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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
OPENING WEEK |
||||||||
| 2 | 1 |
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
|
|
| 2 | 2 |
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
|
|
| 2 | 3 |
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
|
|
| 2 | 4 |
Leadership
|
Reading I
Intensive Reading
Grammar Word Classes: Verbs and Tense |
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
|
|
| 2 | 5 |
Leadership
|
Grammar
Word Classes: Verbs and Tense
|
By the end of the
lesson, the learner
should be able to:
Construct sentences that describe a leader and what he or she does. Complete each sentences with the correct form of the verb in brackets. Use present and past tense in their day to day life. |
Individually, learners to think about their favourite leader. Use the present tense to construct sentences that describe that leader and what he or she does.
Learners to complete each sentences with the correct form of the verb in brackets. |
What is common about the way some past tense verbs end?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 1 |
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
|
|
| 3 | 2 |
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
|
|
| 3 | 3 |
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
|
|
| 3 | 4 |
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
|
|
| 3 | 5 |
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
|
|
| 4 | 1 |
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
|
|
| 4 | 2 |
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
|
|
| 4 | 3 |
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
|
|
| 4 | 4 |
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
|
|
| 4 | 5 |
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
|
|
| 5 | 1 |
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
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
Drug and Substances Abuse
|
Grammar in Use; Work Classes: Adverbs
Intensive Reading: Oral Literature: Songs |
By the end of the
lesson, the learner
should be able to:
Identify types of adverbs. Construct sentences using adverbs of manner, time and place. Appreciate the use of adverbs sentences. |
Learners are guided to identify types of adverbs
Learners to construct sentences using adverbs of manner, time and place. |
What would you say to people who are considering taking drugs?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 91-94
Dictionaries Realia Journals Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 94-95 |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
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
|
|
| 5 | 5 |
Drug and Substances Abuse
|
Writing; Mechanics of Writing: Commonly Misspelt Words
|
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 |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
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
Dictionaries Charts Journals Internet Computing devices Realia |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
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 |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
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. |
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. |
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
Dictionaries Charts Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 107-109 Realia Journals |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
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
|
|
| 6 | 5 |
Natural Resources: Forests
|
Reading II; Intensive Reading: Characters in Class Readers
|
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 |
Oral questions Oral Report Observation
|
|
| 7 | 1 |
Natural Resources: Forests
|
Writing; Composition Writing: The Writing Process
|
By the end of the
lesson, the learner
should be able to:
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. |
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 |
What is the importance of neat and legible handwriting?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 112-116
Dictionaries Charts Realia Journals Internet Computing devices Class readers |
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Travel
|
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. |
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 |
What are explanatory narrative?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 117-119
Dictionaries Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 7 | 3 |
Travel
|
Listening and Speaking; Listening Comprehension: Explanatory Narratives
|
By the end of the
lesson, the learner
should be able to:
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. |
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 the features of explanatory narratives?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 117-119
Dictionaries Charts Internet Computing devices Realia Journals |
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Travel
|
Reading I; Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
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. |
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' |
Why do you think some lines are repeated several times?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 119-122
Dictionaries Charts Journals Internet Computing devices Realia |
Oral questions Oral Report Observation
|
|
| 7 | 5 |
Travel
|
Grammar; Word Classes: Simple Prepositions
|
By the end of the
lesson, the learner
should be able to:
Define prepositions. Sing the sing in learner's book. Identify all the prepositions in the song. Appreciate the use of prepositions. |
Learners to define prepositions.
In pairs, learners to sing the sing in learner's book. Identify all the prepositions in the song |
What are prepositions?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 122-124
Dictionaries Charts Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 8 |
Midterm assessment |
||||||||
| 9 |
Halfterm |
||||||||
| 10 | 1 |
Travel
|
Grammar; Word Classes: Simple Prepositions
Reading II; Intensive Reading: Poetry |
By the end of the
lesson, the learner
should be able to:
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. |
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. |
What are the uses of prepositions?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 122-124
Dictionaries Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 124-127 |
Oral questions Oral Report Observation
|
|
| 10 | 2 |
Travel
|
Writing: Composition Writing: Self-Assessment
|
By the end of the
lesson, the learner
should be able to:
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 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 |
What is self-assessment?
What is the importance of checklist?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 127-128
Dictionaries Realia Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 3 |
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. |
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. |
What is the importance of self-assessment?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 128-130
Dictionaries Charts Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 131-133 Realia |
Oral questions Oral Report Observation
|
|
| 10 | 4 |
Heroes and Heroines- Kenya
|
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. |
In groups, read the poem in the learner's book.
In groups, learners to recite the poem in the learner's book. |
What is the poem about?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 134-135
Dictionaries Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 135-136 Charts Realia |
Oral questions Oral Report Observation
|
|
| 10 | 5 |
Heroes and Heroines- Kenya
|
Reading I; Extensive Reading: Grade Appropriate Fictional Materials
|
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 |
Learners to define the term fictional
In groups, learners to talk about their favourite storybooks |
What are fictional materials?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 136-137
Dictionaries Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 1 |
Heroes and Heroines- Kenya
|
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:
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. |
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. |
What true details do you learn about Dedan Kimathi from the passage?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 137-139
Dictionaries Charts Realia Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 140-141 |
Oral questions Oral Report Observation
|
|
| 11 | 2 |
Heroes and Heroines- Kenya
|
Reading II
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. |
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 |
Why does Sauna's uncle decide to take him to school?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 141-144
Dictionaries Charts Realia Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 3 |
Heroes and Heroines- Kenya
|
Reading I
Intensive Reading: Class reader
Writing; Creative Writing: Narrative Compositions |
By the end of the
lesson, the learner
should be able to:
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 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 |
What have you learnt about heroes and heroine?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 141-144
Dictionaries Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 144-145 Charts Realia |
Oral questions Oral Report Observation
|
|
| 11 | 4 |
Heroes and Heroines- Kenya
Music |
Writing; Creative Writing: Narrative Compositions
Listening and Speaking; Oral Presentation: Delivering Speeches |
By the end of the
lesson, the learner
should be able to:
Read the story in learner's book. Create well-written narrative compositions on different topics. Appreciate narrative compositions. |
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 some of the most interesting stories they have ever read?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 144-145
Dictionaries Charts Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 151 Realia |
Oral questions Oral Report Observation
|
|
| 11 | 5 |
Music
|
Listening and Speaking; Oral Presentation: Delivering Speeches
|
By the end of the
lesson, the learner
should be able to:
Read the speech, 'Riddle. Riddle' Talk about the importance of delivering speech. Appreciate the importance of delivering speech. |
Learners to read the speech, 'Riddle. Riddle'
Learners are guided to talk about the importance of delivering speech. |
What is the importance of delivering speech?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 151-153
Dictionaries Charts Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 1 |
Music
|
Reading I; Study Skills: Note Making
|
By the end of the
lesson, the learner
should be able to:
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. |
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 note-making?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 60-61
Dictionaries Charts Realia Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 153-155 Internet |
Oral questions Oral Report Observation
|
|
| 12 | 2 |
Music
|
Reading I; Study Skills: Note Making
|
By the end of the
lesson, the learner
should be able to:
Read the passage, 'The importance of Music' Make notes on the origin and role of the music. Appreciate the importance of music. |
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 role music?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 155-156
Dictionaries Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 3 |
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. |
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 |
What are determiners?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 157
Dictionaries Charts Realia Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 157-159 |
Oral questions Oral Report Observation
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| 12 | 4 |
Music
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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. |
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 |
What have you learnt about articles?
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 159-160
Dictionaries Charts Realia Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 160-163 |
Oral questions Oral Report Observation
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| 12 | 5 |
Music
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Writing; Functional Writing: Packing and Shopping List
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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. |
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. |
What is a shopping list?
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 163-166
Dictionaries Charts Internet Computing devices |
Oral questions Oral Report Observation
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| 13 |
Endterm assessment |
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| 14 |
Closing week |
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