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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 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
|
|
| 2 | 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
|
|
| 2 | 3 |
Personal Responsibility
|
Extensive Reading: Independent Reading
Grammar; Word Classes: Nouns |
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
|
|
| 2 | 4 |
Personal Responsibility
|
Grammar; Word Classes: Nouns
Reading II Intensive reading: Trickster Narratives |
By the end of the
lesson, the learner
should be able to:
Define abstract and concrete nouns. Construct sentences using abstract and concrete nouns. Appreciate the use of nouns in sentences. |
Learners to define abstract and concrete nouns.
Learners are guided to search an article online or from a newspaper story. Read a paragraph and list the different types of nouns. In pairs or individually, learners are guided to construct sentences using abstract and concrete nouns. |
What are abstract nouns?
What are concrete nouns?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 5 |
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
|
|
| 3 | 1 |
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
|
|
| 3 | 2 |
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
|
|
| 3 | 3 |
Science and Health Education
|
Grammar
Word Classes: Nouns
Reading II Intensive Reading: Class Readers Writing; Mechanics of Writing: Punctuation Marks |
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
|
|
| 3 | 4 |
Science and Health Education
Hygiene Hygiene |
Writing; Mechanics of Writing: Punctuation Marks
Listening and Speaking; Listening for Information and the Most important idea Listening and Speaking; Listening for Information and the Most important idea |
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
|
|
| 3 | 5 |
Hygiene
|
Listening and Speaking; Listening for Information and the Most important idea
Reading I Reading for information 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
|
|
| 4 | 1 |
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
|
|
| 4 | 2 |
Hygiene
|
Reading II
Intensive Reading: Poetry
Writing Narrative Paragraph |
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
|
|
| 4 | 3 |
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
|
|
| 4 | 4 |
Leadership
|
Reading I
Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
Identify ways to read a book or a passage. Read the passage, |
In pairs, learners to identify ways to read a book or a passage.
In pairs, learners to read the passage, |
Why is it important to find the main idea?
How can we identify the supporting details?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 4 | 5 |
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
|
|
| 5 | 1 |
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
|
|
| 5 | 2 |
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 | 3 |
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 | 4 |
Family
|
Grammar; Comparatives and Superlative Adjectives
Reading II Intensive Reading: Oral Narratives: Legends |
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
|
|
| 5 | 5 |
Family
Drug and Substances Abuse |
Reading II
Intensive Reading: Oral Narratives: Legends
Writing; Functional Writing: Friendly Letter Listening and Speaking; Conversational Skills |
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
KLB; Top Scholar: English Learner's Book Grade 7 pg. 85-91 Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
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 | 2 |
Drug and Substances Abuse
|
Grammar in Use; Work Classes: Adverbs
Intensive Reading: Oral Literature: Songs |
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 KLB; Top Scholar: English Learner's Book Grade 7 pg. 94-95 |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Drug and Substances Abuse
|
Intensive Reading: Oral Literature: Songs
Writing; Mechanics of Writing: Commonly Misspelt Words Writing; Mechanics of Writing: Commonly Misspelt Words |
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 KLB; Top Scholar: English Learner's Book Grade 7 pg. 95-100 Charts Realia Journals |
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:
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 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. |
What is the importance of detailed information?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 101-104
Dictionaries Charts Journals Internet Computing devices Realia 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
Reading I; Intensive Reading |
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 KLB; Top Scholar: English Learner's Book Grade 7 pg. 119-122 |
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Travel
|
Reading I; Intensive Reading
Grammar; Word Classes: Simple Prepositions Grammar; Word Classes: Simple Prepositions |
By the end of the
lesson, the learner
should be able to:
Read the poem, 'Growing Pains' and answer the questions that follow. Talk about the main idea of the poem and the details that support it. Write a summary of what the poem is talking about. Have fun and enjoy reading the poems. |
In pairs, learners to Read the poem, 'Growing Pains' and answer the questions that follow
In pairs, learners to talk about the main idea of the poem and the details that support it In pairs, learners to write a summary of what the poem is talking about |
Where are the events of this poem taking place?
Who are the people involve in these events?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 119-122
Dictionaries Charts Realia Journals Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 122-124 |
Oral questions Oral Report Observation
|
|
| 7 | 5 |
Travel
|
Reading II; Intensive Reading: Poetry
Writing: Composition Writing: Self-Assessment Writing: Composition Writing: Self-Assessment |
By the end of the
lesson, the learner
should be able to:
Read the poem, 'Betrothed' Identify the characters in the poem. Act out the poem. Enjoy reading and acting the poem. |
Learners are guided to read the poem, 'Betrothed'
In groups, learners to identify the characters in the poem. In groups, learners to act out the poem |
Which events is taking place in the poem?
Who are the characters involved in the poem?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 124-127
Dictionaries Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 127-128 Realia KLB; Top Scholar: English Learner's Book Grade 7 pg. 128-130 Charts |
Oral questions Oral Report Observation
|
|
| 8 | 1 |
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 | 2 |
Heroes and Heroines- Kenya
|
Reading I; Extensive Reading: Grade Appropriate Fictional Materials
Grammar; Word Classes: Conjunctions and, but, or |
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 KLB; Top Scholar: English Learner's Book Grade 7 pg. 140-141 |
Oral questions Oral Report Observation
|
|
| 8 | 3 |
Heroes and Heroines- Kenya
|
Reading II
Intensive Reading: Class reader
Reading I Intensive Reading: Class reader Writing; Creative Writing: Narrative Compositions |
By the end of the
lesson, the learner
should be able to:
Read the passage, 'The Password' Answer the questions that follow. Make short notes on the events that occur in the passage. Appreciate the uses of class readers. |
In pairs, learners to read the passage, 'The Password'
In pairs, learners to answer the questions that follow. In pairs, learners are guided to make short notes on the events that occur in the passage |
Why does Sauna's uncle decide to take him to school?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 141-144
Dictionaries Charts Realia Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 144-145 |
Oral questions Oral Report Observation
|
|
| 8 | 4 |
Heroes and Heroines- Kenya
Music Music |
Writing; Creative Writing: Narrative Compositions
Listening and Speaking; Oral Presentation: Delivering Speeches Listening and Speaking; Oral Presentation: Delivering Speeches |
By the end of the
lesson, the learner
should be able to:
Read the story in learner's book. Create well-written narrative compositions on different topics. Appreciate narrative compositions. |
In pairs, learners to read the story in learner's book
In groups, learners are guided to create well-written narrative compositions on different topics. |
What are some of the most interesting stories they have ever read?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 144-145
Dictionaries Charts Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 151 Realia KLB; Top Scholar: English Learner's Book Grade 7 pg. 151-153 |
Oral questions Oral Report Observation
|
|
| 8 | 5 |
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 |
Half term |
||||||||
| 10 | 1 |
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
|
|
| 10 | 2 |
Music
|
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?
|
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
|
|
| 10 | 3 |
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, 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 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
|
|
| 10 | 4 |
Reading
Grammar in use Grammar in use |
Intensive Reading- Comprehension
Phrasal Verbs 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. |
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. |
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
|
|
| 10 | 5 |
Reading
Writing |
Class Reader: Main Ideas
The writing Process: Dialogues |
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. |
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 |
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 Skills in English Grade 7 T.G Pg.175-177 Skills in English Grade 7 PB. Pg. 150-152 |
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| 11 | 1 |
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?
|
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 |
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| 11 | 2 |
Reading
Grammar in use |
Intensive Reading:
Comprehension Strategies
Sentences: Simple Sentences |
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 recordings Skills in English Grade 7 T.G Pg.185-186 Skills in English Grade 7 PB. Pg. 157-160 |
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| 11 | 3 |
Grammar in use
Reading Reading |
Sentences: Simple Sentences
Oral Literature: Praise Songs 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. |
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. |
How do you determine what to include in a 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 |
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| 11 | 4 |
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:
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 |
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 Recording device Play conversations Skills in English Grade 7 T.G Pg.193-197 Skills in English Grade 7 PB. Pg. 165-167 |
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| 11 | 5 |
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 |
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| 12 | 1 |
Grammar in use
|
Sentences:
Subject-Verb Agreement
|
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?
|
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 |
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| 12 | 2 |
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 |
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| 12 | 3 |
Writing
TOURISTS ATTRACTION SITES TOURISTS ATTRACTION SITES |
Creative Writing:
Descriptive Writing
(200
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:
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 |
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| 12 | 4 |
Reading
grammar in use |
Reading Fluency
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:
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, |
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 Skills in English Grade 7 T.G Pg.213-215 Skills in English Grade 7 PB. Pg. 184-186 |
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| 12 | 5 |
grammar in use
Reading Reading Writing Writing |
Affirmative and
Negative Sentences
Poetry Poetry Functional Writing: Notices and Posters Functional Writing: Notices and Posters |
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:
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. |
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 Skills in English Grade 7 T.G Pg.218-220 Skills in English Grade 7 PB. Pg. 190-192 |
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