Natural Resources: Forests

Listening and Speaking; Listening for Details

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

Study the picture and talk about the importance of forests.
Listen to the story being read and write down the important details.
Appreciate the importance of detailed information.

Learners are guided to study the picture and talk about the importance of forests.
Learners are guided to listen to the story being read and write down the important details.

What is the importance of detailed information?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 101-104
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Oral questions Oral Report Observation

Natural Resources: Forests

Listening and Speaking; Listening for Details
Reading I; Intensive Reading: Visuals

By the end of the lesson, the learner should be able to:
Prepare a short speech on the topic: 'What I Love about Forests'
Read the passage in learner's book and then answer the questions that follow.
Appreciate proper pronunciation of words during communication.
Define visuals.
Identify different types of visuals.
Draw different types visuals.
Appreciate the use of visuals.

In groups, learners are guided to prepare a short speech on the topic: 'What I Love about Forests'
Learners are guided to read the passage in learner's book and then answer the questions that follow
Learners are guided to define visuals.
Learners to identify different types of visuals.
Learners to draw different types visuals

How can you listen more attentively?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 101-104
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 104-107

Oral questions Oral Report Observation

Natural Resources: Forests

Reading I; Intensive Reading: Visuals
Grammar; Word Classes: Personal and Possessive pronouns

By the end of the lesson, the learner should be able to:
Identify national or community needs that they can communicate about using visuals.
Create some of the visuals.
Appreciate the importance of visuals.
Explain the meaning of pronouns.
Read the passage in learner's book and identify the pronouns used.
Arrange the pronouns in the passage into personal and possessive pronouns.
Use personal and possessive pronouns in their daily conversations.

In groups, learners to identify national or community needs that they can communicate about using visuals.
In groups, learners are guided to create some of the visuals.
Learners are guided to explain the meaning of pronouns.
In groups, learners to read the passage in learner's book and identify the pronouns used.
Learners to arrange the pronouns in the passage into personal and possessive pronouns

What are the advantages of pictures and photographs over other forms of communication?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 104-107
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 107-109
Realia
Journals

Oral questions Oral Report Observation

Natural Resources: Forests

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

By the end of the lesson, the learner should be able to:
Define personal and possessive pronouns
Construct sentences using personal and possessive pronouns
Appreciate the use of pronouns in sentences.
Define class readers.
Identify characters in class reader.
Recognize different types of class readers.
Appreciate the importance of class readers.

Learners to define personal and possessive pronouns.
Learners are guided to search an article online or from a newspaper story. Read a paragraph and list the different types of pronouns used.
In pairs or individually, learners are guided to construct sentences using personal and possessive pronouns.
Learners are guided to define class readers.
Learners to identify characters in class reader.
In groups, learners are guided to recognize different types of class readers

Which types of pronouns are commonly used?

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

Oral questions Oral Report Observation

Natural Resources: Forests

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

By the end of the lesson, the learner should be able to:
Read the story, 'Julius' Vision'
Discuss how minor characters in the class readers relate to one another.
Answer factual and inferential questions from the passage.
Enjoy reading the story.
Watch a video on the writing process the teacher will play for you.
Draw a mind map representing the different steps of the writing process.
Appreciate the importance of writing neatly and legibly.
Read the passage and talk about whether or not it is well-written
Writing a narrative composition following the writing process.
Appreciate the importance of writing neatly and legibly

Learners are guided to read the story, 'Julius' Vision'
In groups, learners are guided to discuss how minor characters in the class readers relate to one another.
Learners are guided to answer factual and inferential questions from the passage
Learners are guided to watch a video on the writing process the teacher will play for you.
Learners are guided to draw a mind map representing the different steps of the writing process
Learners are guided to read the passage and talk about whether or not it is well-written
Learners to writing a narrative composition following the writing process

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

KLB; Top Scholar: English Learner's Book Grade 7 pg. 110-112
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 112-116
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Internet
Class readers

Oral questions Oral Report Observation

Travel

Listening and Speaking; Listening Comprehension: Explanatory Narratives
Listening and Speaking; Listening Comprehension: Explanatory Narratives

By the end of the lesson, the learner should be able to:
Identify the features of explanatory narratives.
Create a story that explain why the cat lives with human beings.
Appreciate the features of explanatory narrative.
Identify what makes the performance of an explanatory narrative more enjoyable.
Watch videos of people telling explanatory narrative. Make notes on how the story is made interesting.
Appreciate ways of making an explanatory narrative more interesting.

In groups, learners are guided to identify the features of oral narratives
Learners to create a story that explain why the cat lives with human beings
Learners are guided to identify what makes the performance of an explanatory narrative more enjoyable.
Learners to watch videos of people telling explanatory narrative. Make notes on how the story is made interesting

What are explanatory narrative?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 117-119
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Newspapers
Magazines
Charts

Oral questions Oral Report Observation

Travel

Listening and Speaking; Listening Comprehension: Explanatory Narratives
Reading I; Intensive Reading

By the end of the lesson, the learner should be able to:
Choose one narrative and discuss the features they will include in their performance of it.
Perform the explanatory narratives.
Have fun and enjoy performing the explanatory narrative.
Explain the meaning of reading for interpretation and reading for evaluation.
Listen to a recording of the poem, 'Mother to Her child'
Enjoy reading the poem.

In groups, learners to choose narrative and discuss the features they will include in their performance of it.
In groups, learners are guided to perform the explanatory narratives
Learners to explain the meaning of reading for interpretation and reading for evaluation
In pairs, learners to Listen to a recording of the poem, 'Mother to Her child'

What can you do to make the performance of an explanatory narrative more enjoyable?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 117-119
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 119-122

Oral questions Oral Report Observation

Travel

Reading I; Intensive Reading
Grammar; Word Classes: Simple Prepositions
Grammar; Word Classes: Simple Prepositions

By the end of the lesson, the learner should be able to:
Read the poem, 'Growing Pains' and answer the questions that follow.
Talk about the main idea of the poem and the details that support it.
Write a summary of what the poem is talking about.
Have fun and enjoy reading the poems.
Define prepositions.
Sing the sing in learner's book.
Identify all the prepositions in the song.
Appreciate the use of prepositions.
Match the verbs in the left column with the prepositions in the right column.
Construct sentences using prepositions.
Use prepositions in their day to day lives.

In pairs, learners to Read the poem, 'Growing Pains' and answer the questions that follow
In pairs, learners to talk about the main idea of the poem and the details that support it
In pairs, learners to write a summary of what the poem is talking about
Learners to define prepositions.
In pairs, learners to sing the sing in learner's book.
Identify all the prepositions in the song
Learners are guided to match the verbs in the left column with the prepositions in the right column.
In pairs, learners to construct sentences using prepositions.

Where are the events of this poem taking place? Who are the people involve in these events?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 119-122
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 122-124

Oral questions Oral Report Observation

Travel

Reading II; Intensive Reading: Poetry
Writing: Composition Writing: Self-Assessment

By the end of the lesson, the learner should be able to:
Read the poem, 'Betrothed'
Identify the characters in the poem.
Act out the poem.
Enjoy reading and acting the poem.
Search online or in books for information on assessing their own narrative composition.
Give reasons why self-assessment is important.
Assess a composition using a checklist.
Appreciate the importance of a checklist.

Learners are guided to read the poem, 'Betrothed'
In groups, learners to identify the characters in the poem.
In groups, learners to act out the poem
Learners are guided to search online or in books for information on assessing their own narrative composition
In pairs, learners are guided to give reasons why self-assessment is important
In groups, learners to assess a composition using a checklist

Which events is taking place in the poem? Who are the characters involved in the poem?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 124-127
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 127-128

Realia

Oral questions Oral Report Observation

Travel
Heroes and Heroines- Kenya

Writing: Composition Writing: Self-Assessment
Listening and Speaking: Pronunciation: Consonant and Vowel Sounds

By the end of the lesson, the learner should be able to:
Read the passage, 'How to Assess a Narrative Composition'
Write a narrative composition about a class trip.
Assess their compositions.
Appreciate the importance of self-assessment.
Identify constant and vowels Sounds.
Read the conversation between Dorty and Mother aloud.
Identify words with the same sound as /t/ and /d/ such as wrote, den
Appreciate the importance of correct pronunciation of words

Learners are guided to read the passage, 'How to Assess a Narrative Composition'
In groups, learners to write a narrative composition about a class trip.
Learners to assess their composition.
In pairs, learners are guided to identify constant and vowels Sounds.
Learners to read the conversation between Dorty and Mother aloud.
Learners to identify words with the same sound as /t/ and /d/ such as wrote, den

What is the importance of self-assessment?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 128-130
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 131-133
Realia

Oral questions Oral Report Observation

Heroes and Heroines- Kenya

Listening and Speaking: Pronunciation: Consonant and Vowel Sounds
Listening and Speaking: Pronunciation: Consonant and Vowel Sounds

By the end of the lesson, the learner should be able to:
Read the poem in 's book.
Recite the poem in 's book.
Enjoy reciting the poem.
Listen to an audio recording.
Identify nouns and verbs from the recording.
Talk about the importance of correct pronunciation and stress.
Appreciate the importance of correct pronunciation.

In groups, read the poem in the learner's book.
In groups, learners to recite the poem in the learner's book.
In groups, learners to listen to an audio recording.
Individually, learners to identify nouns and verbs from the recording.
Learners to talk about the importance of correct pronunciation and stress

What is the poem about?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 134-135
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 135-136
Charts
Realia

Oral questions Oral Report Observation

Heroes and Heroines- Kenya

Reading I; Extensive Reading: Grade Appropriate Fictional Materials
Reading I; Extensive Reading: Grade Appropriate Fictional Materials
Grammar; Word Classes: Conjunctions and, but, or

By the end of the lesson, the learner should be able to:
Define the term fictional.
Talk about their favourite storybooks.
Appreciate the importance of reading widely
Read the passage, 'Dedan Kimathi's Early Years'
Retell the story of Dedan Kimathi.
Select a part and dramatize it in front of the class.
Have fun and enjoy dramatizing the story.
Define conjunctions.
Identify uses of conjunctions.
Fill in the spaces using conjunctions.
Construct sentences using conjunctions.
Appreciate the uses of conjunctions.

Learners to define the term fictional
In groups, learners to talk about their favourite storybooks
In groups, learners to read the passage, 'Dedan Kimathi's Early Years'
In groups, learners to retell the story of Dedan Kimathi.
In groups, learners to select a part and dramatize it in front of the class.
Learners are guided define conjunctions.
In groups, learners to identify uses of conjunctions
In groups, learners to fill in the spaces using conjunctions.
In groups, learners to construct sentences using conjunctions.

What are fictional materials?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 136-137
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 137-139
Charts
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 140-141

Oral questions Oral Report Observation

Heroes and Heroines- Kenya

Reading II Intensive Reading: Class reader
Reading I Intensive Reading: Class reader

By the end of the lesson, the learner should be able to:
Read the passage, 'The Password'
Answer the questions that follow.
Make short notes on the events that occur in the passage.
Appreciate the uses of class readers.
Talk about the characters and how they make the events in the story happen.
Act out the events of the passage.
Enjoy acting the story.

In pairs, learners to read the passage, 'The Password'
In pairs, learners to answer the questions that follow.
In pairs, learners are guided to make short notes on the events that occur in the passage
In pairs, learners to talk about the characters and how they make the events in the story happen
In pairs, learners are guided to act out the events of the passage

Why does Sauna's uncle decide to take him to school?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 141-144
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Oral questions Oral Report Observation

Heroes and Heroines- Kenya

Writing; Creative Writing: Narrative Compositions
Writing; Creative Writing: Narrative Compositions

By the end of the lesson, the learner should be able to:
Identify features of narrative compositions.
Take turns to talk about the funniest, hardest, saddest or most surprising experiences of their life.
Appreciate narrative compositions.
Read the story in learner's book.
Create well-written narrative compositions on different topics.

Learners to identify features of narrative compositions.
In pairs or in groups, learners to take turns to talk about the funniest, hardest, saddest or most surprising experiences of their life.
In pairs, learners to read the story in learner's book
In groups, learners are guided to create well-written narrative compositions on different topics.

What are narrative compositions?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 144-145
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Oral questions Oral Report Observation

Music

Listening and Speaking; Oral Presentation: Delivering Speeches
Listening and Speaking; Oral Presentation: Delivering Speeches
Reading I; Study Skills: Note Making

By the end of the lesson, the learner should be able to:
Define the term speech.
Identify features of oral presentation.
Listen to a recording on features of oral presentation and take notes.
Have a desire to make a speech.
Read the speech, 'Riddle. Riddle'
Talk about the importance of delivering speech.
Appreciate the importance of delivering speech.
Explain the meaning of note-making.
Discuss how useful sub-divisions are in note-making.
Talk about why it is important to make notes.
Appreciate the importance of note-making.

Individually, learners to define the term speech.
Learners to identify features of oral presentation.
In groups, learners to listen to a recording on features of oral presentation and take notes.
Learners to read the speech, 'Riddle. Riddle'
Learners are guided to talk about the importance of delivering speech.

In groups, learners are guided to explain the meaning of note-making.
In groups, learners are guided to discuss how useful sub-divisions are in note-making.
In groups, learners are guided to talk about why it is important to make notes

What is a speech?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 151
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 151-153
KLB; Top Scholar: English Learner's Book Grade 7 pg. 60-61

Oral questions Oral Report Observation

Music

Reading I; Study Skills: Note Making
Reading I; Study Skills: Note Making

By the end of the lesson, the learner should be able to:
Read the passage, 'We get Paid and Do What We Love Most'
Identify and discuss the meaning of the key words in the passage.
Appreciate the importance of note-making.
Read the passage, 'The importance of Music'
Make notes on the origin and role of the music.
Appreciate the importance of music.

In groups, learners are guided to read the passage, 'We get Paid and Do What We Love Most'
In groups, learners are guided to identify and discuss the meaning of the key words in the passage.
In pairs, learners to Read the passage, 'The importance of Music'
In pairs, learners to Make notes on the origin and role of the music.

What is the importance of note-making?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 153-155
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 155-156

Oral questions Oral Report Observation

Music

Grammar; Word Classes: Determiners
Grammar; Word Classes: Determiners

By the end of the lesson, the learner should be able to:
Define determiners.
Identify the uses of determiners.
Recite the poem, 'The Spice of Life' and identify determiners.
Appreciate the uses of determiners.
Read the passage in learner's book and identify the articles and possessives.
Make flashcards with the possessive they have learnt.
Appreciate the importance of possessives.

In pairs, learners are guided to define determiners
In pairs, learners are guided to identify the uses of determiners.
In pairs, learners are guided to recite the poem, 'The Spice of Life' and identify determiners
In pairs, learners to read the passage in learner's book and identify the articles and possessives.
In groups, learners to make flashcards with the possessive they have learnt.

What are determiners?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 157
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 157-159

Oral questions Oral Report Observation

Music

Grammar; Word Classes: Determiners
Reading II; Intensive Reading: Characters and their Traits

By the end of the lesson, the learner should be able to:
Match the articles with the correct nouns.
Compose a song on children's rights.
Use articles in their day to day conversations.
Appreciated the importance of children rights.
Read the ogre narrative, 'Anakamuna and Anakanani the ogre'
Role play the story of 'Anakamuna and Anakanani the ogre'
Have fun reading ogre narratives.

In pairs, learners to match the articles with the correct nouns.
In groups, learners to compose a song on children's rights.
In pairs, learners to use articles in their day to day conversations
In pairs, learners are guided to read the ogre narrative, 'Anakamuna and Anakanani the ogre'
In pairs, learners to role play the story of 'Anakamuna and Anakanani the ogre'

What have you learnt about articles?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 159-160
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 160-163

Oral questions Oral Report Observation

Music
TRADITIONAL FASHION
TRADITIONAL FASHION

Writing; Functional Writing: Packing and Shopping List
Listening to Respond: Views/ Opinions
Listening to Respond: Views/ Opinions

By the end of the lesson, the learner should be able to:
Identify parts of a shopping list.
Prepare a shopping list showing the items they plan to buy, the quantity and the price of each.
Appreciate the importance of shopping list.
list ways of expressing views/opinions in different contexts,
Identify way of expressing views/opinions from texts,
c) Acknowledge the value of one
use different expressions that indicate own views/opinions in a given text,

Individually or in pairs, learners to identify parts of a shopping list.
Individually or in pairs, learners to prepare a shopping list showing the items they plan to buy, the quantity and the price of each.
The learner is guided to:
search online and offline for the different ways of expressing views/opinions,
listen to an oral narrative and identify the different ways used to express opinions/views,
in groups, role play the different characters in the narrative and bring out different ways of expressing opinions/views,
explain their feelings towards issues raised in the trickster narrative,
write on a chart, the words they have used to describe their feelings.

What is a shopping list?

KLB; Top Scholar: English Learner's Book Grade 7 pg. 163-166
Dictionaries
Charts
Internet
Computing devices
Digital device,
Recorded narratives
pictures
Skills in English Grade 7 T.G Pg.164-168
Skills in English Grade 7 PB. Pg. 143-144

Oral questions Oral Report Observation

Reading

Intensive Reading- Comprehension
Intensive Reading- Comprehension

By the end of the lesson, the learner should be able to:
identify main ideas in a text,
use contextual clues to infer the meaning of words in a text,
c) Appreciate the importance of reading comprehension in lifelong learning.
describe characters, ideas or events in a text,
summarize information from a short text,

The learner is guided to:
download and share texts with mental images from the texts and draw conclusions,
read a passage individually, and identify key words in the passage,
infer the meaning of words using contextual clues,
in groups, role play the characters and events in the text,
use contextual clues to decipher the meaning of words,
answer questions based on the passage
give an appropriate title to a story or passage.

Why should we recreate characters, places and events in our minds? How can we tell the meaning of words and phrases in a text?

Digital device,
Print and online dictionaries
Skills in English Grade 7 T.G Pg.169-171
Skills in English Grade 7 PB. Pg. 144-146

Checklist Questions Journal Learners portfolio Written assessment

Grammar in use

Phrasal Verbs
Phrasal Verbs

By the end of the lesson, the learner should be able to:
identify phrasal verbs formed from put, come and give in a given text,
define the term phrasal verb,
c) Acknowledge the role of phrasal verbs in communication.
use given phrasal verbs correctly in sentence construction,

The learner is guided to:
read a text and identify the phrasal verbs formed from put, come and give present,
in groups, search online and use charts for meanings of the phrasal verbs they have identified,
fill in blanks in a text using the most appropriate phrasal verb,
search on the internet for more examples of phrasal verbs,

How are phrasal verbs formed? What meanings are expressed through phrasal verbs?

Digital device,
Print and online dictionaries
Skills in English Grade 7 T.G Pg.171-173
Skills in English Grade 7 PB. Pg. 146-148

Checklist Questions Journal Learners portfolio Written assessment

Reading
Writing

Class Reader: Main Ideas
Class Reader: Main Ideas
The writing Process: Dialogues

By the end of the lesson, the learner should be able to:
identify the main ideas in the section read in the text,
discuss the lessons learnt from the text
c) Appreciate the role of literature in fostering critical thinking.
relate the lessons learnt to real life experiences
outline the format of a dialogue
Using IT devices, find more on dialogues.
c) Acknowledge the importance of the writing process in acquiring good writing skills.

The learner is guided to:
read a section of the text aloud in turns and dramatize the events
discuss the main ideas in the sections read in the text in groups
relate the lessons learnt from the section read to real life experiences in groups
draw a chart showing the sequence of the main events in the section read
search online and watch an adapted dramatization of the section read.
search online and offline for an example of a dialogue
dramatize the identified dialogue
in groups, discuss the format of the dialogue they have identified
Individually fill in missing words in a set dialogue on traditional fashion
In pairs, discuss the correctness of the words they have used

Why do people read story books? What is the importance of reading a short story?

Digital device,
Print and online dictionaries
Skills in English Grade 7 T.G Pg.173-174
Skills in English Grade 7 PB. Pg. 148-150
Skills in English Grade 7 T.G Pg.175-177
Skills in English Grade 7 PB. Pg. 150-152

Checklist Questions Journal Learners portfolio Written assessment

Writing
LAND TRAVEL

The writing Process: Dialogues
Listening Comprehension: Extensive Listening

By the end of the lesson, the learner should be able to:
outline the format of a dialogue
apply the writing process in writing a dialogue
c) Acknowledge the importance of the writing process in acquiring good writing skills.
identify the key issues raised in songs addressing land travel,
listen attentively to songs on land travel,
C) Acknowledge the importance of extensive listening in communication.

The learner is guided to:
individually, create a rough draft of a short dialogue using the format they have identified
in groups, edit each other
listen to songs on local and international land travel from audio recordings,
respond to comprehension questions on key issues raised in the song,
pick out key issues raised from a song sung by the teacher or resource person on land travel,

What should we consider before writing a dialogue?

Digital device,
Print and online dictionaries
Skills in English Grade 7 T.G Pg.175-177
Skills in English Grade 7 PB. Pg. 150-152
Wall charts
Play songs
Skills in English Grade 7 T.G Pg.178-182
Skills in English Grade 7 PB. Pg. 153-154

Checklist Questions Journal Learners portfolio Written assessment

LAND TRAVEL
Reading

Listening Comprehension: Extensive Listening
Intensive Reading: Comprehension Strategies

By the end of the lesson, the learner should be able to:
listen attentively to songs on land travel,
use vocabulary identified from songs on land travel correctly,
c) Acknowledge the importance of extensive listening in communication.
identify key ideas from a passage,
summarize key ideas from a passage,
c) Acknowledge the importance of comprehension strategies in effective reading.

The learner is guided to:
share ideas on the key issues addressed in the songs they have listened to using wall charts,
identify vocabulary used in songs on land travel and infer their meaning from context,
construct sentences orally using the vocabulary learnt,
sing choral songs on land travel.
read selected grade appropriate passages on issues related to land travel such as safety and security from print and on-line sources,
discuss opinions formed about the characters or ideas presented in the passage,

How can we draw meanings from the words used in a song? How are songs made interesting?

Digital device,
Wall charts
Play songs
Skills in English Grade 7 T.G Pg.178-182
Skills in English Grade 7 PB. Pg. 153-154
Drawing papers
Skills in English Grade 7 T.G Pg.183-184
Skills in English Grade 7 PB. Pg. 154-157

Checklist Questions Journal Learners portfolio Written assessment

Reading
Grammar in use

Intensive Reading: Comprehension Strategies
Sentences: Simple Sentences

By the end of the lesson, the learner should be able to:
create mental images from the events in a passage,
deduce the meaning of words from context,
respond to factual and inferential questions, correctly from the passage
d) Acknowledge the importance of comprehension strategies in effective reading.
Identify simple sentences from varied texts,
differentiate between print and non-print texts,
c) Advocate the importance of using a variety of sentences in communication.

The learner is guided to:
infer the meaning of words based on how they have been used in the passage
complete oral and written exercises using the vocabulary learnt,
answer factual and inferential questions from the passages, both orally and in writing,
Summarize key ideas presented in the passages by paraphrasing,
The learner is guided to:
listen keenly to a poem or a story on land travel and write down all the simple sentences that feature in the texts,
read a print or non-print text on land travel in groups and identify the simple sentences,

What is the importance of reading a passage? What makes people write passages?

Digital device,
Drawing papers
Skills in English Grade 7 T.G Pg.183-184
Skills in English Grade 7 PB. Pg. 154-157
recordings
Skills in English Grade 7 T.G Pg.185-186
Skills in English Grade 7 PB. Pg. 157-160

Checklist Questions Journal Learners portfolio Written assessment

Grammar in use
Reading
Reading

Sentences: Simple Sentences
Oral Literature: Praise Songs
Oral Literature: Praise Songs

By the end of the lesson, the learner should be able to:
Identify simple sentences from varied texts,
construct simple sentences on a variety of issues,
c) Advocate the importance of using a variety of sentences in communication.
identify the purpose and occasions for which praise songs are performed,
discuss the relationship between the singer and the person being praised in praise songs,
c) Appreciate the purpose of praise songs in communication.
perform praise songs sang in their immediate environment
collaborate with peers in performing the praise songs,

The learner is guided to:
tell a chain story featuring simple sentences in groups,
complete a substitution table featuring simple sentences,
complete a mind map to practice construction of simple sentences,
write a short dialogue using simple sentences and share it with peers on- line and off-line.
listen to praise songs from audio visual sources or from a resource person,
identify and discuss the purpose of the praise songs they have listened to,
share ideas on the relationship between the singer and the person been praised in the praise songs they have listened to,
identify a praise song sang in their immediate environment in groups,
present praise songs in groups to the class and share experiences,
discuss the character traits of the singer(s) as brought out in the praise song(s).

How do you determine what to include in a sentence?

Digital device,
recordings
Skills in English Grade 7 T.G Pg.185-186
Skills in English Grade 7 PB. Pg. 157-160
Skills in English Grade 7 T.G Pg.187-189
Skills in English Grade 7 PB. Pg. 160-162

Checklist Questions Journal Learners portfolio Written assessment

Writing

Creative Writing: Narrative Composition
Creative Writing: Narrative Composition

By the end of the lesson, the learner should be able to:
explain the meaning of specified idioms in context,
b) create well written narrative compositions using the specified idioms, c) appreciate the role of idioms in creative writing

The learner is guided to:
brainstorm on the reason creative writers use idiomatic expressions in writing,
explain situations that call for the use of the following idiomatic expressions:
biting off more than you can chew
own up to something
having a lot on your plate
call it a day
piece of cake
o hold your tongue
confirm the meaning of the idiomatic expressions from print and on-line dictionaries,
practice using the idiomatic expressions in sentences,

What makes a story memorable? What is the importance of using idioms in communication?

Digital device,
Print and online dictionaries
Skills in English Grade 7 T.G Pg.190-192
Skills in English Grade 7 PB. Pg. 163-164

Checklist Questions Journal Learners portfolio Written assessment

SPORTS AND OUTDOOR GAMES

Pronunciation: Consonant Sounds and Intonation
Pronunciation: Consonant Sounds and Intonation

By the end of the lesson, the learner should be able to:
identify words with the sounds /v/, /f/, /n/ and /?/ from a text,
pronounce words with the sounds /v/, /f/, /n/ and /?/ in sentences,
c) Appreciate the importance of correct pronunciation and intonation in a conversation.
use correct intonation for yes/no and wh- questions in varied contexts,

The learner is guided to:
search from print and non-print sources for tongue twisters with some of the target sounds and say them for enjoyment,
watch a video or listen to a recording or conversation on outdoor games and group the words in a table according to the to the following target sounds: v/ as in very; /f/ as in ferry /n/ as in been an /?/ as in being,
listen to and model native speaker clips with the target sounds in words,
practice, in groups, the pronunciation of words with the target and record themselves,
share the clips for peer review,
listen to an audio or a dramatized conversation on outdoor games in which Yes/No and WH- questions are used and point out whether a rising or falling intonation is used,

Why should people pronounce words correctly? How can one learn to pronounce words correctly?

Digital device,
Recording device
Play conversations
Skills in English Grade 7 T.G Pg.193-197
Skills in English Grade 7 PB. Pg. 165-167

Checklist Questions Journal Learners portfolio Written assessment

Reading
Grammar in use

Study Skills: Summarizing
Study Skills: Summarizing
Sentences: Subject-Verb Agreement

By the end of the lesson, the learner should be able to:
identify the main ideas in texts,
write a summary of ideas from varied texts,
c) Appreciate the importance of summarizing information in a given context.
identify the subject and the verb in sentences,
construct sentences ensuring subject-verb agreement,
c) Affirm the importance of subject-verb agreement in sentences.

The learner is guided to:
brainstorm on the steps to follow when writing a summary of a text,
in pairs, read a print or non-print text on varied issues including outdoor games and underline the main ideas,
make notes from the underlined sentences and use them to make a rough draft,
use the rough draft to make a fair copy,
share the summaries through charts for peer review,
check and make corrections on the written summarized pieces in groups,
discuss in pairs the purpose of making summaries.
read texts on varied topics such as outdoor games and identify the, subject and verbs in the sentences
brainstorm and make short notes on the relationship between a subject and a verb in a sentence in terms of number and person

How do we identify main ideas from a text? Why is it important to summarize information?

Digital device,
Variety books
newspapers
Skills in English Grade 7 T.G Pg.198-199
Skills in English Grade 7 PB. Pg. 167-170
Charts on verb agreement
Skills in English Grade 7 T.G Pg.200-201
Skills in English Grade 7 PB. Pg. 170-172

Checklist Questions Journal Learners portfolio Written assessment

Grammar in use
Reading

Sentences: Subject-Verb Agreement
Class reader: Features of style

By the end of the lesson, the learner should be able to:
identify the subject and the verb in sentences,
construct sentences ensuring subject-verb agreement,
c) Affirm the importance of subject-verb agreement in sentences.
identify instances of dialogue, similes and metaphors in the text,
use the styles of dialogue, similes and metaphors in guided contexts,
c) Appreciate the importance of style in a work of art.

The learner is guided to:
read sentences and label subject-verb agreement in them,
make sentences based on outdoor sports in which the rule of subject verb agreement has been applied,
share the sentences in charts for peer review.
search online and offline for examples of dialogue, similes and metaphors in stories and them with the rest of the class,
in pairs, read the class reader and identify with illustrations instances of dialogue, similes and metaphors in the text, and display their work on the class notice boards,

What is the difference between the first, second and the third persons?

Digital device,
Charts on verb agreement
Skills in English Grade 7 T.G Pg.200-201
Skills in English Grade 7 PB. Pg. 170-172
Selected class readers
Art supplies
Skills in English Grade 7 T.G Pg.202-203
Skills in English Grade 7 PB. Pg. 172-175

Checklist Questions Journal Learners portfolio Written assessment

Reading
Writing

Class reader: Features of style
Creative Writing: Descriptive Writing (200

By the end of the lesson, the learner should be able to:
identify instances of dialogue, similes and metaphors in the text,
use the styles of dialogue, similes and metaphors in guided contexts,
c) Appreciate the importance of style in a work of art.
identify features of a person a thing or a place that can be described,
write a descriptive composition on a given subject,
c) Underscore the importance of creative writing in communication.

The learner is guided to:
in groups, role play selected dialogues from the class reader and record themselves for video sharing and review,
make sentences using the similes and metaphors identified from the text,
discuss instances in real life where dialogues, similes and metaphors can be used.
in pairs, view videos or pictures of people, things or places and list the features of each that can be described in an essay,
search online and offline for words and expressions that can be used to describe different features like weather emotions, events and characters,

How can we convey a message more effectively? Why do we use similes and metaphors?

Digital device,
Selected class readers
Art supplies
Skills in English Grade 7 T.G Pg.202-203
Skills in English Grade 7 PB. Pg. 172-175
Pictures
Realia
Sample essays
Skills in English Grade 7 T.G Pg.204-206
Skills in English Grade 7 PB. Pg. 175-178

Checklist Questions Journal Learners portfolio Written assessment

Writing
TOURISTS ATTRACTION SITES

Creative Writing: Descriptive Writing (200
Listening and speaking- Oral Reports: Events within the Classroom

By the end of the lesson, the learner should be able to:
identify features of a person a thing or a place that can be described,
write a descriptive composition on a given subject,
c) Underscore the importance of creative writing in communication.
outline the organization of an oral report of events within the classroom,
present an oral report on events that occur within the classroom,
c) Enjoy delivering and listening to oral reports in various contexts.

The learner is guided to:
explain the difference between descriptive writing and other forms of writing,
in groups, they read samples of descriptive essays and classify the features that are described and the expressions used in a graphic organizer for sharing,
create a descriptive composition of between 200 to 240 words on an interesting topic like outdoor sports and display it in a gallery for peer review and revision.
brainstorm in groups on the content and organization of an oral report e.g. introduction, body and conclusion,
search in pairs online and offline the steps for conducting an oral report e.g. research, compile (write), rehearse and report (present/deliver),

What do you consider when describing something?

Digital device,
Pictures
Realia
Sample essays
Skills in English Grade 7 T.G Pg.204-206
Skills in English Grade 7 PB. Pg. 175-178
Dictionaries
Flash cards
Manila paper
Skills in English Grade 7 T.G Pg.207-209
Skills in English Grade 7 PB. Pg. 179-181

Checklist Questions Journal Learners portfolio Written assessment

TOURISTS ATTRACTION SITES
Reading
Reading

Listening and speaking- Oral Reports: Events within the Classroom
Reading Fluency
Reading Fluency

By the end of the lesson, the learner should be able to:
outline the organization of an oral report of events within the classroom,
present an oral report on events that occur within the classroom,
c) Enjoy delivering and listening to oral reports in various contexts.
recognize the use of fluency strategies in the reading process,
apply fluency strategies while reading,
c) Hail the role of reading fluency in communication.

The learner is guided to:
role play methods of delivering oral reports such as clear pronunciation, voice projection, tonal variation, use of non-verbal cues and use of visuals,
use flash cards to prepare speaking notes for the reports,
simulate in groups an oral report preparation and delivery procedure and video or audio record themselves,
watch and listen to videos or students reading fluently and discuss what makes them good readers,
search online and offline for different reading fluency strategies such as previewing and predicting, skimming, scanning and ignoring
unknown words and share with peers,
in pairs, watch or listen to sample reading clips and simulate the model reading as they apply reading strategies,
practice, in groups, timed reading, accurate reading and reading with expression on issues like tourist attraction sites in Kenya,
assess peers

How can you make an oral report presentation interesting?

Digital device,
Dictionaries
Flash cards
Manila paper
Skills in English Grade 7 T.G Pg.207-209
Skills in English Grade 7 PB. Pg. 179-181
Digital devices
Audi clips
Internet sources
Skills in English Grade 7 T.G Pg.210-212
Skills in English Grade 7 PB. Pg. 181-184

Checklist Questions Journal Learners portfolio Written assessment

grammar in use

Affirmative and Negative Sentences
Affirmative and Negative Sentences

By the end of the lesson, the learner should be able to:
differentiate between affirmative and negative sentences in spoken and written contexts,
construct affirmative and negative sentences in varied contexts,
c) Acknowledge the expressive role of sentences in effective communication.

The learner is guided to:
search online and offline for the differences between affirmative and negative sentences and share them with peers,
role play a dialogue with affirmative and negative sentences and record themselves,
watch/listen to a conversation on issues like tourist sites in Kenya and pick out in groups the affirmative and negative sentences,
sort jumbled up sentences into affirmative and negative sentences
construct affirmative and negative sentences,
share sentences made in the form of charts for peer review,
write a short story or dialogue on an issue like tourist attraction sites in Kenya using affirmative and negative sentences.

When do we use affirmative statements? When do we use negative statements?

Digital device,
Dictionaries
Digital devices
Audi clips
Internet sources
Skills in English Grade 7 T.G Pg.213-215
Skills in English Grade 7 PB. Pg. 184-186

Checklist Questions Journal Learners portfolio Written assessment

Reading
Writing
Writing

Poetry
Poetry
Functional Writing: Notices and Posters
Functional Writing: Notices and Posters

By the end of the lesson, the learner should be able to:
identify the subject matter of a poem
analyze ideas in the poem
c) Reiterate the role of poetry in passing information.
outline the format of presenting notices and posters
state the parts of a notice and posters
c) Acknowledge the role of notices and posters in disseminating information.
design notices and posters on current issues

The learner is guided to:
recite poems for enjoyment and in pairs outline the subject matter,
search online and offline for ways of determining ideas in a poem such as studying the title, the persona, the events and the choice of words,
discuss how the use of repetition and other styles can help bring out the ideas in the poem,
in groups, pick a poem and identify the ideas brought out and share their findings with peers through charts or graphic organizers for review,
dramatize a poem displaying ideas generated from it using placards and record their performances.
collect posters and notices online or offline tourist attraction sites in Kenya and display them in class
brainstorm on the format for presenting of notices and posters in groups
study samples of a notice and a poster presented in class and label features of format
differentiate between a poster and a notice in writing
discuss and select issue(s) that can be addressed by notices and posters including matters relating to tourist attraction sites in Kenya
design a notice and a poster on the selected issue using the model format and display for peer review
keep the revised notice and poster in their portfolio.

Why would you use a poem instead of a story to pass information? What makes a poem interesting to read?

Digital device,
Dictionaries
Digital devices
Audi clips
Internet sources
Skills in English Grade 7 T.G Pg.216-218
Skills in English Grade 7 PB. Pg. 186-189
Skills in English Grade 7 T.G Pg.218-220
Skills in English Grade 7 PB. Pg. 190-192

Checklist Questions Journal Learners portfolio Written assessment