HYGIENE

Listening and Speaking

Listening for main ideas - Introduction

By the end of the lesson, the learner should be able to:
- Identify key features of listening for main ideas in texts related to hygiene
- Listen attentively and respond appropriately to listening for main ideas
- Appreciate the value of listening for main ideas in effective communication

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

How does listening for main ideas help us communicate more effectively about hygiene?

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

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

Reading
Grammar in Use

Reading for information - Comprehension
Verbs and tense - Identification

By the end of the lesson, the learner should be able to:
- Read and comprehend a text on reading for information in the context of hygiene
- Identify main ideas, supporting details and key vocabulary from the text
- Appreciate reading as a tool for lifelong learning about hygiene

The learner is guided to:
- Skim and scan a text on reading for information 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 reading for information about 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. 34

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

Writing

Narrative paragraphs - Introduction

By the end of the lesson, the learner should be able to:
- Identify the features and format of narrative paragraphs
- Plan a piece of narrative paragraphs using an outline or brainstorming activity
- Appreciate the importance of planning before writing narrative paragraphs

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

How does planning help us write better narrative paragraphs about hygiene?

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

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

Reading

Reading for information - Extended response

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

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

Reading
Writing

Poems - Literary appreciation
Narrative paragraphs - Drafting

By the end of the lesson, the learner should be able to:
- Read and respond to a literary text (poems) related to hygiene
- 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 poems and identify key literary elements and characters
- Discuss themes, moral lessons and how events relate to real life in hygiene
- Dramatise or role-play selected parts of the literary text
- Respond creatively through discussion, drawing or short written response

What lessons about hygiene can we draw from the poems?

- Skills in English Grade 7 pg. 36
- 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

LEADERSHIP

Listening and Speaking

Listening comprehension - Introduction

By the end of the lesson, the learner should be able to:
- Identify key features of listening comprehension in texts related to leadership
- 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 leadership
- Share observations with the class and display key expressions on a chart

How does listening comprehension help us communicate more effectively about leadership?

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

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

Reading

Reading for main ideas and details - Comprehension

By the end of the lesson, the learner should be able to:
- Read and comprehend a text on reading for main ideas and details in the context of leadership
- Identify main ideas, supporting details and key vocabulary from the text
- Appreciate reading as a tool for lifelong learning about leadership

The learner is guided to:
- Skim and scan a text on reading for main ideas and details 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 reading for main ideas and details about leadership?

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

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

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

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

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

Reading

Class readers - Literary appreciation

By the end of the lesson, the learner should be able to:
- Read and respond to a literary text (class readers) related to leadership
- 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 readers and identify key literary elements and characters
- Discuss themes, moral lessons and how events relate to real life in leadership
- Dramatise or role-play selected parts of the literary text
- Respond creatively through discussion, drawing or short written response

What lessons about leadership can we draw from the class readers?

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

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

Writing
Listening and Speaking

Using examples and incidents - Drafting
Sounds and word stress - Introduction

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

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

THE FAMILY

Reading

Synonyms and antonyms - Comprehension

By the end of the lesson, the learner should be able to:
- Read and comprehend a text on synonyms and antonyms in the context of the family
- Identify main ideas, supporting details and key vocabulary from the text
- Appreciate reading as a tool for lifelong learning about the family

The learner is guided to:
- Skim and scan a text on synonyms and antonyms 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 synonyms and antonyms about the family?

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

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

Grammar in Use

Comparative and superlative adjectives - Identification

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

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

Writing
Listening and Speaking

Friendly letters - Introduction
Sounds and word stress - Practice

By the end of the lesson, the learner should be able to:
- Identify the features and format of friendly letters
- Plan a piece of friendly letters using an outline or brainstorming activity
- Appreciate the importance of planning before writing friendly letters

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

How does planning help us write better friendly letters about the family?

- Skills in English Grade 7 pg. 63
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 53

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

Reading

Synonyms and antonyms - Extended response

By the end of the lesson, the learner should be able to:
- Make inferences and draw conclusions from a text on synonyms and antonyms
- Summarise and evaluate key information from the text in own words
- Value critical reading as a means of forming informed views about the family

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 synonyms and antonyms from books or the Internet and compare ideas

How does reading critically about synonyms and antonyms deepen our understanding of the family?

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

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

Reading

Oral narratives (legends) - Literary appreciation

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

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

Writing
Listening and Speaking

Friendly letters - Drafting
Conversation skills - Introduction

By the end of the lesson, the learner should be able to:
- Write a first draft of friendly letters 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 friendly letters using the plan created earlier
- Follow the required structure and features for friendly letters
- 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 friendly letters about the family?

- Skills in English Grade 7 pg. 63
- 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

DRUG AND SUBSTANCE ABUSE

Reading

Reading fluency - Comprehension

By the end of the lesson, the learner should be able to:
- Read and comprehend a text on reading fluency in the context of drug and substance abuse
- Identify main ideas, supporting details and key vocabulary from the text
- Appreciate reading as a tool for lifelong learning about drug and substance abuse

The learner is guided to:
- Skim and scan a text on reading fluency 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 reading fluency about drug and substance abuse?

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

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

Grammar in Use

Adverbs - Identification

By the end of the lesson, the learner should be able to:
- Identify adverbs in oral and written texts on drug and substance abuse
- Explain the function and rules of adverbs in sentences
- Recognise the importance of using adverbs correctly in communication

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

How does the correct use of adverbs make our sentences about drug and substance abuse clearer?

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

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

Writing

Commonly misspelt words - Introduction

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

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

Listening and Speaking
Reading

Conversation skills - Practice
Reading fluency - Extended response

By the end of the lesson, the learner should be able to:
- Apply conversation skills skills in guided oral activities on drug and substance abuse
- Use appropriate language and expression when practising conversation skills
- Show confidence when participating in oral tasks about drug and substance abuse

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

What skills make conversation skills more effective when discussing 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

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

Grammar in Use

Adverbs - Application

By the end of the lesson, the learner should be able to:
- Use adverbs correctly in sentences and passages about drug and substance abuse
- Apply the rules of adverbs in written and oral contexts
- Value accuracy in the use of adverbs as a mark of effective communication

The learner is guided to:
- Construct sentences using adverbs correctly in the context of drug and substance abuse
- Complete gap-fill and substitution exercises on adverbs
- Peer-check written work for correct use of adverbs
- Play language games involving adverbs and discuss common errors

How does applying adverbs correctly improve our writing about drug and substance abuse?

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

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

Reading

Songs (lullabies) - Literary appreciation

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

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

Writing
Listening and Speaking

Commonly misspelt words - Drafting
Listening for details - Introduction

By the end of the lesson, the learner should be able to:
- Write a first draft of commonly misspelt 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 commonly misspelt words using the plan created earlier
- Follow the required structure and features for commonly misspelt 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 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. 77

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

NATURAL RESOURCES – FORESTS

Reading

Visuals - Comprehension

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

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

Grammar in Use

Personal and possessive pronouns - Identification

By the end of the lesson, the learner should be able to:
- Identify personal and possessive pronouns in oral and written texts on natural resources – forests
- Explain the function and rules of personal and possessive pronouns in sentences
- Recognise the importance of using personal and possessive pronouns correctly in communication

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

How does the correct use of personal and possessive pronouns make our sentences about natural resources – forests clearer?

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

- 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

Characters in class readers - Literary appreciation

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

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

Writing

Composition writing - Drafting

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 natural resources – forests?

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

- 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

Adjectives formed from nouns and verbs - Identification

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

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

Writing

Spelling: antonyms, synonyms and numbers in words - Introduction

By the end of the lesson, the learner should be able to:
- Identify the features and format of spelling: antonyms, synonyms and numbers in words
- Plan a piece of spelling: antonyms, synonyms and numbers in words using an outline or brainstorming activity
- Appreciate the importance of planning before writing spelling: antonyms, synonyms and numbers in words

The learner is guided to:
- Study model examples of spelling: antonyms, synonyms and numbers in words and identify key features and structure
- Brainstorm ideas for a writing task on professions and create a plan
- Discuss the structure and features of spelling: antonyms, synonyms and numbers in words with peers
- Share plans with the class and note suggestions for improvement

How does planning help us write better 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

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

Listening and Speaking
Reading

Interviews - Practice
Non-fiction materials - Extended response

By the end of the lesson, the learner should be able to:
- Apply interviews skills in guided oral activities on professions
- Use appropriate language and expression when practising interviews
- Show confidence when participating in oral tasks about professions

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

What skills make interviews more effective when discussing 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

Reading

Dilemma narratives - Literary appreciation

By the end of the lesson, the learner should be able to:
- Read and respond to a literary text (dilemma narratives) related to professions
- 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 dilemma narratives and identify key literary elements and characters
- Discuss themes, moral lessons and how events relate to real life in professions
- Dramatise or role-play selected parts of the literary text
- Respond creatively through discussion, drawing or short written response

What lessons about professions can we draw from the dilemma narratives?

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

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

Writing

Spelling: antonyms, synonyms and numbers in words - Drafting

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

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

TRADITIONAL FASHION

Listening and Speaking
Reading

Listening to respond - Introduction
Comprehension - Comprehension

By the end of the lesson, the learner should be able to:
- Identify key features of listening to respond in texts related to traditional fashion
- Listen attentively and respond appropriately to listening to respond
- Appreciate the value of listening to respond in effective communication

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

How does listening to respond help us communicate more effectively about 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

Grammar in Use

Phrasal verbs - Identification

By the end of the lesson, the learner should be able to:
- Identify phrasal verbs in oral and written texts on traditional fashion
- Explain the function and rules of phrasal verbs in sentences
- Recognise the importance of using phrasal verbs correctly in communication

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

How does the correct use of phrasal verbs make our sentences about traditional fashion clearer?

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

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

Writing

Dialogues - Introduction

By the end of the lesson, the learner should be able to:
- Identify the features and format of dialogues
- Plan a piece of dialogues using an outline or brainstorming activity
- Appreciate the importance of planning before writing dialogues

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

How does planning help us write better dialogues about traditional fashion?

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

- 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

Class reader - Literary appreciation

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

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

Writing

Dialogues - Drafting

By the end of the lesson, the learner should be able to:
- Write a first draft of dialogues 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 dialogues using the plan created earlier
- Follow the required structure and features for dialogues
- 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 dialogues about traditional fashion?

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

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

LAND TRAVEL

Listening and Speaking

Listening comprehension - Introduction

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

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

Reading
Grammar in Use

Intensive reading - Comprehension
Simple sentences - 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 land travel
- Identify main ideas, supporting details and key vocabulary from the text
- Appreciate reading as a tool for lifelong learning about land 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 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. 157

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

Writing

Narrative compositions - Introduction

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

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

Listening and Speaking

Listening comprehension - Practice

By the end of the lesson, the learner should be able to:
- Apply listening comprehension skills in guided oral activities on land travel
- Use appropriate language and expression when practising listening comprehension
- Show confidence when participating in oral tasks about land travel

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

What skills make listening comprehension more effective when discussing land travel?

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

- 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

Narrative compositions - Drafting

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

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

SPORTS – OUTDOOR GAMES

Listening and Speaking

Pronunciation - Introduction

By the end of the lesson, the learner should be able to:
- Identify key features of pronunciation in texts related to sports – outdoor games
- Listen attentively and respond appropriately to pronunciation
- Appreciate the value of pronunciation in effective communication

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

How does pronunciation help us communicate more effectively about sports – outdoor games?

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

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

Reading
Grammar in Use

Summarising - Comprehension
Subject-verb agreement - Identification

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

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

Writing

Descriptive writing - Introduction

By the end of the lesson, the learner should be able to:
- Identify the features and format of descriptive writing
- Plan a piece of descriptive writing using an outline or brainstorming activity
- Appreciate the importance of planning before writing descriptive writing

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

How does planning help us write better descriptive writing about sports – outdoor games?

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

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

Listening and Speaking

Pronunciation - Practice

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

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

Reading

Summarising - Extended response
Class reader - Literary appreciation

By the end of the lesson, the learner should be able to:
- Make inferences and draw conclusions from a text on summarising
- Summarise and evaluate key information from the text in own words
- Value critical reading as a means of forming informed views about sports – outdoor games

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 summarising from books or the Internet and compare ideas

How does reading critically about summarising deepen our understanding of 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. 172

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

Writing

Descriptive writing - Drafting

By the end of the lesson, the learner should be able to:
- Write a first draft of descriptive 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 descriptive writing using the plan created earlier
- Follow the required structure and features for descriptive 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 descriptive writing about sports – outdoor games?

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

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

TOURIST ATTRACTION SITES – KENYA

Listening and Speaking

Oral reports - Introduction

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

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

Reading
Grammar in Use

Reading fluency - Comprehension
Affirmative and negative sentences - Identification

By the end of the lesson, the learner should be able to:
- Read and comprehend a text on reading fluency in the context of tourist attraction sites – kenya
- Identify main ideas, supporting details and key vocabulary from the text
- Appreciate reading as a tool for lifelong learning about tourist attraction sites – kenya

The learner is guided to:
- Skim and scan a text on reading fluency 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 reading fluency about 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

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

Writing

Notices and posters - Introduction

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

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

Listening and Speaking

Oral reports - Practice

By the end of the lesson, the learner should be able to:
- Apply oral reports skills in guided oral activities on tourist attraction sites – kenya
- Use appropriate language and expression when practising oral reports
- Show confidence when participating in oral tasks about tourist attraction sites – kenya

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

What skills make oral reports more effective when discussing tourist attraction sites – kenya?

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

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

Reading
Grammar in Use

Reading fluency - Extended response
Affirmative and negative sentences - 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 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

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

Reading

Poem - Literary appreciation

By the end of the lesson, the learner should be able to:
- Read and respond to a literary text (poem) related to tourist attraction sites – kenya
- 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 poem and identify key literary elements and characters
- Discuss themes, moral lessons and how events relate to real life in tourist attraction sites – kenya
- Dramatise or role-play selected parts of the literary text
- Respond creatively through discussion, drawing or short written response

What lessons about tourist attraction sites – kenya can we draw from the poem?

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

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

Writing

Notices and posters - Drafting

By the end of the lesson, the learner should be able to:
- Write a first draft of notices and posters 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 notices and posters using the plan created earlier
- Follow the required structure and features for notices and posters
- 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 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

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