HYGIENE

Listening and Speaking

Listening for main ideas - Introduction

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

- Identify key features of listening for main ideas in texts related to hygiene
- Listen attentively and respond appropriately to listening for main ideas
- Appreciate the value of listening for main ideas in effective communication

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

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

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

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

Reading

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

Verbs and tense - Identification

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

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

Writing

Narrative paragraphs - Introduction

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

- Identify the features and format of narrative paragraphs
- Plan a piece of narrative paragraphs using an outline or brainstorming activity
- Appreciate the importance of planning before writing narrative paragraphs

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

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

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

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

Reading

Reading for information - Extended response

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

- Make inferences and draw conclusions from a text on reading for information
- Summarise and evaluate key information from the text in own words
- Value critical reading as a means of forming informed views about hygiene

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

How does reading critically about reading for information deepen our understanding of hygiene?

- Skills in English Grade 7 pg. 30
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

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

Reading
Writing

Poems - Literary appreciation
Narrative paragraphs - Drafting

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

- Read and respond to a literary text (poems) related to hygiene
- Identify literary features such as characters, theme, mood and structure
- Appreciate literature as a reflection of real-life values and experiences

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

What lessons about hygiene can we draw from the poems?

- Skills in English Grade 7 pg. 36
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 39

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

LEADERSHIP

Listening and Speaking

Listening comprehension - Introduction

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

- Identify key features of listening comprehension in texts related to leadership
- Listen attentively and respond appropriately to listening comprehension
- Appreciate the value of listening comprehension in effective communication

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

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

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

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

Reading

Reading for main ideas and details - Comprehension

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

- Read and comprehend a text on reading for main ideas and details in the context of leadership
- Identify main ideas, supporting details and key vocabulary from the text
- Appreciate reading as a tool for lifelong learning about leadership

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

What can we learn from reading texts on reading for main ideas and details about leadership?

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

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

Grammar in Use

Verbs and tense - Identification

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

- Identify verbs and tense in oral and written texts on leadership
- Explain the function and rules of verbs and tense in sentences
- Recognise the importance of using verbs and tense correctly in communication

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

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

- Skills in English Grade 7 pg. 46
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

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

Writing

Using examples and incidents - Introduction

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

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

Reading

Reading for main ideas and details - Extended response

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

- Make inferences and draw conclusions from a text on reading for main ideas and details
- Summarise and evaluate key information from the text in own words
- Value critical reading as a means of forming informed views about leadership

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

How does reading critically about reading for main ideas and details deepen our understanding of leadership?

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

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

Reading

Class readers - Literary appreciation

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

- Read and respond to a literary text (class readers) related to leadership
- Identify literary features such as characters, theme, mood and structure
- Appreciate literature as a reflection of real-life values and experiences

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

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

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

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

Writing

Using examples and incidents - Drafting

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

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

THE FAMILY

Listening and Speaking

Sounds and word stress - Introduction

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

- Identify key features of sounds and word stress in texts related to the family
- Listen attentively and respond appropriately to sounds and word stress
- Appreciate the value of sounds and word stress in effective communication

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

How does sounds and word stress help us communicate more effectively about 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 - Comprehension

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

- Read and comprehend a text on synonyms and antonyms in the context of the family
- Identify main ideas, supporting details and key vocabulary from the text
- Appreciate reading as a tool for lifelong learning about the family

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

What can we learn from reading texts on synonyms and antonyms about the family?

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

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

Grammar in Use

Comparative and superlative adjectives - Identification

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

- Identify comparative and superlative adjectives in oral and written texts on the family
- Explain the function and rules of comparative and superlative adjectives in sentences
- Recognise the importance of using comparative and superlative adjectives correctly in communication

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

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

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

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

Writing

Friendly letters - Introduction

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

- Identify the features and format of friendly letters
- Plan a piece of friendly letters using an outline or brainstorming activity
- Appreciate the importance of planning before writing friendly letters

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

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

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

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

Listening and Speaking
Reading

Sounds and word stress - Practice
Synonyms and antonyms - Extended response

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
- Skills in English Grade 7 pg. 56

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

Reading

Oral narratives (legends) - Literary appreciation

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

- Read and respond to a literary text (oral narratives (legends)) related to the family
- Identify literary features such as characters, theme, mood and structure
- Appreciate literature as a reflection of real-life values and experiences

The learner is guided to:
- Read the oral narratives (legends) and identify key literary elements and characters
- Discuss themes, moral lessons and how events relate to real life in the family
- Dramatise or role-play selected parts of the literary text
- Respond creatively through discussion, drawing or short written response

What lessons about the family can we draw from the oral narratives (legends)?

- Skills in English Grade 7 pg. 60
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

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

Writing

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

Conversation skills - Introduction

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

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

Reading

Reading fluency - Comprehension

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

- Read and comprehend a text on reading fluency in the context of drug and substance abuse
- Identify main ideas, supporting details and key vocabulary from the text
- Appreciate reading as a tool for lifelong learning about drug and substance abuse

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

What can we learn from reading texts on reading fluency about drug and substance abuse?

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

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

Grammar in Use

Adverbs - Identification

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

- Identify adverbs in oral and written texts on drug and substance abuse
- Explain the function and rules of adverbs in sentences
- Recognise the importance of using adverbs correctly in communication

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

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

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

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

Writing

Commonly misspelt words - Introduction

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

- Identify the features and format of commonly misspelt words
- Plan a piece of commonly misspelt words using an outline or brainstorming activity
- Appreciate the importance of planning before writing commonly misspelt words

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

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

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

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

Listening and Speaking

Conversation skills - Practice

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

- Apply conversation skills skills in guided oral activities on drug and substance abuse
- Use appropriate language and expression when practising conversation skills
- Show confidence when participating in oral tasks about drug and substance abuse

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

What skills make conversation skills more effective when discussing drug and substance abuse?

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

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

Reading

Reading fluency - Extended response

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

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

Grammar in Use

Adverbs - Application

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

- Use adverbs correctly in sentences and passages about drug and substance abuse
- Apply the rules of adverbs in written and oral contexts
- Value accuracy in the use of adverbs as a mark of effective communication

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

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

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

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

Reading

Songs (lullabies) - Literary appreciation

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

- Read and respond to a literary text (songs (lullabies)) related to drug and substance abuse
- Identify literary features such as characters, theme, mood and structure
- Appreciate literature as a reflection of real-life values and experiences

The learner is guided to:
- Read the songs (lullabies) and identify key literary elements and characters
- Discuss themes, moral lessons and how events relate to real life in drug and substance abuse
- Dramatise or role-play selected parts of the literary text
- Respond creatively through discussion, drawing or short written response

What lessons about drug and substance abuse can we draw from the songs (lullabies)?

- Skills in English Grade 7 pg. 73
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

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

Writing

Commonly misspelt words - Drafting

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

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

NATURAL RESOURCES – FORESTS

Listening and Speaking
Reading

Listening for details - Introduction
Visuals - Comprehension

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

- Identify key features of listening for details in texts related to natural resources – forests
- Listen attentively and respond appropriately to listening for details
- Appreciate the value of listening for details in effective communication

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

How does listening for details help us communicate more effectively about natural resources – forests?

- Skills in English Grade 7 pg. 77
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 80

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

Grammar in Use

Personal and possessive pronouns - Identification

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

- Identify personal and possessive pronouns in oral and written texts on natural resources – forests
- Explain the function and rules of personal and possessive pronouns in sentences
- Recognise the importance of using personal and possessive pronouns correctly in communication

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

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

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

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

Writing

Composition writing - Introduction

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

- Identify the features and format of composition writing
- Plan a piece of composition writing using an outline or brainstorming activity
- Appreciate the importance of planning before writing composition writing

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

How does planning help us write better composition writing about natural resources – forests?

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

- 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

Characters in class readers - Literary appreciation

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

- Read and respond to a literary text (characters in class readers) related to natural resources – forests
- Identify literary features such as characters, theme, mood and structure
- Appreciate literature as a reflection of real-life values and experiences

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

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

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

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

Writing

Composition writing - Drafting

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

- Write a first draft of composition writing applying the correct structure and features
- Use appropriate vocabulary, tone and language in the draft
- Show creativity and personal expression in the written draft

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

How does drafting and peer review help us improve our composition writing about natural resources – forests?

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

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

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

Intensive reading - Comprehension

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

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

Grammar in Use

Simple prepositions - Identification

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

- Identify simple prepositions in oral and written texts on travel
- Explain the function and rules of simple prepositions in sentences
- Recognise the importance of using simple prepositions correctly in communication

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

How does the correct use of simple prepositions make our sentences about travel clearer?

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

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

Writing

Composition writing - Introduction

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

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

Listening and Speaking

Listening comprehension - Practice

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

- Apply listening comprehension skills in guided oral activities on travel
- Use appropriate language and expression when practising listening comprehension
- Show confidence when participating in oral tasks about travel

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

What skills make listening comprehension more effective when discussing 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 - Extended response
Simple prepositions - Application

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
- Skills in English Grade 7 pg. 99

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

Reading

Intensive reading (poems) - Literary appreciation

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

- Read and respond to a literary text (intensive reading (poems)) related to travel
- 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 intensive reading (poems) and identify key literary elements and characters
- Discuss themes, moral lessons and how events relate to real life in travel
- Dramatise or role-play selected parts of the literary text
- Respond creatively through discussion, drawing or short written response

What lessons about travel can we draw from the intensive reading (poems)?

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

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

Writing

Composition writing - Drafting

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

- Write a first draft of composition writing applying the correct structure and features
- Use appropriate vocabulary, tone and language in the draft
- Show creativity and personal expression in the written draft

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

How does drafting and peer review help us improve our composition writing about 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

Consonant and vowel sounds - Introduction

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

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

Reading

Extensive reading - Comprehension

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

- Read and comprehend a text on extensive reading in the context of heroes and heroines – kenya
- Identify main ideas, supporting details and key vocabulary from the text
- Appreciate reading as a tool for lifelong learning about heroes and heroines – kenya

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

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

Narrative compositions - Introduction

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

- Identify the features and format of narrative compositions
- Plan a piece of narrative compositions using an outline or brainstorming activity
- Appreciate the importance of planning before writing narrative compositions

The learner is guided to:
- Study model examples of narrative compositions and identify key features and structure
- Brainstorm ideas for a writing task on 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

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

Listening and Speaking

Consonant and vowel sounds - Practice

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

- Apply consonant and vowel sounds skills in guided oral activities on heroes and heroines – kenya
- Use appropriate language and expression when practising consonant and vowel sounds
- Show confidence when participating in oral tasks about heroes and heroines – kenya

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

What skills make consonant and vowel sounds more effective when discussing heroes and heroines – kenya?

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

- 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

Conjunctions: and, but, or - Application

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

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

Reading

Class reader - Literary appreciation

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

- Read and respond to a literary text (class reader) related to heroes and heroines – kenya
- Identify literary features such as characters, theme, mood and structure
- Appreciate literature as a reflection of real-life values and experiences

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

What lessons about heroes and heroines – kenya can we draw from the class reader?

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

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

Writing

Narrative compositions - Drafting

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

- Write a first draft of narrative compositions applying the correct structure and features
- Use appropriate vocabulary, tone and language in the draft
- Show creativity and personal expression in the written draft

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

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

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

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

MUSIC

Listening and Speaking
Reading

Delivering speeches - Introduction
Note making - Comprehension

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

- Identify key features of delivering speeches in texts related to music
- Listen attentively and respond appropriately to delivering speeches
- Appreciate the value of delivering speeches in effective communication

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

How does delivering speeches help us communicate more effectively about music?

- Skills in English Grade 7 pg. 118
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 120

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

Grammar in Use

Determiners - Identification

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

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

Writing

Packing and shopping lists - Introduction

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

- Identify the features and format of packing and shopping lists
- Plan a piece of packing and shopping lists using an outline or brainstorming activity
- Appreciate the importance of planning before writing packing and shopping lists

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

How does planning help us write better packing and shopping lists about music?

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

- 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

Note making - Extended response

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

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

Reading

Characters and their traits - Literary appreciation

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

- Read and respond to a literary text (characters and their traits) related to music
- 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 and their traits and identify key literary elements and characters
- Discuss themes, moral lessons and how events relate to real life in music
- Dramatise or role-play selected parts of the literary text
- Respond creatively through discussion, drawing or short written response

What lessons about music can we draw from the characters and their traits?

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

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

Writing

Packing and shopping lists - Drafting

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

- Write a first draft of packing and shopping lists 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 packing and shopping lists using the plan created earlier
- Follow the required structure and features for packing and shopping lists
- 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 packing and shopping lists about music?

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

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