GRADE 7 ENGLISH SCHEMES OF WORK TERM 1

Ref used:
Grade 7 English Curriculum Design
Skills in English Grade 7 (Teachers Guide and Learners Book)

NAME OF THE TEACHER SCHOOL YEAR TERM

strand Specific Learning Outcomes Key Inquiry Learning Experiences Learning Assessment Refl
Week

stran
Sub-
LSN

Question(s) Resources Methods

d
1 1 PERSON Conversatio By the end of the lesson, the 1. What The learner is guided to: Digital device, Checklist
AL nal Skills: learner should be able to: considerations • make a list of necessary details Skills in Questions
RESPON Polite a) identify polite expressions should one make about people that one needs to know English Grade Journal
SIBILIT Language used in the introduction of self when for effective introduction, 7 T.G Pg.1-6 Learners
Y– • brainstorm on different types of
and others, introducing portfolio
Listening introduction,
and
b) discuss different types of other people? • use games such as catch the ball,
Skills in Written
Speaking introductions in small groups, for the introduction English Grade assessment
c) Model respectful behaviour of others, 7 PB. Pg. 1-4
during introductions. • review an audio or video recording
on formal and informal
introductions.
2 Polite By the end of the lesson, the 2. How would The learner is guided to: Digital device, Checklist
Language learner should be able to: you introduce • discuss reasons for using polite Skills in Questions
a) use polite expressions in the your parents or language in introductions, English Grade Journal
introduction of self and others in guardians to • role play different contexts of self- 7 T.G Pg.1-6 Learners
different speaking contexts, introduction with peers,
your teachers? portfolio
b) Practice self-introduction in • list polite expressions that can be
class
3. Why is it used during the introduction,
Skills in Written
c) discuss reasons for use of important to be • match polite expressions to English Grade assessment
polite language in introductions polite while corresponding types of introduction, 7 PB. Pg. 1-4
d) Model respectful behaviour introducing
during introductions. yourself or
others?
3 Reading Extensive By the end of the lesson, the 1) What do you The learner is guided to: Digital device, Checklist
Reading: learner should be able to: consider while • think-pair-share on the factors Assorted grade 7 Questions
Independent (a) identify a variety of texts selecting to consider when selecting reading Journal
Reading for independent reading reading reading material, materials Learners
(b) set goals for the reading materials? • select appropriate reading Skills in portfolio
session 2) How can you materials related to personal English Grade Written
(c) Appreciate the value of ensure that you responsibility 7 T.G Pg.6-8 assessment
independent reading in benefit from a • set and share reading goals for
lifelong learning. reading session? the session, Skills in
English Grade
7 PB. Pg. 4-8
 4 Extensive By the end of the lesson, the 1) What do you The learner is guided to: Digital device, Checklist
Reading: learner should be able to: consider while • read selected print and non- Assorted grade 7 Questions
Independent (a) identify good reading selecting print materials independently, reading Journal
Reading habits to use during the session reading • observe good reading habits, materials Learners
(b) read selected materials for materials? • keep a portfolio or a journal of Skills in portfolio
information and enjoyment 2) How can you their experiences during the English Grade Written
(c) Appreciate the value of ensure that you reading session, 7 T.G Pg.6-8 assessment
independent reading in benefit from a • conduct peer review of the
lifelong learning. reading session? portfolios and journals kept. Skills in
English Grade
7 PB. Pg. 4-8
5 Gramma Word By the end of the lesson, the The learner is guided to: Digital device, Checklist
r in Use Classes: learner should be able to: 1. Why is it • read a print or non-print text in Charts, pictures, Questions
Nouns a) identify the different types important to pairs realia Journal
of nouns from a print or digital identify items • identify common, proper, Skills in Learners
text, concrete, and abstract nouns, English Grade portfolio
by name?
b) make post cards on different • search online for examples of 7 T.G Pg.9-12 Written
2. Why is
types of nouns the common, proper, concrete, assessment
knowledge on
c) Appreciate the role of and abstract nouns, and compile Skills in
correct grammar in written and use of capital
a list of the nouns in groups, English Grade
spoken communication. letters useful?
• listen to a poem or a story and 7 PB. Pg. 8-10
categorize the nouns used,
• mention examples of common,
proper, concrete and abstract
nouns in the classroom and
school,
2 1 Word By the end of the lesson, the The learner is guided to: Digital device, Checklist
Classes: learner should be able to: 1. Why is it • construct sentences using Charts, pictures, Questions
Nouns a) complete substitution tables important to common, proper, concrete and realia Journal
with different types of nouns, identify items abstract nouns, Skills in Learners
b) use different types of nouns • complete substitution tables English Grade portfolio
by name?
in sentences, with the different types of nouns 7 T.G Pg.9-12 Written
2. Why is
c) Appreciate the role of in pairs, assessment
knowledge on
correct grammar in written and • engage in language games such Skills in
spoken communication. use of capital
as scrabble, puzzles, code words English Grade
letters useful?
and guessing games, 7 PB. Pg. 8-10
• write and display stories, songs
or poems featuring the different
types of nouns.
2 Reading Intensive By the end of the lesson, the 1. What is a The learner is guided to: Digital device, Checklist
Reading: learner should be able to: trickster • engage in pre-reading activities Assorted grade 7 Questions
Trickster a) identify the main events in narrative? such as previewing the title of reading Journal
Narratives trickster narratives 2. What can we the narrative, using the picture materials Learners
b) analyze the characters in learn from clues and brainstorming Skills in portfolio
narratives narratives? • discuss the various character English Grade Written
c) Appreciate the importance 3. Which traits displayed by the 7 T.G Pg.12-15 assessment
of trickster narratives in the characters are characters,
inculcation of values. common in the • brainstorm on the moral Skills in
trickster lessons of the narrative English Grade
narratives that • relate characters and events in 7 PB. Pg. 10-13
you know? the trickster narrative to real life
situations
• explore and share with group
members how personal
responsibility can be derived
from the narrative’s moral
lessons.
3 Reading Intensive By the end of the lesson, the 1. What is a The learner is guided to: Digital device, Checklist
Reading: learner should be able to: trickster • engage in pre-reading activities Assorted grade 7 Questions
Trickster a) identify the main events in narrative? such as previewing the title of reading Journal
Narratives trickster narratives 2. What can we the narrative, using the picture materials Learners
b) analyze the characters in learn from clues and brainstorming Skills in portfolio
narratives narratives? • discuss the various character English Grade Written
c) Appreciate the importance 3. Which traits displayed by the 7 T.G Pg.12-15 assessment
of trickster narratives in the characters are characters,
inculcation of values. common in the • brainstorm on the moral Skills in
trickster lessons of the narrative English Grade
narratives that • relate characters and events in 7 PB. Pg. 10-13
you know? the trickster narrative to real life
situations
• explore and share with group
members how personal
responsibility can be derived
from the narrative’s moral
lessons.
 4 Writing Handwriting By the end of the lesson, the 1. Why should The learner is guided to: Digital device, Checklist
: learner should be able to: we learn to write • study written samples of legible Samples of Questions
Legibility a) describe features of legible legibly and and neat handwriting featuring all handwriting Journal
and and neat handwriting for clearly? letters of the alphabet and short Skills in Learners
efficient writing texts
Neatness 2. What kind of English Grade portfolio
b) write texts legibly and • discuss the features of legible and
misunderstandin neat handwriting including shaping
7 T.G Pg.16-18 Written
neatly g could arise as assessment
letters, joining and spacing letters
c) Acknowledge the a result of bad and words Skills in
importance of writing neatly handwriting? • practice handwriting games such English Grade
and legibly. as blind writing, speed writing, and 7 PB. Pg. 13-15
letter stations
• suggest ways of correcting bad
handwriting habits such as joining
letters and words inappropriately
5 SCIENC Listening By the end of the lesson, the 1. What do you The learner is guided to: Digital device, Checklist
E AND and learner should be able to: enjoy during a • watch live or recorded oral List narrative Questions
HEALT speaking : a) outline the oral narrative story telling performance of narratives as a class, performance Journal
H Oral performance techniques for session? • discuss the oral performance techniques Learners
Presentation effective delivery, techniques in groups,
EDUCA 2. How can you Skills in portfolio
s: Oral b) use oral narrative • perform oral narratives in groups
TION become a good while peers watch, record, and then
English Grade Written
Narratives techniques during the storyteller? 7 T.G Pg.19-22 assessment
give feedback,
performance, • compose oral narratives in groups
c) Appreciate the importance and suggest the most suitable ways Skills in
of performance techniques in of performing them. English Grade
the successful delivery of oral 7 PB. Pg. 16-18
material.
3 1 Reading Intensive By the end of the lesson, the 1. How are poems The learner is guided to: Digital device, Checklist
reading: learner should be able to: different from • listen and respond to live or Sample poems, Questions
Simple a) distinguish between poems stories? recorded poetry recitation stories Journal
poems and other literary genres • discuss, in groups, what makes Skills in Learners
b) Discuss use of poems in reading simple poems interesting English Grade portfolio
passing message • pick out poems from a variety 7 T.G Pg.23-24 Written
c) Collaborate in poetry of texts and read them out aloud assessment
recitation for enjoyment and Skills in
learning. English Grade
7 PB. Pg. 18-20
2 Intensive By the end of the lesson, the 2. Why would you The learner is guided to: Digital device, Checklist
reading: learner should be able to: use a poem • pick out poems from a variety Sample poems, Questions
Simple a) discuss what makes a poem instead of a story of texts and read them out aloud stories Journal
poems interesting to pass a • recite poems that address Skills in Learners
b) recite a variety of simple message?
science and health issues such as English Grade portfolio
poems for enjoyment 3. What makes
poems
HIV and AIDS in groups 7 T.G Pg.23-24 Written
c) Collaborate in poetry • provide feedback to peers and assessment
interesting?
recitation for enjoyment and seek help where necessary. Skills in
learning. English Grade
7 PB. Pg. 18-20
3 Grammar Word By the end of the lesson, the 1. Why are some The learner is guided to: Digital device, Checklist
in use Classes: learner should be able to: things • search for examples of the Examples of Questions
Nouns a) identify count, non-count, impossible to count, non-count, singular, and nouns Journal
singular, and plural nouns count? plural nouns from the internet Skills in Learners
from a variety of texts, 2. How can you and post them on the classroom English Grade portfolio
b) use IT devices to identify group things that wall, 7 T.G Pg.25-27 Written
types of nouns cannot be • listen to an audio text on the assessment
c) Appreciate the importance counted? theme of science and health Skills in
of the correct use of nouns in education, and pick out the target English Grade
communication. nouns, 7 PB. Pg. 20-23
• pick out count, non-count,
singular, and plural nouns from
newspapers and magazine
articles,
4 Word By the end of the lesson, the 3. Why should The learner is guided to: Digital device, Checklist
Classes: learner should be able to: you specify the • identify objects in the classroom Examples of Questions
Nouns a) change singular nouns to number of and categorize them as count or nouns Journal
plural and vice versa things you non-count nouns, in pairs, Skills in Learners
b) use count, non-count, • change singular nouns to plural
require to English Grade portfolio
singular, and plural nouns in and vice versa,
accomplish a • construct sentences using the
7 T.G Pg.25-27 Written
sentences, task? assessment
specified types of nouns orally and
c) Appreciate the importance in writing, Skills in
of the correct use of nouns in • complete crossword puzzles with English Grade
communication. the target nouns in small groups, 7 PB. Pg. 20-23
• create posters and poems using the
learnt nouns, and post them on the
classroom wall or share them using
digital learning platforms
5 Reading Intensive By the end of the lesson, the 1. What would The learner is guided to: Digital device, Checklist
Reading: learner should be able to: you consider • study the cover page, read the Sample book Questions
Class a) explain the different parts when designing blurb and highlight the cover, title and Journal
Reader that aid in previewing a book the cover of a outstanding features, in groups, blurb Learners
b) describe the author and the book? • discuss the title of the class Skills in portfolio
setting of the text in terms of 2. Why should reader English Grade Written
time and place we not judge a • research online for more 7 T.G Pg.27-29 assessment
c) Underscore the value of book by its information about the author and
reading for lifelong learning. cover? the location where the story is Skills in
taking place English Grade
• make oral presentations to the 7 PB. Pg. 23-26
class on their findings from the
research
4 1 Intensive By the end of the lesson, the 3. Why do we The learner is guided to: Digital device, Checklist
Reading: learner should be able to: read • identify words, images and Sample book Questions
Class a) Describe the setting of the storybooks? details that describe the setting cover, title and Journal
Reader story in terms of place and time blurb Learners
b) design a graphic organizer • design a graphic organizer such Skills in portfolio
e.g. mind map as a mind map and tree map to English Grade Written
c) Underscore the value of identify the setting 7 T.G Pg.27-29 assessment
reading for lifelong learning. • create, share and give feedback
using summary charts such as Skills in
what I know - where I learned it English Grade
- what I want to know - what I 7 PB. Pg. 23-26
Learned (K-W-W-L) chart, to
visualize what has been learned,
• make short notes on the setting
and the author.
2 Writing Mechanics of By the end of the lesson, the 1. Which The learner is guided to: Digital device, Checklist
Writing: learner should be able to: punctuation • read print or non-print text and Samples of Questions
Punctuation a) recognize the full stop, marks do you identify the full stop, punctuated Journal
Marks exclamation mark, and use in writing? exclamation mark, and question sentences Learners
question mark, in texts 2. Why is it mark in groups Skills in portfolio
b) use the full stop, important to • punctuate a text using the English Grade Written
exclamation mark, and punctuate a text? target punctuation marks, in 7 T.G Pg.29-31 assessment
question mark in sentences pairs
c) Acknowledge the Skills in
importance of punctuating English Grade
sentences accurately. 7 PB. Pg. 26-28
3 Mechanics of By the end of the lesson, the 1. Which The learner is guided to: Digital device, Checklist
Writing: learner should be able to: punctuation • write a short story or dialogue Samples of Questions
Punctuation a) Punctuate a short story marks do you on the theme of science and punctuated Journal
Marks correctly use in writing? health education using the full sentences Learners
b) make posters or charts with 2. Why is it stop exclamation mark, and Skills in portfolio
punctuated sentences important to question mark, where necessary English Grade Written
c) Acknowledge the punctuate a text? • engage in online or offline 7 T.G Pg.29-31 assessment
importance of punctuating punctuation games in groups
sentences accurately. • draw and display posters or Skills in
charts with punctuated sentences English Grade
for peer review and revision 7 PB. Pg. 26-28
• discuss, in groups, the
effectiveness of punctuation
marks in expressing meaning.
 4 HYGIE Listening By the end of the lesson, the 1. Why is it The learner is guided to: Digital device, Checklist
NE and learner should be able to: important to get • listen to audio recordings on Oral texts Questions
speaking - a) identify the main idea from the main points hygiene and identify the main Skills in Journal
Listening varied descriptive texts from an oral idea English Grade Learners
for b) Pick out specific text? • Listen for specific information 7 T.G Pg.33-38 portfolio
Information information from varied 2. What can you from the audio recording and Written
and the descriptive texts do to ensure you take notes Skills in assessment
main idea c) Acknowledge the capture the main English Grade
importance of listening skills ideas from a 7 PB. Pg. 29-30
in communication. speaker?
5 Listening By the end of the lesson, the 1. Why is it The learner is guided to: Digital device, Checklist
and learner should be able to: important to get • search online and offline for Oral texts Questions
speaking - a) identify the main idea from the main points expressions that signal the main Skills in Journal
Listening varied descriptive texts from an oral ideas such as; English Grade Learners
for b) Pick out specific text? - this talk is about... 7 T.G Pg.33-38 portfolio
Information information from varied 2. What can you - I will talk about..., Written
and the descriptive texts do to ensure you • watch a video describing a Skills in assessment
main idea c) Acknowledge the capture the main process, a person, or an object English Grade
importance of listening skills ideas from a and pick out specific information 7 PB. Pg. 29-30
in communication. speaker? • listen to peers read descriptive
texts, and note the main ideas, in
turns.
5 1 Reading Reading for By the end of the lesson, the 1. Why do we The learner is guided to: Digital device, Checklist
information learner should be able to: read texts? • distinguish between reading for Selected texts Questions
and a) distinguish between reading 2. How would information and reading for Skills in Journal
Meaning for information and reading for you tell the meaning, English Grade Learners
meaning, meaning of a • scan through a text in pairs and 7 T.G Pg.38-40 portfolio
b) pick out information from word in a identify text features (such as Written
varied texts, passage? title, subtitles), Skills in assessment
c) c)infer the meaning of • read texts on issues such as English Grade
words and phrases from hygiene, safety, and security and 7 PB. Pg. 30-33
context, organize the information by
d) use new words and phrases making notes,
in sentences, • construct sentences using new
e) Appreciate the importance words and phrases, in groups,
of reading for information and • fill in crossword puzzles using
meaning. new words learned.
2 Grammar Word By the end of the lesson, the 1. How did you The learner is guided to: Digital device, Checklist
in use classes: learner should be able to: spend the last • search online and offline for Manila papers Questions
Verbs and a) identify regular and holiday? information on verbs and their and scissors Journal
tense irregular verbs in sentences 2. Which tenses Skills in Learners
b) Group regular verbs with misunderstandin • listen to texts read by the English Grade portfolio
similar endings g can arise when teacher on verbs and their tenses 7 T.G Pg.40-42 Written
c) Appreciate the correct use people use • identify and group verbs with assessment
of verbs and tense for effective wrong tense? similar endings from passages on Skills in
communication. the theme of hygiene English Grade
7 PB. Pg. 34-35
3 Word By the end of the lesson, the 1. How did you The learner is guided to: Digital device, Checklist
classes: learner should be able to: spend the last • identify the tenses of the verbs Manila papers Questions
Verbs and a) identify tenses of the verbs holiday? in sentences and scissors Journal
tense in sentences 2. Which • construct sentences using verbs Skills in Learners
b) use regular and irregular misunderstandin in the correct tenses English Grade portfolio
verbs in sentences construct g can arise when • participate in a language game 7 T.G Pg.40-42 Written
sentences using the past, people use on tenses assessment
present and future tense wrong tense? • engage in conversations in Skills in
c) Appreciate the correct use pairs using verbs in various English Grade
of verbs and tense for effective tenses, 7 PB. Pg. 34-35
communication. • review their peers’ use of tense
in spoken sentences.
4 Reading Intensive By the end of the lesson, the 1. Why do The learner is guided to: Digital device, Checklist
Reading: learner should be able to: people write • source online or offline for Sample poems Questions
Poetry a) explain the structure of poems? different poems and note the Skills in Journal
poems 2. What makes a titles and the poets while English Grade Learners
b) identify the parts of a poem poem observing integrity and cyber 7 T.G Pg.43-45 portfolio
d) Appreciate the poem’s interesting? safety, Written
structure in communicating a • brainstorm on the parts of a Skills in assessment
message. poem, in pairs, English Grade
7 PB. Pg. 36-39
5 Intensive By the end of the lesson, the 3. How can one The learner is guided to: Digital device, Checklist
Reading: learner should be able to: tell a text is a • read short poems addressing issues Sample poems Questions
Poetry a) analyze the structure of poem? such as personal hygiene, HIV and Skills in Journal
varied simple poems AIDS, and COVID-19, English Grade Learners
b) read short poems addressing • analyze how poems are broken
7 T.G Pg.43-45 portfolio
varied societal issues into stanzas and stanzas into lines,
• study varied poems and present
Written
c) Appreciate the poem’s Skills in assessment
their different structures in graphic
structure in communicating a organizers in groups English Grade
message. • compare the structures of different 7 PB. Pg. 36-39
poems,
• relate the poem’s structure to the
poem’s message.
6 1 Writing Writing By the end of the lesson, the 1. What are the The learner is guided to: Digital device, Checklist
Narrative learner should be able to: parts of a • identify parts of a well-written Sample writings Questions
Paragraphs a) identify the parts of a paragraph? paragraph specifically, an Skills in Journal
narrative paragraph 2. Why do we introduction, necessary details, English Grade Learners
b) compose a narrative write and a conclusion, 7 T.G Pg.46-48 portfolio
paragraph with the appropriate paragraphs? • read samples of narrative Written
structure paragraphs provided by the Skills in assessment
c) Acknowledge the teacher and discuss the flow of English Grade
significance of paragraphing in ideas, 7 PB. Pg. 39-40
written communication. • write a paragraph using a
digital device about issues such
as hygiene, safety, and security,
• present the paragraphs in class
for peer review.
2 LEADE Listening By the end of the lesson, the 1. Why is it The learner is guided to: Digital device, Checklist
RSHIP and learner should be able to: important to get • listen to an audio text and Recorded audios Questions
speaking - a) distinguish between specific the main points decide whether the information and videos Journal
Selective and general information from a from an oral presented is specific or general Skills in Learners
listening text
Listening text? • search online for audio English Grade portfolio
b) select specific information
from a listening text
recordings on leadership and 7 T.G Pg.49-53 Written
c) Emphasize the value of attentively listen to text for assessment
listening skills in communication. specific information Skills in
English Grade
7 PB. Pg. 41-42
3 Listening By the end of the lesson, the 2. What can you The learner is guided to: Digital device, Checklist
and learner should be able to: do to ensure you • Listen to a role play and Recorded audios Questions
speaking - a) select specific information capture the respond to questions and videos Journal
Selective from a listening text relevant • listen to a passage on Skills in Learners
Listening b) listen and respond to texts information leadership (good governance) English Grade portfolio
on leadership from a speaker? and answer questions posed by 7 T.G Pg.49-53 Written
c) Emphasize the value of the speaker. assessment
listening skills in Skills in
communication. English Grade
7 PB. Pg. 41-42
4 Reading Intensive By the end of the lesson, the 1. What can one The learner is guided to: Digital device, Checklist
Reading learner should be able to: do to understand • search online and watch Variety of Questions
a) discuss the identified a text better? appropriate video clips on the reading Journal
reading strategies 2. Why should selected reading strategies: materials Learners
b) watch a video clip on one read for reading for main ideas and Skills in portfolio
reading strategies main ideas? reading for details, English Grade Written
c) Acknowledge the 7 T.G Pg.54-56 assessment
importance of reading for main
ideas and details as a Skills in
comprehension skill. English Grade
7 PB. Pg. 42-46
 5 Intensive By the end of the lesson, the 3. How can you The learner is guided to: Digital device, Checklist
Reading learner should be able to: improve your • read and underline the main Variety of Questions
a) read selected text reading? ideas and details in texts on reading Journal
b) select main ideas and details issues such as gender roles in materials Learners
from a variety of written texts leadership, and review each Skills in portfolio
c) Acknowledge the other’s work, English Grade Written
importance of reading for main • share ideas on how they can 7 T.G Pg.54-56 assessment
ideas and details as a use the selected reading
comprehension skill. strategies, in groups, Skills in
• fill in substitution tables with English Grade
specific details from texts, in 7 PB. Pg. 42-46
pairs,
7 1 Grammar Word By the end of the lesson, the 1. Why is it The learner is guided to: Digital device, Checklist
in use Classes: learner should be able to: necessary to • underline verbs in simple cards Questions
Verbs and a) identify verbs in the simple indicate when an present and simple past tense in Skills in Journal
Tense present and simple past tense activity takes a text English Grade Learners
in a text place? • reflect on the formation of 7 T.G Pg.57-58 portfolio
b) write sentences using the simple present and simple past Written
simple present tense, tense form of verbs Skills in assessment
c) Advocate appropriate use of • construct and share sentences English Grade
tense in communication. on a variety of issues including 7 PB. Pg. 46-48
leadership, using verbs in the
appropriate tense
2 Word By the end of the lesson, the 2. What makes The learner is guided to: Digital device, Checklist
Classes: learner should be able to: correct use of • type the constructed sentences cards Questions
Verbs and a) identify verbs in the simple tense difficult using a digital device Skills in Journal
Tense present and simple past tense for some • search online or offline for English Grade Learners
in a text people? verbs used in simple present and 7 T.G Pg.57-58 portfolio
b) write sentences using the simple past tense from a variety Written
simple past tense of texts Skills in assessment
c) Advocate appropriate use of • complete sentences using the English Grade
tense in communication. correct tense of the given verbs 7 PB. Pg. 46-48
• create and display charts showing
words in their simple present and
past tense
3 Reading Intensive By the end of the lesson, the 1. How can you The learner is guided to: Digital device, Checklist
Reading: learner should be able to: tell a main • read a section of a class reader Suitable reading Questions
Class a) identify the main characters character in a and identify the main characters, materials Journal
Readers in a class reader, story? • discuss predictions made from Skills in Learners
b) explain how the characters 2. Why are some
the title and the sections read, English Grade portfolio
make the story flow, stories usually
more interesting
• discuss in pairs how the 7 T.G Pg.59-60 Written
c) Appreciate the role of characters make the story flow, assessment
than others?
characters in the class reader. Skills in
English Grade
7 PB. Pg. 48-51
 4 Intensive By the end of the lesson, the 3. What should The learner is guided to: Digital device, Checklist
Reading: learner should be able to: you consider • participate in a reader’s theatre Suitable reading Questions
Class a) explain how the characters when selecting a and read portions of the class materials Journal
Readers make the story flow, story book to reader, Skills in Learners
b) make predictions based on read? • outline the things done by each English Grade portfolio
the title and the sections read, character studied in the section, 7 T.G Pg.59-60 Written
c) Appreciate the role of • write a summary about how the assessment
characters in the class reader. main characters make the story Skills in
flow. English Grade
7 PB. Pg. 48-51
5 Writing Paragraphin By the end of the lesson, the 1. How can you The learner is guided to: Digital device, Checklist
g: learner should be able to: organize your • share ideas on examples and Charts, mind Questions
Using a) outline examples and ideas logically? incidents that can be included in maps Journal
examples incidents to include in a 2. Why should a paragraph, Skills in Learners
and paragraph, we write • develop a paragraph on English Grade portfolio
incidents b) create a well-developed coherently? leadership, in groups, using the 7 T.G Pg.61-62 Written
paragraph using examples and ideas generated in their earlier assessment
incidents, discussion, Skills in
c) Appreciate the importance English Grade
of well-written paragraphs in 7 PB. Pg. 51-52
writing.
8 1 Paragraphin By the end of the lesson, the 1. How can you The learner is guided to: Digital device, Checklist
g: learner should be able to: organize your • present their paragraphs in Charts, mind Questions
Using a) outline examples and ideas logically? class for peer review, maps Journal
examples incidents to include in a 2. Why should • use mind maps to generate Skills in Learners
and paragraph, we write examples and incidents for English Grade portfolio
incidents b) create a well-developed coherently? sample paragraphs, 7 T.G Pg.61-62 Written
paragraph using examples and • compose a paragraph based on assessment
incidents, suggested examples and Skills in
c) Appreciate the importance incidents. English Grade
of well-written paragraphs in 7 PB. Pg. 51-52
writing.
2 FAMIL Listening By the end of the lesson, the 1. Why it is The learner is guided to: Digital device, Checklist
Y and learner should be able to: important to • pronounce the consonant recordings Questions
speaking - a) identify the consonant and articulate sounds sounds /p/, /b/, /k/ and /g/ from a Skills in Journal
Pronunciatio vowel sounds in words correctly? text, English Grade Learners
n: b) articulate consonants and 2. How can we • practice saying the short /i/ and 7 T.G Pg.64-68 portfolio
Sounds and vowel sound for oral fluency improve our the long /i:/ sounds in pairs, Written
Word Stress c) Advocate the role of correct pronunciation? • watch and listen to an audio- Skills in assessment
pronunciation in visual recording featuring English Grade
communication. selected consonants and vowel 7 PB. Pg. 53-56
sounds,
• make a recording featuring
learned sounds,
 3 Listening By the end of the lesson, the 1. Why it is The learner is guided to: Digital device, Checklist
and learner should be able to: important to • practice saying words with the recordings Questions
speaking - a) articulate consonants and articulate sounds sounds/p/ as in pin ; /b/ as in Skills in Journal
Pronunciatio vowel sound for oral fluency correctly? bean, /k/ as in kin ; /g/ as in goat, English Grade Learners
n: b) distinguish the meaning of, 2. How can we /i/ as in bin; and /i:/ as in seen 7 T.G Pg.64-68 portfolio
Sounds and words on the basis of stress improve our correctly, Written
Word Stress c) Advocate the role of correct pronunciation? • distinguish the meaning of Skills in assessment
pronunciation in words based on stress, for English Grade
communication. example, project (verb) project 7 PB. Pg. 53-56
(noun),
• play language games to
distinguish word meaning on
basis of stress,
• practice pronouncing minimal
pairs containing the target
sounds.
4-5 HALF TERM
9 1 Reading Study Skills: By the end of the lesson, the 1. Why do we The learner is guided to: Digital device, Checklist
Synonyms learner should be able to: use antonyms • use reference materials such as Encyclopedia Questions
and a) identify synonyms and and synonyms? the encyclopedia and the dictionary Journal
Antonyms antonyms of words from 2. Why is it dictionary to locate synonyms Skills in Learners
written texts important to and antonyms, English Grade portfolio
b) Spell synonyms and spell words • check the meaning and 7 T.G Pg.68-70 Written
antonyms correctly for written correctly? pronunciation of synonyms and assessment
fluency. antonyms from the dictionary Skills in
c) Appreciate the importance • search for synonyms and English Grade
of correct use of words in antonyms from print and digital 7 PB. Pg. 56-58
communication. texts

2 Study Skills: By the end of the lesson, the 1. Why do we The learner is guided to: Digital device, Checklist
Synonyms learner should be able to: use antonyms • create a crossword puzzle using Encyclopedia Questions
and a) Spell synonyms and and synonyms? synonyms and antonyms and dictionary Journal
Antonyms antonyms correctly for written 2. Why is it share it online Skills in Learners
fluency. important to • use synonyms and antonyms in English Grade portfolio
b) use synonyms and spell words sentences 7 T.G Pg.68-70 Written
antonyms in sentences correctly? • match words with their assessment
c) Appreciate the importance antonyms from a list of words, Skills in
of correct use of words in • practice pronouncing English Grade
communication. synonyms and antonyms in pairs 7 PB. Pg. 56-58
• Design and display a chart with
antonyms and synonyms of
words correctly spelled.
3 FAMIL Word By the end of the lesson, the 1. How do we The learner is guided to: Digital device, Checklist
Y Classes: learner should be able to: compare • identify comparative and Flash cards Questions
Grammar Comparativ a) identify comparative and different people, superlative adjectives, from texts Skills in Journal
in use e and superlative adjectives in texts, places, and in pairs English Grade Learners
Superlative b) use comparative and things? • search online or offline for 7 T.G Pg.71-72 portfolio
Adjectives superlative adjectives in 2. Why are examples of comparative and Written
communication, comparisons superlative adjectives Skills in assessment
c) Acknowledge the value of important in English Grade
comparative and superlative life? 7 PB. Pg. 58-60
forms of adjectives in
communication.
4 Word By the end of the lesson, the 1. How do we The learner is guided to: Digital device, Checklist
Classes: learner should be able to: compare • construct sentences using Flash cards Questions
Comparativ a) identify comparative and different people, comparative and superlative Skills in Journal
e and superlative adjectives in texts, places, and adjectives English Grade Learners
Superlative b) use comparative and things? • use a substitution table to 7 T.G Pg.71-72 portfolio
superlative adjectives in complete sentences featuring
Adjectives 2. Why are Written
communication, comparative and superlative
comparisons adjectives
Skills in assessment
c) Acknowledge the value of important in English Grade
• use flashcards to categorize
comparative and superlative life? comparative and superlative 7 PB. Pg. 58-60
forms of adjectives in adjectives
communication. • compare various items within the
environment using comparative and
superlative adjectives. In groups.
5 Reading Intensive By the end of the lesson, the 1. Why are The learner is guided to: Digital device, Checklist
Reading: learner should be able to: heroes • predict the actions of characters Flash cards Questions
Oral a) identify heroic characters in celebrated? in legends Skills in Journal
Narratives legends 2. Why are some • read a heroic narrative- English Grade Learners
b) explain the moral lessons in people are (legends) aloud in turns 7 T.G Pg.72-74 portfolio
legends considered • identify the characters in Written
c) Relate the characters in the heroic? legends, Skills in assessment
legends to real life. • discuss heroic acts in the English Grade
legend, in groups 7 PB. Pg. 60-63
• relate legends to their actions,
10 1 Intensive By the end of the lesson, the 3. What heroic The learner is guided to: Digital device, Checklist
Reading: learner should be able to: acts have been • identify and discuss the moral Flash cards Questions
Oral a) identify heroic characters in done in your lessons learned from legends Skills in Journal
Narratives legends school or • reflect on the impact of their English Grade Learners
b) discuss why legends are community? actions in the society 7 T.G Pg.72-74 portfolio
important in various, 4. What • discuss in groups, how he or Written
communities challenges she can collect narratives from Skills in assessment
c) Relate the characters in the might one face the community English Grade
legends to real life. when collecting • use a mind map to show how 7 PB. Pg. 60-63
narratives from the moral lessons in the narrative
the community? can be of benefit to the
community
• research and identify the
community needs to be
addressed through the functional
reading of legend narratives
2 Writing Functional By the end of the lesson, the 1. Why do we The learners are guided to: Digital device, Checklist
Writing: learner should be able to: write friendly • read sample friendly letters Flash cards Questions
Friendly a) identify the parts of a letters? • identify and underline parts of a Skills in Journal
Letters friendly letter 2. When do we friendly letter in pairs English Grade Learners
b) compose a friendly letter • create a friendly letter individually
write friendly 7 T.G Pg.74-75 portfolio
using the correct format • exchange the friendly letter with a
letters? peer for feedback
Written
c) Appreciate the role of Skills in assessment
• type the friendly letter on a digital
friendly letters in device or display the letter on a English Grade
communication. chart 7 PB. Pg. 63-64
• display friendly letters for other
learners to give feedback.
3 Functional By the end of the lesson, the 1. Why do we The learners are guided to: Digital device, Checklist
Writing: learner should be able to: write friendly • read sample friendly letters Flash cards Questions
Friendly a) identify the parts of a letters? • identify and underline parts of a Skills in Journal
Letters friendly letter 2. When do we friendly letter in pairs English Grade Learners
b) compose a friendly letter • create a friendly letter individually
write friendly 7 T.G Pg.74-75 portfolio
using the correct format • exchange the friendly letter with a
letters? peer for feedback
Written
c) Appreciate the role of Skills in assessment
• type the friendly letter on a digital
friendly letters in device or display the letter on a English Grade
communication. chart 7 PB. Pg. 63-64
• display friendly letters for other
learners to give feedback.
 4 DRUG Listening By the end of the lesson, the 1 How can you The learner is guided to: Digital device, Checklist
AND and learner should be able to: interrupt a • watch a live or recorded Flash cards Questions
SUBTA speaking - a) identify verbal and non- conversation dialogue depicting turn taking Skills in Journal
NCE Conversatio verbal forms of polite politely? skills and interrupting politely, English Grade Learners
interruptions, 2 Why should
ABUSE n Skills: • practice in pairs interrupting 7 T.G Pg.77-83 portfolio
b) apply turn-taking skills in people speak one
at a time in a
someone politely, Written
different speaking contexts, • practice turn taking in a Skills in assessment
conversation?
c) Acknowledge the conversation with peers, English Grade
importance of politeness in 7 PB. Pg. 65-67
communication.
5 Listening By the end of the lesson, the 3 How can you The learner is guided to: Digital device, Checklist
and learner should be able to: ensure that you • listen to a radio talk show and pick out Flash cards Questions
a) identify verbal and non- polite words and expressions,
speaking - do not dominate • write examples of polite words and
Skills in Journal
Conversatio verbal forms of polite a conversation? expressions on sticky notes or flash English Grade Learners
n Skills: interruptions, cards and paste them on the wall or 7 T.G Pg.77-83 portfolio
b) use verbal and non-verbal class noticeboard, Written
cues to interrupt a • make posters showing polite Skills in assessment
conversation politely, expressions as well as ways of
interrupting someone politely, English Grade
c) Acknowledge the • make posters on turn taking skills and 7 PB. Pg. 65-67
importance of politeness in polite interruptions and display them,
communication.
11 1 Reading Reading: By the end of the lesson, the learner 1. Why is it The learner is guided to: Digital device, Checklist
Fluency should be able to: important to • view a variety of video clips Video clips Questions
a) identify instances of expressive featuring well-read scripts related to
read fluently? dictionaries Journal
reading from a reading or digital the theme
text, Skills in Learners
• watch news clips from a favourite
b) read a text at the right speed, English Grade portfolio
television programme/presenter and
accurately and with expression, comment on the presenter’s speed,
7 T.G Pg.83-85 Written
c) Appreciate the importance of accuracy and expression, assessment
reading fluency in • reflect on the qualities of a good Skills in
communication. reader English Grade
7 PB. Pg. 67-70
2 Reading: By the end of the lesson, the 2. How does the The learner is guided to: Digital device, Checklist
Fluency learner should be able to: appropriate use • read a text such as a poem, a Video clips Questions
a) identify instances of of verbal and narrative or dialogue with: dictionaries Journal
expressive reading from a non-verbal cues o with appropriate expressions Skills in Learners
reading or digital text, o with accuracy
enhance reading English Grade portfolio
b) read a text at the right o right speed,
fluency? • listen to a text read by a peer and
7 T.G Pg.83-85 Written
speed, accurately and with assessment
provide feedback
expression, • engage in a readers’ theatre in Skills in
c) Appreciate the importance groups and read a poem, narrative English Grade
of reading fluency in or dialogue • read a choral verse in 7 PB. Pg. 67-70
communication. pairs or small groups,
• time himself or herself while
reading an excerpt of a text
 3 Grammar Word By the end of the lesson, the 1. Why is it The learner is guided to: Digital device, Checklist
in use Classes: learner should be able to: important to • read a print or non-print text on Flash cards Questions
Adverbs a) identify adverbs of time, describe where, drug and substance abuse in Video Journal
place and manner in texts when and how pairs recordings Learners
b) categorize different adverbs something • identify the adverbs of time, Skills in portfolio
in a text happens? place and manner used in the English Grade Written
c) Acknowledge the value of text 7 T.G Pg.86-87 assessment
adverbs of manner, time and • categorize adverbs of time,
place in communication. place and manner from word Skills in
lists or flash cards English Grade
7 PB. Pg. 71-73
4 Word By the end of the lesson, the 2. Which words The learner is guided to: Digital device, Checklist
Classes: learner should be able to: do we use to • construct sentences using Flash cards Questions
Adverbs a) identify adverbs of time, describe adverbs of time, place and Video Journal
place and manner in texts different manner recordings Learners
b) use adverbs of time, place actions? • use adverbs of time, place and Skills in portfolio
and manner in different manner in a role play, hot English Grade Written
contexts seating or simulation and make a 7 T.G Pg.86-87 assessment
c) Acknowledge the value of video recording in groups
adverbs of manner, time and • share a story or dialogue Skills in
place in communication. featuring adverbs of time, place English Grade
and manner. 7 PB. Pg. 71-73
5 Reading Intensive By the end of the lesson, the 1. What is the The learner is guided to: Digital device, Checklist
Reading: learner should be able to: difference • listen to audio recordings of Flash cards Questions
Oral a) identify repeated words and between a lullabies Video Journal
literature phrases in lullabies, lullaby and other • view videos of lullabies and recordings Learners
Songs b) use appropriate techniques songs? identify instances of repetition, Skills in portfolio
when performing lullabies, • perform a lullaby and make a English Grade Written
c) Appreciate the importance recording, 7 T.G Pg.87-89 assessment
of lullabies in real life. • pick out key messages
communicated in lullabies, Skills in
English Grade
7 PB. Pg. 73-74
12 1 Intensive By the end of the lesson, the 2. How are songs The learner is guided to: Digital device, Checklist
Reading: learner should be able to: similar to poems? • share ideas on the key Flash cards Questions
Oral a) identify repeated words and 3. What messages that are addressed in Video Journal
literature phrases in lullabies, similarities exist lullabies, recordings Learners
b) pick out key messages in lullabies across
Songs • discuss in groups the functions Skills in portfolio
communicated in lullabies, communities?
of lullabies, English Grade Written
c) Appreciate the importance • collaborate to compose songs, 7 T.G Pg.87-89 assessment
of lullabies in real life. sing and record lullabies from
their immediate environment, Skills in
• create lullabies in groups and English Grade
perform them in class, 7 PB. Pg. 73-74
• identify characters in different
lullabies.
 2 Writing Mechanics By the end of the lesson, the 1. What makes The learner is guided to: Digital device, Checklist
of Writing: learner should be able to: some words • mention words that are difficult Print and online Questions
Commonly a) recognize commonly difficult to to spell correctly, dictionaries Journal
Misspelt misspelt words in texts, spell? • search for commonly misspelt Skills in Learners
Words b) use commonly misspelt 2. How can we words from textbooks and online English Grade portfolio
words correctly in written improve our sources, in pairs, 7 T.G Pg.90-92 Written
texts, spelling? assessment
c) Value the relationship Skills in
between accurate spelling and English Grade
effective written 7 PB. Pg. 75-76
communication.
3 Mechanics By the end of the lesson, the 1. What makes The learner is guided to: Digital device, Checklist
of Writing: learner should be able to: some words • discuss in groups ways of Print and online Questions
Commonly a) recognize commonly difficult to correcting commonly misspelt dictionaries Journal
Misspelt misspelt words in texts, spell? words, • correct texts with wrong Skills in Learners
b) use commonly misspelt spellings of irregular plural nouns
Words 2. How can we English Grade portfolio
words correctly in written for example knife –knives; ox-oxen;
improve our fox-foxes; child-children; thief-
7 T.G Pg.90-92 Written
texts, spelling? assessment
thieves; lady –ladies; monkey –
c) Value the relationship monkeys, and –ing verbs formed Skills in
between accurate spelling and from verbs with final –e for English Grade
effective written example love – loving, dine – 7 PB. Pg. 75-76
communication. dining,
4 NATUR Listening By the end of the lesson, the 1. How can you The learner is guided to: Digital device, Checklist
AL Comprehens learner should be able to: tell the key • search online or offline for Newspapers Questions
RESOU ion: a) identify clues that signal information signposts that introduce details Skills in Journal
RCES- Listening details from a listening text, from a listening in an oral text, English Grade Learners
FOREST for Details b) take detailed notes on a text? • listen and identify words that 7 T.G Pg.93-99 portfolio
S listening text, introduce different types of Skills in Written
c) Acknowledge the details that indicate: English Grade assessment
importance of listening for - addition such as first, also, 7 PB. Pg. 77-78
details. moreover;
- emphasis such as important
note, especially, particularly;
5 Listening By the end of the lesson, the 2. What factors The learner is guided to: Digital device, Checklist
Comprehens learner should be able to: interfere with - contrast such as but, however, on Newspapers Questions
ion: a) identify clues that signal one’s ability to the other hand; Skills in Journal
Listening details from a listening text, listen well? - illustration such as for example, English Grade Learners
b) take detailed notes on a 3. How can you for instance, such as,
for Details 7 T.G Pg.93-99 portfolio
listening text, tell that people are - cause-and-effect such as because,
listening therefore, so that,
Skills in Written
c) Acknowledge the English Grade assessment
attentively? • discuss kinds of details one should
importance of listening for look out for from a text. The details 7 PB. Pg. 77-78
details. could include: numbers, figures,
points, facts, examples, people,
places, behaviour and opinions,
13
ASSESSMENT/CLOSING