Family

Reading I Study Skills: Synonyms and Antonyms
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
Study the page in learner

In pairs, learners to define synonyms and antonyms.
In pairs, learners to read the dialogue in learner
In pairs, learners are guided to study the page in learner

What are synonyms? What are antonyms?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

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
Define comparative and superlative adjectives.
Read the two paragraphs in learner

Individually or in pairs, learners to identify the synonyms and antonyms used in the passage in learner
Learners to define comparative and superlative adjectives.
In pairs, learners to read the two paragraphs in learner

What have you learnt about antonyms?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

Family

Grammar; Comparatives and Superlative Adjectives

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

Family

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:
Talk about people they know who are admired for their courage and outstanding achievement.
Read the conversation in learner
Make predictions based on the pictures and anticipate possible outcome in the story.
Read the narrative,

In pairs, learners to talk about people they know who are admired for their courage and outstanding achievement.
In pairs, learners to read the conversation in learner
In pairs, learners to make predictions based on the pictures and anticipate possible outcome in the story.
Learners to read the narrative,

What is a legend?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

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
Give reasons why people abuse drugs.
Make a list of the polite expressions on a manilla paper, flashcards or sticky notes.
Recite the choral poem in learner's book, 'No!'
Use polite language.

Learners to study the letter in learner
In pairs, learners are guided to give reasons why people abuse drugs
In pairs, learners are guided to make a list of the polite expressions on a manilla paper, flashcards or sticky notes
Learners to recite the choral poem in learner's book, 'No!'

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

Drug and Substances Abuse

Listening and Speaking; Conversational Skills
Listening and Speaking; Conversational Skills

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.
List polite expressions used in conversations.
Make posters on turn taking skills and polite interruptions.
Use polite expressions as they speak

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.
Learners to list polite expressions used in conversations
Learners are guided to make posters on turn taking skills and polite interruptions

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

Oral questions Oral Report Observation

Drug and Substances Abuse

Reading 1 Reading Fluency

By the end of the lesson, the learner should be able to:

Read the poem in leaner's book.
Answer factual and inferential questions from the poem.
Act out the poem.
Participate in a reading competition.

In groups, learners are guided to read the poem in leaner's book
In groups, learners are guided to answer factual and inferential questions from the poem.
In groups, learners are guided to act out the poem.

What do you like reading on your own?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 89-91
Dictionaries
Charts
Internet
Computing devices

Oral questions Oral Report Observation

Drug and Substances Abuse

Grammar in Use; Work Classes: Adverbs
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.
Identify types of adverbs.
Construct sentences using adverbs of manner, time and place.
Appreciate the use of adverbs sentences.

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.
Learners are guided to identify types of adverbs
Learners to construct sentences using adverbs of manner, time 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

Drug and Substances Abuse

Intensive Reading: Oral Literature: Songs
Intensive Reading: Oral Literature: Songs

By the end of the lesson, the learner should be able to:
Define a lullaby.
Sing the lullaby in learner's book.
Answer the questions that follow.
Have fun and enjoy singing the song.
Create lullabies to soothe a baby to sleep or to stop crying.
Sing the lullabies.
Identify the words or lines that are repeated.
Have fun and enjoy singing lullabies.

Learners 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
Learners to create lullabies to soothe a baby to sleep or to stop crying.
Learners are guided to sing the lullabies.
In pairs or individually, learners are guided to identify the words or lines that are repeated.

What are the singer's feelings towards the baby in each lullaby?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 94-95
Dictionaries
Internet
Computing devices

Oral questions Oral Report Observation

Drug and Substances Abuse

Writing; Mechanics of Writing: Commonly Misspelt Words

By the end of the lesson, the learner should be able to:

State the importance of spelling words correctly.
Read the passage and identify the words that are commonly misspelt.
Construct sentences using vocabulary learnt about drug and substance abuse.
Appreciate the importance of spelling words correctly.

In groups, learners are guided to state the importance of spelling words correctly
In pairs, learners are guided to read the passage and identify the words that are commonly misspelt
In pairs, learners are guided to construct sentences using vocabulary learnt about drug and substance abuse.

Why is it important to spell words correctly? Which words do you find difficult to spell and why?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 95-100
Dictionaries
Charts
Realia
Journals
Internet
Computing devices

Oral questions Oral Report Observation

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.
Study the picture and talk about the importance of forests.
Listen to the story being read and write down the important details.
Appreciate the importance of detailed information.

Learners are guided to 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
Learners are guided to study the picture and talk about the importance of forests.
Learners are guided to listen to the story being read and write down the important details.

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

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.
Define visuals.
Identify different types of visuals.
Draw different types visuals.
Appreciate the use of visuals.

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
Learners are guided to define visuals.
Learners to identify different types of visuals.
Learners to draw different types visuals

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

Natural Resources: Forests

Reading I; Intensive Reading: Visuals

By the end of the lesson, the learner should be able to:

Identify national or community needs that they can communicate about using visuals.
Create some of the visuals.
Appreciate the importance of visuals.

In groups, learners to identify national or community needs that they can communicate about using visuals.
In groups, learners are guided to create some of the visuals.

What are the advantages of pictures and photographs over other forms of communication?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 104-107
Dictionaries
Charts
Internet
Computing devices

Oral questions Oral Report Observation

Natural Resources: Forests

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:
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.
Define personal and possessive pronouns
Construct sentences using personal and possessive pronouns
Appreciate the use of pronouns in sentences.

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
Learners to define personal and possessive pronouns.
Learners are guided to search an article online or from a newspaper story. Read a paragraph and list the different types of pronouns used.
In pairs or individually, learners are guided to construct sentences using 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

Natural Resources: Forests

Reading II; Intensive Reading: Characters in Class Readers
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.
Read the story, 'Julius' Vision'
Discuss how minor characters in the class readers relate to one another.
Answer factual and inferential questions from the passage.
Enjoy reading the story.

Learners are guided to define class readers.
Learners to identify characters in class reader.
In groups, learners are guided to recognize different types of class readers
Learners are guided to read the story, 'Julius' Vision'
In groups, learners are guided to discuss how minor characters in the class readers relate to one another.
Learners are guided to answer factual and inferential questions from the passage

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

Natural Resources: Forests

Writing; Composition Writing: The Writing Process
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.
Read the passage and talk about whether or not it is well-written
Writing a narrative composition following the writing process.
Appreciate the importance of writing neatly and legibly

Learners are guided to 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
Learners are guided to read the passage and talk about whether or not it is well-written
Learners to writing a narrative composition following the writing process

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

Oral questions Oral Report Observation

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

TRADITIONAL FASHION
Reading

Listening to Respond: Views/ Opinions
Intensive Reading- Comprehension

By the end of the lesson, the learner should be able to:
list ways of expressing views/opinions in different contexts,
use different expressions that indicate own views/opinions in a given text,
c) Acknowledge the value of one
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:
in groups, role play the different characters in the narrative and bring out different ways of expressing opinions/views,
explain their feelings towards issues raised in the trickster narrative,
write on a chart, the words they have used to describe their feelings.
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,

How can expressing opinion/views affect relationships?

Digital device,
Recorded narratives
pictures
Skills in English Grade 7 T.G Pg.164-168
Skills in English Grade 7 PB. Pg. 143-144
Print and online dictionaries
Skills in English Grade 7 T.G Pg.169-171
Skills in English Grade 7 PB. Pg. 144-146

Checklist Questions Journal Learners portfolio Written assessment

Reading
Grammar in use

Intensive Reading- Comprehension
Phrasal Verbs

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.
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:
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.
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,

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
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

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,
use given phrasal verbs correctly in sentence construction,
c) Acknowledge the role of phrasal verbs in communication.

The learner is guided to:
fill in blanks in a text using the most appropriate phrasal verb,
search on the internet for more examples of phrasal verbs,

Why should we use Phrasal Verbs correctly?

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

Reading

Class Reader: Main Ideas
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.
relate the lessons learnt to real life experiences

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
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?

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

Writing

The writing Process: Dialogues
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.
apply the writing process in writing a dialogue

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
individually, create a rough draft of a short dialogue using the format they have identified
in groups, edit each other

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

LAND TRAVEL

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,
C) Acknowledge the importance of extensive listening in communication.

The learner is guided to:
listen to songs on local and international land travel from audio recordings,
respond to comprehension questions on key issues raised in the song,
pick out key issues raised from a song sung by the teacher or resource person on land travel,

How can we tell the main message in a song?

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

LAND TRAVEL
Reading

Listening Comprehension: Extensive Listening
Intensive Reading: Comprehension Strategies

By the end of the lesson, the learner should be able to:
listen attentively to songs on land travel,
use vocabulary identified from songs on land travel correctly,
c) Acknowledge the importance of extensive listening in communication.
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:
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.
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 can we draw meanings from the words used in a song? How are songs made interesting?

Digital device,
Wall charts
Play songs
Skills in English Grade 7 T.G Pg.178-182
Skills in English Grade 7 PB. Pg. 153-154
Drawing papers
Skills in English Grade 7 T.G Pg.183-184
Skills in English Grade 7 PB. Pg. 154-157

Checklist Questions Journal Learners portfolio Written assessment

Reading
Grammar in use

Intensive Reading: Comprehension Strategies
Sentences: Simple Sentences

By the end of the lesson, the learner should be able to:
create mental images from the events in a passage,
deduce the meaning of words from context,
respond to factual and inferential questions, correctly from the passage
d) Acknowledge the importance of comprehension strategies in effective reading.
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:
infer the meaning of words based on how they have been used in the passage
complete oral and written exercises using the vocabulary learnt,
answer factual and inferential questions from the passages, both orally and in writing,
Summarize key ideas presented in the passages by paraphrasing,
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 importance of reading a passage? What makes people write passages?

Digital device,
Drawing papers
Skills in English Grade 7 T.G Pg.183-184
Skills in English Grade 7 PB. Pg. 154-157
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

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,
construct simple sentences on a variety of issues,
c) Advocate the importance of using a variety of sentences in communication.
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:
tell a chain story featuring simple sentences in groups,
complete a substitution table featuring simple sentences,
complete a mind map to practice construction of simple sentences,
write a short dialogue using simple sentences and share it with peers on- line and off-line.
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,

How do you determine what to include in a sentence?

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

Reading

Oral Literature: Praise Songs

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

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

Writing

Creative Writing: Narrative Composition
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
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

SPORTS AND OUTDOOR GAMES

Pronunciation: Consonant Sounds and Intonation
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.
use correct intonation for yes/no and wh- questions in varied contexts,

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,
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,

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

Reading

Study Skills: Summarizing

By the end of the lesson, the learner should be able to:

identify the main ideas in texts,
write a summary of ideas from varied texts,
c) Appreciate the importance of summarizing information in a given context.

The learner is guided to:
brainstorm on the steps to follow when writing a summary of a text,
in pairs, read a print or non-print text on varied issues including outdoor games and underline the main ideas,
make notes from the underlined sentences and use them to make a rough draft,

How do we identify main ideas from a text? Why is it important to summarize information?

Digital device,
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

Reading
Grammar in use

Study Skills: Summarizing
Sentences: Subject-Verb Agreement

By the end of the lesson, the learner should be able to:
identify the main ideas in texts,
write a summary of ideas from varied texts,
c) Appreciate the importance of summarizing information in a given context.
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:
use the rough draft to make a fair copy,
share the summaries through charts for peer review,
check and make corrections on the written summarized pieces in groups,
discuss in pairs the purpose of making summaries.
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 factors should one consider when summarizing an event? In which activities or jobs can summarizing be useful?

Digital device,
Variety books
newspapers
Skills in English Grade 7 T.G Pg.198-199
Skills in English Grade 7 PB. Pg. 167-170
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

Grammar in use
Reading

Sentences: Subject-Verb Agreement
Class reader: Features of style

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.
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:
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.
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,

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
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

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

Writing

Creative Writing: Descriptive Writing (200
Creative Writing: Descriptive Writing (200

By the end of the lesson, the learner should be able to:
identify features of a person a thing or a place that can be described,
write a descriptive composition on a given subject,
c) Underscore the importance of creative writing in communication.

The learner is guided to:
in pairs, view videos or pictures of people, things or places and list the features of each that can be described in an essay,
search online and offline for words and expressions that can be used to describe different features like weather emotions, events and characters,
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.

How can you describe your best friend? How can you describe some things in your school?

Digital device,
Pictures
Realia
Sample essays
Skills in English Grade 7 T.G Pg.204-206
Skills in English Grade 7 PB. Pg. 175-178

Checklist Questions Journal Learners portfolio Written assessment

TOURISTS ATTRACTION SITES

Listening and speaking- Oral Reports: Events within the Classroom
Listening and speaking- Oral Reports: Events within the Classroom

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:
brainstorm in groups on the content and organization of an oral report e.g. introduction, body and conclusion,
search in pairs online and offline the steps for conducting an oral report e.g. research, compile (write), rehearse and report (present/deliver),
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,

Which activities can you report about that happen in the classroom? What makes a good oral report?

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

Checklist Questions Journal Learners portfolio Written assessment

Reading

Reading Fluency
Reading Fluency

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:
watch and listen to videos or students reading fluently and discuss what makes them good readers,
search online and offline for different reading fluency strategies such as previewing and predicting, skimming, scanning and ignoring
unknown words and share with peers,
in pairs, watch or listen to sample reading clips and simulate the model reading as they apply reading strategies,
practice, in groups, timed reading, accurate reading and reading with expression on issues like tourist attraction sites in Kenya,
assess peers

Why is it important to read fluently? What makes one a good reader? How can you improve your reading fluency?

Digital device,
Dictionaries
Digital devices
Audi clips
Internet sources
Skills in English Grade 7 T.G Pg.210-212
Skills in English Grade 7 PB. Pg. 181-184

Checklist Questions Journal Learners portfolio Written assessment

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 in spoken and written contexts,
construct affirmative and negative sentences in varied contexts,
c) Acknowledge the expressive role of sentences in effective communication.

The learner is guided to:
search online and offline for the differences between affirmative and negative sentences and share them with peers,
role play a dialogue with affirmative and negative sentences and record themselves,
watch/listen to a conversation on issues like tourist sites in Kenya and pick out in groups the affirmative and negative sentences,

When do we use affirmative statements? When do we use negative statements?

Digital device,
Dictionaries
Digital devices
Audi clips
Internet sources
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

grammar in use
Reading

Affirmative and Negative Sentences
Poetry

By the end of the lesson, the learner should be able to:
differentiate between affirmative and negative sentences in spoken and written contexts,
construct affirmative and negative sentences in varied contexts,
c) Acknowledge the expressive role of sentences in effective communication.
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:
sort jumbled up sentences into affirmative and negative sentences
construct affirmative and negative sentences,
share sentences made in the form of charts for peer review,
write a short story or dialogue on an issue like tourist attraction sites in Kenya using affirmative and negative sentences.
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 is it important to use the right sentence when saying something?

Digital device,
Dictionaries
Digital devices
Audi clips
Internet sources
Skills in English Grade 7 T.G Pg.213-215
Skills in English Grade 7 PB. Pg. 184-186
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

Reading
Writing

Poetry
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.
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:
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.
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 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
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

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