LEADERSHIP

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

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
Reading

Sounds and word stress - Introduction
Synonyms and antonyms - Comprehension

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
- Skills in English Grade 7 pg. 56

- 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
Listening and Speaking

Friendly letters - Drafting
Conversation skills - Introduction

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
- Skills in English Grade 7 pg. 65

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

DRUG AND SUBSTANCE ABUSE

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
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

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
Writing

Songs (lullabies) - Literary appreciation
Commonly misspelt words - Drafting

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
- Skills in English Grade 7 pg. 75

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

NATURAL RESOURCES – FORESTS

Listening and Speaking

Listening for details - Introduction

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

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

Reading
Grammar in Use

Visuals - Comprehension
Personal and possessive pronouns - Identification

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
- Skills in English Grade 7 pg. 84

- 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
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

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
Writing

Simple prepositions - Identification
Composition writing - Introduction

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
- Skills in English Grade 7 pg. 104

- 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
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

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
Writing

Class reader - Literary appreciation
Narrative compositions - Drafting

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
- Skills in English Grade 7 pg. 115

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

MUSIC

Listening and Speaking

Delivering speeches - Introduction

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

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

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

Note making - Extended response
Characters and their traits - Literary appreciation

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

- 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

PROFESSIONS

Listening and Speaking

Interviews - Introduction

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

- Identify key features of interviews in texts related to professions
- Listen attentively and respond appropriately to interviews
- Appreciate the value of interviews in effective communication

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

How does interviews help us communicate more effectively about professions?

- Skills in English Grade 7 pg. 131
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

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

Reading
Grammar in Use

Non-fiction materials - Comprehension
Adjectives formed from nouns and verbs - Identification

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

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

The learner is guided to:
- Skim and scan a text on non-fiction materials 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 non-fiction materials about professions?

- Skills in English Grade 7 pg. 133
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 136

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

Writing

Spelling: antonyms, synonyms and numbers in words - Introduction

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

- Identify the features and format of spelling: antonyms, synonyms and numbers in words
- Plan a piece of spelling: antonyms, synonyms and numbers in words using an outline or brainstorming activity
- Appreciate the importance of planning before writing spelling: antonyms, synonyms and numbers in words

The learner is guided to:
- Study model examples of spelling: antonyms, synonyms and numbers in words and identify key features and structure
- Brainstorm ideas for a writing task on professions and create a plan
- Discuss the structure and features of spelling: antonyms, synonyms and numbers in words with peers
- Share plans with the class and note suggestions for improvement

How does planning help us write better spelling: antonyms, synonyms and numbers in words about professions?

- Skills in English Grade 7 pg. 141
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

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

Listening and Speaking

Interviews - Practice

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

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

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

What skills make interviews more effective when discussing professions?

- Skills in English Grade 7 pg. 131
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

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

Reading

Non-fiction materials - Extended response
Dilemma narratives - Literary appreciation

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

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

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 non-fiction materials from books or the Internet and compare ideas

How does reading critically about non-fiction materials deepen our understanding of professions?

- Skills in English Grade 7 pg. 133
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet
- Skills in English Grade 7 pg. 138

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

Writing

Spelling: antonyms, synonyms and numbers in words - Drafting

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

- Write a first draft of spelling: antonyms, synonyms and numbers in 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 spelling: antonyms, synonyms and numbers in words using the plan created earlier
- Follow the required structure and features for spelling: antonyms, synonyms and numbers in 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 spelling: antonyms, synonyms and numbers in words about professions?

- Skills in English Grade 7 pg. 141
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

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