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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
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
|
|
| 2 | 2 |
Drug and Substances Abuse
|
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. |
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 |
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Drug and Substances Abuse
|
Listening and Speaking;
Conversational Skills
|
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 |
Oral questions Oral Report Observation
|
|
| 2 | 4 |
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
|
|
| 2 | 5 |
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
|
|
| 3 | 1 |
Drug and Substances Abuse
|
Grammar in Use; Work Classes: Adverbs
|
By the end of the
lesson, the learner
should be able to:
Identify types of adverbs. Construct sentences using adverbs of manner, time and place. Appreciate the use of adverbs sentences. |
Learners are guided to identify types of adverbs
Learners to construct sentences using adverbs of manner, time and place. |
What would you say to people who are considering taking drugs?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 91-94
Dictionaries Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
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
|
|
| 3 | 3 |
Drug and Substances Abuse
|
Intensive Reading: Oral Literature: Songs
|
By the end of the
lesson, the learner
should be able to:
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 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. |
Why do you think these words are repeated?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 94-95
Dictionaries Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 4 |
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
|
|
| 3 | 5 |
Drug and Substances Abuse
|
Writing; Mechanics of Writing: Commonly Misspelt Words
|
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 |
Oral questions Oral Report Observation
|
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