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

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

Personal Responsibility

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

In groups, learners are guided to discuss whether or not it is always polite to mention people

Which polite words do you use?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

Personal Responsibility

Extensive Reading: Independent Reading

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

Select appropriate reading materials from a library or online sources.
State the importance of reading on their own
Use reference materials systematically to find necessary information.
Appreciate the use of references materials for life-long learning.

Learners are guided to select appropriate reading materials from a library or online sources (encyclopedias, biographies, dictionaries, journals and magazine)
Learners to state the importance of reading on their own.
Learners are guided to use reference materials systematically to find necessary information
Learners are guided to demonstrate in interest using references materials for life-long learning.

Why is it important to read on your own

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

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

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

Personal Responsibility

Writing Handwriting: Legibility and Neatness

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

Science and Health Education

Listening and Speaking; Oral Presentation

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

Identify the features of oral narratives.
Read the oral narrative,

In groups, learners are guided to identify the features of oral narratives
Learners are guided to read the oral narrative,

What are oral narrative?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

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

Science and Health Education

Reading 1 Intensive Reading: Simple Poems
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

Science and Health Education

Grammar Word Classes: Nouns

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

Read the passage in learner

Learners are guided to read the passage in learner

What are non-count nouns?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

Science and Health Education

Reading II Intensive Reading: Class Readers
Writing; Mechanics of Writing: Punctuation Marks

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

Read through the front and back covers of different class readers.
Draw a diagram showing the author, setting place, setting time and characters.
Appreciate the importance of class readers.

Learners are guided to read through the front and back covers of different class readers, such as,

What are class readers?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

Science and Health Education

Writing; Mechanics of Writing: Punctuation Marks

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

Punctuate the sentences in learner

In pairs, learners are guided to punctuate the sentences in learner

Why are punctuation marks important?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

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

Hygiene

Listening and Speaking; Listening for Information and the Most important idea
Reading I Reading for information

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 have you learnt about the passage?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

Hygiene

Reading I Reading for information
Grammar; Word Classes: Verbs and Tense

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

Read the passage,

Learners are guided to read the passage,

Why is hygiene important?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

Hygiene

Grammar; Word Classes: Verbs and Tense

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

Read the passage in learner

Learners to read the passage in learner

What are regular verbs? What are irregular verbs?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

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

Hygiene

Writing Narrative Paragraph

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

Leadership

Listening and Speaking; Listening Comprehension

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

Explain the meaning of specific and general.
Listen to a recording of two passages from a digital device.
Discuss whether the information in each is specific or general.
Appreciate the importance of listening attentively.

Learners to explain the meaning of specific and general.
In groups, learners to listen to a recording of two passages from a digital device and discuss whether the information in each is specific or general

Who is leader? Who is a good leader?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

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

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

Leadership

Grammar Word Classes: Verbs and Tense

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

Leadership

Reading II Intensive Reading: Class Readers

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

Read the passage,

Learners to read the passage,

How did you know the main characters in the stories or novels were?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

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

Leadership

Writing; Paragraphing: Using Example and Incidents

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

Study the mind map in learner

In groups, learners are guided to study the mind map in learner

What is the main idea? What examples are given to illustrate the main idea?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

Leadership

Writing; Paragraphing: Using Example and Incidents

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

Study the mind map in learner

In groups, learners are guided to study the mind map in learner

What is the main idea? What examples are given to illustrate the main idea?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

Leadership

Writing; Paragraphing: Using Example and Incidents

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

Study the mind map in learner

In groups, learners are guided to study the mind map in learner

What is the main idea? What examples are given to illustrate the main idea?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

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

Family

Listening and Speaking; Pronunciation: Sounds and Stress
Reading I Study Skills: Synonyms and Antonyms

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

Identify words with the same sound as /oat/ such as, coat, goat
Read the passage in learner

In pairs, learners to identify words with the same sound as /oat/ such as, coat, goat
In groups, learners to read the passage in learner

What is the difference between words that are spelt the same way in the passage?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

Family

Reading I Study Skills: Synonyms and Antonyms

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

Study the page in learner

In pairs, learners are guided to study the page in learner

What have you learnt about synonyms?

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:

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

Learners to define comparative and superlative adjectives.
In pairs, learners to read the two paragraphs in learner

What are comparative adjectives? What are superlative adjectives?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

Family

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

In pairs, learners to talk about people they know who are admired for their courage and outstanding achievement.
In pairs, learners to read the conversation in learner

What is a legend?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

Family

Reading II Intensive Reading: Oral Narratives: Legends
Writing; Functional Writing: Friendly Letter

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

Make predictions based on the pictures and anticipate possible outcome in the story.
Read the narrative,

In pairs, learners to make predictions based on the pictures and anticipate possible outcome in the story.
Learners to read the narrative,

What is the main character in a legend?

KLB; Top Scholar: English Learner

Oral questions Oral Report Observation

Drug and Substances Abuse

Listening and Speaking; Conversational Skills

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

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

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

What drugs are abused by young people? What can we do to avoid interrupting other people?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 85-91
Dictionaries
Charts
Realia
Journals
Internet
Computing devices

Oral questions Oral Report Observation

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:

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

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

Which polite words do you use?

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

Oral questions Oral Report Observation

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

Drug and Substances Abuse

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.

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

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.

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

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

Natural Resources: Forests

Reading I; Intensive Reading: Visuals
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

Natural Resources: Forests

Grammar; Word Classes: Personal and Possessive pronouns
Reading II; Intensive Reading: Characters in Class Readers

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

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

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.

Which types of pronouns are commonly used?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 107-109
Dictionaries
Internet
Computing devices
KLB; Top Scholar: English Learner's Book Grade 7 pg. 109
Charts

Oral questions Oral Report Observation

Natural Resources: Forests

Reading II; Intensive Reading: Characters in Class Readers
Writing; Composition Writing: The Writing Process

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

Read the story, 'Julius' Vision'
Discuss how minor characters in the class readers relate to one another.
Answer factual and inferential questions from the passage.
Enjoy reading the story.

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

Why do you think the children kept out of Julius' way?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 110-112
Dictionaries
Computing devices
KLB; Top Scholar: English Learner's Book Grade 7 pg. 112-116
Charts
Realia
Journals
Internet

Oral questions Oral Report Observation

Natural Resources: Forests

Writing; Composition Writing: The Writing Process

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

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

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

How do we make our composition interesting?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 112-116
Class readers
Dictionaries
Charts
Realia
Computing devices

Oral questions Oral Report Observation