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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 |
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 |
Personal Responsibility
Science and Health Education Science and Health Education |
Writing
Handwriting: Legibility and Neatness
Listening and Speaking; Oral Presentation Listening and Speaking; Oral Presentation |
By the end of the
lesson, the learner
should be able to:
State the importance of neat and legible handwriting. Select a paragraph from a class reader and write it down as quickly and as legibly as possible. Appreciate the importance of writing neatly and legibly. |
Learners to listen to a story that the teacher will read.
Learners are guided to identify the words used to show a number of things being described. Learners are guided to construct sentences using phrasal quantifiers |
What is the importance of neat and legible handwriting?
|
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
|
Writing; Mechanics of Writing: Punctuation Marks
|
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:
Listen to a recording and write what the recording is about. Answer factual and inferential questions. Discuss the importance of listening for the most important ideas and particular details. Appreciate the importance of listening attentively. |
Learners are guided to listen to a recording and write what the recording is about
Learners to answer factual and inferential questions. In groups, learners to discuss the importance of listening for the most important ideas and particular details. |
Why is it important to listen?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Hygiene
|
Reading I
Reading for information
|
By the end of the
lesson, the learner
should be able to:
List the books that they read for information and those for meaning. Select a chapter in a textbook and read various things. Appreciate the importance of reading. |
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:
Define a verb. State the importance of verbs Identify regular verbs and irregular verbs. Appreciate the importance of verbs. |
Learners to define a verb.
Learners are guided to state the importance of verbs. Learners to identify regular verbs and irregular verbs |
What is a verb?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Hygiene
|
Reading II
Intensive Reading: Poetry
|
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 |
Hygiene
Leadership Leadership |
Writing Narrative Paragraph
Listening and Speaking; Listening Comprehension Listening and Speaking; Listening Comprehension |
By the end of the
lesson, the learner
should be able to:
Study the paragraph in learner |
In groups, learners to study the paragraph in learner
|
How is the paragraph introduced?
How does the paragraph end?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Leadership
|
Listening and Speaking; Listening Comprehension
Reading I Intensive Reading |
By the end of the
lesson, the learner
should be able to:
Listen to a recording of the passage about Nelson Mandela |
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
|
By the end of the
lesson, the learner
should be able to:
Study the mind map and answer the questions that follow. Match the main ideas with their respective supporting details. Appreciate the use of a mind map. |
In pairs, learners to study the mind map and answer the questions that follow.
In pairs, learners to match the main ideas with their respective supporting details. |
Which is the main idea according to this mind map?
Which are the supporting details according to the mind map?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 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:
Read the passage in learner |
In pairs, learners to read the passage in learner
|
What is common about the way some present tense verbs end?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Leadership
|
Writing; Paragraphing: Using Example and Incidents
|
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 passage, |
In pairs, learners to read the passage,
|
What do you as a family do with or for each other
|
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
|
Reading I
Study Skills: Synonyms and Antonyms
Grammar; Comparatives and Superlative Adjectives |
By the end of the
lesson, the learner
should be able to:
Identify the synonyms and antonyms used in the passage in learner |
Individually or in pairs, learners to identify the synonyms and antonyms used in the passage in learner
|
What have you learnt about antonyms?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Family
|
Grammar; Comparatives and Superlative Adjectives
Reading II Intensive Reading: Oral Narratives: Legends Reading II Intensive Reading: Oral Narratives: Legends |
By the end of the
lesson, the learner
should be able to:
Read the passage in learner |
In pairs, learners to read the passage in learner
|
Which words are used to compare the two dogs in the story?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Family
Drug and Substances Abuse |
Writing; Functional Writing: Friendly Letter
Listening and Speaking; Conversational Skills |
By the end of the
lesson, the learner
should be able to:
Identify parts of a friendly letter. Write a friendly letter that replies to Kim |
Learners to study the letter in learner
|
How many parts does a friendly letter have?
|
KLB; Top Scholar: English Learner
KLB; Top Scholar: English Learner's Book Grade 7 pg. 85-91 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 |
By the end of the
lesson, the learner
should be able to:
Discuss whether or not it is always polite to mention people's names as you introduce them. Read and role play the dialogue in learner's book. Enjoy role playing the dialogue. |
In groups, learners are guided to discuss whether or not it is always polite to mention people's names as you introduce them
In pairs, learners to read and role play the dialogue in learner's book. |
What are the effects of drugs on those who abuse them?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 85-91
Dictionaries Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 89-91 Journals Charts |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Drug and Substances Abuse
|
Grammar in Use; Work Classes: Adverbs
|
By the end of the
lesson, the learner
should be able to:
Define an adverb. Read the passage in learner's book and identify the adverbs used. Arrange the nouns in the passage into adverbs of manner and place. Use adverbs in their daily conversations. |
Learners are guided to define an adverb
Learners to read the passage in learner's book and identify the adverbs used. Learners are guided to arrange the nouns in the passage into adverbs of manner and place. |
What is an adverb?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 91-94
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Drug and Substances Abuse
|
Intensive Reading: Oral Literature: Songs
Writing; Mechanics of Writing: Commonly Misspelt Words |
By the end of the
lesson, the learner
should be able to:
Define a lullaby. Sing the lullaby in learner's book. Answer the questions that follow. Have fun and enjoy singing the song. |
Learners are guided to define a lullaby.
In pairs, learners to sing the lullaby in learner's book In pairs, learners to answer the questions that follow |
What are the singer's feelings towards the baby in each lullaby?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 94-95
Dictionaries Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 95-100 Charts Realia Journals |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Drug and Substances Abuse
Natural Resources: Forests |
Writing; Mechanics of Writing: Commonly Misspelt Words
Listening and Speaking; Listening for Details |
By the end of the
lesson, the learner
should be able to:
Write a story titled 'A Drug Free Neighbourhood'. Use some of the commonly misspelt words they have learnt. Fill in the crossword puzzle using the clues provided to make complete words. Have a desire to educate people about drug and substance abuse. |
Learners are guided to write a story titled 'A Drug Free Neighbourhood'. Use some of the commonly misspelt words they have learnt.
In groups, learners to fill in the crossword puzzle using the clues provided to make complete words |
How can we learn how to spell words that we normally misspell?
Why must you be careful to write the right word?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 95-100
Dictionaries Charts Realia Journals Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 101-104 |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Natural Resources: Forests
|
Listening and Speaking;
Listening for Details
Reading I; Intensive Reading: Visuals |
By the end of the
lesson, the learner
should be able to:
Prepare a short speech on the topic: 'What I Love about Forests' Read the passage in learner's book and then answer the questions that follow. Appreciate proper pronunciation of words during communication. |
In groups, learners are guided to prepare a short speech on the topic: 'What I Love about Forests'
Learners are guided to read the passage in learner's book and then answer the questions that follow |
How can you listen more attentively?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 101-104
Dictionaries Charts Realia Journals Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 104-107 |
Oral questions Oral Report Observation
|
|
| 6 | 5 |
Natural Resources: Forests
|
Reading I; Intensive Reading: Visuals
Grammar; Word Classes: Personal and Possessive pronouns Grammar; Word Classes: Personal and Possessive pronouns |
By the end of the
lesson, the learner
should be able to:
Identify national or community needs that they can communicate about using visuals. Create some of the visuals. Appreciate the importance of visuals. |
In groups, learners to identify national or community needs that they can communicate about using visuals.
In groups, learners are guided to create some of the visuals. |
What are the advantages of pictures and photographs over other forms of communication?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 104-107
Dictionaries Charts Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 107-109 Realia Journals |
Oral questions Oral Report Observation
|
|
| 7 | 1 |
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 KLB; Top Scholar: English Learner's Book Grade 7 pg. 110-112 |
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Natural Resources: Forests
Travel |
Writing; Composition Writing: The Writing Process
Listening and Speaking; Listening Comprehension: Explanatory Narratives |
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 Class readers KLB; Top Scholar: English Learner's Book Grade 7 pg. 117-119 Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 7 | 3 |
Travel
|
Listening and Speaking; Listening Comprehension: Explanatory Narratives
|
By the end of the
lesson, the learner
should be able to:
Identify what makes the performance of an explanatory narrative more enjoyable. Watch videos of people telling explanatory narrative. Make notes on how the story is made interesting. Appreciate ways of making an explanatory narrative more interesting. |
Learners are guided to identify what makes the performance of an explanatory narrative more enjoyable.
Learners to watch videos of people telling explanatory narrative. Make notes on how the story is made interesting |
What are the features of explanatory narratives?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 117-119
Dictionaries Charts Internet Computing devices Realia Journals |
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Travel
|
Reading I; Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of reading for interpretation and reading for evaluation. Listen to a recording of the poem, 'Mother to Her child' Enjoy reading the poem. |
Learners to explain the meaning of reading for interpretation and reading for evaluation
In pairs, learners to Listen to a recording of the poem, 'Mother to Her child' |
Why do you think some lines are repeated several times?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 119-122
Dictionaries Charts Journals Internet Computing devices Realia |
Oral questions Oral Report Observation
|
|
| 7 | 5 |
Travel
|
Grammar; Word Classes: Simple Prepositions
Reading II; Intensive Reading: Poetry |
By the end of the
lesson, the learner
should be able to:
Define prepositions. Sing the sing in learner's book. Identify all the prepositions in the song. Appreciate the use of prepositions. |
Learners to define prepositions.
In pairs, learners to sing the sing in learner's book. Identify all the prepositions in the song |
What are prepositions?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 122-124
Dictionaries Charts Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 124-127 |
Oral questions Oral Report Observation
|
|
| 8 | 1 |
Travel
|
Writing: Composition Writing: Self-Assessment
|
By the end of the
lesson, the learner
should be able to:
Search online or in books for information on assessing their own narrative composition. Give reasons why self-assessment is important. Assess a composition using a checklist. Appreciate the importance of a checklist. |
Learners are guided to search online or in books for information on assessing their own narrative composition
In pairs, learners are guided to give reasons why self-assessment is important In groups, learners to assess a composition using a checklist |
What is self-assessment?
What is the importance of checklist?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 127-128
Dictionaries Realia Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 128-130 Charts |
Oral questions Oral Report Observation
|
|
| 8 | 2 |
Heroes and Heroines- Kenya
|
Listening and Speaking: Pronunciation: Consonant and Vowel Sounds
|
By the end of the
lesson, the learner
should be able to:
Identify constant and vowels Sounds. Read the conversation between Dorty and Mother aloud. Identify words with the same sound as /t/ and /d/ such as wrote, den Appreciate the importance of correct pronunciation of words |
In pairs, learners are guided to identify constant and vowels Sounds.
Learners to read the conversation between Dorty and Mother aloud. Learners to identify words with the same sound as /t/ and /d/ such as wrote, den |
Who is your hero?
Why do you consider this person a hero?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 131-133
Dictionaries Realia Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 134-135 Internet KLB; Top Scholar: English Learner's Book Grade 7 pg. 135-136 Charts |
Oral questions Oral Report Observation
|
|
| 8 | 3 |
Heroes and Heroines- Kenya
|
Reading I; Extensive Reading: Grade Appropriate Fictional Materials
|
By the end of the
lesson, the learner
should be able to:
Define the term fictional. Talk about their favourite storybooks. Appreciate the importance of reading widely |
Learners to define the term fictional
In groups, learners to talk about their favourite storybooks |
What are fictional materials?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 136-137
Dictionaries Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 137-139 Charts Realia |
Oral questions Oral Report Observation
|
|
| 8 | 4 |
Heroes and Heroines- Kenya
|
Grammar; Word Classes: Conjunctions and, but, or
Reading II Intensive Reading: Class reader Reading I Intensive Reading: Class reader |
By the end of the
lesson, the learner
should be able to:
Define conjunctions. Identify uses of conjunctions. Fill in the spaces using conjunctions. Construct sentences using conjunctions. Appreciate the uses of conjunctions. |
Learners are guided define conjunctions.
In groups, learners to identify uses of conjunctions In groups, learners to fill in the spaces using conjunctions. In groups, learners to construct sentences using conjunctions. |
How did Mandela help South Africa to get freedom?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 140-141
Dictionaries Charts Realia Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 141-144 Internet |
Oral questions Oral Report Observation
|
|
| 8 | 5 |
Heroes and Heroines- Kenya
|
Writing; Creative Writing: Narrative Compositions
|
By the end of the
lesson, the learner
should be able to:
Identify features of narrative compositions. Take turns to talk about the funniest, hardest, saddest or most surprising experiences of their life. Appreciate narrative compositions. |
Learners to identify features of narrative compositions.
In pairs or in groups, learners to take turns to talk about the funniest, hardest, saddest or most surprising experiences of their life. |
What are narrative compositions?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 144-145
Dictionaries Charts Realia Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 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 KLB; Top Scholar: English Learner's Book Grade 7 pg. 151-153 |
Oral questions Oral Report Observation
|
|
| 9 | 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 KLB; Top Scholar: English Learner's Book Grade 7 pg. 155-156 |
Oral questions Oral Report Observation
|
|
| 9 | 3 |
Music
|
Grammar; Word Classes: Determiners
Grammar; Word Classes: Determiners |
By the end of the
lesson, the learner
should be able to:
Define determiners. Identify the uses of determiners. Recite the poem, 'The Spice of Life' and identify determiners. Appreciate the uses of determiners. |
In pairs, learners are guided to define determiners
In pairs, learners are guided to identify the uses of determiners. In pairs, learners are guided to recite the poem, 'The Spice of Life' and identify determiners |
What are determiners?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 157
Dictionaries Charts Realia Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 157-159 |
Oral questions Oral Report Observation
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| 9 | 4 |
Music
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Grammar; Word Classes: Determiners
Reading II; Intensive Reading: Characters and their Traits Writing; Functional Writing: Packing and Shopping List |
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?
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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 KLB; Top Scholar: English Learner's Book Grade 7 pg. 163-166 |
Oral questions Oral Report Observation
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| 9 | 5 |
TRADITIONAL FASHION
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Listening to Respond: Views/ Opinions
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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
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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
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| 10 | 1 |
Reading
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Intensive Reading- Comprehension
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By the end of the
lesson, the learner
should be able to:
identify main ideas in a text, use contextual clues to infer the meaning of words in a text, c) Appreciate the importance of reading comprehension in lifelong learning. |
The learner is guided to:
download and share texts with mental images from the texts and draw conclusions, read a passage individually, and identify key words in the passage, infer the meaning of words using contextual clues, |
Why should we recreate characters, places and events in our minds?
How can we tell the meaning of words and phrases in a text?
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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
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| 10 | 2 |
Grammar in use
Reading |
Phrasal Verbs
Class Reader: Main Ideas |
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?
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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 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
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| 10 | 3 |
Reading
Writing |
Class Reader: Main Ideas
The writing Process: Dialogues |
By the end of the
lesson, the learner
should be able to:
discuss the lessons learnt from the text relate the lessons learnt to real life experiences c) Appreciate the role of literature in fostering critical thinking. |
The learner is guided to:
relate the lessons learnt from the section read to real life experiences in groups draw a chart showing the sequence of the main events in the section read search online and watch an adapted dramatization of the section read. |
Why do people read story books?
What is the importance of reading a short story?
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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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
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| 10 | 4 |
Writing
LAND TRAVEL LAND TRAVEL |
The writing Process: Dialogues
Listening Comprehension: Extensive Listening 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?
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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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
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| 10 | 5 |
Reading
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Intensive Reading:
Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
identify key ideas from a passage, summarize key ideas from a passage, c) Acknowledge the importance of comprehension strategies in effective reading. |
The learner is guided to:
read selected grade appropriate passages on issues related to land travel such as safety and security from print and on-line sources, discuss opinions formed about the characters or ideas presented in the passage, |
How do you get the meaning of a words from a passage?
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Digital device,
Drawing papers Skills in English Grade 7 T.G Pg.183-184 Skills in English Grade 7 PB. Pg. 154-157 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
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| 11 | 1 |
Grammar in use
Reading |
Sentences: Simple Sentences
Oral Literature: Praise Songs |
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?
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Digital device,
recordings Skills in English Grade 7 T.G Pg.185-186 Skills in English Grade 7 PB. Pg. 157-160 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
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| 11 | 2 |
Reading
Writing |
Oral Literature: Praise Songs
Creative Writing: Narrative Composition |
By the end of the
lesson, the learner
should be able to:
perform praise songs sang in their immediate environment collaborate with peers in performing the praise songs, c) Appreciate the purpose of praise songs in communication. |
The learner is guided to:
share ideas on the relationship between the singer and the person been praised in the praise songs they have listened to, identify a praise song sang in their immediate environment in groups, present praise songs in groups to the class and share experiences, discuss the character traits of the singer(s) as brought out in the praise song(s). |
How do songs portray people
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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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
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| 11 | 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?
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Digital device,
Print and online dictionaries Skills in English Grade 7 T.G Pg.190-192 Skills in English Grade 7 PB. Pg. 163-164 Recording device Play conversations Skills in English Grade 7 T.G Pg.193-197 Skills in English Grade 7 PB. Pg. 165-167 |
Checklist
Questions
Journal
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Written assessment
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| 11 | 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?
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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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
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| 11 | 5 |
Grammar in use
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Sentences:
Subject-Verb Agreement
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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?
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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
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| 12 | 1 |
Reading
Writing |
Class reader:
Features of style
Creative Writing: Descriptive Writing (200 |
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?
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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 Pictures Realia Sample essays Skills in English Grade 7 T.G Pg.204-206 Skills in English Grade 7 PB. Pg. 175-178 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
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| 12 | 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:
explain the difference between descriptive writing and other forms of writing, in groups, they read samples of descriptive essays and classify the features that are described and the expressions used in a graphic organizer for sharing, create a descriptive composition of between 200 to 240 words on an interesting topic like outdoor sports and display it in a gallery for peer review and revision. |
What do you consider when describing something?
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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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
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| 12 | 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?
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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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
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| 12 | 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?
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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 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
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| 12 | 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?
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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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