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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
NATURAL RESOURCES-FORESTS
Listening and Speaking |
Listening Comprehension: Clues for Details
|
By the end of the
lesson, the learner
should be able to:
- identify clues that signal details from a listening text - take detailed notes on a listening text - acknowledge the importance of listening for details |
The learner is guided to:
- listen to a text and identify words introducing details - search for signposts that introduce details - discuss kinds of details to look for in a text - identify expressions that signal details |
What factors interfere with one's ability to listen well?
|
KLB Head Start English Grade 7 pg. 119
Audio recordings Digital devices Charts Note-taking materials |
Observation
Oral questions
Note-taking assessment
Listening comprehension exercises
|
|
| 1 | 3 |
Listening and Speaking
Reading 1 |
Listening Comprehension: Note-taking
Intensive Reading: Information from Visuals |
By the end of the
lesson, the learner
should be able to:
- listen and identify words that introduce different details - take notes of details from a listening text - acknowledge the importance of listening for details |
The learner is guided to:
- read aloud texts while partners take notes - compare notes and make improvements - display notes for review - discuss importance of listening for details |
How can you tell that people are listening attentively?
|
KLB Head Start English Grade 7 pg. 120
Audio recordings Digital devices Note-taking materials Charts KLB Head Start English Grade 7 pg. 122 Visual materials Maps Charts Photographs |
Note-taking assessment
Peer evaluation
Observation
Oral presentations
|
|
| 1 | 4 |
Reading 1
Grammar in Use |
Intensive Reading: Interpreting Visuals
Word Classes: Personal Pronouns |
By the end of the
lesson, the learner
should be able to:
- interpret visuals for specific information - create stories or songs from visuals - discuss visuals of national importance - appreciate the importance of visual interpretation skills |
The learner is guided to:
- look at visuals and discuss questions about them - create stories from pictures - discuss visuals of national importance - create simple visuals through drawing or photography |
How can visuals help us understand messages better?
|
KLB Head Start English Grade 7 pg. 123
Visual materials Digital devices National symbols Drawing materials KLB Head Start English Grade 7 pg. 124 Reading passages Charts Flash cards Digital devices |
Story creation assessment
Visual interpretation exercises
Peer assessment
Oral presentations
|
|
| 1 | 5 |
Grammar in Use
Reading 2 |
Word Classes: Possessive Pronouns
Intensive Reading: Minor Characters |
By the end of the
lesson, the learner
should be able to:
- identify possessive pronouns in texts - use possessive pronouns in sentences correctly - appreciate the value of proper use of pronouns |
The learner is guided to:
- identify possessive pronouns in sentences - underline possessive pronouns in a paragraph - fill in blanks with correct possessive pronouns - write a paragraph using possessive pronouns |
How do we show that something belongs to somebody?
|
KLB Head Start English Grade 7 pg. 127
Reading passages Charts Flash cards Digital devices KLB Head Start English Grade 7 pg. 129 Class reader Digital devices Character charts Role play props |
Written exercises
Gap filling
Paragraph writing
Peer assessment
|
|
| 2 | 1 |
Reading 2
Writing |
Intensive Reading: Character Relationships
Composition Writing: Pre-writing and Drafting |
By the end of the
lesson, the learner
should be able to:
- identify the relations between minor characters in a class reader - link characters' reactions to their relationships - appreciate the importance of character analysis in literary works |
The learner is guided to:
- analyze character relationships in the class reader - create a character relationship map - dramatize interactions between minor characters - discuss the importance of minor characters |
How would you describe the behaviour of your classmates?
|
KLB Head Start English Grade 7 pg. 130
Class reader Character maps Digital devices Role play props KLB Head Start English Grade 7 pg. 132 Sample compositions Mind maps Reference materials |
Character map assessment
Role play evaluation
Written analysis
Observation
|
|
| 2 | 2 |
Writing
Listening and Speaking Reading 1 |
Composition Writing: Editing, Revising and Publishing
Listening Comprehension: Explanatory Narratives Intensive Reading: Reading for Interpretation |
By the end of the
lesson, the learner
should be able to:
- write a narrative composition following the writing process - edit and revise compositions for improvement - value the importance of the writing process |
The learner is guided to:
- organize information into sentences and paragraphs - read through drafts for flow of information - check grammar, spelling and punctuation - rewrite composition with corrections |
What makes a well-written composition?
|
KLB Head Start English Grade 7 pg. 134
Digital devices Sample compositions Editing checklists Reference materials KLB Head Start English Grade 7 pg. 137 Audio recordings Resource person Story books KLB Head Start English Grade 7 pg. 139 Dictionary Poetry texts Reading materials |
Final composition assessment
Editing checklist review
Peer assessment
Self-assessment
|
|
| 2 | 3 |
TRAVEL
Grammar in Use Grammar in Use |
Word Classes: Simple Prepositions of Agent and Instrument
Word Classes: Simple Prepositions of Direction |
By the end of the
lesson, the learner
should be able to:
- identify simple prepositions of agent and instrument in texts - use prepositions of agent and instrument in sentences - appreciate the importance of well-formed sentences in communication |
The learner is guided to:
- identify prepositions in sentences - fill in blanks with prepositions of agent and instrument - construct sentences using prepositions - complete sentences using a substitution table |
What is the role of sentences in a text?
|
KLB Head Start English Grade 7 pg. 143
Reading passages Charts Digital devices Flashcards KLB Head Start English Grade 7 pg. 145 Crossword puzzles Charts |
Written exercises
Gap filling
Sentence construction
Oral questions
|
|
| 2 | 4 |
Reading 2
|
Intensive Reading: Human Characters in Poetry
Intensive Reading: Character Traits in Poetry |
By the end of the
lesson, the learner
should be able to:
- identify the human characters in a set of poems - use adjectives to describe the traits of human characters in a set of poems - appreciate the importance of human characters in poetry |
The learner is guided to:
- read a poem and identify human characters - search for adjectives to describe characters - discuss what each character does or says - role-play a poem to highlight character actions |
Why are human characters important in poetry?
|
KLB Head Start English Grade 7 pg. 150
Poetry texts Digital devices Sticky notes Character charts KLB Head Start English Grade 7 pg. 152 Role play props |
Character identification
Role play assessment
Adjective usage
Oral presentations
|
|
| 2 | 5 |
Writing
|
Composition Writing: Self-Assessment of Introduction
Composition Writing: Self-Assessment of Body and Conclusion |
By the end of the
lesson, the learner
should be able to:
- identify steps involved in the assessment of narrative compositions - assess the introduction of narrative compositions - appreciate the importance of assessment in improving narrative composition writing |
The learner is guided to:
- read and identify features of a well-written introduction - search for information on self-assessment - use a checklist to assess narrative introductions - give feedback on peer compositions |
Which things make a narrative composition memorable?
|
KLB Head Start English Grade 7 pg. 153
Sample compositions Assessment checklists Digital devices Reference materials KLB Head Start English Grade 7 pg. 154 |
Composition assessment
Checklist completion
Peer feedback
Self-assessment
|
|
| 3 | 1 |
HEROES AND HEROINES IN KENYA
Listening and Speaking Listening and Speaking |
Pronunciation: Consonant Sounds
Pronunciation: Vowel Sounds and Word Stress |
By the end of the
lesson, the learner
should be able to:
- identify words with the sounds /t/, /d/, /l/ and /r/ from a text - pronounce words with the sounds /t/, /d/, /l/ and /r/ in sentences - acknowledge the importance of correct pronunciation in oral communication |
The learner is guided to:
- role-play a dialogue with focus on pronunciation - practice saying word pairs with target sounds - identify words with sounds /t/, /d/, /l/ and /r/ - say tongue twisters with target sounds |
Why should you pronounce words correctly?
|
KLB Head Start English Grade 7 pg. 157
Audio recordings Digital devices Tongue twisters Word lists KLB Head Start English Grade 7 pg. 159 Poetry texts Word lists Digital devices |
Pronunciation exercises
Tongue twister performance
Oral reading
Peer assessment
|
|
| 3 | 2 |
Reading 1
Grammar in Use |
Extensive Reading: Selection of Fictional Materials
Extensive Reading: Comprehension of Fictional Materials Word Classes: Conjunctions-and |
By the end of the
lesson, the learner
should be able to:
- identify a variety of fictional texts for extensive reading - select appropriate fictional texts for reading - appreciate the importance of fiction in life |
The learner is guided to:
- identify fictional material by examining cover page, blurb, and title - read texts on national heroes and heroines - list new words and phrases encountered - retell stories in their own words |
Why is it important to read fictional materials?
|
KLB Head Start English Grade 7 pg. 162
Storybooks Digital devices Reading journals Fiction collections KLB Head Start English Grade 7 pg. 164 KLB Head Start English Grade 7 pg. 166 Reading passages Sentence strips Substitution tables |
Reading logs
Vocabulary lists
Story retelling
Observation
|
|
| 3 | 3 |
Grammar in Use
Reading 2 |
Word Classes: Conjunctions-but and or
Intensive Reading: Sequence of Events in Class Reader |
By the end of the
lesson, the learner
should be able to:
- identify the conjunctions 'but' and 'or' in sentences - use the conjunctions 'but' and 'or' in sentences accurately - value the role of conjunctions in connecting ideas |
The learner is guided to:
- identify conjunctions in dialogues - construct sentences using 'but' and 'or' - complete sentences with appropriate conjunctions - write paragraphs using all three conjunctions |
Why is it important to use 'but' and 'or' correctly?
|
KLB Head Start English Grade 7 pg. 167
Reading passages Digital devices Substitution tables Sentence strips KLB Head Start English Grade 7 pg. 169 Class reader Sequence charts Note cards |
Written exercises
Paragraph writing
Sentence construction
Peer assessment
|
|
| 3 | 4 |
Reading 2
Writing |
Intensive Reading: Character Analysis in Class Reader
Creative Writing: Narrative Compositions |
By the end of the
lesson, the learner
should be able to:
- analyze the actions of characters in a class reader - relate the events in the class reader to real life - value the importance of character analysis in literary appreciation |
The learner is guided to:
- discuss how characters make the story flow - relate events in class reader to real life - discuss possible solutions to problems portrayed - create character charts for analysis |
How do characters contribute to the flow of a story?
|
KLB Head Start English Grade 7 pg. 171
Class reader Character charts Digital devices Note cards KLB Head Start English Grade 7 pg. 174 Sample compositions Planning templates Reference materials |
Character chart completion
Problem-solution analysis
Written responses
Oral presentations
|
|
| 3 | 5 |
MUSIC
Listening and Speaking Listening and Speaking |
Oral Presentations: Speeches
Oral Presentations: Delivering Speeches |
By the end of the
lesson, the learner
should be able to:
- identify occasions where speeches are presented - apply the features of oral presentations for effective communication - appreciate the importance of good oral presentation skills when delivering a speech |
The learner is guided to:
- discuss occasions where speeches are presented - search for features of oral presentations - listen to recorded grade-appropriate speeches - discuss importance of body language in speeches |
How can one deliver a speech effectively?
|
KLB Head Start English Grade 7 pg. 178
Audio recordings Digital devices Sample speeches Video clips KLB Head Start English Grade 7 pg. 179 Digital recording devices Presentation rubrics Speech templates |
Oral presentations
Peer assessment
Observation
Checklists
|
|
| 4 | 1 |
Reading 1
|
Study Skills: Note Making Formats
Study Skills: Creating Notes |
By the end of the
lesson, the learner
should be able to:
- identify the main and supporting points in texts - make notes from varieties of written texts - relate note-making to effective reading |
The learner is guided to:
- discuss importance of note making - read texts and select key points - identify text features for note making - organize notes using headings and subheadings |
Why is note-making important in reading?
|
KLB Head Start English Grade 7 pg. 180
Sample notes Digital devices Note-making templates Reading texts KLB Head Start English Grade 7 pg. 183 Mind map templates Reading texts Note-making guides |
Note-making exercises
Main idea identification
Supporting detail organization
Template completion
|
|
| 4 | 2 |
Grammar in Use
Reading 2 |
Word Classes: Articles
Word Classes: Possessives Intensive Reading: Monster Narratives |
By the end of the
lesson, the learner
should be able to:
- identify articles in texts - use articles a, an, the correctly in sentences - acknowledge the importance of articles in communication |
The learner is guided to:
- read sentences and identify articles - identify articles in reading passages - fill in blanks with appropriate articles - construct sentences using articles |
Why is it important to use articles correctly?
|
KLB Head Start English Grade 7 pg. 185
Reading passages Word cards Digital devices Article charts KLB Head Start English Grade 7 pg. 187 Charts KLB Head Start English Grade 7 pg. 188 Monster narratives Resource person Reference materials |
Written exercises
Gap filling
Sentence construction
Language games
|
|
| 4 | 3 |
Reading 2
Writing |
Intensive Reading: Performance of Monster Narratives
Functional Writing: Packing Lists |
By the end of the
lesson, the learner
should be able to:
- narrate monster narratives from their immediate environment - dramatize monster narratives with appropriate techniques - collect and analyze monster narratives from the community - value the moral lessons in monster narratives |
The learner is guided to:
- act out monster narratives - discuss character traits in monster narratives - collect narratives from the community - compile narratives into an anthology |
What should one consider when collecting narratives among people of varied socio-cultural backgrounds?
|
KLB Head Start English Grade 7 pg. 190
Digital recording devices Performance space Anthology templates Resource person KLB Head Start English Grade 7 pg. 192 Sample packing lists Digital devices Templates Reference materials |
Performance assessment
Anthology compilation
Character analysis
Moral lesson identification
|
|
| 4 | 4 |
Writing
Listening and Speaking |
Functional Writing: Shopping Lists
Interviews |
By the end of the
lesson, the learner
should be able to:
- identify parts of a shopping list - prepare a shopping list for use in a given context - recognize the importance of preparing a shopping list in everyday life |
The learner is guided to:
- examine a sample shopping list - discuss different ways of grouping items - create a shopping list with budget - organize items according to importance |
Why should a shopping list be prepared?
|
KLB Head Start English Grade 7 pg. 193
Sample shopping lists Digital devices Templates Reference materials KLB Top Scholar pg. 197 Audio clips Video clips |
Shopping list assessment
Budget planning
Item categorization
Peer review
|
|
| 4 | 5 |
PROFESSIONS
Reading I Reading I |
Extensive Reading: Non-fiction Materials
|
By the end of the
lesson, the learner
should be able to:
- Select reading materials from digital or non-digital sources. - Read grade appropriate non-fiction materials independently for lifelong learning. - Recommend to peers suitable non-fiction materials to read. - Appreciate the importance of reading for enjoyment. |
The learner is guided to:
- Identify non-fiction material to read. - Read texts on varied issues. - Skim through texts for main ideas. - Scan texts for specific information. - Prepare and maintain a reading log. - Recommend texts to peers. |
Why should we read non-fiction materials?
|
KLB Top Scholar pg. 199
Library Digital devices Online texts KLB Top Scholar pg. 201 Dictionary Digital devices |
Observation
Oral questions
Reading logs
Assessment rubric
|
|
| 5 | 1 |
Grammar in Use
|
Word Classes: Adjectives Formed from Nouns
Word Classes: Adjectives Formed from Verbs |
By the end of the
lesson, the learner
should be able to:
- Identify adjectives formed from nouns in texts. - Form adjectives from nouns using appropriate suffixes. - Appreciate the importance of proper use of adjectives in communication. |
The learner is guided to:
- Search for information on adjective formation. - Read texts and identify adjectives formed from nouns. - Form adjectives from nouns using suffixes like -ly, -y, -al, -ish, -ous, -ic, -ful. - Fill in blanks with correct adjective forms. - Construct sentences using formed adjectives. |
How are adjectives formed from nouns?
|
KLB Top Scholar pg. 203
Dictionary Digital devices KLB Top Scholar pg. 205 Digital devices Charts |
Written exercises
Oral questions
Sentence construction
Peer assessment
|
|
| 5 | 2 |
Reading II
Writing |
Intensive Reading: Dilemma Narratives
Spelling: Antonyms, Synonyms and Numbers |
By the end of the
lesson, the learner
should be able to:
- Describe the characters in a given dilemma narrative. - Recognise a closing formula as a feature of dilemma narratives. - Analyse the characters in a dilemma narrative. - Appreciate the importance of characters in dilemma narratives. |
The learner is guided to:
- Read a dilemma narrative. - Identify and describe the characters. - Discuss the closing formula in dilemma narratives. - Analyse character traits from actions and dialogue. - Discuss what makes dilemma narratives interesting. |
What are the qualities of a good narrator?
|
KLB Top Scholar pg. 207
Digital devices Dilemma narratives KLB Top Scholar pg. 209 Charts Digital devices KLB Top Scholar pg. 210 Dictionary |
Character analysis
Oral discussions
Written responses
Dramatization
|
|
| 5 | 3 |
Writing
Listening and Speaking |
Spelling: Antonyms, Synonyms and Numbers
Listening to Respond: Views or Opinions |
By the end of the
lesson, the learner
should be able to:
- Write numbers correctly in words. - Use antonyms, synonyms, and numbers in words correctly in writing. - Value the correct spelling of numbers in communication. |
The learner is guided to:
- Write numbers in words. - Identify numbers in sentences. - Correct texts with wrong spellings. - Write sentences using correctly spelled numbers. - Create stories using antonyms, synonyms and numbers. - Engage in spelling games such as crossword puzzles. |
Why is it important to write numbers in words?
|
KLB Top Scholar pg. 213
Dictionary Digital devices Crossword puzzles KLB Top Scholar pg. 216 Audio recordings Manila paper |
Spelling tests
Written exercises
Peer review
Game performance
|
|
| 5 | 4 |
TRADITIONAL FASHION
Listening and Speaking Reading I |
Listening to Respond: Views or Opinions
Intensive Reading: Comprehension |
By the end of the
lesson, the learner
should be able to:
- Express personal views/opinions appropriately. - Respond to others' views/opinions respectfully. - Value respecting divergent views in communication. |
The learner is guided to:
- Hold discussions on traditional fashion using opinion expressions. - Debate on traditional vs. modern fashion. - Observe rules of polite expression of opinions. - Give and receive feedback on opinions expressed. - Reflect on importance of expressing opinions. |
How can we show respect when expressing different opinions?
|
KLB Top Scholar pg. 217
Digital devices Charts with opinion expressions KLB Top Scholar pg. 218 Reading texts |
Debate participation
Observation checklist
Peer assessment
Oral presentation
|
|
| 5 | 5 |
Reading I
Grammar in Use |
Intensive Reading: Comprehension
Phrasal Verbs |
By the end of the
lesson, the learner
should be able to:
- Summarize information from a short text. - Role-play the characters and events in the text. - Give an appropriate title to a story or passage. - Appreciate the importance of reading comprehension in lifelong learning. |
The learner is guided to:
- Read passages and summarize main points. - Role-play characters and events. - Create visual representations of the text. - Suggest appropriate titles for untitled passages. - Make connections between the text and real life. |
What makes a text comprehensible?
|
KLB Top Scholar pg. 220
Reading texts Digital devices KLB Top Scholar pg. 221 Dictionary |
Summary writing
Role play
Title creation
Visual representations
|
|
| 6 | 1 |
Grammar in Use
Reading II Reading II |
Phrasal Verbs
Class Reader: Main Ideas Class Reader: Main Ideas |
By the end of the
lesson, the learner
should be able to:
- Use given phrasal verbs correctly in sentence construction. - Construct sentences using phrasal verbs formed from put, come and give. - Value the correct use of phrasal verbs in communication. |
The learner is guided to:
- Create sentences using phrasal verbs. - Search for more phrasal verbs online. - Share sentences with peers for assessment. - Create charts displaying phrasal verbs and meanings. - Play language games using phrasal verbs. |
How do phrasal verbs change the meaning of verbs?
|
KLB Top Scholar pg. 223
Dictionary Digital devices Charts KLB Top Scholar pg. 225 Class reader KLB Top Scholar pg. 227 Digital devices |
Sentence construction
Oral presentation
Peer assessment
Chart evaluation
|
|
| 6 | 2 |
Writing
|
The Writing Process: Dialogues
|
By the end of the
lesson, the learner
should be able to:
- Outline the format of a dialogue. - Recognize the structure of a dialogue. - Acknowledge the importance of the writing process in acquiring good writing skills. |
The learner is guided to:
- Study sample dialogues. - Identify the format and structure of dialogues. - Dramatize sample dialogues. - Fill in missing parts of a dialogue. - Discuss the writing process for dialogues. |
What should we consider before writing a dialogue?
|
KLB Top Scholar pg. 228
Sample dialogues Digital devices KLB Top Scholar pg. 230 Writing materials Sample dialogues |
Format identification
Dramatization
Gap-filling exercises
Oral discussion
|
|
| 6 | 3 |
LAND TRAVEL
Listening and Speaking Listening and Speaking |
Listening Comprehension: Extensive Listening
|
By the end of the
lesson, the learner
should be able to:
- Identify the key issues raised in songs addressing land travel. - Listen attentively to songs on land travel. - Use vocabulary identified from songs on land travel correctly. |
The learner is guided to:
- Listen to songs on local and international land travel. - Respond to comprehension questions on key issues. - Pick out key issues raised in songs on land travel. - Share ideas on key issues addressed in songs. |
How can we tell the main message in a song?
|
KLB Top Scholar pg. 232
Audio recordings Digital devices KLB Top Scholar pg. 234 |
Oral questions
Vocabulary tests
Comprehension exercises
Observation
|
|
| 6 | 4 |
Reading I
|
Intensive Reading: Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
- Identify key ideas from a passage. - Summarise key ideas from a passage. - Create mental images from the events in a passage. - Value the role of comprehension strategies in reading. |
The learner is guided to:
- Read passages on land travel issues. - Identify the main ideas in the passages. - Discuss opinions about characters or ideas. - Summarise key ideas through paraphrasing. - Create mental images from descriptions. |
What is the importance of reading a passage?
|
KLB Top Scholar pg. 233
Reading passages Digital devices KLB Top Scholar pg. 235 |
Summary writing
Main idea identification
Oral discussion
Written responses
|
|
| 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. - Explain the structure of simple sentences. - Appreciate the role of simple sentences in communication. |
The learner is guided to:
- Read texts and identify simple sentences. - Listen to stories and write down simple sentences. - Distinguish between simple and other sentence types. - Identify subject and verb in simple sentences. - Search for articles with simple sentences. |
What is the role of sentences in a text?
|
KLB Top Scholar pg. 236
Lesson notes Digital devices Charts KLB Top Scholar pg. 238 Mind maps Substitution tables Digital devices |
Sentence identification
Oral questions
Written exercises
Observation
|
|
| 7 | 1 |
Reading II
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. - Appreciate the purpose of praise songs in communication. |
The learner is guided to:
- Listen to praise songs from various sources. - Identify the purpose of praise songs. - Discuss occasions when praise songs are performed. - Analyze the relationship between singer and subject. - Identify character traits revealed in praise songs. |
Why do we sing?
|
KLB Top Scholar pg. 239
Audio recordings Digital devices KLB Top Scholar pg. 240 KLB Top Scholar pg. 241 Dictionary |
Oral discussion
Purpose identification
Character analysis
Written reflection
|
|
| 7 | 2 |
Writing
Listening and Speaking |
Creative Writing: Narrative Composition
Pronunciation: Consonant Sounds |
By the end of the
lesson, the learner
should be able to:
- Create well-written narrative compositions using specified idioms. - Apply the writing process in narrative composition. - Value the role of planning in narrative writing. |
The learner is guided to:
- Plan narrative compositions about journeys. - Incorporate idioms in narratives. - Write narratives following plans. - Exchange compositions for peer review. - Revise narratives based on feedback. |
What is the importance of using idioms in communication?
|
KLB Top Scholar pg. 243
Writing materials Sample narratives KLB Top Scholar pg. 245 Audio recordings Digital devices |
Narrative writing
Peer assessment
Idiom usage evaluation
Final composition
|
|
| 7 | 3 |
SPORTS-OUTDOOR GAMES
Listening and Speaking Reading I |
Pronunciation: Intonation
Study Skills: Summarising |
By the end of the
lesson, the learner
should be able to:
- Use correct intonation for yes/no and wh-questions. - Ask questions using appropriate intonation. - Value the role of intonation in effective communication. |
The learner is guided to:
- Listen to conversations with questions. - Identify rising and falling intonation. - Practice asking yes/no and wh-questions. - Role-play conversations using appropriate intonation. - Record dialogues for self-assessment. |
How can one improve his or her pronunciation?
|
KLB Top Scholar pg. 247
Audio recordings Digital devices KLB Top Scholar pg. 248 Sample texts |
Question formation
Intonation assessment
Role play evaluation
Recording analysis
|
|
| 7 | 4 |
Reading I
Grammar in Use |
Study Skills: Summarising
Sentences: Subject-verb Agreement |
By the end of the
lesson, the learner
should be able to:
- Write a summary of ideas from varied texts. - Apply summarizing techniques to different texts. - Appreciate the importance of summarising in effective reading. |
The learner is guided to:
- Make notes of main ideas from texts. - Write summaries from notes. - Edit summaries for clarity and conciseness. - Share summaries for peer feedback. - Discuss the purpose of summarizing. |
What factors should one consider when summarising an event?
|
KLB Top Scholar pg. 250
Sample texts Digital devices KLB Top Scholar pg. 251 Charts Digital devices Sample texts |
Summary writing
Note-making assessment
Peer evaluation
Editing skills
|
|
| 7 | 5 |
Grammar in Use
Reading II |
Sentences: Subject-verb Agreement
Class Reader: Features of Style |
By the end of the
lesson, the learner
should be able to:
- Construct sentences ensuring subject-verb agreement. - Edit sentences for correct subject-verb agreement. - Value the importance of correct grammar in communication. |
The learner is guided to:
- Choose correct verb forms for given subjects. - Construct sentences with proper agreement. - Edit sentences with agreement errors. - Create oral sentences about sports. - Share sentences for peer assessment. |
Why is it important to use the correct form of verbs with subjects?
|
KLB Top Scholar pg. 253
Charts Digital devices KLB Top Scholar pg. 255 Class reader |
Sentence construction
Editing exercises
Oral presentation
Peer assessment
|
|
| 8 | 1 |
Reading II
Writing Writing |
Class Reader: Features of Style
Creative Writing: Descriptive Writing Creative Writing: Descriptive Writing |
By the end of the
lesson, the learner
should be able to:
- Identify dialogue in the class reader. - Role-play dialogue from the class reader. - Value the importance of style in literary appreciation. |
The learner is guided to:
- Identify dialogue in the class reader. - Discuss how dialogue helps understand characters. - Role-play selected dialogues. - Record role-plays for assessment. - Discuss real-life applications of stylistic devices. |
How do stylistic devices enhance understanding of a text?
|
KLB Top Scholar pg. 257
Class reader Digital devices KLB Top Scholar pg. 259 Sample descriptive texts KLB Top Scholar pg. 262 Writing materials Sample descriptions |
Dialogue identification
Role play assessment
Recording analysis
Discussion participation
|
|
| 8 | 2 |
TOURIST ATTRACTION SITES IN KENYA
Listening and Speaking Listening and Speaking |
Oral Reports: Events within the Classroom
|
By the end of the
lesson, the learner
should be able to:
- Outline the organisation of an oral report of events. - Plan an oral report on classroom events. - Appreciate the value of oral reports in communication. |
The learner is guided to:
- Discuss what makes a good oral report. - Identify parts of an oral report. - Listen to sample oral reports. - Gather information about classroom events. - Make notes for an oral report. |
How can you make an oral report presentation interesting?
|
KLB Top Scholar pg. 265
Sample reports Digital devices KLB Top Scholar pg. 267 Digital devices Notes from previous lesson |
Organisation identification
Note-making assessment
Discussion participation
Observation
|
|
| 8 | 3 |
Reading I
|
Reading Fluency
|
By the end of the
lesson, the learner
should be able to:
- Recognise the use of fluency strategies in the reading process. - Identify what makes a good reader. - Value the importance of reading fluency. |
The learner is guided to:
- Listen to model reading. - Identify characteristics of fluent reading. - Discuss reading strategies. - Practice pronunciation of difficult words. - Read passages with appropriate pacing. |
How can you improve your reading fluency?
|
KLB Top Scholar pg. 268
Reading passages Audio recordings KLB Top Scholar pg. 270 Digital devices Timers |
Reading assessment
Strategy identification
Pronunciation check
Pacing evaluation
|
|
| 8 | 4 |
Grammar in Use
|
Affirmative and Negative Sentences
|
By the end of the
lesson, the learner
should be able to:
- Differentiate between affirmative and negative sentences. - Identify affirmative and negative sentences in texts. - Value the expressive role of sentences in communication. |
The learner is guided to:
- Compare affirmative and negative sentences. - Identify affirmative and negative sentences in texts. - Role-play dialogues with both sentence types. - Group sentences into affirmative and negative. - Discuss the difference in meaning between sentence types. |
When do we use affirmative statements?
|
KLB Top Scholar pg. 272
Sample sentences Digital devices KLB Top Scholar pg. 274 Charts |
Sentence identification
Grouping exercises
Role play assessment
Oral discussion
|
|
| 8 | 5 |
Reading II
Writing Writing |
Poetry
Functional Writing: Notices Functional Writing: Posters |
By the end of the
lesson, the learner
should be able to:
- Identify the subject matter of a poem. - Recognise repeated words and phrases in poems. - Value the role of repetition in poetry. |
The learner is guided to:
- Read poems about tourist attractions. - Recite poems for enjoyment. - Identify repeated words and phrases. - Discuss the subject matter of poems. - Write one-sentence descriptions for each stanza. |
Why would you use a poem instead of a story to pass information?
|
KLB Top Scholar pg. 275
Poems Digital devices KLB Top Scholar pg. 276 Digital devices Mind maps KLB Top Scholar pg. 277 Sample notices KLB Top Scholar pg. 279 Sample posters Art materials |
Poem recitation
Subject matter identification
Repetition recognition
Stanza description
|
|
| 9 |
END TERM THREE EXAM |
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