pg.198-199 Skills in English Grade 7 PB. Pg. 167-170 |
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Questions
Journal
Learners portfolio
Written assessment
|
|
| 10 | 5 |
Grammar in use
|
Sentences:
Subject-Verb Agreement
|
By the end of the
lesson, the learner
should be able to:
identify the subject and the verb in sentences, construct sentences ensuring subject-verb agreement, c) Affirm the importance of subject-verb agreement in sentences. |
The learner is guided to:
read texts on varied topics such as outdoor games and identify the, subject and verbs in the sentences brainstorm and make short notes on the relationship between a subject and a verb in a sentence in terms of number and person |
What is a subject in a sentence?
Which rule should we follow when constructing a sentence?
|
Digital device,
Charts on verb agreement Skills in English Grade 7 T.G Pg.200-201 Skills in English Grade 7 PB. Pg. 170-172 |
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Written assessment
|
|
| 11 | 1 |
Reading
|
Class reader:
Features of style
|
By the end of the
lesson, the learner
should be able to:
identify instances of dialogue, similes and metaphors in the text, use the styles of dialogue, similes and metaphors in guided contexts, c) Appreciate the importance of style in a work of art. |
The learner is guided to:
search online and offline for examples of dialogue, similes and metaphors in stories and them with the rest of the class, in pairs, read the class reader and identify with illustrations instances of dialogue, similes and metaphors in the text, and display their work on the class notice boards, |
Which stylistic features have you come across in different texts?
|
Digital device,
Selected class readers Art supplies Skills in English Grade 7 T.G Pg.202-203 Skills in English Grade 7 PB. Pg. 172-175 |
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|
|
| 11 | 2 |
Writing
TOURISTS ATTRACTION SITES |
Creative Writing:
Descriptive Writing
(200
Listening and speaking- Oral Reports: Events within the Classroom |
By the end of the
lesson, the learner
should be able to:
identify features of a person a thing or a place that can be described, write a descriptive composition on a given subject, c) Underscore the importance of creative writing in communication. |
The learner is guided to:
in pairs, view videos or pictures of people, things or places and list the features of each that can be described in an essay, search online and offline for words and expressions that can be used to describe different features like weather emotions, events and characters, |
How can you describe your best friend?
How can you describe some things in your school?
|
Digital device,
Pictures Realia Sample essays Skills in English Grade 7 T.G Pg.204-206 Skills in English Grade 7 PB. Pg. 175-178 Dictionaries Flash cards Manila paper Skills in English Grade 7 T.G Pg.207-209 Skills in English Grade 7 PB. Pg. 179-181 |
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|
|
| 11 | 3 |
TOURISTS ATTRACTION SITES
Reading |
Listening and speaking- Oral
Reports: Events within the Classroom
Reading Fluency |
By the end of the
lesson, the learner
should be able to:
outline the organization of an oral report of events within the classroom, present an oral report on events that occur within the classroom, c) Enjoy delivering and listening to oral reports in various contexts. |
The learner is guided to:
role play methods of delivering oral reports such as clear pronunciation, voice projection, tonal variation, use of non-verbal cues and use of visuals, use flash cards to prepare speaking notes for the reports, simulate in groups an oral report preparation and delivery procedure and video or audio record themselves, |
How can you make an oral report presentation interesting?
|
Digital device,
Dictionaries Flash cards Manila paper Skills in English Grade 7 T.G Pg.207-209 Skills in English Grade 7 PB. Pg. 179-181 Digital devices Audi clips Internet sources Skills in English Grade 7 T.G Pg.210-212 Skills in English Grade 7 PB. Pg. 181-184 |
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Written assessment
|
|
| 11 | 4 |
Reading
grammar in use grammar in use |
Reading Fluency
Affirmative and Negative Sentences Affirmative and Negative Sentences |
By the end of the
lesson, the learner
should be able to:
recognize the use of fluency strategies in the reading process, apply fluency strategies while reading, c) Hail the role of reading fluency in communication. |
The learner is guided to:
in pairs, watch or listen to sample reading clips and simulate the model reading as they apply reading strategies, practice, in groups, timed reading, accurate reading and reading with expression on issues like tourist attraction sites in Kenya, assess peers |
Why is it important to read fluently?
What makes one a good reader?
How can you improve your reading fluency?
|
Digital device,
Dictionaries Digital devices Audi clips Internet sources Skills in English Grade 7 T.G Pg.210-212 Skills in English Grade 7 PB. Pg. 181-184 Skills in English Grade 7 T.G Pg.213-215 Skills in English Grade 7 PB. Pg. 184-186 |
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Journal
Learners portfolio
Written assessment
|
|
| 11 | 5 |
Reading
Writing Writing |
Poetry
Functional Writing: Notices and Posters Functional Writing: Notices and Posters |
By the end of the
lesson, the learner
should be able to:
identify the subject matter of a poem analyze ideas in the poem c) Reiterate the role of poetry in passing information. |
The learner is guided to:
recite poems for enjoyment and in pairs outline the subject matter, search online and offline for ways of determining ideas in a poem such as studying the title, the persona, the events and the choice of words, |
Why would you use a poem instead of a story to pass information?
What makes a poem interesting to read?
|
Digital device,
Dictionaries Digital devices Audi clips Internet sources Skills in English Grade 7 T.G Pg.216-218 Skills in English Grade 7 PB. Pg. 186-189 Skills in English Grade 7 T.G Pg.218-220 Skills in English Grade 7 PB. Pg. 190-192 |
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Written assessment
|
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