PERSONAL RESPONSIBILITY

Listening and Speaking

Polite language - Introduction

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

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

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

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

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

Reading
Grammar in Use
Writing

Independent reading - Comprehension
Nouns - Identification
Handwriting - Introduction

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

The learner is guided to:
- Skim and scan a text on independent 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 independent reading about personal responsibility?

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

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

Listening and Speaking
Reading
Reading

Polite language - Practice
Independent reading - Extended response
Trickster narratives - Literary appreciation

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

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

What skills make polite language more effective when discussing personal responsibility?

- Skills in English Grade 7 pg. 1
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 4
- Skills in English Grade 7 pg. 10

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

Writing
Listening and Speaking

Handwriting - Drafting
Oral narratives - Introduction

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

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

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

SCIENCE AND HEALTH EDUCATION

Reading
Grammar in Use

Simple poems - Comprehension
Count, non-count, singular and plural nouns - Identification

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

The learner is guided to:
- Skim and scan a text on simple poems 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 simple poems about science and health education?

- Skills in English Grade 7 pg. 18
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 20

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

Writing
Reading

Punctuation marks - Introduction
Simple poems - Extended response

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

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

How does planning help us write better punctuation marks about science and health education?

- Skills in English Grade 7 pg. 26
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 18

- 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 science and health education
- 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 science and health education
- Dramatise or role-play selected parts of the literary text
- Respond creatively through discussion, drawing or short written response

What lessons about science and health education can we draw from the class readers?

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

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

Writing
Listening and Speaking

Punctuation marks - Drafting
Listening for main ideas - Introduction

By the end of the lesson, the learner should be able to:
- Write a first draft of punctuation marks applying the correct structure and features
- Use appropriate vocabulary, tone and language in the draft
- Show creativity and personal expression in the written draft

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

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

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

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

HYGIENE

Reading

Reading for information - Comprehension

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

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

Grammar in Use
Writing

Verbs and tense - Identification
Narrative paragraphs - Introduction

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

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

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

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

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

Reading

Reading for information - Extended response

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
Grammar in Use

Reading for main ideas and details - 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 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
- Skills in English Grade 7 pg. 46

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

Writing
Reading

Using examples and incidents - Introduction
Reading for main ideas and details - Extended response

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

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

How does planning help us write better 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. 42

- 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
Writing

Comparative and superlative adjectives - Identification
Friendly letters - Introduction

By the end of the lesson, the learner should be able to:
- Identify comparative and superlative adjectives in oral and written texts on the family
- Explain the function and rules of comparative and superlative adjectives in sentences
- Recognise the importance of using comparative and superlative adjectives correctly in communication

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

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

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

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

Listening and Speaking

Sounds and word stress - Practice

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

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

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

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

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

Reading

Synonyms and antonyms - Extended response
Oral narratives (legends) - Literary appreciation

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
- Skills in English Grade 7 pg. 60

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

Writing

Friendly letters - Drafting

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

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

DRUG AND SUBSTANCE ABUSE

Listening and Speaking
Reading

Conversation skills - Introduction
Reading fluency - Comprehension

By the end of the lesson, the learner should be able to:
- Identify key features of conversation skills in texts related to drug and substance abuse
- Listen attentively and respond appropriately to conversation skills
- Appreciate the value of conversation skills in effective communication

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

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

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

- 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
Listening and Speaking

Commonly misspelt words - Introduction
Conversation skills - Practice

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

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

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

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

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

Reading
Grammar in Use

Reading fluency - Extended response
Adverbs - Application

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

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

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

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

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

Reading

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
Writing

Personal and possessive pronouns - Identification
Composition writing - Introduction

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
- Skills in English Grade 7 pg. 91

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

Reading

Visuals - Extended response

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

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 visuals from books or the Internet and compare ideas

How does reading critically about visuals deepen our understanding of 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

Reading
Writing

Characters in class readers - Literary appreciation
Composition writing - Drafting

By the end of the lesson, the learner should be able to:
- Read and respond to a literary text (characters in class readers) related to natural resources – forests
- Identify literary features such as characters, theme, mood and structure
- Appreciate literature as a reflection of real-life values and experiences

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

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

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

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

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 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 travel
- Share observations with the class and display key expressions on a chart

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

- Skills in English Grade 7 pg. 94
- 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 prepositions - Identification

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

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

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

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

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

Writing
Listening and Speaking

Composition writing - Introduction
Listening comprehension - Practice

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

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

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

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

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

Reading

Intensive reading - Extended response

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

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

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

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

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

Grammar in Use
Reading

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

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

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

How does applying simple prepositions correctly improve our writing about travel?

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

- 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 travel?

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

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

HEROES AND HEROINES – KENYA

Listening and Speaking
Reading

Consonant and vowel sounds - Introduction
Extensive reading - Comprehension

By the end of the lesson, the learner should be able to:
- Identify key features of consonant and vowel sounds in texts related to heroes and heroines – kenya
- Listen attentively and respond appropriately to consonant and vowel sounds
- Appreciate the value of consonant and vowel sounds in effective communication

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

How does consonant and vowel sounds help us communicate more effectively about heroes and heroines – kenya?

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

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

Grammar in Use

Conjunctions: and, but, or - Identification

By the end of the lesson, the learner should be able to:
- Identify conjunctions: and, but, or in oral and written texts on heroes and heroines – kenya
- Explain the function and rules of conjunctions: and, but, or in sentences
- Recognise the importance of using conjunctions: and, but, or correctly in communication

The learner is guided to:
- Read sentences and identify examples of conjunctions: and, but, or in context
- Discuss how conjunctions: and, but, or functions in sentences related to heroes and heroines – kenya
- Complete exercises identifying conjunctions: and, but, or in provided texts
- Compare correct and incorrect usage and discuss the difference

How does the correct use of conjunctions: and, but, or make our sentences about heroes and heroines – kenya clearer?

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

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

Writing
Listening and Speaking

Narrative compositions - Introduction
Consonant and vowel sounds - Practice

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

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

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

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

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

Reading

Extensive reading - Extended response

By the end of the lesson, the learner should be able to:
- Make inferences and draw conclusions from a text on extensive reading
- Summarise and evaluate key information from the text in own words
- Value critical reading as a means of forming informed views about heroes and heroines – 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 extensive reading from books or the Internet and compare ideas

How does reading critically about extensive reading deepen our understanding of heroes and heroines – kenya?

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

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

Grammar in Use
Reading

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

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

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

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

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

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

Writing
Listening and Speaking

Narrative compositions - Drafting
Delivering speeches - Introduction

By the end of the lesson, the learner should be able to:
- Write a first draft of narrative compositions applying the correct structure and features
- Use appropriate vocabulary, tone and language in the draft
- Show creativity and personal expression in the written draft

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

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

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

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

MUSIC

Reading

Note making - Comprehension

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

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

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

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

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

Grammar in Use
Writing

Determiners - Identification
Packing and shopping lists - Introduction

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

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

How does the correct use of determiners make our sentences about music clearer?

- Skills in English Grade 7 pg. 123
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 128

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

Listening and Speaking

Delivering speeches - Practice

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

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

What skills make delivering speeches more effective when discussing music?

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

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

Reading
Writing

Note making - Extended response
Characters and their traits - Literary appreciation
Packing and shopping lists - Drafting

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

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 note making from books or the Internet and compare ideas

How does reading critically about note making deepen our understanding of music?

- Skills in English Grade 7 pg. 120
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 125
- Skills in English Grade 7 pg. 128

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