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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
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 |
Oral questions Oral Report Observation
|
|
| 2 | 2 |
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 |
Oral questions Oral Report Observation
|
|
| 2 | 3 |
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
|
|
| 2 | 4 |
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
|
|
| 2 | 5 |
Natural Resources: Forests
|
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. |
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 |
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
Dictionaries Charts Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Natural Resources: Forests
|
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. |
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 |
What is the importance of neat and legible handwriting?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 112-116
Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Natural Resources: Forests
|
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. |
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 |
What is the importance of neat and legible handwriting?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 112-116
Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Natural Resources: Forests
|
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. |
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 |
What is the importance of neat and legible handwriting?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 112-116
Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 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 |
Oral questions Oral Report Observation
|
|
| 3 | 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:
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 |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
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 |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
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 |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
TRADITIONAL FASHION
|
Listening to Respond: Views/ Opinions
|
By the end of the
lesson, the learner
should be able to:
list ways of expressing views/opinions in different contexts, Identify way of expressing views/opinions from texts, c) Acknowledge the value of one |
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, |
How are opinions expressed?
Why is it important to express one
|
Digital device,
Recorded narratives pictures Skills in English Grade 7 T.G Pg.164-168 Skills in English Grade 7 PB. Pg. 143-144 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 4 | 4 |
Reading
|
Intensive Reading- Comprehension
|
By the end of the
lesson, the learner
should be able to:
describe characters, ideas or events in a text, summarize information from a short text, c) Appreciate the importance of reading comprehension in lifelong learning. |
The learner is guided to:
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
|
|
| 4 | 5 |
Reading
|
Intensive Reading- Comprehension
|
By the end of the
lesson, the learner
should be able to:
describe characters, ideas or events in a text, summarize information from a short text, c) Appreciate the importance of reading comprehension in lifelong learning. |
The learner is guided to:
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
|
|
| 5 | 1 |
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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 5 | 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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 5 | 3 |
Reading
|
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. |
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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 5 | 4 |
Reading
|
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. |
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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 5 | 5 |
Writing
|
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. |
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 |
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
|
|
| 6 | 1 |
LAND TRAVEL
|
Listening Comprehension: Extensive Listening
|
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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 6 | 2 |
LAND TRAVEL
|
Listening Comprehension: Extensive Listening
|
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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 6 | 3 |
LAND TRAVEL
|
Listening Comprehension: Extensive Listening
|
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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 6 | 4 |
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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 6 | 5 |
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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 7 | 1 |
Reading
|
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. |
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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 7 | 2 |
Reading
|
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. |
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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 7 | 3 |
Writing
|
Creative Writing: Narrative Composition
|
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:
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 |
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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 7 | 4 |
Writing
|
Creative Writing: Narrative Composition
|
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:
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 |
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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 7 | 5 |
Writing
|
Creative Writing: Narrative Composition
|
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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 8 | 1 |
SPORTS AND OUTDOOR GAMES
|
Pronunciation: Consonant Sounds and Intonation
|
By the end of the
lesson, the learner
should be able to:
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. |
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, |
Why should people pronounce words correctly?
How can one learn to pronounce words correctly?
|
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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 8 | 2 |
SPORTS AND OUTDOOR GAMES
|
Pronunciation: Consonant Sounds and Intonation
|
By the end of the
lesson, the learner
should be able to:
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. |
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, |
Why should people pronounce words correctly?
How can one learn to pronounce words correctly?
|
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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 8 | 3 |
SPORTS AND OUTDOOR GAMES
|
Pronunciation: Consonant Sounds and Intonation
|
By the end of the
lesson, the learner
should be able to:
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. |
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, |
Why should people pronounce words correctly?
How can one learn to pronounce words correctly?
|
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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 8 | 4 |
SPORTS AND OUTDOOR GAMES
|
Pronunciation: Consonant Sounds and Intonation
|
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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 8 | 5 |
SPORTS AND OUTDOOR GAMES
|
Pronunciation: Consonant Sounds and Intonation
|
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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 9 | 1 |
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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 9 | 2 |
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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 9 | 3 |
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 sentences and label subject-verb agreement in them, make sentences based on outdoor sports in which the rule of subject verb agreement has been applied, share the sentences in charts for peer review. |
What is the difference between the first, second and the third persons?
|
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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 9 | 4 |
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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 9 | 5 |
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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 10 | 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:
in groups, role play selected dialogues from the class reader and record themselves for video sharing and review, make sentences using the similes and metaphors identified from the text, discuss instances in real life where dialogues, similes and metaphors can be used. |
How can we convey a message more effectively?
Why do we use similes and metaphors?
|
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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 10 | 2 |
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:
in groups, role play selected dialogues from the class reader and record themselves for video sharing and review, make sentences using the similes and metaphors identified from the text, discuss instances in real life where dialogues, similes and metaphors can be used. |
How can we convey a message more effectively?
Why do we use similes and metaphors?
|
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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 10 | 3 |
Reading
|
Poetry
|
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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 10 | 4 |
Reading
|
Poetry
|
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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 10 | 5 |
Reading
|
Poetry
|
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:
discuss how the use of repetition and other styles can help bring out the ideas in the poem, in groups, pick a poem and identify the ideas brought out and share their findings with peers through charts or graphic organizers for review, dramatize a poem displaying ideas generated from it using placards and record their performances. |
What kind of ideas can one convey using a poem?
|
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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 11 | 1 |
Writing
|
Functional
Writing: Notices and Posters
|
By the end of the
lesson, the learner
should be able to:
outline the format of presenting notices and posters state the parts of a notice and posters c) Acknowledge the role of notices and posters in disseminating information. |
The learner is guided to:
collect posters and notices online or offline tourist attraction sites in Kenya and display them in class brainstorm on the format for presenting of notices and posters in groups study samples of a notice and a poster presented in class and label features of format |
What kind of messages do posters convey?
Why are notices important in the community
|
Digital device,
Dictionaries Digital devices Audi clips Internet sources Skills in English Grade 7 T.G Pg.218-220 Skills in English Grade 7 PB. Pg. 190-192 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 11 | 2 |
Writing
|
Functional
Writing: Notices and Posters
|
By the end of the
lesson, the learner
should be able to:
outline the format of presenting notices and posters state the parts of a notice and posters c) Acknowledge the role of notices and posters in disseminating information. |
The learner is guided to:
collect posters and notices online or offline tourist attraction sites in Kenya and display them in class brainstorm on the format for presenting of notices and posters in groups study samples of a notice and a poster presented in class and label features of format |
What kind of messages do posters convey?
Why are notices important in the community
|
Digital device,
Dictionaries Digital devices Audi clips Internet sources Skills in English Grade 7 T.G Pg.218-220 Skills in English Grade 7 PB. Pg. 190-192 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 11 | 3 |
Writing
|
Functional
Writing: Notices and Posters
|
By the end of the
lesson, the learner
should be able to:
outline the format of presenting notices and posters state the parts of a notice and posters c) Acknowledge the role of notices and posters in disseminating information. |
The learner is guided to:
collect posters and notices online or offline tourist attraction sites in Kenya and display them in class brainstorm on the format for presenting of notices and posters in groups study samples of a notice and a poster presented in class and label features of format |
What kind of messages do posters convey?
Why are notices important in the community
|
Digital device,
Dictionaries Digital devices Audi clips Internet sources Skills in English Grade 7 T.G Pg.218-220 Skills in English Grade 7 PB. Pg. 190-192 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 11 | 4 |
Writing
|
Functional
Writing: Notices and Posters
|
By the end of the
lesson, the learner
should be able to:
outline the format of presenting notices and posters design notices and posters on current issues c) Acknowledge the role of notices and posters in disseminating information. |
The learner is guided to:
differentiate between a poster and a notice in writing discuss and select issue(s) that can be addressed by notices and posters including matters relating to tourist attraction sites in Kenya design a notice and a poster on the selected issue using the model format and display for peer review keep the revised notice and poster in their portfolio. |
How can one make a poster or a notice attractive?
|
Digital device,
Dictionaries Digital devices Audi clips Internet sources Skills in English Grade 7 T.G Pg.218-220 Skills in English Grade 7 PB. Pg. 190-192 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 11 | 5 |
Writing
|
Functional
Writing: Notices and Posters
|
By the end of the
lesson, the learner
should be able to:
outline the format of presenting notices and posters design notices and posters on current issues c) Acknowledge the role of notices and posters in disseminating information. |
The learner is guided to:
differentiate between a poster and a notice in writing discuss and select issue(s) that can be addressed by notices and posters including matters relating to tourist attraction sites in Kenya design a notice and a poster on the selected issue using the model format and display for peer review keep the revised notice and poster in their portfolio. |
How can one make a poster or a notice attractive?
|
Digital device,
Dictionaries Digital devices Audi clips Internet sources Skills in English Grade 7 T.G Pg.218-220 Skills in English Grade 7 PB. Pg. 190-192 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
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