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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 3 |
Personal Responsibility
|
Listening and Speaking;
Conversational Skills
|
By the end of the
lesson, the learner
should be able to:
Make a list of details that they would need to know for them to properly introduce people. List the tips for an effective self-introduction. Introduce him/herself to their classmates. Use polite language. |
In pairs, learners are guided to make a list of details that they would need to know for them to properly introduce people.
In pairs, learners are guided to list the tips for an effective self-introduction. Learners to introduce him/herself to their classmates |
What is personal responsibility?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 1 | 4 |
Personal Responsibility
|
Listening and Speaking;
Conversational Skills
|
By the end of the
lesson, the learner
should be able to:
Discuss whether or not it is always polite to mention people |
In groups, learners are guided to discuss whether or not it is always polite to mention people
|
Which polite words do you use?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 1 | 5 |
Personal Responsibility
|
Extensive Reading: Independent Reading
|
By the end of the
lesson, the learner
should be able to:
Select appropriate reading materials from a library or online sources. State the importance of reading on their own Use reference materials systematically to find necessary information. Appreciate the use of references materials for life-long learning. |
Learners are guided to select appropriate reading materials from a library or online sources (encyclopedias, biographies, dictionaries, journals and magazine)
Learners to state the importance of reading on their own. Learners are guided to use reference materials systematically to find necessary information Learners are guided to demonstrate in interest using references materials for life-long learning. |
Why is it important to read on your own
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 1 |
Personal Responsibility
|
Extensive Reading: Independent Reading
Grammar; Word Classes: Nouns |
By the end of the
lesson, the learner
should be able to:
Read the dialogue in learner |
Learners are guided to read the dialogue in learner
|
What do you like reading on your own?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 2 |
Personal Responsibility
|
Grammar; Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
Define abstract and concrete nouns. Construct sentences using abstract and concrete nouns. Appreciate the use of nouns in sentences. |
Learners to define abstract and concrete nouns.
Learners are guided to search an article online or from a newspaper story. Read a paragraph and list the different types of nouns. In pairs or individually, learners are guided to construct sentences using abstract and concrete nouns. |
What are abstract nouns?
What are concrete nouns?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Personal Responsibility
|
Grammar; Word Classes: Nouns
Reading II Intensive reading: Trickster Narratives |
By the end of the
lesson, the learner
should be able to:
Read the poem in learner |
In groups, learners are guided to read the poem in learner
|
Which types of nouns are commonly used?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Personal Responsibility
Science and Health Education |
Writing
Handwriting: Legibility and Neatness
Listening and Speaking; Oral Presentation |
By the end of the
lesson, the learner
should be able to:
State the importance of neat and legible handwriting. Select a paragraph from a class reader and write it down as quickly and as legibly as possible. Appreciate the importance of writing neatly and legibly. |
Learners to listen to a story that the teacher will read.
Learners are guided to identify the words used to show a number of things being described. Learners are guided to construct sentences using phrasal quantifiers |
What is the importance of neat and legible handwriting?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 5 |
Science and Health Education
|
Listening and Speaking; Oral Presentation
|
By the end of the
lesson, the learner
should be able to:
Identify what makes the performance of an oral narrative more enjoyable. Watch videos of people telling oral narrative. Make notes on how the story is made interesting. Appreciate ways of making an oral narrative more interesting. |
Learners are guided to identify what makes the performance of an oral narrative more enjoyable.
Learners to watch videos of people telling oral narrative. Make notes on how the story is made interesting |
What are the features of oral narratives?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Science and Health Education
|
Listening and Speaking; Oral Presentation
Reading 1 Intensive Reading: Simple Poems |
By the end of the
lesson, the learner
should be able to:
Choose one oral narrative and discuss the features they will include in their performance of it. Perform the oral narratives. Have fun and enjoy performing the oral narrative. |
In groups, learners to choose oral narrative and discuss the features they will include in their performance of it.
In groups, learners are guided to perform the oral narratives |
What can you do to make the performance of an oral narrative more enjoyable?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Science and Health Education
|
Reading 1
Intensive Reading: Simple Poems
Grammar Word Classes: Nouns |
By the end of the
lesson, the learner
should be able to:
Read the poem |
Learners to read the poem
|
Which of the poem would be easiest for you to memorise word by word?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Science and Health Education
|
Grammar
Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
Read the passage in learner |
Learners are guided to read the passage in learner
|
What are non-count nouns?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Science and Health Education
|
Grammar
Word Classes: Nouns
Reading II Intensive Reading: Class Readers |
By the end of the
lesson, the learner
should be able to:
Search for an article on science and health education on the Internet, a newspaper or a magazine. Identify all the count, non-count, singular and plural nouns used in the article and write them on a chart. Use plural nouns in sentences. |
Learners are guided to search for an article on science and health education on the Internet, a newspaper or a magazine
Learners are guided to identify all the count, non-count, singular and plural nouns used in the article and write them on a chart |
What are plural nouns?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 5 |
Science and Health Education
|
Writing; Mechanics of Writing: Punctuation Marks
|
By the end of the
lesson, the learner
should be able to:
Read the interview between Wanjiru and Mr Mwaliko and Oduor. Record themselves as they act out the interview. Identify the punctuation marks used at the end of the sentences in the dialogue. Enjoy acting out the conversation. |
Learners to read the interview between Wanjiru and Mr Mwaliko and Oduor.
Learners to identify the punctuation marks used at the end of the sentences in the dialogue. In groups of three, learners to record themselves as they act out the interview. |
What are punctuation marks?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Hygiene
|
Listening and Speaking; Listening for Information and the Most important idea
|
By the end of the
lesson, the learner
should be able to:
Listen to a recording and write what the recording is about. Answer factual and inferential questions. Discuss the importance of listening for the most important ideas and particular details. Appreciate the importance of listening attentively. |
Learners are guided to listen to a recording and write what the recording is about
Learners to answer factual and inferential questions. In groups, learners to discuss the importance of listening for the most important ideas and particular details. |
Why is it important to listen?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Hygiene
|
Listening and Speaking; Listening for Information and the Most important idea
|
By the end of the
lesson, the learner
should be able to:
Watch the video the teacher will play. Answer factual and inferential questions. Identify expressions that introduces the most ideas. Use different expressions in their day to day life. |
Learners to identify sentences in which passive and active voices were used.
In pairs, learners to talk about the difference between active and passive voice |
How many steps are there in washing hands properly?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Hygiene
|
Reading I
Reading for information
|
By the end of the
lesson, the learner
should be able to:
List the books that they read for information and those for meaning. Select a chapter in a textbook and read various things. Appreciate the importance of reading. |
Learners to list the books that they read for information and those for meaning
In pairs, learners to select a chapter in a textbook and read the heading, sub-heading, visual illustrations, bulleted points and highlighted information. |
Which similes and proverbs do you know?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Hygiene
|
Reading I
Reading for information
Grammar; Word Classes: Verbs and Tense |
By the end of the
lesson, the learner
should be able to:
Read the passage, |
Learners are guided to read the passage,
|
Why is hygiene important?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 4 | 5 |
Hygiene
|
Grammar; Word Classes: Verbs and Tense
|
By the end of the
lesson, the learner
should be able to:
Read the passage in learner |
Learners to read the passage in learner
|
What are regular verbs?
What are irregular verbs?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Hygiene
|
Reading II
Intensive Reading: Poetry
|
By the end of the
lesson, the learner
should be able to:
Read the poem, |
In pairs, learners are guided to read the poem,
|
Who is a poet?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Hygiene
|
Reading II
Intensive Reading: Poetry
Writing Narrative Paragraph |
By the end of the
lesson, the learner
should be able to:
Read the poems, |
In groups, learners are guided to:
In groups, read the poems, |
Who is a persona?
What is the poem about?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Leadership
|
Listening and Speaking; Listening Comprehension
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of specific and general. Listen to a recording of two passages from a digital device. Discuss whether the information in each is specific or general. Appreciate the importance of listening attentively. |
Learners to explain the meaning of specific and general.
In groups, learners to listen to a recording of two passages from a digital device and discuss whether the information in each is specific or general |
Who is leader?
Who is a good leader?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Leadership
|
Listening and Speaking; Listening Comprehension
|
By the end of the
lesson, the learner
should be able to:
Listen to a recording of the passage about Nelson Mandela |
In groups, learners to listen to a recording of the passage about Nelson Mandela
|
How did Mandela help South Africa to get freedom?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 5 |
Leadership
|
Reading I
Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
Identify ways to read a book or a passage. Read the passage, |
In pairs, learners to identify ways to read a book or a passage.
In pairs, learners to read the passage, |
Why is it important to find the main idea?
How can we identify the supporting details?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Leadership
|
Reading I
Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
Read the passage, |
Learners to read the passage,
|
What lessons can you draw from this story for your own life?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Leadership
|
Grammar
Word Classes: Verbs and Tense
|
By the end of the
lesson, the learner
should be able to:
Read the passage in learner |
In pairs, learners to read the passage in learner
|
What is common about the way some present tense verbs end?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Leadership
|
Reading II
Intensive Reading: Class Readers
Writing; Paragraphing: Using Example and Incidents |
By the end of the
lesson, the learner
should be able to:
Read the passage, |
Learners to read the passage,
|
How did you know the main characters in the stories or novels were?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Leadership
|
Writing; Paragraphing: Using Example and Incidents
|
By the end of the
lesson, the learner
should be able to:
Study the mind map in learner |
In groups, learners are guided to study the mind map in learner
|
What is the main idea?
What examples are given to illustrate the main idea?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 5 |
Family
|
Listening and Speaking; Pronunciation: Sounds and Stress
|
By the end of the
lesson, the learner
should be able to:
Read the passage, |
In pairs, learners to read the passage,
|
What do you as a family do with or for each other
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 7-8 |
Midterm assessment and break |
||||||||
| 9 | 1 |
Family
|
Listening and Speaking; Pronunciation: Sounds and Stress
Reading I Study Skills: Synonyms and Antonyms |
By the end of the
lesson, the learner
should be able to:
Identify words with the same sound as /oat/ such as, coat, goat Read the passage in learner |
In pairs, learners to identify words with the same sound as /oat/ such as, coat, goat
In groups, learners to read the passage in learner |
What is the difference between words that are spelt the same way in the passage?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 9 | 2 |
Family
|
Reading I
Study Skills: Synonyms and Antonyms
|
By the end of the
lesson, the learner
should be able to:
Study the page in learner |
In pairs, learners are guided to study the page in learner
|
What have you learnt about synonyms?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 9 | 3 |
Family
|
Reading I
Study Skills: Synonyms and Antonyms
Grammar; Comparatives and Superlative Adjectives |
By the end of the
lesson, the learner
should be able to:
Identify the synonyms and antonyms used in the passage in learner |
Individually or in pairs, learners to identify the synonyms and antonyms used in the passage in learner
|
What have you learnt about antonyms?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 9 | 4 |
Family
|
Grammar; Comparatives and Superlative Adjectives
|
By the end of the
lesson, the learner
should be able to:
Read the passage in learner |
In pairs, learners to read the passage in learner
|
Which words are used to compare the two dogs in the story?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 9 | 5 |
Family
|
Reading II
Intensive Reading: Oral Narratives: Legends
|
By the end of the
lesson, the learner
should be able to:
Talk about people they know who are admired for their courage and outstanding achievement. Read the conversation in learner |
In pairs, learners to talk about people they know who are admired for their courage and outstanding achievement.
In pairs, learners to read the conversation in learner |
What is a legend?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 10 | 1 |
Family
Drug and Substances Abuse |
Writing; Functional Writing: Friendly Letter
Listening and Speaking; Conversational Skills |
By the end of the
lesson, the learner
should be able to:
Identify parts of a friendly letter. Write a friendly letter that replies to Kim |
Learners to study the letter in learner
|
How many parts does a friendly letter have?
|
KLB; Top Scholar: English Learner
KLB; Top Scholar: English Learner's Book Grade 7 pg. 85-91 Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 2 |
Drug and Substances Abuse
|
Listening and Speaking;
Conversational Skills
|
By the end of the
lesson, the learner
should be able to:
Discuss whether or not it is always polite to mention people's names as you introduce them. Read and role play the dialogue in learner's book. Enjoy role playing the dialogue. |
In groups, learners are guided to discuss whether or not it is always polite to mention people's names as you introduce them
In pairs, learners to read and role play the dialogue in learner's book. |
What are the effects of drugs on those who abuse them?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 85-91
Dictionaries Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 3 |
Drug and Substances Abuse
|
Listening and Speaking;
Conversational Skills
Reading 1 Reading Fluency |
By the end of the
lesson, the learner
should be able to:
List polite expressions used in conversations. Make posters on turn taking skills and polite interruptions. Use polite expressions as they speak |
Learners to list polite expressions used in conversations
Learners are guided to make posters on turn taking skills and polite interruptions |
Which polite words do you use?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 89-91
Dictionaries Journals Internet Computing devices Charts |
Oral questions Oral Report Observation
|
|
| 10 | 4 |
Drug and Substances Abuse
|
Grammar in Use; Work Classes: Adverbs
|
By the end of the
lesson, the learner
should be able to:
Define an adverb. Read the passage in learner's book and identify the adverbs used. Arrange the nouns in the passage into adverbs of manner and place. Use adverbs in their daily conversations. |
Learners are guided to define an adverb
Learners to read the passage in learner's book and identify the adverbs used. Learners are guided to arrange the nouns in the passage into adverbs of manner and place. |
What is an adverb?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 91-94
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 10 | 5 |
Drug and Substances Abuse
|
Intensive Reading: Oral Literature: Songs
|
By the end of the
lesson, the learner
should be able to:
Define a lullaby. Sing the lullaby in learner's book. Answer the questions that follow. Have fun and enjoy singing the song. |
Learners are guided to define a lullaby.
In pairs, learners to sing the lullaby in learner's book In pairs, learners to answer the questions that follow |
What are the singer's feelings towards the baby in each lullaby?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 94-95
Dictionaries Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 1 |
Drug and Substances Abuse
|
Intensive Reading: Oral Literature: Songs
Writing; Mechanics of Writing: Commonly Misspelt Words |
By the end of the
lesson, the learner
should be able to:
Create lullabies to soothe a baby to sleep or to stop crying. Sing the lullabies. Identify the words or lines that are repeated. Have fun and enjoy singing lullabies. |
Learners to create lullabies to soothe a baby to sleep or to stop crying.
Learners are guided to sing the lullabies. In pairs or individually, learners are guided to identify the words or lines that are repeated. |
Why do you think these words are repeated?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 94-95
Dictionaries Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 95-100 Charts Realia Journals |
Oral questions Oral Report Observation
|
|
| 11 | 2 |
Drug and Substances Abuse
Natural Resources: Forests |
Writing; Mechanics of Writing: Commonly Misspelt Words
Listening and Speaking; Listening for Details |
By the end of the
lesson, the learner
should be able to:
Write a story titled 'A Drug Free Neighbourhood'. Use some of the commonly misspelt words they have learnt. Fill in the crossword puzzle using the clues provided to make complete words. Have a desire to educate people about drug and substance abuse. |
Learners are guided to write a story titled 'A Drug Free Neighbourhood'. Use some of the commonly misspelt words they have learnt.
In groups, learners to fill in the crossword puzzle using the clues provided to make complete words |
How can we learn how to spell words that we normally misspell?
Why must you be careful to write the right word?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 95-100
Dictionaries Charts Realia Journals Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 101-104 |
Oral questions Oral Report Observation
|
|
| 11 | 3 |
Natural Resources: Forests
|
Listening and Speaking;
Listening for Details
|
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. |
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 |
How can you listen more attentively?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 101-104
Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 4 |
Natural Resources: Forests
|
Reading I; Intensive Reading: Visuals
|
By the end of the
lesson, the learner
should be able to:
Define visuals. Identify different types of visuals. Draw different types visuals. Appreciate the use of visuals. |
Learners are guided to define visuals.
Learners to identify different types of visuals. Learners to draw different types visuals |
Why is it important to interpret pictures and photographs correctly?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 104-107
Dictionaries Journals Internet Computing devices Charts |
Oral questions Oral Report Observation
|
|
| 11 | 5 |
Natural Resources: Forests
|
Grammar; Word Classes: Personal and Possessive pronouns
|
By the end of the
lesson, the learner
should be able to:
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. |
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 personal pronouns?
What are possessive pronouns?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 107-109
Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 12 |
End term assessment and school clossing |
||||||||
| 13 | 1 |
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. |
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. |
Which types of pronouns are commonly used?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 107-109
Dictionaries Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 109 Charts |
Oral questions Oral Report Observation
|
|
| 13 | 2 |
Natural Resources: Forests
|
Reading II; Intensive Reading: Characters in Class Readers
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. |
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 |
Why do you think the children kept out of Julius' way?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 110-112
Dictionaries Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 112-116 Charts Realia Journals Internet |
Oral questions Oral Report Observation
|
|
| 13 | 3 |
Natural Resources: Forests
|
Writing; Composition Writing: The Writing Process
|
By the end of the
lesson, the learner
should be able to:
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 passage and talk about whether or not it is well-written
Learners to writing a narrative composition following the writing process |
How do we make our composition interesting?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 112-116
Class readers Dictionaries Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
Your Name Comes Here