PERSONAL RESPONSIBILITY

Listening and Speaking
Reading

Polite language - Introduction
Independent reading - Comprehension

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

- Identify key features of polite language in texts related to personal responsibility
- Listen attentively and respond appropriately to polite language
- Appreciate the value of polite language in effective communication

The learner is guided to:
- Listen to audio/recorded examples of polite language provided by the teacher
- Discuss the key features of polite language with a partner
- Respond to questions based on the listening text on personal responsibility
- Share observations with the class and display key expressions on a chart

How does polite language help us communicate more effectively about personal responsibility?

- Skills in English Grade 7 pg. 1
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 4

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Grammar in Use
Writing
Listening and Speaking
Reading

Nouns - Identification
Handwriting - Introduction
Polite language - Practice
Independent reading - Extended response

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

- Identify nouns in oral and written texts on personal responsibility
- Explain the function and rules of nouns in sentences
- Recognise the importance of using nouns correctly in communication

The learner is guided to:
- Read sentences and identify examples of nouns in context
- Discuss how nouns functions in sentences related to personal responsibility
- Complete exercises identifying nouns in provided texts
- Compare correct and incorrect usage and discuss the difference

How does the correct use of nouns make our sentences about personal responsibility clearer?

- Skills in English Grade 7 pg. 8
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 13
- Skills in English Grade 7 pg. 1
- Skills in English Grade 7 pg. 4

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading
Writing
Listening and Speaking
Reading

Trickster narratives - Literary appreciation
Handwriting - Drafting
Oral narratives - Introduction
Simple poems - Comprehension

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

- Read and respond to a literary text (trickster narratives) related to personal responsibility
- Identify literary features such as characters, theme, mood and structure
- Appreciate literature as a reflection of real-life values and experiences

The learner is guided to:
- Read the trickster narratives and identify key literary elements and characters
- Discuss themes, moral lessons and how events relate to real life in personal responsibility
- Dramatise or role-play selected parts of the literary text
- Respond creatively through discussion, drawing or short written response

What lessons about personal responsibility can we draw from the trickster narratives?

- Skills in English Grade 7 pg. 10
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 13
- Skills in English Grade 7 pg. 16
- Skills in English Grade 7 pg. 18

- Observation - Oral questions - Written questions - Peer assessment - Checklists

SCIENCE AND HEALTH EDUCATION

Grammar in Use
Writing

Count, non-count, singular and plural nouns - Identification
Punctuation marks - Introduction

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

- Identify count, non-count, singular and plural nouns in oral and written texts on science and health education
- Explain the function and rules of count, non-count, singular and plural nouns in sentences
- Recognise the importance of using count, non-count, singular and plural nouns correctly in communication

The learner is guided to:
- Read sentences and identify examples of count, non-count, singular and plural nouns in context
- Discuss how count, non-count, singular and plural nouns functions in sentences related to science and health education
- Complete exercises identifying count, non-count, singular and plural nouns in provided texts
- Compare correct and incorrect usage and discuss the difference

How does the correct use of count, non-count, singular and plural nouns make our sentences about science and health education clearer?

- Skills in English Grade 7 pg. 20
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 26

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading

Simple poems - Extended response
Class readers - Literary appreciation

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

- Make inferences and draw conclusions from a text on simple poems
- Summarise and evaluate key information from the text in own words
- Value critical reading as a means of forming informed views about science and health education

The learner is guided to:
- Re-read the text and make inferences beyond the literal meaning
- Summarise the text in own words retaining the original meaning
- Evaluate the author's message and intent in the text
- Find more texts on simple poems from books or the Internet and compare ideas

How does reading critically about simple poems deepen our understanding of science and health education?

- Skills in English Grade 7 pg. 18
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 23

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing
Listening and Speaking
Reading

Punctuation marks - Drafting
Listening for main ideas - Introduction
Reading for information - Comprehension

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

- Write a first draft of punctuation marks applying the correct structure and features
- Use appropriate vocabulary, tone and language in the draft
- Show creativity and personal expression in the written draft

The learner is guided to:
- Write a first draft of punctuation marks using the plan created earlier
- Follow the required structure and features for punctuation marks
- Share the draft with a peer and receive initial feedback
- Revise the draft based on peer feedback and improve the content

How does drafting and peer review help us improve our punctuation marks about science and health education?

- Skills in English Grade 7 pg. 26
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 29
- Skills in English Grade 7 pg. 30

- Observation - Oral questions - Written questions - Peer assessment - Checklists

HYGIENE

Grammar in Use
Writing

Verbs and tense - Identification
Narrative paragraphs - Introduction

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

- Identify verbs and tense in oral and written texts on hygiene
- Explain the function and rules of verbs and tense in sentences
- Recognise the importance of using verbs and tense correctly in communication

The learner is guided to:
- Read sentences and identify examples of verbs and tense in context
- Discuss how verbs and tense functions in sentences related to hygiene
- Complete exercises identifying verbs and tense in provided texts
- Compare correct and incorrect usage and discuss the difference

How does the correct use of verbs and tense make our sentences about hygiene clearer?

- Skills in English Grade 7 pg. 34
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 39

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading

Reading for information - Extended response
Poems - Literary appreciation

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

- Make inferences and draw conclusions from a text on reading for information
- Summarise and evaluate key information from the text in own words
- Value critical reading as a means of forming informed views about hygiene

The learner is guided to:
- Re-read the text and make inferences beyond the literal meaning
- Summarise the text in own words retaining the original meaning
- Evaluate the author's message and intent in the text
- Find more texts on reading for information from books or the Internet and compare ideas

How does reading critically about reading for information deepen our understanding of hygiene?

- Skills in English Grade 7 pg. 30
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 36

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing
Listening and Speaking
Reading

Narrative paragraphs - Drafting
Listening comprehension - Introduction
Reading for main ideas and details - Comprehension

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

- Write a first draft of narrative paragraphs applying the correct structure and features
- Use appropriate vocabulary, tone and language in the draft
- Show creativity and personal expression in the written draft

The learner is guided to:
- Write a first draft of narrative paragraphs using the plan created earlier
- Follow the required structure and features for narrative paragraphs
- Share the draft with a peer and receive initial feedback
- Revise the draft based on peer feedback and improve the content

How does drafting and peer review help us improve our narrative paragraphs about hygiene?

- Skills in English Grade 7 pg. 39
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 41
- Skills in English Grade 7 pg. 42

- Observation - Oral questions - Written questions - Peer assessment - Checklists

LEADERSHIP

Grammar in Use
Writing

Verbs and tense - Identification
Using examples and incidents - Introduction

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

- Identify verbs and tense in oral and written texts on leadership
- Explain the function and rules of verbs and tense in sentences
- Recognise the importance of using verbs and tense correctly in communication

The learner is guided to:
- Read sentences and identify examples of verbs and tense in context
- Discuss how verbs and tense functions in sentences related to leadership
- Complete exercises identifying verbs and tense in provided texts
- Compare correct and incorrect usage and discuss the difference

How does the correct use of verbs and tense make our sentences about leadership clearer?

- Skills in English Grade 7 pg. 46
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 51

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading

Reading for main ideas and details - Extended response
Class readers - Literary appreciation

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

- Make inferences and draw conclusions from a text on reading for main ideas and details
- Summarise and evaluate key information from the text in own words
- Value critical reading as a means of forming informed views about leadership

The learner is guided to:
- Re-read the text and make inferences beyond the literal meaning
- Summarise the text in own words retaining the original meaning
- Evaluate the author's message and intent in the text
- Find more texts on reading for main ideas and details from books or the Internet and compare ideas

How does reading critically about reading for main ideas and details deepen our understanding of leadership?

- Skills in English Grade 7 pg. 42
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 48

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing
Listening and Speaking
Reading

Using examples and incidents - Drafting
Sounds and word stress - Introduction
Synonyms and antonyms - Comprehension

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

- Write a first draft of using examples and incidents applying the correct structure and features
- Use appropriate vocabulary, tone and language in the draft
- Show creativity and personal expression in the written draft

The learner is guided to:
- Write a first draft of using examples and incidents using the plan created earlier
- Follow the required structure and features for using examples and incidents
- Share the draft with a peer and receive initial feedback
- Revise the draft based on peer feedback and improve the content

How does drafting and peer review help us improve our using examples and incidents about leadership?

- Skills in English Grade 7 pg. 51
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 53
- Skills in English Grade 7 pg. 56

- Observation - Oral questions - Written questions - Peer assessment - Checklists

THE FAMILY

Grammar in Use
Writing

Comparative and superlative adjectives - Identification
Friendly letters - Introduction

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

- Identify comparative and superlative adjectives in oral and written texts on the family
- Explain the function and rules of comparative and superlative adjectives in sentences
- Recognise the importance of using comparative and superlative adjectives correctly in communication

The learner is guided to:
- Read sentences and identify examples of comparative and superlative adjectives in context
- Discuss how comparative and superlative adjectives functions in sentences related to the family
- Complete exercises identifying comparative and superlative adjectives in provided texts
- Compare correct and incorrect usage and discuss the difference

How does the correct use of comparative and superlative adjectives make our sentences about the family clearer?

- Skills in English Grade 7 pg. 58
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 63

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Listening and Speaking
Reading

Sounds and word stress - Practice
Synonyms and antonyms - Extended response

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

- Apply sounds and word stress skills in guided oral activities on the family
- Use appropriate language and expression when practising sounds and word stress
- Show confidence when participating in oral tasks about the family

The learner is guided to:
- In pairs, practise sounds and word stress in role-play situations related to the family
- Give and receive structured feedback on peers' oral performance
- Record an oral activity and review for correct use of sounds and word stress
- Reflect on the importance of sounds and word stress in daily communication

What skills make sounds and word stress more effective when discussing the family?

- Skills in English Grade 7 pg. 53
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 56

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading
Writing

Oral narratives (legends) - Literary appreciation
Friendly letters - Drafting

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

- Read and respond to a literary text (oral narratives (legends)) related to the family
- Identify literary features such as characters, theme, mood and structure
- Appreciate literature as a reflection of real-life values and experiences

The learner is guided to:
- Read the oral narratives (legends) and identify key literary elements and characters
- Discuss themes, moral lessons and how events relate to real life in the family
- Dramatise or role-play selected parts of the literary text
- Respond creatively through discussion, drawing or short written response

What lessons about the family can we draw from the oral narratives (legends)?

- Skills in English Grade 7 pg. 60
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 63

- Observation - Oral questions - Written questions - Peer assessment - Checklists

DRUG AND SUBSTANCE ABUSE

Listening and Speaking
Reading
Grammar in Use

Conversation skills - Introduction
Reading fluency - Comprehension
Adverbs - Identification

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

- Identify key features of conversation skills in texts related to drug and substance abuse
- Listen attentively and respond appropriately to conversation skills
- Appreciate the value of conversation skills in effective communication

The learner is guided to:
- Listen to audio/recorded examples of conversation skills provided by the teacher
- Discuss the key features of conversation skills with a partner
- Respond to questions based on the listening text on drug and substance abuse
- Share observations with the class and display key expressions on a chart

How does conversation skills help us communicate more effectively about drug and substance abuse?

- Skills in English Grade 7 pg. 65
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 67
- Skills in English Grade 7 pg. 71

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing
Listening and Speaking

Commonly misspelt words - Introduction
Conversation skills - Practice

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

- Identify the features and format of commonly misspelt words
- Plan a piece of commonly misspelt words using an outline or brainstorming activity
- Appreciate the importance of planning before writing commonly misspelt words

The learner is guided to:
- Study model examples of commonly misspelt words and identify key features and structure
- Brainstorm ideas for a writing task on drug and substance abuse and create a plan
- Discuss the structure and features of commonly misspelt words with peers
- Share plans with the class and note suggestions for improvement

How does planning help us write better commonly misspelt words about drug and substance abuse?

- Skills in English Grade 7 pg. 75
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 65

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading
Grammar in Use

Reading fluency - Extended response
Adverbs - Application

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

- Make inferences and draw conclusions from a text on reading fluency
- Summarise and evaluate key information from the text in own words
- Value critical reading as a means of forming informed views about drug and substance abuse

The learner is guided to:
- Re-read the text and make inferences beyond the literal meaning
- Summarise the text in own words retaining the original meaning
- Evaluate the author's message and intent in the text
- Find more texts on reading fluency from books or the Internet and compare ideas

How does reading critically about reading fluency deepen our understanding of drug and substance abuse?

- Skills in English Grade 7 pg. 67
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 71

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading
Writing
Listening and Speaking

Songs (lullabies) - Literary appreciation
Commonly misspelt words - Drafting
Listening for details - Introduction

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

- Read and respond to a literary text (songs (lullabies)) related to drug and substance abuse
- Identify literary features such as characters, theme, mood and structure
- Appreciate literature as a reflection of real-life values and experiences

The learner is guided to:
- Read the songs (lullabies) and identify key literary elements and characters
- Discuss themes, moral lessons and how events relate to real life in drug and substance abuse
- Dramatise or role-play selected parts of the literary text
- Respond creatively through discussion, drawing or short written response

What lessons about drug and substance abuse can we draw from the songs (lullabies)?

- Skills in English Grade 7 pg. 73
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 75
- Skills in English Grade 7 pg. 77

- Observation - Oral questions - Written questions - Peer assessment - Checklists

NATURAL RESOURCES – FORESTS

Reading
Grammar in Use

Visuals - Comprehension
Personal and possessive pronouns - Identification

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

- Read and comprehend a text on visuals in the context of natural resources – forests
- Identify main ideas, supporting details and key vocabulary from the text
- Appreciate reading as a tool for lifelong learning about natural resources – forests

The learner is guided to:
- Skim and scan a text on visuals and predict its content from the title
- Read the text carefully and answer comprehension questions
- Identify the main idea, key details and unfamiliar vocabulary
- Discuss what was learnt from the text and relate it to real-life experiences

What can we learn from reading texts on visuals about natural resources – forests?

- Skills in English Grade 7 pg. 80
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 84

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing
Reading

Composition writing - Introduction
Visuals - Extended response

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

- Identify the features and format of composition writing
- Plan a piece of composition writing using an outline or brainstorming activity
- Appreciate the importance of planning before writing composition writing

The learner is guided to:
- Study model examples of composition writing and identify key features and structure
- Brainstorm ideas for a writing task on natural resources – forests and create a plan
- Discuss the structure and features of composition writing with peers
- Share plans with the class and note suggestions for improvement

How does planning help us write better composition writing about natural resources – forests?

- Skills in English Grade 7 pg. 91
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 80

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading
Writing
Listening and Speaking

Characters in class readers - Literary appreciation
Composition writing - Drafting
Listening comprehension - Introduction

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

- Read and respond to a literary text (characters in class readers) related to natural resources – forests
- Identify literary features such as characters, theme, mood and structure
- Appreciate literature as a reflection of real-life values and experiences

The learner is guided to:
- Read the characters in class readers and identify key literary elements and characters
- Discuss themes, moral lessons and how events relate to real life in natural resources – forests
- Dramatise or role-play selected parts of the literary text
- Respond creatively through discussion, drawing or short written response

What lessons about natural resources – forests can we draw from the characters in class readers?

- Skills in English Grade 7 pg. 88
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 91
- Skills in English Grade 7 pg. 94

- Observation - Oral questions - Written questions - Peer assessment - Checklists

TRAVEL

Reading
Grammar in Use

Intensive reading - Comprehension
Simple prepositions - Identification

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

- Read and comprehend a text on intensive reading in the context of travel
- Identify main ideas, supporting details and key vocabulary from the text
- Appreciate reading as a tool for lifelong learning about travel

The learner is guided to:
- Skim and scan a text on intensive reading and predict its content from the title
- Read the text carefully and answer comprehension questions
- Identify the main idea, key details and unfamiliar vocabulary
- Discuss what was learnt from the text and relate it to real-life experiences

What can we learn from reading texts on intensive reading about travel?

- Skills in English Grade 7 pg. 96
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 99

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing
Listening and Speaking

Composition writing - Introduction
Listening comprehension - Practice

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

- Identify the features and format of composition writing
- Plan a piece of composition writing using an outline or brainstorming activity
- Appreciate the importance of planning before writing composition writing

The learner is guided to:
- Study model examples of composition writing and identify key features and structure
- Brainstorm ideas for a writing task on travel and create a plan
- Discuss the structure and features of composition writing with peers
- Share plans with the class and note suggestions for improvement

How does planning help us write better composition writing about travel?

- Skills in English Grade 7 pg. 104
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 94

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading
Grammar in Use
Reading

Intensive reading - Extended response
Simple prepositions - Application
Intensive reading (poems) - Literary appreciation

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

- Make inferences and draw conclusions from a text on intensive reading
- Summarise and evaluate key information from the text in own words
- Value critical reading as a means of forming informed views about travel

The learner is guided to:
- Re-read the text and make inferences beyond the literal meaning
- Summarise the text in own words retaining the original meaning
- Evaluate the author's message and intent in the text
- Find more texts on intensive reading from books or the Internet and compare ideas

How does reading critically about intensive reading deepen our understanding of travel?

- Skills in English Grade 7 pg. 96
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 99
- Skills in English Grade 7 pg. 101

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing
Listening and Speaking

Composition writing - Drafting
Consonant and vowel sounds - Introduction

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

- Write a first draft of composition writing applying the correct structure and features
- Use appropriate vocabulary, tone and language in the draft
- Show creativity and personal expression in the written draft

The learner is guided to:
- Write a first draft of composition writing using the plan created earlier
- Follow the required structure and features for composition writing
- Share the draft with a peer and receive initial feedback
- Revise the draft based on peer feedback and improve the content

How does drafting and peer review help us improve our composition writing about travel?

- Skills in English Grade 7 pg. 104
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 106

- Observation - Oral questions - Written questions - Peer assessment - Checklists

HEROES AND HEROINES – KENYA

Reading
Grammar in Use

Extensive reading - Comprehension
Conjunctions: and, but, or - Identification

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

- Read and comprehend a text on extensive reading in the context of heroes and heroines – kenya
- Identify main ideas, supporting details and key vocabulary from the text
- Appreciate reading as a tool for lifelong learning about heroes and heroines – kenya

The learner is guided to:
- Skim and scan a text on extensive reading and predict its content from the title
- Read the text carefully and answer comprehension questions
- Identify the main idea, key details and unfamiliar vocabulary
- Discuss what was learnt from the text and relate it to real-life experiences

What can we learn from reading texts on extensive reading about heroes and heroines – kenya?

- Skills in English Grade 7 pg. 109
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 111

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing
Listening and Speaking
Reading

Narrative compositions - Introduction
Consonant and vowel sounds - Practice
Extensive reading - Extended response

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

- Identify the features and format of narrative compositions
- Plan a piece of narrative compositions using an outline or brainstorming activity
- Appreciate the importance of planning before writing narrative compositions

The learner is guided to:
- Study model examples of narrative compositions and identify key features and structure
- Brainstorm ideas for a writing task on heroes and heroines – kenya and create a plan
- Discuss the structure and features of narrative compositions with peers
- Share plans with the class and note suggestions for improvement

How does planning help us write better narrative compositions about heroes and heroines – kenya?

- Skills in English Grade 7 pg. 115
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 106
- Skills in English Grade 7 pg. 109

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Grammar in Use
Reading

Conjunctions: and, but, or - Application
Class reader - Literary appreciation

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

- Use conjunctions: and, but, or correctly in sentences and passages about heroes and heroines – kenya
- Apply the rules of conjunctions: and, but, or in written and oral contexts
- Value accuracy in the use of conjunctions: and, but, or as a mark of effective communication

The learner is guided to:
- Construct sentences using conjunctions: and, but, or correctly in the context of heroes and heroines – kenya
- Complete gap-fill and substitution exercises on conjunctions: and, but, or
- Peer-check written work for correct use of conjunctions: and, but, or
- Play language games involving conjunctions: and, but, or and discuss common errors

How does applying conjunctions: and, but, or correctly improve our writing about heroes and heroines – kenya?

- Skills in English Grade 7 pg. 111
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 113

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing
Listening and Speaking

Narrative compositions - Drafting
Delivering speeches - Introduction

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

- Write a first draft of narrative compositions applying the correct structure and features
- Use appropriate vocabulary, tone and language in the draft
- Show creativity and personal expression in the written draft

The learner is guided to:
- Write a first draft of narrative compositions using the plan created earlier
- Follow the required structure and features for narrative compositions
- Share the draft with a peer and receive initial feedback
- Revise the draft based on peer feedback and improve the content

How does drafting and peer review help us improve our narrative compositions about heroes and heroines – kenya?

- Skills in English Grade 7 pg. 115
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 118

- Observation - Oral questions - Written questions - Peer assessment - Checklists

MUSIC

Reading
Grammar in Use

Note making - Comprehension
Determiners - Identification

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

- Read and comprehend a text on note making in the context of music
- Identify main ideas, supporting details and key vocabulary from the text
- Appreciate reading as a tool for lifelong learning about music

The learner is guided to:
- Skim and scan a text on note making and predict its content from the title
- Read the text carefully and answer comprehension questions
- Identify the main idea, key details and unfamiliar vocabulary
- Discuss what was learnt from the text and relate it to real-life experiences

What can we learn from reading texts on note making about music?

- Skills in English Grade 7 pg. 120
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 123

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing
Listening and Speaking
Reading

Packing and shopping lists - Introduction
Delivering speeches - Practice
Note making - Extended response

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

- Identify the features and format of packing and shopping lists
- Plan a piece of packing and shopping lists using an outline or brainstorming activity
- Appreciate the importance of planning before writing packing and shopping lists

The learner is guided to:
- Study model examples of packing and shopping lists and identify key features and structure
- Brainstorm ideas for a writing task on music and create a plan
- Discuss the structure and features of packing and shopping lists with peers
- Share plans with the class and note suggestions for improvement

How does planning help us write better packing and shopping lists about music?

- Skills in English Grade 7 pg. 128
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 118
- Skills in English Grade 7 pg. 120

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading
Writing

Characters and their traits - Literary appreciation
Packing and shopping lists - Drafting

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

- Read and respond to a literary text (characters and their traits) related to music
- Identify literary features such as characters, theme, mood and structure
- Appreciate literature as a reflection of real-life values and experiences

The learner is guided to:
- Read the characters and their traits and identify key literary elements and characters
- Discuss themes, moral lessons and how events relate to real life in music
- Dramatise or role-play selected parts of the literary text
- Respond creatively through discussion, drawing or short written response

What lessons about music can we draw from the characters and their traits?

- Skills in English Grade 7 pg. 125
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 128

- Observation - Oral questions - Written questions - Peer assessment - Checklists

PROFESSIONS

Listening and Speaking
Reading

Interviews - Introduction
Non-fiction materials - Comprehension

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

- Identify key features of interviews in texts related to professions
- Listen attentively and respond appropriately to interviews
- Appreciate the value of interviews in effective communication

The learner is guided to:
- Listen to audio/recorded examples of interviews provided by the teacher
- Discuss the key features of interviews with a partner
- Respond to questions based on the listening text on professions
- Share observations with the class and display key expressions on a chart

How does interviews help us communicate more effectively about professions?

- Skills in English Grade 7 pg. 131
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 133

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Grammar in Use
Writing
Listening and Speaking

Adjectives formed from nouns and verbs - Identification
Spelling: antonyms, synonyms and numbers in words - Introduction
Interviews - Practice

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

- Identify adjectives formed from nouns and verbs in oral and written texts on professions
- Explain the function and rules of adjectives formed from nouns and verbs in sentences
- Recognise the importance of using adjectives formed from nouns and verbs correctly in communication

The learner is guided to:
- Read sentences and identify examples of adjectives formed from nouns and verbs in context
- Discuss how adjectives formed from nouns and verbs functions in sentences related to professions
- Complete exercises identifying adjectives formed from nouns and verbs in provided texts
- Compare correct and incorrect usage and discuss the difference

How does the correct use of adjectives formed from nouns and verbs make our sentences about professions clearer?

- Skills in English Grade 7 pg. 136
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 141
- Skills in English Grade 7 pg. 131

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading

Non-fiction materials - Extended response
Dilemma narratives - Literary appreciation

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

- Make inferences and draw conclusions from a text on non-fiction materials
- Summarise and evaluate key information from the text in own words
- Value critical reading as a means of forming informed views about professions

The learner is guided to:
- Re-read the text and make inferences beyond the literal meaning
- Summarise the text in own words retaining the original meaning
- Evaluate the author's message and intent in the text
- Find more texts on non-fiction materials from books or the Internet and compare ideas

How does reading critically about non-fiction materials deepen our understanding of professions?

- Skills in English Grade 7 pg. 133
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 138

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing
Listening and Speaking

Spelling: antonyms, synonyms and numbers in words - Drafting
Listening to respond - Introduction

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

- Write a first draft of spelling: antonyms, synonyms and numbers in words applying the correct structure and features
- Use appropriate vocabulary, tone and language in the draft
- Show creativity and personal expression in the written draft

The learner is guided to:
- Write a first draft of spelling: antonyms, synonyms and numbers in words using the plan created earlier
- Follow the required structure and features for spelling: antonyms, synonyms and numbers in words
- Share the draft with a peer and receive initial feedback
- Revise the draft based on peer feedback and improve the content

How does drafting and peer review help us improve our spelling: antonyms, synonyms and numbers in words about professions?

- Skills in English Grade 7 pg. 141
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 143

- Observation - Oral questions - Written questions - Peer assessment - Checklists

TRADITIONAL FASHION

Reading
Grammar in Use
Writing

Comprehension - Comprehension
Phrasal verbs - Identification
Dialogues - Introduction

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

- Read and comprehend a text on comprehension in the context of traditional fashion
- Identify main ideas, supporting details and key vocabulary from the text
- Appreciate reading as a tool for lifelong learning about traditional fashion

The learner is guided to:
- Skim and scan a text on comprehension and predict its content from the title
- Read the text carefully and answer comprehension questions
- Identify the main idea, key details and unfamiliar vocabulary
- Discuss what was learnt from the text and relate it to real-life experiences

What can we learn from reading texts on comprehension about traditional fashion?

- Skills in English Grade 7 pg. 144
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 146
- Skills in English Grade 7 pg. 150

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Listening and Speaking
Reading

Listening to respond - Practice
Comprehension - Extended response

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

- Apply listening to respond skills in guided oral activities on traditional fashion
- Use appropriate language and expression when practising listening to respond
- Show confidence when participating in oral tasks about traditional fashion

The learner is guided to:
- In pairs, practise listening to respond in role-play situations related to traditional fashion
- Give and receive structured feedback on peers' oral performance
- Record an oral activity and review for correct use of listening to respond
- Reflect on the importance of listening to respond in daily communication

What skills make listening to respond more effective when discussing traditional fashion?

- Skills in English Grade 7 pg. 143
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 144

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading
Writing

Class reader - Literary appreciation
Dialogues - Drafting

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

- Read and respond to a literary text (class reader) related to traditional fashion
- Identify literary features such as characters, theme, mood and structure
- Appreciate literature as a reflection of real-life values and experiences

The learner is guided to:
- Read the class reader and identify key literary elements and characters
- Discuss themes, moral lessons and how events relate to real life in traditional fashion
- Dramatise or role-play selected parts of the literary text
- Respond creatively through discussion, drawing or short written response

What lessons about traditional fashion can we draw from the class reader?

- Skills in English Grade 7 pg. 148
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 150

- Observation - Oral questions - Written questions - Peer assessment - Checklists

LAND TRAVEL

Listening and Speaking
Reading
Grammar in Use

Listening comprehension - Introduction
Intensive reading - Comprehension
Simple sentences - Identification

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

- Identify key features of listening comprehension in texts related to land travel
- Listen attentively and respond appropriately to listening comprehension
- Appreciate the value of listening comprehension in effective communication

The learner is guided to:
- Listen to audio/recorded examples of listening comprehension provided by the teacher
- Discuss the key features of listening comprehension with a partner
- Respond to questions based on the listening text on land travel
- Share observations with the class and display key expressions on a chart

How does listening comprehension help us communicate more effectively about land travel?

- Skills in English Grade 7 pg. 153
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 154
- Skills in English Grade 7 pg. 157

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing
Listening and Speaking

Narrative compositions - Introduction
Listening comprehension - Practice

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

- Identify the features and format of narrative compositions
- Plan a piece of narrative compositions using an outline or brainstorming activity
- Appreciate the importance of planning before writing narrative compositions

The learner is guided to:
- Study model examples of narrative compositions and identify key features and structure
- Brainstorm ideas for a writing task on land travel and create a plan
- Discuss the structure and features of narrative compositions with peers
- Share plans with the class and note suggestions for improvement

How does planning help us write better narrative compositions about land travel?

- Skills in English Grade 7 pg. 163
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 153

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading

Intensive reading - Extended response
Praise songs - Literary appreciation

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

- Make inferences and draw conclusions from a text on intensive reading
- Summarise and evaluate key information from the text in own words
- Value critical reading as a means of forming informed views about land travel

The learner is guided to:
- Re-read the text and make inferences beyond the literal meaning
- Summarise the text in own words retaining the original meaning
- Evaluate the author's message and intent in the text
- Find more texts on intensive reading from books or the Internet and compare ideas

How does reading critically about intensive reading deepen our understanding of land travel?

- Skills in English Grade 7 pg. 154
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 160

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing
Listening and Speaking

Narrative compositions - Drafting
Pronunciation - Introduction

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

- Write a first draft of narrative compositions applying the correct structure and features
- Use appropriate vocabulary, tone and language in the draft
- Show creativity and personal expression in the written draft

The learner is guided to:
- Write a first draft of narrative compositions using the plan created earlier
- Follow the required structure and features for narrative compositions
- Share the draft with a peer and receive initial feedback
- Revise the draft based on peer feedback and improve the content

How does drafting and peer review help us improve our narrative compositions about land travel?

- Skills in English Grade 7 pg. 163
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 165

- Observation - Oral questions - Written questions - Peer assessment - Checklists

SPORTS – OUTDOOR GAMES

Reading
Grammar in Use
Writing

Summarising - Comprehension
Subject-verb agreement - Identification
Descriptive writing - Introduction

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

- Read and comprehend a text on summarising in the context of sports – outdoor games
- Identify main ideas, supporting details and key vocabulary from the text
- Appreciate reading as a tool for lifelong learning about sports – outdoor games

The learner is guided to:
- Skim and scan a text on summarising and predict its content from the title
- Read the text carefully and answer comprehension questions
- Identify the main idea, key details and unfamiliar vocabulary
- Discuss what was learnt from the text and relate it to real-life experiences

What can we learn from reading texts on summarising about sports – outdoor games?

- Skills in English Grade 7 pg. 167
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 170
- Skills in English Grade 7 pg. 175

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Listening and Speaking
Reading

Pronunciation - Practice
Summarising - Extended response

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

- Apply pronunciation skills in guided oral activities on sports – outdoor games
- Use appropriate language and expression when practising pronunciation
- Show confidence when participating in oral tasks about sports – outdoor games

The learner is guided to:
- In pairs, practise pronunciation in role-play situations related to sports – outdoor games
- Give and receive structured feedback on peers' oral performance
- Record an oral activity and review for correct use of pronunciation
- Reflect on the importance of pronunciation in daily communication

What skills make pronunciation more effective when discussing sports – outdoor games?

- Skills in English Grade 7 pg. 165
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 167

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading
Writing

Class reader - Literary appreciation
Descriptive writing - Drafting

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

- Read and respond to a literary text (class reader) related to sports – outdoor games
- Identify literary features such as characters, theme, mood and structure
- Appreciate literature as a reflection of real-life values and experiences

The learner is guided to:
- Read the class reader and identify key literary elements and characters
- Discuss themes, moral lessons and how events relate to real life in sports – outdoor games
- Dramatise or role-play selected parts of the literary text
- Respond creatively through discussion, drawing or short written response

What lessons about sports – outdoor games can we draw from the class reader?

- Skills in English Grade 7 pg. 172
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 175

- Observation - Oral questions - Written questions - Peer assessment - Checklists

TOURIST ATTRACTION SITES – KENYA

Listening and Speaking
Reading
Grammar in Use

Oral reports - Introduction
Reading fluency - Comprehension
Affirmative and negative sentences - Identification

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

- Identify key features of oral reports in texts related to tourist attraction sites – kenya
- Listen attentively and respond appropriately to oral reports
- Appreciate the value of oral reports in effective communication

The learner is guided to:
- Listen to audio/recorded examples of oral reports provided by the teacher
- Discuss the key features of oral reports with a partner
- Respond to questions based on the listening text on tourist attraction sites – kenya
- Share observations with the class and display key expressions on a chart

How does oral reports help us communicate more effectively about tourist attraction sites – kenya?

- Skills in English Grade 7 pg. 179
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 181
- Skills in English Grade 7 pg. 184

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing
Listening and Speaking

Notices and posters - Introduction
Oral reports - Practice

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

- Identify the features and format of notices and posters
- Plan a piece of notices and posters using an outline or brainstorming activity
- Appreciate the importance of planning before writing notices and posters

The learner is guided to:
- Study model examples of notices and posters and identify key features and structure
- Brainstorm ideas for a writing task on tourist attraction sites – kenya and create a plan
- Discuss the structure and features of notices and posters with peers
- Share plans with the class and note suggestions for improvement

How does planning help us write better notices and posters about tourist attraction sites – kenya?

- Skills in English Grade 7 pg. 190
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 179

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading
Grammar in Use
Reading
Writing

Reading fluency - Extended response
Affirmative and negative sentences - Application
Poem - Literary appreciation
Notices and posters - Drafting

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

- Make inferences and draw conclusions from a text on reading fluency
- Summarise and evaluate key information from the text in own words
- Value critical reading as a means of forming informed views about tourist attraction sites – kenya

The learner is guided to:
- Re-read the text and make inferences beyond the literal meaning
- Summarise the text in own words retaining the original meaning
- Evaluate the author's message and intent in the text
- Find more texts on reading fluency from books or the Internet and compare ideas

How does reading critically about reading fluency deepen our understanding of tourist attraction sites – kenya?

- Skills in English Grade 7 pg. 181
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 184
- Skills in English Grade 7 pg. 186
- Skills in English Grade 7 pg. 190

- Observation - Oral questions - Written questions - Peer assessment - Checklists