Free English Grade 7 CBC Schemes of Work For Junior Secondary
GRADE 7 KLB ENGLISH SCHEMES OF WORK
TERM 1
SCHOOL…………………………. TSC NO……………………YEAR……………………
| Week | Lsn | Strand | Sub-strand | Specific-Learning outcomes | Learning Experience | Key Inquiry Question(S) | LearningResources | Assessment Methods | Reflection |
| 1 | 1 | Personal Responsibility | Listening and Speaking; Conversational Skills | By the end of the lesson, the learner should be able to: a) Make a list of details that they would need to know for them to properly introduce people. b) List the tips for an effective self-introduction. clients) Introduce him/herself to their classmates.d) Use polite language. | In pairs, learners are guided to make a list of details that they would need to know for them to properly introduce people. In pairs, learners are guided to list the tips for an effective self-introduction. Learners to introduce him/herself to their classmates | What is personal responsibility? | DictionariesChartsRealiaJournalsInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 1 | Oral questions Oral Report Observation | |
| 2 | Personal Responsibility | Listening and Speaking; Conversational Skills | By the end of the lesson, the learner should be able to: a) Read the dialogue in the learner’s book. b) Identify the polite language use in the dialogue. c) Act out the dialogue.d) Enjoy acting out the dialogue. | Learners are to read the dialogue in the learner’s book. Learners are guided to identify the polite language used in the dialogue. Learners are guided to act out the dialogue in pairs | How do you think the student feels after talking to the teacher? | DictionariesRealiaInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 1-2 | Oral questions Oral Report Observation | ||
| 3 | Personal Responsibility | Listening and Speaking; Conversational Skills | By the end of the lesson, the learner should be able to: a) Discuss whether or not it is always polite to mention people’s names as you introduce them. b) Read and role-play the dialogue in the learner’s book. c) Enjoy role-playing the dialogue. | In groups, learners are guided to discuss whether or not it is always polite to mention people’s names as you introduce them In pairs, learners read and role-play the dialogue in the learner’s book. | Which polite words do you use? | DictionariesChartsRealiaJournalsInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 2-3 | Oral questions Oral Report Observation | ||
| 4 | Personal Responsibility | Listening and Speaking; Conversational Skills | By the end of the lesson, the learner should be able to: a) Introduce other people that they know very well. b) Play the game, “Catch the ball”c) Have fun playing the game. | Learners are guided to imagine that they are introducing two people that they know well but who do not know others. Learners are guided to play the game, “Catch the ball”. When you throw the ball, the one who catches it then introduces you. This goes on until everyone has been introduced by somebody else. | How many people can you introduce very well? | DictionariesChartsRealiaJournalsInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 3 | Oral questions Oral Report Observation | ||
| 5 | Personal Responsibility | Extensive Reading: Independent Reading | By the end of the lesson, the learner should be able to: a) Select appropriate reading materials from a library or online sources. b) State the importance of reading on their own) Use reference materials systematically to find necessary information.d) Appreciate the use of reference materials for life-long learning. | Learners are guided to select appropriate reading materials from a library or online sources (encyclopedias, biographies, dictionaries, journals and magazines)Learners are to state the importance of reading on their own. Learners are guided to use reference materials systematically to find necessary information learners are guided to demonstrate in interest using reference materials for life-long learning. | Why is it important to read on your own? | DictionariesChartsRealiaJournalsInternetComputing devicesNewspapersMagazinesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 4-5 | Oral questions Oral Report Observation | ||
| 2 | 1 | Personal Responsibility | Extensive Reading: Independent Reading | By the end of the lesson, the learner should be able to: a) Read the dialogue in the learner’s book. b) Answer factual and inferential questions from the dialogue. c) Act out the dialogue.d) Participate in a reading competition. | Learners are guided to read the dialogue in the learner’s book. Learners are to answer factual and inferential questions from the dialogue. In pairs, learners act out the dialogue. | What do you like reading on your own? | KLB; Top Scholar: English Learner’s Book Grade 7 pg. 5-7DictionariesRealiaJournalsInternetComputing devices | Oral questions Oral Report Observation | |
| 2 | Personal Responsibility | Grammar; Word Classes: Nouns | By the end of the lesson, the learner should be able to: a) Define a noun. b) Read the passage in the learner’s book and identify the nouns used. c) Arrange the nouns in the passage into proper and common nouns.d) Use proper and common nouns in their daily conversations. | Learners are guided to define a noun. In pairs, learners read the passage in the learner’s book and identify the nouns used. In pairs, learners arrange the nouns in the passage into proper and common nouns | What is a noun? | DictionariesChartsRealiaJournalsInternetComputing devicesNewspapersMagazinesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 7-7 | Oral questions Oral Report Observation | ||
| 3 | Personal Responsibility | Grammar; Word Classes: Nouns | By the end of the lesson, the learner should be able to: a) Define abstract and concrete nouns. b) Construct sentences using abstract and concrete nouns. c) Appreciate the use of nouns in sentences. | Learners define abstract and concrete nouns. Learners are guided to search for an article online or from a newspaper story. Read a paragraph and list the different types of nouns. In pairs or individually, learners are guided to construct sentences using abstract and concrete nouns. | What are abstract nouns? What are concrete nouns? | DictionariesChartsRealiaInternetComputing devicesNewspapersMagazinesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 8 | Oral questions Oral Report Observation | ||
| 4 | Personal Responsibility | Grammar; Word Classes: Nouns | By the end of the lesson, the learner should be able to: a) Read the poem in the learner’s book and identify the different types of nouns used. b) Play the word puzzle and find the nouns used. c) Use different nouns in their day-to-day conversations. | In groups, learners are guided to read the poem in the learner’s book and identify the different types of nouns used. In pairs, learners are guided to play the word puzzle and find the nouns used | Which types of nouns are commonly used? | DictionariesChartsRealiaJournalsInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 9-10 | Oral questions Oral Report Observation | ||
| 5 | Personal Responsibility | Reading IIIntensive reading: Trickster Narratives | By the end of the lesson, the learner should be able to: a) Read the story, ‘King Lion Resigns’b) Answer factual and inferential questions from the passage. c) Retell the story of the lion and Wanakhamuna in their own words.d) Enjoy reading the story. | In pairs, learners read the story, ‘King Lion Resigns’Learners are guided to answer factual and inferential questions from the passage. In groups, learners retell the story of the lion and Wanakhamuna in their own words. | Which animal characters trick others in an oral narrative? What lessons do you learn from the story? | DictionariesChartsRealiaJournalsInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 11-13 | Oral questions Oral Report Observation | ||
| 3 | 1 | Personal Responsibility | WritingHandwriting: Legibility and Neatness | By the end of the lesson, the learner should be able to: a) State the importance of neat and legible handwriting. b) Select a paragraph from a class reader and write it down as quickly and as legibly as possible. c) Appreciate the importance of writing neatly and legibly. | Learners to listen to a story that the teacher will read. Learners are guided to identify the words used to show a number of things being described. Learners are guided to construct sentences using phrasal quantifiers | What is the importance of neat and legible handwriting? | KLB; Top Scholar: English Learner’s Book Grade 7 pg. 13-14DictionariesChartsRealiaJournalsInternetComputing devices | Oral questions Oral Report Observation | |
| 2 | Science and Health Education | Listening and Speaking; Oral Presentation | By the end of the lesson, the learner should be able to: a) Identify the features of oral narratives. b) Read the oral narrative, ‘The Greedy Hyena’c) Perform the oral narrative, ‘The Greedy Hyena’d) Appreciate the features of oral narrative. | In groups, learners are guided to identify the features of oral narratives Learners are guided to read the oral narrative, ‘The Greedy Hyena’Learners to perform the oral narrative, ‘The Greedy Hyena’ | What is oral narrative? | DictionariesChartsRealiaJournalsInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 17-18 | Oral questions Oral Report Observation | ||
| 3 | Science and Health Education | Listening and Speaking; Oral Presentation | By the end of the lesson, the learner should be able to: a) Identify what makes the performance of an oral narrative more enjoyable. b) Watch videos of people telling an oral narrative. Make notes on how the story is made interesting. c) Appreciate ways of making an oral narrative more interesting. | Learners are guided to identify what makes the performance of an oral narrative more enjoyable. Learners are to watch videos of people telling an oral narrative. Make notes on how the story is made interesting | What are the features of oral narratives? | KLB; Top Scholar: English Learner’s Book Grade 7 pg. 19 DictionariesChartsRealiaJournalsInternetComputing devices | Oral questions Oral Report Observation | ||
| 4 | Science and Health Education | Listening and Speaking; Oral Presentation | By the end of the lesson, the learner should be able to: a) Choose one oral narrative and discuss the features they will include in their performance of it. b) Perform the oral narratives. c) Have fun and enjoy performing the oral narrative. | In groups, learners choose an oral narrative and discuss the features they will include in their performance of it. In groups, learners are guided to perform the oral narratives | What can you do to make the performance of an oral narrative more enjoyable? | DictionariesChartsRealiaJournalsInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 19-20 | Oral questions Oral Report Observation | ||
| 5 | Science and Health Education | Reading 1Intensive Reading: Simple Poems | By the end of the lesson, the learner should be able to: a) Read the three texts in the learner’s book. b) Discuss the three texts. c) Answer simple direct and indirect questions based on the text.d) Appreciate the structure (arrangement) of the three texts. | Learners are guided to Read the three texts in the learner’s book; Coronavirus Disease (COVID-19), The Lockdown, and We Cannot BreatheIn groups, learners discuss the three texts. Learners are to answer simple direct and indirect questions based on the text. | Can you tell what each text is about from the title only? | DictionariesChartsRealiaJournalsInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 20-22 | Oral questions Oral Report Observation | ||
| 4 | 1 | Science and Health Education | Reading 1Intensive Reading: Simple Poems | By the end of the lesson, the learner should be able to: a) Read the poem “We Cannot Breathe”b) Recite the poems “I want to Build” and “Seasons”c) Have fun and enjoy reading the poems | Learners to read the poem “We Cannot Breathe” In groups, learners to sit in a circle and recite the poems, “I want to Build” and “Seasons” | Which of the poem would be easiest for you to memorise word by word? | DictionariesInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 22-24 | Oral questions Oral Report Observation | |
| 2 | Science and Health Education | GrammarWord Classes: Nouns | By the end of the lesson, the learner should be able to: a) Read the passage, “Why Hospitals Should Be Kept Clean”b) Identify the count and non-count nouns. c) Compose a poem and use four count and four non-count nouns.d) Appreciate the use of nouns. | Learners are guided to read the passage, “Why Hospitals Should Be Kept Clean” Learners are to identify the count and non-count nouns. In groups, learners are guided to Compose a poem and use four-count and four non-count nouns | What are count nouns? | KLB; Top Scholar: English Learner’s Book Grade 7 pg. 24-25 DictionariesChartsRealiaJournalsInternetComputing devices | Oral questions Oral Report Observation | ||
| 3 | Science and Health Education | GrammarWord Classes: Nouns | By the end of the lesson, the learner should be able to: a) Read the passage in the learner’s book. b) Identify the count and non-count nouns. c) Appreciate the use of count and non-count nouns. | Learners are guided to read the passage in the learner’s book. Learners are guided to identify the count and non-count nouns | What are non-count nouns? | KLB; Top Scholar: English Learner’s Book Grade 7 pg. 25-26 DictionariesJournalsComputing devices | Oral questions Oral Report Observation | ||
| 4 | Science and Health Education | GrammarWord Classes: Nouns | By the end of the lesson, the learner should be able to: a) Search for an article on science and health education on the Internet, a newspaper or a magazine. b) Identify all the count, non-count, singular and plural nouns used in the article and write them on a chart. c) Use plural nouns in sentences. | Learners are guided to search for an article on science and health education on the Internet, a newspaper or a magazine Learners are guided to identify all the count, non-count, singular and plural nouns used in the article and write them on a chart | What are plural nouns? | DictionariesChartsRealiaJournalsInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 25-26 | Oral questions Oral Report Observation | ||
| 5 | Science and Health Education | Reading IIIntensive Reading: Class Readers | By the end of the lesson, the learner should be able to: a) Read through the front and back covers of different class readers. b) Draw a diagram showing the author, setting place, setting time and characters. c) Appreciate the importance of class readers. | Learners are guided to read through the front and back covers of different class readers, such as, ‘Kiki and the Unexpected Trip’ and ‘The Mysterious Brown Backpack’Learners to draw a diagram showing the author, setting place, setting time and characters | What are class readers? | Class readersDictionariesChartsRealiaComputing devices KLB; Top Scholar: English Learner’s Book Grade 7 pg. 28-30 | Oral questions Oral Report Observation | ||
| 5 | 1 | Science and Health Education | Writing; Mechanics of Writing: Punctuation Marks | By the end of the lesson, the learner should be able to: a) Read the interview between Wanjiru and MrMwaliko and Oduor. b) Record themselves as they act out the interview. c) Identify the punctuation marks used at the end of the sentences in the dialogue.d) Enjoy acting out the conversation. | Learners are to read the interview between Wanjiru and MrMwaliko and Oduor. Learners to identify the punctuation marks used at the end of the sentences in the dialogue. In groups of three, learners to record themselves as they act out the interview. | What are punctuation marks? | DictionariesChartsRealiaJournalsInternetComputing devicesNewspapersMagazinesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 30-31 | Oral questions Oral Report Observation | |
| 2 | Science and Health Education | Writing; Mechanics of Writing: Punctuation Marks | By the end of the lesson, the learner should be able to: a) Punctuate the sentences in the learner’s book. b) Punctuate the sentences in the learner’s book. c) Write the sentences they have punctuated on a chart.d) Appreciate the importance of punctuation. | In pairs, learners are guided to punctuate the sentences in the learner’s book. As a class, learners punctuate the sentences in the learner’s book. Learners to write the sentences they have punctuated on a chart | Why are punctuation marks important? | KLB; Top Scholar: English Learner’s Book Grade 7 pg. 31-32 DictionariesChartsInternetComputing devices | Oral questions Oral Report Observation | ||
| 3 | Hygiene | Listening and Speaking; Listening for Information and the Most important idea | By the end of the lesson, the learner should be able to: a) Listen to a recording and write what the recording is about. b) Answer factual and inferential questions. c) Discuss the importance of listening for the most important ideas and particular details.d) Appreciate the importance of listening attentively. | Learners are guided to listen to a recording and write what the recording is about Learners to answer factual and inferential questions. In groups, learners discuss the importance of listening for the most important ideas and particular details. | Why is it important to listen? | DictionariesChartsRealiaJournalsInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 33 | Oral questions Oral Report Observation | ||
| 4 | Hygiene | Listening and Speaking; Listening for Information and the Most important idea | By the end of the lesson, the learner should be able to: a) Watch the video the teacher will play. b) Answer factual and inferential questions. c) Identify expressions that introduce the most ideas.d) Use different expressions in their day-to-day life. | Learners identified sentences in which passive and active voices were used. In pairs, learners talk about the difference between active and passive voice | How many steps are there in washing hands properly? | DictionariesChartsRealiaJournalsInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 33-34 | Oral questions Oral Report Observation | ||
| 5 | Hygiene | Listening and Speaking; Listening for Information and the Most important idea | By the end of the lesson, the learner should be able to: a) Read the passage in the learner’s book. b) Identify the main idea in the passage. c) Read at 90 words per minute accurately and fluently with expressions.d) Enjoy reading grade-level vocabulary for effective reading. | In pairs, learners read the passage in the learner’s book. In pairs, learners identify the main idea in the passage. In pairs, learners read at 90 words per minute accurately and fluently with expressions. | What have you learnt about the passage? | DictionariesChartsRealiaJournalsInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 34-35 | Oral questions Oral Report Observation | ||
| 6 | 1 | Hygiene | Reading IReading for information | By the end of the lesson, the learner should be able to: a) List the books that they read for information and those for meaning. b) Select a chapter in a textbook and read various things. c) Appreciate the importance of reading. | Learners list the books that they read for information and those for meaning pairs, learners select a chapter in a textbook and read the heading, sub-heading, visual illustrations, bulleted points and highlighted information. | Which similes and proverbs do you know? | DictionariesChartsInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 35-36 | Oral questions Oral Report Observation | |
| 2 | Hygiene | Reading IReading for information | By the end of the lesson, the learner should be able to: a) Read the passage, “Feet Hygiene”b) State the importance of hygiene. c) Fill out the crossword puzzle.d) Appreciate the importance of hygiene. | Learners are guided to read the passage, “Feet Hygiene” In pairs, learners state the importance of hygiene. In groups, learners fill out the crossword puzzle | Why is hygiene important? | DictionariesRealiaJournalsInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 36-38 | Oral questions Oral Report Observation | ||
| 3 | Hygiene | Grammar; Word Classes: Verbs and Tense | By the end of the lesson, the learner should be able to: a) Define a verb. b) State the importance of verbs c) Identify regular verbs and irregular verbs.d) Appreciate the importance of verbs. | Learners define a verb. Learners are guided to state the importance of verbs. Learners to identify regular verbs and irregular verbs | What is a verb? | DictionariesInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 36-38 | Oral questions Oral Report Observation | ||
| 4 | Hygiene | Grammar; Word Classes: Verbs and Tense | By the end of the lesson, the learner should be able to: a) Read the passage in the learner’s book. b) Identify the verbs used in the passage. c) Group the regular verbs into those that end in –ed and those that end in –dd) Use regular and irregular verbs in their day-to-day life. | Learners are to read the passage in the learner’s book Learners are to identify the verbs used in the passage Learners are guided to group the regular verbs into those that end in –ed and those that end in –d | What are regular verbs? What are irregular verbs? | DictionariesRealiaInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 39-40 | Oral questions Oral Report Observation | ||
| 5 | Hygiene | Grammar; Word Classes: Verbs and Tense | By the end of the lesson, the learner should be able to: a) Hold a conversation with a partner about their hygiene practices or another topic. b) Play the game in the learner’s book. c) Enjoy playing games. | Learners are guided to hold a conversation with a partner about their hygiene practices or another topic. Make sure that they use present tense, past tense and future time. In groups, learners play a modified version of the game “Simon says” | Which words describe when, how, and where actions take place? | DictionariesChartsComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 36-38 | Oral questions Oral Report Observation | ||
| 7 | 1 | Hygiene | Reading IIIntensive Reading: Poetry | By the end of the lesson, the learner should be able to:a) Read the poem, “I Thank Thee, Mother”b) Answer simple direct and indirect questions based on the poem. c) Appreciate poetry. | In pairs, learners are guided to read the poem, “I Thank Thee, Mother” Learners to answer simple direct and indirect questions based on the poem | Who is a poet? | DictionariesRealiaComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 43 | Oral questions Oral Report Observation | |
| 2 | Hygiene | Reading IIIntensive Reading: Poetry | By the end of the lesson, the learner should be able to: a) Read the poems, “Dreams”, and “In Search of a Bridge”b) Answer simple direct and indirect questions based on the poem. c) Identify features of poetry.d) Have the desire to read different poems. | In groups, read the poems, “Dreams”, and “In Search of a Bridge” In groups, learners answer simple direct and indirect questions based on the poem. In groups, learners Identify features of poetry such as repetition | Who is a persona? What is the poem about? | DictionariesChartsRealiaJournalsInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 44-45 | Oral questions Oral Report Observation | ||
| 3 | Hygiene | Writing Narrative Paragraph | By the end of the lesson, the learner should be able to: a) Study the paragraph in the learner’s book and answer the questions that follow. b) Write a narrative paragraph. c) Appreciate the importance of hygiene, safety and security. | In groups, learners study the paragraph in the learner’s book and answer the questions that follow. Individually, learners write a narrative paragraph | How is the paragraph introduced? How does the paragraph end? | DictionariesChartsRealiaInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 46-48 | Oral questions Oral Report Observation | ||
| 4 | Leadership | Listening and Speaking; Listening Comprehension | By the end of the lesson, the learner should be able to: a) Explain the meaning of specific and general. b) Listen to a recording of two passages from a digital device. c) Discuss whether the information in each is specific or general.d) Appreciate the importance of listening attentively. | Learners to explain the meaning of specific and general. In groups, learners listen to a recording of two passages from a digital device and discuss whether the information in each is specific or general | Who is a leader? Who is a good leader? | DictionariesChartsRealiaInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 51 | Oral questions Oral Report Observation | ||
| 5 | Leadership | Listening and Speaking; Listening Comprehension | By the end of the lesson, the learner should be able to: a) Listen to a recording of the dialogue in the learner’s book. b) Identify the qualities of an ideal class secretary. c) Appreciate the importance of listening attentively | In groups, learners listen to a recording of the dialogue in the learner’s book. In groups, learners identify the qualities of an ideal class secretary | What is leadership? | DictionariesChartsRealiaInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 51-52 | Oral questions Oral Report Observation | ||
| 8 | 1 | Leadership | Listening and Speaking; Listening Comprehension | By the end of the lesson, the learner should be able to: a) Listen to a recording of the passage about Nelson Mandela’s Leadership Style. b) Orally answer the questions that follow. c) Appreciate the importance of leadership. | In groups, learners listen to a recording of the passage about Nelson Mandela’s Leadership style. In groups, learners orally answer the questions that follow | How did Mandela help South Africa to get freedom? | DictionariesChartsRealiaComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 52-53 | Oral questions Oral Report Observation | |
| 2 | Leadership | Reading IIntensive Reading | By the end of the lesson, the learner should be able to: a) Identify ways to read a book or a passage. b) Read the passage, “Gender Roles” and identify the main ideas. c) Enjoy reading a variety of texts that are appropriate for the grade levels. | In pairs, learners identify ways to read a book or a passage. In pairs, learners read the passage, “Gender Roles” and identify the main ideas. | Why is it important to find the main idea? How can we identify the supporting details? | DictionariesChartsRealiaInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 53-54 | Oral questions Oral Report Observation | ||
| 3 | Leadership | Reading IIntensive Reading | By the end of the lesson, the learner should be able to: a) Study the mind map and answer the questions that follow.b) Match the main ideas with their respective supporting details. c) Appreciate the use of a mind map. | In pairs, learners study the mind map and answer the questions that follow. In pairs, learners match the main ideas with their respective supporting details. | Which is the main idea according to this mind map? Which are the supporting details according to the mind map? | KLB; Top Scholar: English Learner’s Book Grade 7 pg. 55 DictionariesChartsRealiaInternetComputing devices | Oral questions Oral Report Observation | ||
| 4 | Leadership | Reading IIntensive Reading | By the end of the lesson, the learner should be able to: a) Read the passage, “Prof WangariMaathai’s Journey to Fame”b) Identify the main idea in the passage. c) Draw a mind map.d) Discuss the lessons they can draw for the story for their own life. e) Appreciate Wangari Maathai’s Journey. | Learners to read the passage, “Prof Wangari Maathai’s Journey to Fame” Learners to identify the main idea in the passage. In pairs or in groups, learners draw a mind map to show how the supporting details relate to the main idea. In groups, learners to discuss the lessons they can draw for the story for their own life. | What lessons can you draw from this story for your own life? | DictionariesChartsRealiaInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 56 | Oral questions Oral Report Observation | ||
| 5 | Leadership | GrammarWord Classes: Verbs and Tense | By the end of the lesson, the learner should be able to: a) Read the passage in the learner’s book. b) Identify all the verbs in the present and the past tense. c) Create a chart showing the verbs in the present tense and those in the past tense.d) Appreciate the use of present and past tense. | In pairs, learners read the passage in the learner’s book. In groups, learners are guided to identify all the verbs in the present and the past tense. In groups, learners are guided to create a chart showing the verbs in the present tense and those in the past tense | What is common about the way some present tense verbs end? | DictionariesChartsRealiaInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 56-57 | Oral questions Oral Report Observation | ||
| 9 | HALF TERM BREAK | ||||||||
| 10 | 1 | Leadership | GrammarWord Classes: Verbs and Tense | By the end of the lesson, the learner should be able to: a) Construct sentences that describe a leader and what he or she does. b) Complete each sentence with the correct form of the verb in brackets. c) Use present and past tense in their day-to-day life. | Individually, learners think about their favourite leader. Use the present tense to construct sentences that describe that leader and what he or she does. Learners complete each sentence with the correct form of the verb in brackets. | What is common about the way some past tense verbs end? | DictionariesChartsRealiaInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 57-58 | Oral questions Oral Report Observation | |
| 2 | Leadership | Reading IIIntensive Reading: Class Readers | By the end of the lesson, the learner should be able to: a) Read the passage, “I am Married”b) Make a list of the human characters in the passage and say what each of them does. c) Appreciate the importance of characters in a passage. | Learners to read the passage, “I am Married” Learners are guided to make a list of the human characters in the passage and say what each of them does | How did you know the main characters in the stories or novels were? | DictionariesChartsRealiaInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 58-60 | Oral questions Oral Report Observation | ||
| 3 | Leadership | Writing; Paragraphing: Using Examples and Incidents | By the end of the lesson, the learner should be able to: a) Talk about a good leader from their community. b) Identify specific qualities that make the leader good. c) Appreciate different leadership qualities. | In groups, learners are guided to talk about a good leader from their community. In groups, learners are guided to identify specific qualities that make the leader good | What are the qualities of a good leader? | DictionariesChartsRealiaComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 60-61 | Oral questions Oral Report Observation | ||
| 4 | Leadership | Writing; Paragraphing: Using Examples and Incidents | By the end of the lesson, the learner should be able to: a) Study the mind map in the learner’s book. b) Identify how the writer has used the ideas in the mind map. c) Draw a mind map showing the main idea and supporting examples.d) Appreciate the use of a mind map. | In groups, learners are guided to study the mind map in the learner’s book. In groups, learners are guided to identify how the writer has used the ideas in the mind map. In groups, learners are guided to draw a mind map showing the main idea and supporting examples | What is the main idea? What examples are given to illustrate the main idea? | DictionariesChartsRealiaInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 61-62 | Oral questions Oral Report Observation | ||
| 5 | Family | Listening and Speaking; Pronunciation: Sounds and Stress | By the end of the lesson, the learner should be able to: a) Read the passage, “Benjamin’s Encounter with Ants”b) Identify words with letters/p/ and /b/c) Appreciate the importance of family. | In pairs, learners to read the passage, “Benjamin’s Encounter with Ants” In pairs, learners to identify words with letters/ and /b/ | What do you as a family do with or for each other | DictionariesChartsComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 63-64 | Oral questions Oral Report Observation | ||
| 11 | 1 | Family | Listening and Speaking; Pronunciation: Sounds and Stress | By the end of the lesson, the learner should be able to: a) Read the poem, “Grandmother”b) Identify words with the same sound as /I/ and /ee/ such as tin, and teen. c) Appreciate the importance of correct pronunciation of words | In pairs, learners are guided to read the poem, “Grandmother” In pairs, learners are guided to identify words with the same sound as /I/ and /ee/ such as tin, and teen. | What is the difference in pronunciation between the two words in each pair? | KLB; Top Scholar: English Learner’s Book Grade 7 pg. 64-66DictionariesChartsRealiaInternetComputing devices | Oral questions Oral Report Observation | |
| 2 | Family | Listening and Speaking; Pronunciation: Sounds and Stress | By the end of the lesson, the learner should be able to: a) Identify words with the same sound as /oat/ such as, coat, goat b) Read the passage in the learner’s book. c) State the difference between words that are spelt the same way in the passage.d) Appreciate the importance of correct pronunciation of words. | In pairs, learners to identify words with the same sound as /oat/ such as coat, goatIn groups, learners to read the passage in the learner’s book. In pairs, learners answer the questions that follow and state the difference between words that are spelt the same way in the passage | What is the difference between words that are spelt the same way in the passage? | DictionariesChartsRealiaInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 66-67 | Oral questions Oral Report Observation | ||
| 3 | Family | Reading IStudy Skills: Synonyms and Antonyms | By the end of the lesson, the learner should be able to: a) Define synonyms and antonyms. b) Read the dialogue in the learner’s book and answer the questions that follow. c) State the importance of a dictionary.d) Appreciate the importance of a dictionary. | In pairs, learners define synonyms and antonyms.In pairs, learners read the dialogue in the learner’s book and answer the questions that follow. In pairs, learners state the importance of a dictionary | What are synonyms? What are antonyms? | DictionariesChartsRealiaInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 68 | Oral questions Oral Report Observation | ||
| 4 | Family | Reading IStudy Skills: Synonyms and Antonyms | By the end of the lesson, the learner should be able to: a) Study the page in the learner’s book from a thesaurus. b) Make a list of the synonyms of different words. c) Construct sentences using synonyms.d) Appreciate the importance of synonyms. | In pairs, learners are guided to study the page in the learner’s book from a thesaurus. In pairs, learners make a list of the synonyms of different words, such as tall pairs, and learners construct sentences using the synonyms. | What have you learnt about synonyms? | DictionariesChartsRealiaInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 68-69 | Oral questions Oral Report Observation | ||
| 5 | Family | Reading IStudy Skills: Synonyms and Antonyms | By the end of the lesson, the learner should be able to: a) Identify the synonyms and antonyms used in the passage in the learner’s book. b) Match words in column A with their antonyms in column Bc) Spell the synonyms in the learner’s book.d) Appreciate the importance of synonyms and antonyms. | Individually or in pairs, learners to identify the synonyms and antonyms used in the passage in the learner’s book.Individually or in pairs, learners are to match words in column A with their antonyms in column BIn pairs learners are guided to spell the synonyms in the learner’s book | What have you learnt about antonyms? | KLB; Top Scholar: English Learner’s Book Grade 7 pg. 70-72 DictionariesChartsRealiaInternetComputing devices | Oral questions Oral Report Observation | ||
| 12 | 1 | Family | Grammar; Comparatives and Superlative Adjectives | By the end of the lesson, the learner should be able to: a) Define comparative and superlative adjectives. b) Read the two paragraphs in the learner’s book and identify words used to describe them. c) Appreciate the use of comparative and superlative adjectives. | Learners define comparative and superlative adjectives. In pairs, learners read the two paragraphs in the learner’s book and identify words used to describe them | What are comparative adjectives? What are superlative adjectives? | KLB; Top Scholar: English Learner’s Book Grade 7 pg. 72-73DictionariesChartsRealiaInternetComputing devices | Oral questions Oral Report Observation | |
| 2 | Family | Grammar; Comparatives and Superlative Adjectives | By the end of the lesson, the learner should be able to: a) Read the passage in the learner’s book. b) Identify words that are used to compare two things, groups or people. c) Construct sentences using the comparative and superlative forms of the adjectives in the learner’s book.d) Appreciate the use of comparative and superlative adjectives. | In pairs, learners read the passage in the learner’s book. In pairs, learners are guided to identify words that are used to compare two things, groups or people. In pairs or in groups, learners construct sentences using the comparative and superlative forms of the adjectives in the learner’s book. | Which words are used to compare the two dogs in the story? | KLB; Top Scholar: English Learner’s Book Grade 7 pg. 73-75 DictionariesChartsRealiaInternetComputing devices | Oral questions Oral Report Observation | ||
| 3 | Family | Reading IIIntensive Reading: Oral Narratives: Legends | By the end of the lesson, the learner should be able to: a) Talk about people they know who are admired for their courage and outstanding achievement.b) Read the conversation in learner’s book.c) Appreciate oral narrative. | In pairs, learners talk about people they know who are admired for their courage and outstanding achievement.In pairs, learners read the conversation in the learner’s book. Learners are to tell each other what they have learnt about a legend from the dialogue between Paul and Pauline. | What is a legend? | KLB; Top Scholar: English Learner’s Book Grade 7 pg. 76DictionariesChartsRealiaInternetComputing devices | Oral questions Oral Report Observation | ||
| 4 | Family | Reading IIIntensive Reading: Oral Narratives: Legends | By the end of the lesson, the learner should be able to: a) Make predictions based on the pictures and anticipate possible outcomes in the story. b) Read the narrative, “Mango Saves His Community”c) Re-tell the story. Use costumes, gestures, facial expressions and different tones of voice for different speakers and situations. | In pairs, learners to make predictions based on the pictures and anticipate possible outcomes in the story. Learners to read the narrative, “Mango Saves His Community”Learners to take turns to re-tell the story. Use costumes, gestures, facial expressions and different tones of voice for different speakers and situations. | What is the main character in a legend? | DictionariesChartsRealiaInternetComputing devicesKLB; Top Scholar: English Learner’s Book Grade 7 pg. 61-62 | Oral questions Oral Report Observation | ||
| 5 | Family | Writing; Functional Writing: Friendly Letter | By the end of the lesson, the learner should be able to: a) Identify parts of a friendly letter. b) Write a friendly letter that replies to Kim’s letter in the learner’s book. c) Appreciate the importance of writing letters. | Learners study the letter in the learner’s book and answer the questions that follow. In pairs, learners to write a friendly letter that replies to Kim’s letter in learner’s book | How many parts does a friendly letter have? | Letter samplesDictionariesChartsRealiaInternetComputing devices KLB; Top Scholar: English Learner’s Book Grade 7 pg. 80-84 | Oral questions Oral Report Observation | ||
| 13 | ASSESSMENT |
Download more educational resources from www.kenyaplex.com