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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
DRUG AND SUBSTANCE ABUSE
Listening and Speaking |
Conversational Skills: Polite Interruption
|
By the end of the
lesson, the learner
should be able to:
- identify verbal and non-verbal forms of polite interruptions - apply turn-taking skills in different speaking contexts - use verbal and non-verbal cues to interrupt a conversation politely - acknowledge the importance of politeness in communication |
The learner is guided to:
- watch dialogues depicting turn-taking skills and interrupting politely - practise interrupting someone politely in pairs - identify instances of turn taking and polite interruptions - write examples of polite expressions on sticky notes |
How can you ensure that you do not dominate in a conversation?
|
KLB Head Start English Grade 7 pg. 100
Audio recordings Video clips Flash cards Sticky notes |
Observation
Oral presentation
Role play
Peer assessment
|
|
| 2 | 2 |
Listening and Speaking
Reading 1 |
Conversational Skills: Turn-taking
Reading Fluency: Speed and Accuracy |
By the end of the
lesson, the learner
should be able to:
- identify ways of taking turns in a conversation - use turn-taking skills in varied contexts - create posters showing turn-taking skills - appreciate the importance of politeness in communication |
The learner is guided to:
- role-play conversations with turn-taking - hold a conversation about drug and substance abuse effects - recite a conversational choral verse in groups - create posters on turn-taking skills |
What shows that it is your turn to speak?
|
KLB Head Start English Grade 7 pg. 101
Audio recorder Manila paper Video clips Choral verse KLB Head Start English Grade 7 pg. 104 Audio clips Reading texts Stopwatch Digital devices |
Role play
Oral presentations
Group performance
Observation
|
|
| 2 | 3 |
Reading 1
Grammar in Use |
Reading Fluency: Expression
Word Classes: Adverbs of Time |
By the end of the
lesson, the learner
should be able to:
- read a text with appropriate expression - give feedback on peers' reading fluency - appreciate the importance of expression in reading |
The learner is guided to:
- read poems aloud with appropriate expressions - engage in paired reading activities - participate in choral verse reading - give and receive feedback on reading expression |
What makes a poem interesting to read?
|
KLB Head Start English Grade 7 pg. 106
Poem texts Choral verse Audio recordings Digital devices KLB Head Start English Grade 7 pg. 108 Reading passages Charts Flash cards |
Oral reading
Peer assessment
Observation
Performance evaluation
|
|
| 2 | 4 |
Grammar in Use
Reading 2 |
Word Classes: Adverbs of Place and Manner
Intensive Reading: Oral Literature-Songs (Lullabies) |
By the end of the
lesson, the learner
should be able to:
- identify adverbs of place and manner in texts - use adverbs of place and manner in sentences - acknowledge the importance of adverbs for effective communication |
The learner is guided to:
- identify adverbs of place and manner from passages - fill in blanks with adverbs of place and manner - construct sentences using adverbs - write dialogues using various types of adverbs |
How do we show where and how events happen?
|
KLB Head Start English Grade 7 pg. 110
Reading passages Flash cards Digital devices Charts KLB Head Start English Grade 7 pg. 112 Audio recordings Resource person Lullaby texts |
Written exercises
Role play
Gap filling
Dialogue writing
|
|
| 2 | 5 |
Reading 2
Writing |
Intensive Reading: Oral Literature-Songs (Features of Lullabies)
Mechanics of Writing: Commonly Misspelt Words |
By the end of the
lesson, the learner
should be able to:
- identify features of lullabies - compose and perform lullabies with appropriate techniques - relate lullabies to real life situations - appreciate the importance of lullabies in the community |
The learner is guided to:
- pick lullabies from different communities - discuss the features of lullabies - compose and perform lullabies in groups - analyze the messages in lullabies |
What features make a good lullaby?
|
KLB Head Start English Grade 7 pg. 114
Audio recorder Digital devices Resource person Sample lullabies KLB Head Start English Grade 7 pg. 115 Dictionary Word lists Crossword puzzles |
Performance
Composition assessment
Peer evaluation
Observation
|
|
| 3 | 1 |
Writing
Listening and Speaking Listening and Speaking |
Mechanics of Writing: Using Commonly Misspelt Words
Listening Comprehension: Clues for Details Listening Comprehension: Note-taking |
By the end of the
lesson, the learner
should be able to:
- use commonly misspelt words correctly in written texts - create texts with correctly spelt words - value correct spelling for effective communication |
The learner is guided to:
- read and identify commonly misspelt words - write dictated words containing difficult spellings - use correct forms of irregular plurals - write a dialogue using commonly misspelt words |
What is the effect of correct spelling on communication?
|
KLB Head Start English Grade 7 pg. 116
Dictionary Digital devices Sample texts Crossword puzzles KLB Head Start English Grade 7 pg. 119 Audio recordings Charts Note-taking materials KLB Head Start English Grade 7 pg. 120 Note-taking materials Charts |
Dictation
Written composition
Crossword puzzle
Peer assessment
|
|
| 3 | 2 |
NATURAL RESOURCES-FORESTS
Reading 1 Reading 1 |
Intensive Reading: Information from Visuals
Intensive Reading: Interpreting Visuals |
By the end of the
lesson, the learner
should be able to:
- identify types of information conveyed by visuals for comprehension - interpret visuals for information - appreciate the importance of visual interpretation skills in different texts |
The learner is guided to:
- list common visuals like road signs and billboards - search for different types of information visuals convey - discuss issues that visuals can address - apply comprehension strategies to interpret visuals |
Why are pictures and photographs important in written texts?
|
KLB Head Start English Grade 7 pg. 122
Visual materials Digital devices Maps Charts Photographs KLB Head Start English Grade 7 pg. 123 National symbols Drawing materials |
Observation
Oral questions
Visual interpretation exercises
Story creation from visuals
|
|
| 3 | 3 |
Grammar in Use
|
Word Classes: Personal Pronouns
Word Classes: Possessive Pronouns |
By the end of the
lesson, the learner
should be able to:
- distinguish between personal and possessive pronouns in sentences - use personal pronouns in sentences appropriately - appreciate the value of proper use of pronouns |
The learner is guided to:
- identify personal pronouns in a passage - complete sentences using correct personal pronouns - make sentences using a substitution table - create sentences about class members using pronouns |
Why should we avoid unnecessary repetition?
|
KLB Head Start English Grade 7 pg. 124
Reading passages Charts Flash cards Digital devices KLB Head Start English Grade 7 pg. 127 |
Written exercises
Oral questions
Sentence construction
Chart evaluation
|
|
| 3 | 4 |
Reading 2
|
Intensive Reading: Minor Characters
Intensive Reading: Character Relationships |
By the end of the
lesson, the learner
should be able to:
- identify minor characters in a class reader - discuss the relationships between different minor characters in the class reader - appreciate the place of minor characters in the class reader |
The learner is guided to:
- read and identify minor characters in extracts - search for words and phrases describing relationships - discuss how characters relate with each other - hot seat different minor characters |
How can you tell the difference between a main and a minor character in a story?
|
KLB Head Start English Grade 7 pg. 129
Class reader Digital devices Character charts Role play props KLB Head Start English Grade 7 pg. 130 Character maps |
Hot seating
Character analysis
Oral presentations
Written exercises
|
|
| 3 | 5 |
Writing
|
Composition Writing: Pre-writing and Drafting
Composition Writing: Editing, Revising and Publishing |
By the end of the
lesson, the learner
should be able to:
- outline the steps in the writing process - gather and organize information for a narrative composition - acknowledge the role of writing fluency in communication |
The learner is guided to:
- watch videos on the writing process - discuss activities involved in each step - gather information for composition writing - outline information in note form |
How does one write a good composition?
|
KLB Head Start English Grade 7 pg. 132
Digital devices Sample compositions Mind maps Reference materials KLB Head Start English Grade 7 pg. 134 Editing checklists |
Mind map evaluation
Note-taking assessment
Draft composition review
Peer assessment
|
|
| 4 | 1 |
TRAVEL
Listening and Speaking Reading 1 Grammar in Use |
Listening Comprehension: Explanatory Narratives
Intensive Reading: Reading for Interpretation Word Classes: Simple Prepositions of Agent and Instrument |
By the end of the
lesson, the learner
should be able to:
- identify the characters from a listening text - sequence the events in explanatory narratives - explain the moral lessons in an explanatory narrative - acknowledge the importance of listening comprehension in communication |
The learner is guided to:
- listen to an explanatory narrative and retell it - search for information on explanatory narratives - discuss the behaviour of characters - identify and discuss moral lessons from narratives |
What are the functions of oral narratives?
|
KLB Head Start English Grade 7 pg. 137
Audio recordings Digital devices Resource person Story books KLB Head Start English Grade 7 pg. 139 Dictionary Poetry texts Reading materials KLB Head Start English Grade 7 pg. 143 Reading passages Charts Flashcards |
Oral retelling
Moral lesson identification
Character analysis
Listening comprehension exercises
|
|
| 4 | 2 |
Grammar in Use
Reading 2 |
Word Classes: Simple Prepositions of Direction
Intensive Reading: Human Characters in Poetry |
By the end of the
lesson, the learner
should be able to:
- identify prepositions of direction in texts - use prepositions of direction in sentences - attest to the importance of well-formed sentences in communication |
The learner is guided to:
- identify prepositions of direction in sentences - fill in blanks with prepositions of direction - construct sentences using a substitution table - create crossword puzzles with prepositions |
What constitutes a simple sentence?
|
KLB Head Start English Grade 7 pg. 145
Reading passages Crossword puzzles Digital devices Charts KLB Head Start English Grade 7 pg. 150 Poetry texts Sticky notes Character charts |
Written exercises
Crossword puzzles
Sentence construction
Peer assessment
|
|
| 4 | 3 |
Reading 2
Writing |
Intensive Reading: Character Traits in Poetry
Composition Writing: Self-Assessment of Introduction |
By the end of the
lesson, the learner
should be able to:
- relate human characters in poems to real life - describe the lessons learned from characters in poems - value the role of character analysis in poetry appreciation |
The learner is guided to:
- describe traits of characters using adjectives - share character descriptions on sticky notes - relate poem characters to real life people - discuss lessons learned from characters |
What can we learn from characters in poems?
|
KLB Head Start English Grade 7 pg. 152
Poetry texts Digital devices Sticky notes Role play props KLB Head Start English Grade 7 pg. 153 Sample compositions Assessment checklists Reference materials |
Character analysis
Written descriptions
Role play assessment
Oral presentations
|
|
| 4 | 4 |
Writing
Listening and Speaking |
Composition Writing: Self-Assessment of Body and Conclusion
Pronunciation: Consonant Sounds |
By the end of the
lesson, the learner
should be able to:
- write narrative compositions and assess the body and conclusion - identify and correct spelling, punctuation, and grammatical errors - value the importance of assessment in composition writing |
The learner is guided to:
- write a narrative composition about travel - use a checklist to assess body and conclusion - identify and correct errors in compositions - discuss importance of composition assessment |
How can one improve their composition writing skills?
|
KLB Head Start English Grade 7 pg. 154
Assessment checklists Digital devices Sample compositions Reference materials KLB Head Start English Grade 7 pg. 157 Audio recordings Tongue twisters Word lists |
Composition writing
Error identification
Self-assessment
Peer review
|
|
| 4 | 5 |
HEROES AND HEROINES IN KENYA
Listening and Speaking Reading 1 |
Pronunciation: Vowel Sounds and Word Stress
Extensive Reading: Selection of Fictional Materials |
By the end of the
lesson, the learner
should be able to:
- articulate correctly vowel sounds /ʊ/ and /uː/ in words - pronounce words correctly using stress - distinguish the meaning of words based on stress - acknowledge the importance of correct pronunciation in oral communication |
The learner is guided to:
- recite poems with focus on vowel sounds - practice saying words with short and long 'u' sounds - group words by vowel sounds - pronounce words with correct stress patterns |
Why do people find it difficult to pronounce some words?
|
KLB Head Start English Grade 7 pg. 159
Audio recordings Poetry texts Word lists Digital devices KLB Head Start English Grade 7 pg. 162 Storybooks Digital devices Reading journals Fiction collections |
Pronunciation exercises
Poem recitation
Word grouping
Stress pattern identification
|
|
| 5 | 1 |
Reading 1
Grammar in Use Grammar in Use |
Extensive Reading: Comprehension of Fictional Materials
Word Classes: Conjunctions-and Word Classes: Conjunctions-but and or |
By the end of the
lesson, the learner
should be able to:
- read fictional texts for information and enjoyment - relate fictional texts to real life - value the role of fiction in developing imagination |
The learner is guided to:
- read fiction materials independently - dramatize sections of fictional texts - relate fictional ideas to real life - discuss elements of fiction in texts |
What should you consider when selecting fictional texts for reading?
|
KLB Head Start English Grade 7 pg. 164
Storybooks Digital devices Reading journals Fiction collections KLB Head Start English Grade 7 pg. 166 Reading passages Sentence strips Substitution tables KLB Head Start English Grade 7 pg. 167 Substitution tables Sentence strips |
Dramatization
Comprehension questions
Character analysis
Reading logs
|
|
| 5 | 2 |
Reading 2
|
Intensive Reading: Sequence of Events in Class Reader
Intensive Reading: Character Analysis in Class Reader |
By the end of the
lesson, the learner
should be able to:
- explain the sequence of events in a class reader - make short notes on the sequence of events in a class reader - appreciate reading works of art for information and enjoyment |
The learner is guided to:
- read sections of a class reader - dramatize parts of the class reader - outline actions of characters in the section - use a sequence chart to show order of events |
What marks the climax of a story?
|
KLB Head Start English Grade 7 pg. 169
Class reader Sequence charts Digital devices Note cards KLB Head Start English Grade 7 pg. 171 Character charts |
Sequence chart completion
Dramatization
Note-taking assessment
Character analysis
|
|
| 5 | 3 |
Writing
Listening and Speaking |
Creative Writing: Narrative Compositions
Listening to Respond: Views or Opinions |
By the end of the
lesson, the learner
should be able to:
- identify features of narrative composition in creative writing - create well-written narrative compositions on a variety of topics - appreciate the importance of writing in day-to-day life |
The learner is guided to:
- search for features of a well-written narrative - read samples of narrative compositions - plan a narrative about a hero/heroine - write a narrative composition (240 words) |
Which things make a narrative composition memorable?
|
KLB Head Start English Grade 7 pg. 174
Sample compositions Digital devices Planning templates Reference materials KLB Top Scholar pg. 216 Audio recordings Manila paper |
Composition assessment
Planning template completion
Peer evaluation
Chart creation
|
|
| 5 | 4 |
TRADITIONAL FASHION
Listening and Speaking Reading I |
Listening to Respond: Views or Opinions
Intensive Reading: Comprehension |
By the end of the
lesson, the learner
should be able to:
- Express personal views/opinions appropriately. - Respond to others' views/opinions respectfully. - Value respecting divergent views in communication. |
The learner is guided to:
- Hold discussions on traditional fashion using opinion expressions. - Debate on traditional vs. modern fashion. - Observe rules of polite expression of opinions. - Give and receive feedback on opinions expressed. - Reflect on importance of expressing opinions. |
How can we show respect when expressing different opinions?
|
KLB Top Scholar pg. 217
Digital devices Charts with opinion expressions KLB Top Scholar pg. 218 Reading texts |
Debate participation
Observation checklist
Peer assessment
Oral presentation
|
|
| 5 | 5 |
Reading I
Grammar in Use |
Intensive Reading: Comprehension
Phrasal Verbs |
By the end of the
lesson, the learner
should be able to:
- Summarize information from a short text. - Role-play the characters and events in the text. - Give an appropriate title to a story or passage. - Appreciate the importance of reading comprehension in lifelong learning. |
The learner is guided to:
- Read passages and summarize main points. - Role-play characters and events. - Create visual representations of the text. - Suggest appropriate titles for untitled passages. - Make connections between the text and real life. |
What makes a text comprehensible?
|
KLB Top Scholar pg. 220
Reading texts Digital devices KLB Top Scholar pg. 221 Dictionary |
Summary writing
Role play
Title creation
Visual representations
|
|
| 6 | 1 |
Grammar in Use
Reading II Reading II |
Phrasal Verbs
Class Reader: Main Ideas Class Reader: Main Ideas |
By the end of the
lesson, the learner
should be able to:
- Use given phrasal verbs correctly in sentence construction. - Construct sentences using phrasal verbs formed from put, come and give. - Value the correct use of phrasal verbs in communication. |
The learner is guided to:
- Create sentences using phrasal verbs. - Search for more phrasal verbs online. - Share sentences with peers for assessment. - Create charts displaying phrasal verbs and meanings. - Play language games using phrasal verbs. |
How do phrasal verbs change the meaning of verbs?
|
KLB Top Scholar pg. 223
Dictionary Digital devices Charts KLB Top Scholar pg. 225 Class reader KLB Top Scholar pg. 227 Digital devices |
Sentence construction
Oral presentation
Peer assessment
Chart evaluation
|
|
| 6 | 2 |
Writing
|
The Writing Process: Dialogues
|
By the end of the
lesson, the learner
should be able to:
- Outline the format of a dialogue. - Recognize the structure of a dialogue. - Acknowledge the importance of the writing process in acquiring good writing skills. |
The learner is guided to:
- Study sample dialogues. - Identify the format and structure of dialogues. - Dramatize sample dialogues. - Fill in missing parts of a dialogue. - Discuss the writing process for dialogues. |
What should we consider before writing a dialogue?
|
KLB Top Scholar pg. 228
Sample dialogues Digital devices KLB Top Scholar pg. 230 Writing materials Sample dialogues |
Format identification
Dramatization
Gap-filling exercises
Oral discussion
|
|
| 6 | 3 |
LAND TRAVEL
Listening and Speaking Listening and Speaking |
Listening Comprehension: Extensive Listening
|
By the end of the
lesson, the learner
should be able to:
- Identify the key issues raised in songs addressing land travel. - Listen attentively to songs on land travel. - Use vocabulary identified from songs on land travel correctly. |
The learner is guided to:
- Listen to songs on local and international land travel. - Respond to comprehension questions on key issues. - Pick out key issues raised in songs on land travel. - Share ideas on key issues addressed in songs. |
How can we tell the main message in a song?
|
KLB Top Scholar pg. 232
Audio recordings Digital devices KLB Top Scholar pg. 234 |
Oral questions
Vocabulary tests
Comprehension exercises
Observation
|
|
| 6 | 4 |
Reading I
|
Intensive Reading: Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
- Identify key ideas from a passage. - Summarise key ideas from a passage. - Create mental images from the events in a passage. - Value the role of comprehension strategies in reading. |
The learner is guided to:
- Read passages on land travel issues. - Identify the main ideas in the passages. - Discuss opinions about characters or ideas. - Summarise key ideas through paraphrasing. - Create mental images from descriptions. |
What is the importance of reading a passage?
|
KLB Top Scholar pg. 233
Reading passages Digital devices KLB Top Scholar pg. 235 |
Summary writing
Main idea identification
Oral discussion
Written responses
|
|
| 6 | 5 |
Grammar in Use
|
Sentences: Simple Sentences
|
By the end of the
lesson, the learner
should be able to:
- Identify simple sentences from varied texts. - Explain the structure of simple sentences. - Appreciate the role of simple sentences in communication. |
The learner is guided to:
- Read texts and identify simple sentences. - Listen to stories and write down simple sentences. - Distinguish between simple and other sentence types. - Identify subject and verb in simple sentences. - Search for articles with simple sentences. |
What is the role of sentences in a text?
|
KLB Top Scholar pg. 236
Lesson notes Digital devices Charts KLB Top Scholar pg. 238 Mind maps Substitution tables Digital devices |
Sentence identification
Oral questions
Written exercises
Observation
|
|
| 7 | 1 |
Reading II
Writing |
Oral Literature: Praise Songs
Creative Writing: Narrative Composition |
By the end of the
lesson, the learner
should be able to:
- Identify the purpose and occasions for which praise songs are performed. - Discuss the relationship between the singer and the person being praised. - Appreciate the purpose of praise songs in communication. |
The learner is guided to:
- Listen to praise songs from various sources. - Identify the purpose of praise songs. - Discuss occasions when praise songs are performed. - Analyze the relationship between singer and subject. - Identify character traits revealed in praise songs. |
Why do we sing?
|
KLB Top Scholar pg. 239
Audio recordings Digital devices KLB Top Scholar pg. 240 KLB Top Scholar pg. 241 Dictionary |
Oral discussion
Purpose identification
Character analysis
Written reflection
|
|
| 7 | 2 |
Writing
Listening and Speaking |
Creative Writing: Narrative Composition
Pronunciation: Consonant Sounds |
By the end of the
lesson, the learner
should be able to:
- Create well-written narrative compositions using specified idioms. - Apply the writing process in narrative composition. - Value the role of planning in narrative writing. |
The learner is guided to:
- Plan narrative compositions about journeys. - Incorporate idioms in narratives. - Write narratives following plans. - Exchange compositions for peer review. - Revise narratives based on feedback. |
What is the importance of using idioms in communication?
|
KLB Top Scholar pg. 243
Writing materials Sample narratives KLB Top Scholar pg. 245 Audio recordings Digital devices |
Narrative writing
Peer assessment
Idiom usage evaluation
Final composition
|
|
| 7 | 3 |
SPORTS-OUTDOOR GAMES
Listening and Speaking Reading I |
Pronunciation: Intonation
Study Skills: Summarising |
By the end of the
lesson, the learner
should be able to:
- Use correct intonation for yes/no and wh-questions. - Ask questions using appropriate intonation. - Value the role of intonation in effective communication. |
The learner is guided to:
- Listen to conversations with questions. - Identify rising and falling intonation. - Practice asking yes/no and wh-questions. - Role-play conversations using appropriate intonation. - Record dialogues for self-assessment. |
How can one improve his or her pronunciation?
|
KLB Top Scholar pg. 247
Audio recordings Digital devices KLB Top Scholar pg. 248 Sample texts |
Question formation
Intonation assessment
Role play evaluation
Recording analysis
|
|
| 7 | 4 |
Reading I
Grammar in Use |
Study Skills: Summarising
Sentences: Subject-verb Agreement |
By the end of the
lesson, the learner
should be able to:
- Write a summary of ideas from varied texts. - Apply summarizing techniques to different texts. - Appreciate the importance of summarising in effective reading. |
The learner is guided to:
- Make notes of main ideas from texts. - Write summaries from notes. - Edit summaries for clarity and conciseness. - Share summaries for peer feedback. - Discuss the purpose of summarizing. |
What factors should one consider when summarising an event?
|
KLB Top Scholar pg. 250
Sample texts Digital devices KLB Top Scholar pg. 251 Charts Digital devices Sample texts |
Summary writing
Note-making assessment
Peer evaluation
Editing skills
|
|
| 7 | 5 |
Grammar in Use
Reading II |
Sentences: Subject-verb Agreement
Class Reader: Features of Style |
By the end of the
lesson, the learner
should be able to:
- Construct sentences ensuring subject-verb agreement. - Edit sentences for correct subject-verb agreement. - Value the importance of correct grammar in communication. |
The learner is guided to:
- Choose correct verb forms for given subjects. - Construct sentences with proper agreement. - Edit sentences with agreement errors. - Create oral sentences about sports. - Share sentences for peer assessment. |
Why is it important to use the correct form of verbs with subjects?
|
KLB Top Scholar pg. 253
Charts Digital devices KLB Top Scholar pg. 255 Class reader |
Sentence construction
Editing exercises
Oral presentation
Peer assessment
|
|
| 8 | 1 |
Reading II
Writing Writing |
Class Reader: Features of Style
Creative Writing: Descriptive Writing Creative Writing: Descriptive Writing |
By the end of the
lesson, the learner
should be able to:
- Identify dialogue in the class reader. - Role-play dialogue from the class reader. - Value the importance of style in literary appreciation. |
The learner is guided to:
- Identify dialogue in the class reader. - Discuss how dialogue helps understand characters. - Role-play selected dialogues. - Record role-plays for assessment. - Discuss real-life applications of stylistic devices. |
How do stylistic devices enhance understanding of a text?
|
KLB Top Scholar pg. 257
Class reader Digital devices KLB Top Scholar pg. 259 Sample descriptive texts KLB Top Scholar pg. 262 Writing materials Sample descriptions |
Dialogue identification
Role play assessment
Recording analysis
Discussion participation
|
|
| 8 | 2 |
TOURIST ATTRACTION SITES IN KENYA
Listening and Speaking Listening and Speaking |
Oral Reports: Events within the Classroom
|
By the end of the
lesson, the learner
should be able to:
- Outline the organisation of an oral report of events. - Plan an oral report on classroom events. - Appreciate the value of oral reports in communication. |
The learner is guided to:
- Discuss what makes a good oral report. - Identify parts of an oral report. - Listen to sample oral reports. - Gather information about classroom events. - Make notes for an oral report. |
How can you make an oral report presentation interesting?
|
KLB Top Scholar pg. 265
Sample reports Digital devices KLB Top Scholar pg. 267 Digital devices Notes from previous lesson |
Organisation identification
Note-making assessment
Discussion participation
Observation
|
|
| 8 | 3 |
Reading I
|
Reading Fluency
|
By the end of the
lesson, the learner
should be able to:
- Recognise the use of fluency strategies in the reading process. - Identify what makes a good reader. - Value the importance of reading fluency. |
The learner is guided to:
- Listen to model reading. - Identify characteristics of fluent reading. - Discuss reading strategies. - Practice pronunciation of difficult words. - Read passages with appropriate pacing. |
How can you improve your reading fluency?
|
KLB Top Scholar pg. 268
Reading passages Audio recordings KLB Top Scholar pg. 270 Digital devices Timers |
Reading assessment
Strategy identification
Pronunciation check
Pacing evaluation
|
|
| 8 | 4 |
Grammar in Use
|
Affirmative and Negative Sentences
|
By the end of the
lesson, the learner
should be able to:
- Differentiate between affirmative and negative sentences. - Identify affirmative and negative sentences in texts. - Value the expressive role of sentences in communication. |
The learner is guided to:
- Compare affirmative and negative sentences. - Identify affirmative and negative sentences in texts. - Role-play dialogues with both sentence types. - Group sentences into affirmative and negative. - Discuss the difference in meaning between sentence types. |
When do we use affirmative statements?
|
KLB Top Scholar pg. 272
Sample sentences Digital devices KLB Top Scholar pg. 274 Charts |
Sentence identification
Grouping exercises
Role play assessment
Oral discussion
|
|
| 8 | 5 |
Reading II
Writing Writing |
Poetry
Functional Writing: Notices Functional Writing: Posters |
By the end of the
lesson, the learner
should be able to:
- Identify the subject matter of a poem. - Recognise repeated words and phrases in poems. - Value the role of repetition in poetry. |
The learner is guided to:
- Read poems about tourist attractions. - Recite poems for enjoyment. - Identify repeated words and phrases. - Discuss the subject matter of poems. - Write one-sentence descriptions for each stanza. |
Why would you use a poem instead of a story to pass information?
|
KLB Top Scholar pg. 275
Poems Digital devices KLB Top Scholar pg. 276 Digital devices Mind maps KLB Top Scholar pg. 277 Sample notices KLB Top Scholar pg. 279 Sample posters Art materials |
Poem recitation
Subject matter identification
Repetition recognition
Stanza description
|
|
| 9 |
End of term exams |
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