Grade 7 English — Term 1 Lesson Notes

<h1 class="notes-h1">GRADE 7 ENGLISH — TERM 1 NOTES</h1>
<h2 class="notes-h2">CBC Aligned | Junior Secondary School</h2>
<h3 class="notes-h3">Learning Area: English | Grade: 7 | Term: 1 | Year: 2026</h3>
<hr class="section-divider">
<p>*These notes cover all strands and sub-strands for Grade 7 English, Term 1, aligned to the KICD Curriculum Design for English (Junior Secondary). Each section lists the Specific Learning Outcomes, key concepts, and review exercises.*</p>
<hr class="section-divider">
<h2 class="notes-h2">STRAND 1: LISTENING AND SPEAKING</h2>
<h3 class="notes-h3">Sub-Strand 1.1: Listening for Information</h3>
<p><strong>Specific Learning Outcomes</strong></p>
<p>By the end of this sub-strand, the learner should be able to:</p>
<ul class="notes-list">
<li>Listen attentively to oral texts and identify the main idea</li>
<li>Identify supporting details from listened texts</li>
<li>Distinguish between facts and opinions in oral communication</li>
<li>Respond appropriately to spoken instructions</li>
</ul>
<p><strong>Key Concepts</strong></p>
<p><strong>Main Idea</strong></p>
<p>The main idea is the most important point the speaker wants you to understand. It tells you what the whole message is about.</p>
<p><em>How to identify the main idea:</em></p>
<ol class="notes-list">
<li>Listen for what the speaker repeats most</li>
<li>Ask yourself: "What is this passage mostly about?"</li>
<li>The main idea is usually stated at the beginning or end</li>
</ol>
<p><strong>Supporting Details</strong></p>
<p>Supporting details are facts, examples, or reasons that explain the main idea.</p>
<p><em>Example:</em></p>
<blockquote class="notes-quote"><p>Main idea: <em>Nairobi is one of Africa's fastest-growing cities.</em></p></blockquote>
<blockquote class="notes-quote"><p>Supporting details:</p></blockquote>
<blockquote class="notes-quote"><p>- Its population has grown from 350,000 in 1963 to over 5 million today</p></blockquote>
<blockquote class="notes-quote"><p>- New buildings and roads are being constructed every year</p></blockquote>
<blockquote class="notes-quote"><p>- Thousands of people move to Nairobi from the countryside monthly</p></blockquote>
<p><strong>Facts vs Opinions</strong></p>
<div class="table-wrap"><table class="notes-table">
<thead>
<tr><th>Facts</th><th>Opinions</th></tr>
</thead><tbody>
<tr><td>Can be proved true or false</td><td>Express someone's feelings or beliefs</td></tr>
<tr><td>"Kenya has 47 counties"</td><td>"Nairobi is the best city in Kenya"</td></tr>
<tr><td>"Water boils at 100°C"</td><td>"Tea tastes better than coffee"</td></tr>
</tbody></table></div>
<p><strong>Signal words for opinions:</strong> <em>I think, I believe, In my opinion, It seems, The best, The worst</em></p>
<p><strong>Active Listening Strategies</strong></p>
<ul class="notes-list">
<li>Maintain eye contact with the speaker</li>
<li>Avoid interrupting</li>
<li>Take notes of key points</li>
<li>Ask clarifying questions after the speaker finishes</li>
</ul>
<p><strong>Review Questions</strong></p>
<ol class="notes-list">
<li>What is the difference between the main idea and a supporting detail?</li>
<li>Give two signal words that show someone is expressing an opinion.</li>
<li>Why is it important to listen actively without interrupting?</li>
</ol>
<hr class="section-divider">
<h3 class="notes-h3">Sub-Strand 1.2: Speaking Skills — Oral Presentations</h3>
<p><strong>Specific Learning Outcomes</strong></p>
<p>By the end of this sub-strand, the learner should be able to:</p>
<ul class="notes-list">
<li>Deliver a short oral presentation on a given topic</li>
<li>Use appropriate voice projection and pace</li>
<li>Use non-verbal cues (gestures, eye contact) effectively</li>
<li>Respond to questions from the audience</li>
</ul>
<p><strong>Key Concepts</strong></p>
<p><strong>Planning Your Presentation</strong></p>
<p>Every good oral presentation has three parts:</p>
<ol class="notes-list">
<li><strong>Introduction</strong> — Tell your audience what you will talk about</li>
</ol>
<blockquote class="notes-quote"><p><em>"Good morning. Today I am going to speak about water conservation in Kenya."</em></p></blockquote>
<ol class="notes-list">
<li><strong>Body</strong> — Present your main points with examples</li>
</ol>
<blockquote class="notes-quote"><p><em>"First... Second... Third... For example..."</em></p></blockquote>
<ol class="notes-list">
<li><strong>Conclusion</strong> — Summarise your key points and end clearly</li>
</ol>
<blockquote class="notes-quote"><p><em>"In conclusion, we must all play a role in saving water. Thank you."</em></p></blockquote>
<p><strong>Voice Skills</strong></p>
<div class="table-wrap"><table class="notes-table">
<thead>
<tr><th>Skill</th><th>What it means</th><th>Why it matters</th></tr>
</thead><tbody>
<tr><td><strong>Projection</strong></td><td>Speaking loudly enough</td><td>Everyone must hear you</td></tr>
<tr><td><strong>Pace</strong></td><td>Speed of speaking</td><td>Too fast = hard to follow; too slow = boring</td></tr>
<tr><td><strong>Pitch</strong></td><td>High or low voice</td><td>Varies to show emphasis and feeling</td></tr>
<tr><td><strong>Pause</strong></td><td>Brief silence</td><td>Lets audience absorb information</td></tr>
</tbody></table></div>
<p><strong>Non-Verbal Communication</strong></p>
<ul class="notes-list">
<li><strong>Eye contact:</strong> Look at different parts of the audience, not just your notes</li>
<li><strong>Gestures:</strong> Use hands to emphasise points naturally</li>
<li><strong>Posture:</strong> Stand straight, feet slightly apart</li>
<li><strong>Facial expression:</strong> Match your face to your message</li>
</ul>
<p><strong>Practice Tips</strong></p>
<ul class="notes-list">
<li>Practise in front of a mirror</li>
<li>Time yourself (most class presentations: 2–5 minutes)</li>
<li>Know your material well — do not read word for word</li>
<li>Speak slower than you think you need to</li>
</ul>
<p><strong>Review Questions</strong></p>
<ol class="notes-list">
<li>Name the three parts of an oral presentation.</li>
<li>What does "voice projection" mean? Why is it important?</li>
<li>Describe two effective non-verbal communication techniques.</li>
<li>Prepare a 2-minute presentation on "Why I enjoy studying English."</li>
</ol>
<hr class="section-divider">
<h2 class="notes-h2">STRAND 2: READING</h2>
<h3 class="notes-h3">Sub-Strand 2.1: Reading Comprehension</h3>
<p><strong>Specific Learning Outcomes</strong></p>
<p>By the end of this sub-strand, the learner should be able to:</p>
<ul class="notes-list">
<li>Read a given passage fluently and accurately</li>
<li>Identify explicit and implicit information in a text</li>
<li>Determine the meaning of unfamiliar words using context clues</li>
<li>Identify the purpose and audience of different texts</li>
<li>Summarise the main ideas of a passage</li>
</ul>
<p><strong>Key Concepts</strong></p>
<p><strong>Types of Reading</strong></p>
<div class="table-wrap"><table class="notes-table">
<thead>
<tr><th>Type</th><th>When to use</th><th>How to do it</th></tr>
</thead><tbody>
<tr><td><strong>Skimming</strong></td><td>To get a general idea quickly</td><td>Read headings, first and last sentences</td></tr>
<tr><td><strong>Scanning</strong></td><td>To find specific information</td><td>Move eyes quickly, looking for key words</td></tr>
<tr><td><strong>Close reading</strong></td><td>To understand fully</td><td>Read carefully, re-read difficult parts</td></tr>
</tbody></table></div>
<p><strong>Explicit vs Implicit Information</strong></p>
<ul class="notes-list">
<li><strong>Explicit information</strong> is directly stated in the text</li>
</ul>
<blockquote class="notes-quote"><p><em>"The cheetah can run at 120 km/h."</em> — stated directly</p></blockquote>
<ul class="notes-list">
<li><strong>Implicit information</strong> is suggested but not stated — you must infer it</li>
</ul>
<blockquote class="notes-quote"><p>If a text says "Kamau arrived shivering, his clothes soaked," you infer it was raining</p></blockquote>
<p><strong>Context Clues</strong></p>
<p>When you meet an unfamiliar word, look for clues around it:</p>
<ol class="notes-list">
<li><strong>Definition clue:</strong> The word is defined in the same sentence</li>
</ol>
<blockquote class="notes-quote"><p><em>"The savanna, a type of grassland with few trees, covers much of East Africa."</em></p></blockquote>
<ol class="notes-list">
<li><strong>Example clue:</strong> Examples are given to show meaning</li>
</ol>
<blockquote class="notes-quote"><p><em>"Legumes such as beans, peas, and lentils are rich in protein."</em></p></blockquote>
<ol class="notes-list">
<li><strong>Contrast clue:</strong> The opposite meaning is given</li>
</ol>
<blockquote class="notes-quote"><p><em>"Unlike her timid brother, Akinyi was bold and fearless."</em></p></blockquote>
<ol class="notes-list">
<li><strong>Synonym clue:</strong> A similar word appears nearby</li>
</ol>
<blockquote class="notes-quote"><p><em>"The region is arid — so dry that almost nothing grows there."</em></p></blockquote>
<p><strong>Identifying Purpose and Audience</strong></p>
<p>Every text is written for a reason and for a specific reader.</p>
<p><em>Common purposes:</em></p>
<ul class="notes-list">
<li><strong>Inform</strong> — gives facts (textbooks, news articles)</li>
<li><strong>Persuade</strong> — tries to change your opinion (advertisements, speeches)</li>
<li><strong>Entertain</strong> — aims to amuse or create feeling (stories, poems)</li>
<li><strong>Instruct</strong> — tells you how to do something (recipes, manuals)</li>
</ul>
<p><em>Audience clues:</em></p>
<ul class="notes-list">
<li>Vocabulary used (simple = young readers; complex = adults/specialists)</li>
<li>Topics discussed</li>
<li>Tone (formal = official audience; informal = peers/friends)</li>
</ul>
<p><strong>How to Write a Summary</strong></p>
<ol class="notes-list">
<li>Read the full passage</li>
<li>Identify the main idea</li>
<li>Note 3–5 key supporting points</li>
<li>Write in your own words — do not copy sentences</li>
<li>Keep it short (usually ¼ to ⅓ of original length)</li>
<li>Do not include your own opinion</li>
</ol>
<p><strong>Sample Passage:</strong></p>
<blockquote class="notes-quote"><p><strong>Water Hyacinth on Lake Victoria</strong></p></blockquote>
<p>></p>
<blockquote class="notes-quote"><p>Lake Victoria, the largest lake in Africa, is facing a serious environmental challenge. The water hyacinth, a fast-growing aquatic plant, has spread rapidly across large parts of the lake's surface. Originally from South America, the plant was first spotted in Lake Victoria in the 1980s and has since multiplied at an alarming rate.</p></blockquote>
<p>></p>
<blockquote class="notes-quote"><p>The water hyacinth causes several problems. It blocks sunlight from reaching underwater plants and reduces oxygen levels, killing fish. Local fishermen cannot navigate their boats through the dense mats of the plant. Communities that depend on the lake for drinking water face higher purification costs.</p></blockquote>
<p>></p>
<blockquote class="notes-quote"><p>However, researchers have found a way to fight back. A tiny weevil insect from South America, the natural predator of the water hyacinth, has been introduced to the lake. These weevils eat the plant, reducing its growth significantly. Additionally, some communities have started using dried water hyacinth to make furniture, baskets, and paper, turning a problem into an economic opportunity.</p></blockquote>
<p><em>Sample comprehension questions:</em></p>
<ol class="notes-list">
<li>Where did the water hyacinth originally come from?</li>
<li>Give <strong>two</strong> problems caused by water hyacinth in Lake Victoria.</li>
<li>Using context clues, what does the word "aquatic" mean?</li>
<li>What does the phrase "turning a problem into an economic opportunity" tell you about the communities' response? <em>(implicit question)</em></li>
<li>Write a summary of this passage in 50 words.</li>
</ol>
<hr class="section-divider">
<h3 class="notes-h3">Sub-Strand 2.2: Grammar in Context — Parts of Speech</h3>
<p><strong>Specific Learning Outcomes</strong></p>
<p>By the end of this sub-strand, the learner should be able to:</p>
<ul class="notes-list">
<li>Identify and use nouns, pronouns, verbs, adjectives, and adverbs correctly</li>
<li>Distinguish between common and proper nouns, abstract and concrete nouns</li>
<li>Use appropriate subject-verb agreement in sentences</li>
</ul>
<p><strong>Key Concepts</strong></p>
<p><strong>Nouns</strong></p>
<p>A noun is a word that names a person, place, thing, or idea.</p>
<div class="table-wrap"><table class="notes-table">
<thead>
<tr><th>Type</th><th>Definition</th><th>Examples</th></tr>
</thead><tbody>
<tr><td><strong>Common noun</strong></td><td>Names any person, place, or thing</td><td>teacher, city, book</td></tr>
<tr><td><strong>Proper noun</strong></td><td>Names a specific person, place, or thing</td><td><em>Amara</em>, <em>Nairobi</em>, <em>Mount Kenya</em></td></tr>
<tr><td><strong>Concrete noun</strong></td><td>Can be seen or touched</td><td>table, rain, flower</td></tr>
<tr><td><strong>Abstract noun</strong></td><td>Names ideas, feelings, qualities</td><td>honesty, courage, freedom</td></tr>
<tr><td><strong>Collective noun</strong></td><td>Names a group</td><td>flock, team, class</td></tr>
</tbody></table></div>
<p><em>Note: Proper nouns always begin with a capital letter.</em></p>
<p><strong>Pronouns</strong></p>
<p>A pronoun replaces a noun to avoid repetition.</p>
<div class="table-wrap"><table class="notes-table">
<thead>
<tr><th>Type</th><th>Examples</th></tr>
</thead><tbody>
<tr><td>Personal</td><td>I, you, he, she, it, we, they</td></tr>
<tr><td>Possessive</td><td>my, your, his, her, its, our, their</td></tr>
<tr><td>Reflexive</td><td>myself, yourself, himself, herself</td></tr>
<tr><td>Demonstrative</td><td>this, that, these, those</td></tr>
</tbody></table></div>
<p><em>Pronoun agreement rule: A pronoun must agree with its antecedent (the noun it replaces) in number and gender.</em></p>
<blockquote class="notes-quote"><p>✓ <em>Wanjiku forgot <strong>her</strong> textbook.</em> (singular, feminine)</p></blockquote>
<blockquote class="notes-quote"><p>✗ <em>Wanjiku forgot <strong>their</strong> textbook.</em></p></blockquote>
<p><strong>Verbs</strong></p>
<p>A verb expresses an action or state of being.</p>
<div class="table-wrap"><table class="notes-table">
<thead>
<tr><th>Type</th><th>Examples</th></tr>
</thead><tbody>
<tr><td>Action verb</td><td>run, write, study, cook</td></tr>
<tr><td>State verb (linking)</td><td>is, are, was, were, seem, appear, become</td></tr>
<tr><td>Helping verb</td><td>have, has, had, will, would, shall, should, can, could</td></tr>
</tbody></table></div>
<p><strong>Subject-Verb Agreement Rules</strong></p>
<ol class="notes-list">
<li>A singular subject takes a singular verb</li>
</ol>
<blockquote class="notes-quote"><p><em>The student <strong>learns</strong> quickly.</em></p></blockquote>
<ol class="notes-list">
<li>A plural subject takes a plural verb</li>
</ol>
<blockquote class="notes-quote"><p><em>The students <strong>learn</strong> quickly.</em></p></blockquote>
<ol class="notes-list">
<li>Subjects joined by <em>and</em> take a plural verb</li>
</ol>
<blockquote class="notes-quote"><p><em>Kipchoge and Tirop <strong>are</strong> great runners.</em></p></blockquote>
<ol class="notes-list">
<li>When subjects are joined by <em>or</em> or <em>nor</em>, the verb agrees with the nearer subject</li>
</ol>
<blockquote class="notes-quote"><p><em>Neither the teacher nor the students <strong>were</strong> present.</em></p></blockquote>
<p><strong>Adjectives</strong></p>
<p>An adjective describes or modifies a noun.</p>
<blockquote class="notes-quote"><p><em>a <strong>tall</strong> tree, <strong>three</strong> mangoes, <strong>Kenyan</strong> music, the <strong>first</strong> lesson</em></p></blockquote>
<p><strong>Adverbs</strong></p>
<p>An adverb modifies a verb, adjective, or another adverb.</p>
<div class="table-wrap"><table class="notes-table">
<thead>
<tr><th>Type</th><th>Examples</th></tr>
</thead><tbody>
<tr><td>Manner (how)</td><td>quickly, slowly, carefully</td></tr>
<tr><td>Time (when)</td><td>yesterday, soon, already</td></tr>
<tr><td>Place (where)</td><td>here, there, inside, outside</td></tr>
<tr><td>Degree (how much)</td><td>very, extremely, quite, almost</td></tr>
</tbody></table></div>
<p><strong>Review Questions</strong></p>
<ol class="notes-list">
<li>Classify these nouns: <em>Kenya, bravery, herd, mango, Jomo</em></li>
<li>Choose the correct pronoun: <em>Each student must bring \_\_\_ (his/her/their) own pen.</em></li>
<li>Correct the verb: <em>The team of players <strong>is/are</strong> training every day.</em></li>
<li>Identify all adjectives and adverbs: <em>The small girl walked slowly towards the tall gate.</em></li>
</ol>
<hr class="section-divider">
<h2 class="notes-h2">STRAND 3: WRITING</h2>
<h3 class="notes-h3">Sub-Strand 3.1: Guided and Free Writing</h3>
<p><strong>Specific Learning Outcomes</strong></p>
<p>By the end of this sub-strand, the learner should be able to:</p>
<ul class="notes-list">
<li>Write a well-organised paragraph with a topic sentence, supporting sentences, and a concluding sentence</li>
<li>Write a short narrative essay (story) using descriptive language</li>
<li>Use appropriate punctuation (full stop, comma, apostrophe, inverted commas)</li>
<li>Apply correct sentence structure (simple, compound, and complex sentences)</li>
</ul>
<p><strong>Key Concepts</strong></p>
<p><strong>The Paragraph</strong></p>
<p>A well-written paragraph has three parts:</p>
<ol class="notes-list">
<li><strong>Topic sentence</strong> — States the main idea of the paragraph</li>
<li><strong>Supporting sentences</strong> — Give details, examples, or evidence</li>
<li><strong>Concluding sentence</strong> — Summarises the paragraph or links to the next</li>
</ol>
<p><em>Example paragraph:</em></p>
<blockquote class="notes-quote"><p><strong>Topic sentence:</strong> Lake Nakuru National Park is one of Kenya's most spectacular wildlife reserves. <strong>Supporting sentences:</strong> The park is famous for its massive flamingo populations that turn the lake pink during the season. Visitors can also see white and black rhinos, which are protected within the park's fenced boundaries. Lions, leopards, and over 400 bird species make every visit memorable. <strong>Concluding sentence:</strong> For anyone visiting Kenya, Lake Nakuru offers an unforgettable wildlife experience.</p></blockquote>
<p><strong>Sentence Types</strong></p>
<div class="table-wrap"><table class="notes-table">
<thead>
<tr><th>Type</th><th>Structure</th><th>Example</th></tr>
</thead><tbody>
<tr><td><strong>Simple</strong></td><td>1 independent clause</td><td><em>Mutua ran fast.</em></td></tr>
<tr><td><strong>Compound</strong></td><td>2 independent clauses + coordinating conjunction</td><td><em>Mutua ran fast, but he missed the bus.</em></td></tr>
<tr><td><strong>Complex</strong></td><td>1 independent + 1 dependent clause</td><td><em>Although he ran fast, Mutua missed the bus.</em></td></tr>
</tbody></table></div>
<p><em>Coordinating conjunctions (FANBOYS):</em> For, And, Nor, But, Or, Yet, So</p>
<p><em>Subordinating conjunctions:</em> although, because, when, since, unless, while, if, after, before</p>
<p><strong>Narrative Writing — The Story</strong></p>
<p>A narrative essay tells a story. Use the following structure:</p>
<p><strong>Beginning:</strong> Introduce characters and setting. Create interest.</p>
<p><strong>Middle (Rising Action):</strong> Describe the main events and the problem.</p>
<p><strong>Climax:</strong> The most exciting or important moment.</p>
<p><strong>End (Resolution):</strong> How the problem was solved. What was learned.</p>
<p><em>Techniques for good narrative writing:</em></p>
<ul class="notes-list">
<li><strong>Show, don't tell:</strong> Instead of <em>"He was afraid"</em>, write <em>"His hands trembled and his heart hammered against his ribs."</em></li>
<li><strong>Use dialogue:</strong> Makes characters come alive</li>
<li><strong>Vary sentence length:</strong> Short sentences = tension. Longer sentences = description.</li>
<li><strong>Use all five senses:</strong> sight, sound, smell, taste, touch</li>
<li><strong>Descriptive language:</strong> adjectives, adverbs, similes, metaphors</li>
</ul>
<p><strong>Punctuation Review</strong></p>
<div class="table-wrap"><table class="notes-table">
<thead>
<tr><th>Mark</th><th>Use</th><th>Example</th></tr>
</thead><tbody>
<tr><td>Full stop (.)</td><td>End of a sentence</td><td><em>School ends at 4 pm.</em></td></tr>
<tr><td>Comma (,)</td><td>Pause, lists, complex sentences</td><td><em>I bought maize, beans, and rice.</em></td></tr>
<tr><td>Apostrophe (')</td><td>Contraction or possession</td><td><em>It's Auma's book.</em></td></tr>
<tr><td>Inverted commas (" ")</td><td>Direct speech</td><td><em>"Come here," said the teacher.</em></td></tr>
<tr><td>Question mark (?)</td><td>End of a question</td><td><em>Where is your homework?</em></td></tr>
<tr><td>Exclamation mark (!)</td><td>Strong emotion or command</td><td><em>Watch out!</em></td></tr>
</tbody></table></div>
<p><strong>Direct Speech Rules</strong></p>
<ol class="notes-list">
<li>The spoken words go inside inverted commas</li>
<li>A comma separates the spoken words from the reporting verb</li>
<li>New speaker = new paragraph</li>
</ol>
<blockquote class="notes-quote"><p><em>"I have lost my way," said the young boy tearfully.</em></p></blockquote>
<blockquote class="notes-quote"><p><em>The old woman smiled. "Do not worry, child. I will show you the path home."</em></p></blockquote>
<p><strong>Review Questions</strong></p>
<ol class="notes-list">
<li>Write a paragraph about your favourite Kenyan food using topic sentence → supporting sentences → concluding sentence.</li>
<li>Convert these simple sentences into compound sentences: <em>a) It rained. The match was cancelled. b) Kamau studied hard. He passed his exams.</em></li>
<li>Add the missing punctuation: <em>where are you going asked the teacher i am going to the library replied john</em></li>
<li>Write a short story (150–200 words) beginning with: <em>"The morning that changed everything began like any other..."</em></li>
</ol>
<hr class="section-divider">
<h3 class="notes-h3">Sub-Strand 3.2: Functional Writing</h3>
<p><strong>Specific Learning Outcomes</strong></p>
<p>By the end of this sub-strand, the learner should be able to:</p>
<ul class="notes-list">
<li>Write a formal and informal letter using the correct format</li>
<li>Write a diary entry</li>
<li>Write instructions and notices</li>
</ul>
<p><strong>Key Concepts</strong></p>
<p><strong>Formal Letter Format</strong></p>
<pre class="code-block"><code>
Your address (top right) 123 Moi Avenue
Nairobi
10 January 2026

Recipient's address (left) The Principal
Nairobi Junior Academy
P.O. Box 1234
Nairobi

Salutation Dear Sir/Madam,
OR Dear Mr/Mrs/Ms [Surname],

Subject line RE: APPLICATION FOR LEAVE

Body (3+ paragraphs)
Paragraph 1: State your purpose
Paragraph 2: Give details/reasons
Paragraph 3: Conclude politely

Complimentary close Yours faithfully, (if you used Sir/Madam)
Yours sincerely, (if you used their name)

Signature + full name [Signature]
JOHN KAMAU
</code></pre>
<p><strong>Informal Letter Format</strong></p>
<ul class="notes-list">
<li>Your address (top right) and date</li>
<li>No recipient's address needed</li>
<li>Salutation: <em>Dear Mama, Dear Auntie Grace, Dear Friend,</em></li>
<li>Conversational, friendly tone</li>
<li>Close: <em>Yours lovingly, Your friend, With love,</em></li>
</ul>
<p><strong>Diary Entry Format</strong></p>
<pre class="code-block"><code>
Date: Thursday, 15 January 2026

Dear Diary,

Today was one of the most extraordinary days of my life...

[Write in first person, past tense, personal/reflective tone]
</code></pre>
<p><em>Key features of a diary entry:</em></p>
<ul class="notes-list">
<li>Written in first person (I, my, me)</li>
<li>Date at the top</li>
<li>Personal and honest tone</li>
<li>Records events AND feelings/thoughts</li>
</ul>
<p><strong>Review Questions</strong></p>
<ol class="notes-list">
<li>Write a formal letter to your school principal requesting permission to be absent on a specific date.</li>
<li>Write a diary entry describing a memorable event from your school life.</li>
<li>What is the difference between "Yours faithfully" and "Yours sincerely"? When do you use each?</li>
</ol>
<hr class="section-divider">
<h2 class="notes-h2">STRAND 4: LANGUAGE STRUCTURE AND USE</h2>
<h3 class="notes-h3">Sub-Strand 4.1: Tenses</h3>
<p><strong>Specific Learning Outcomes</strong></p>
<p>By the end of this sub-strand, the learner should be able to:</p>
<ul class="notes-list">
<li>Use simple present, simple past, and simple future tenses correctly</li>
<li>Use present continuous and past continuous tenses correctly</li>
<li>Use present perfect and past perfect tenses correctly</li>
<li>Distinguish between regular and irregular verbs</li>
</ul>
<p><strong>Key Concepts</strong></p>
<p><strong>Tense Overview</strong></p>
<div class="table-wrap"><table class="notes-table">
<thead>
<tr><th>Tense</th><th>Time</th><th>Signal Words</th><th>Example</th></tr>
</thead><tbody>
<tr><td>Simple Present</td><td>Habit/fact</td><td>always, usually, every day</td><td><em>She <strong>reads</strong> every night.</em></td></tr>
<tr><td>Simple Past</td><td>Completed action</td><td>yesterday, last year, ago</td><td><em>She <strong>read</strong> last night.</em></td></tr>
<tr><td>Simple Future</td><td>Action to come</td><td>tomorrow, next week, will</td><td><em>She <strong>will read</strong> tonight.</em></td></tr>
<tr><td>Present Continuous</td><td>Happening now</td><td>now, at this moment</td><td><em>She <strong>is reading</strong> now.</em></td></tr>
<tr><td>Past Continuous</td><td>In progress in past</td><td>while, when, at that time</td><td><em>She <strong>was reading</strong> when I called.</em></td></tr>
<tr><td>Present Perfect</td><td>Past action with present link</td><td>just, already, yet, since, for</td><td><em>She <strong>has read</strong> that book.</em></td></tr>
<tr><td>Past Perfect</td><td>Before another past action</td><td>before, after, by the time</td><td><em>She <strong>had read</strong> it before the exam.</em></td></tr>
</tbody></table></div>
<p><strong>Regular vs Irregular Verbs</strong></p>
<p><em>Regular verbs</em> add <strong>-ed</strong> for past tense:</p>
<blockquote class="notes-quote"><p>walk → walked, cook → cooked, play → played</p></blockquote>
<p><em>Irregular verbs</em> change in unpredictable ways — must be memorised:</p>
<div class="table-wrap"><table class="notes-table">
<thead>
<tr><th>Base</th><th>Simple Past</th><th>Past Participle</th></tr>
</thead><tbody>
<tr><td>go</td><td>went</td><td>gone</td></tr>
<tr><td>take</td><td>took</td><td>taken</td></tr>
<tr><td>write</td><td>wrote</td><td>written</td></tr>
<tr><td>see</td><td>saw</td><td>seen</td></tr>
<tr><td>come</td><td>came</td><td>come</td></tr>
<tr><td>give</td><td>gave</td><td>given</td></tr>
<tr><td>eat</td><td>ate</td><td>eaten</td></tr>
<tr><td>run</td><td>ran</td><td>run</td></tr>
<tr><td>say</td><td>said</td><td>said</td></tr>
<tr><td>know</td><td>knew</td><td>known</td></tr>
<tr><td>speak</td><td>spoke</td><td>spoken</td></tr>
<tr><td>break</td><td>broke</td><td>broken</td></tr>
</tbody></table></div>
<p><strong>Common Tense Mistakes to Avoid</strong></p>
<ol class="notes-list">
<li>✗ <em>I am knowing the answer.</em> → ✓ <em>I know the answer.</em> (state verbs don't use continuous)</li>
<li>✗ <em>She has went to school.</em> → ✓ <em>She has gone to school.</em></li>
<li>✗ <em>Yesterday I have seen a lion.</em> → ✓ <em>Yesterday I saw a lion.</em></li>
</ol>
<p><strong>Review Questions</strong></p>
<ol class="notes-list">
<li>Change these sentences to the tense indicated:</li>
</ol>
<ul class="notes-list">
<li><em>She sings in the choir.</em> (Past Continuous)</li>
<li><em>The children eat their lunch.</em> (Present Perfect)</li>
<li><em>Omondi finished his work.</em> (Past Perfect — add "before he left")</li>
</ul>
<ol class="notes-list">
<li>Fill in the correct form: <em>By the time we arrived, the match \_\_\_\_ (already/start).</em></li>
<li>Identify the tense and explain its use: <em>The farmer has planted three acres of maize this season.</em></li>
</ol>
<hr class="section-divider">
<h3 class="notes-h3">Sub-Strand 4.2: Figurative Language</h3>
<p><strong>Specific Learning Outcomes</strong></p>
<p>By the end of this sub-strand, the learner should be able to:</p>
<ul class="notes-list">
<li>Identify and use similes, metaphors, personification, and onomatopoeia</li>
<li>Interpret the meaning of figurative language in context</li>
<li>Use figurative language to improve their own writing</li>
</ul>
<p><strong>Key Concepts</strong></p>
<p><strong>Simile</strong></p>
<p>A simile compares two unlike things using <strong>like</strong> or <strong>as</strong>.</p>
<blockquote class="notes-quote"><p><em>The student's eyes were <strong>as bright as stars</strong>.</em></p></blockquote>
<blockquote class="notes-quote"><p><em>The rain fell <strong>like a curtain</strong> across the valley.</em></p></blockquote>
<p><strong>Metaphor</strong></p>
<p>A metaphor states one thing <strong>is</strong> another (no like/as).</p>
<blockquote class="notes-quote"><p><em>Life is <strong>a journey</strong> — you cannot go back.</em></p></blockquote>
<blockquote class="notes-quote"><p><em>Nairobi is <strong>the beating heart</strong> of Kenya.</em></p></blockquote>
<p><strong>Personification</strong></p>
<p>Gives human qualities to non-human things.</p>
<blockquote class="notes-quote"><p><em>The sun <strong>smiled</strong> down on the harvesting farmers.</em></p></blockquote>
<blockquote class="notes-quote"><p><em>The old acacia tree <strong>stretched its arms</strong> towards the sky.</em></p></blockquote>
<p><strong>Onomatopoeia</strong></p>
<p>Words that imitate sounds.</p>
<blockquote class="notes-quote"><p><em>The river <strong>gurgled</strong> over the rocks.</em></p></blockquote>
<blockquote class="notes-quote"><p><em>The bees <strong>buzzed</strong> around the hive.</em></p></blockquote>
<blockquote class="notes-quote"><p><em>The whip <strong>cracked</strong> across the air.</em></p></blockquote>
<p><strong>Other Devices to Know</strong></p>
<div class="table-wrap"><table class="notes-table">
<thead>
<tr><th>Device</th><th>Definition</th><th>Example</th></tr>
</thead><tbody>
<tr><td><strong>Hyperbole</strong></td><td>Exaggeration for effect</td><td><em>I have told you a million times!</em></td></tr>
<tr><td><strong>Alliteration</strong></td><td>Same starting sounds</td><td><em>Peter Piper picked peppers</em></td></tr>
<tr><td><strong>Rhetorical question</strong></td><td>Question not needing an answer</td><td><em>Can we afford to ignore climate change?</em></td></tr>
<tr><td><strong>Idiom</strong></td><td>Phrase with non-literal meaning</td><td><em>It's raining cats and dogs</em></td></tr>
</tbody></table></div>
<p><strong>Review Questions</strong></p>
<ol class="notes-list">
<li>Identify the figure of speech in each sentence:</li>
</ol>
<ul class="notes-list">
<li><em>The mountains clapped their hands with thunder.</em></li>
<li><em>Her voice was as soft as morning dew.</em></li>
<li><em>He is the backbone of this family.</em></li>
<li><em>The kettle screamed on the stove.</em></li>
</ul>
<ol class="notes-list">
<li>Write two original sentences using a simile and a metaphor about school life.</li>
<li>Explain the meaning of this idiom: <em>"The ball is in your court."</em></li>
</ol>
<hr class="section-divider">
<h2 class="notes-h2">STRAND 5: LITERATURE</h2>
<h3 class="notes-h3">Sub-Strand 5.1: Introduction to Poetry</h3>
<p><strong>Specific Learning Outcomes</strong></p>
<p>By the end of this sub-strand, the learner should be able to:</p>
<ul class="notes-list">
<li>Identify features of a poem (stanza, verse, rhyme, rhythm)</li>
<li>Identify at least three poetic devices (alliteration, onomatopoeia, repetition, imagery)</li>
<li>Respond personally to a poem, giving reasons for their response</li>
<li>Write a simple poem using a given structure</li>
</ul>
<p><strong>Key Concepts</strong></p>
<p><strong>Key Poetry Terms</strong></p>
<div class="table-wrap"><table class="notes-table">
<thead>
<tr><th>Term</th><th>Definition</th></tr>
</thead><tbody>
<tr><td><strong>Stanza</strong></td><td>A group of lines in a poem (like a paragraph in prose)</td></tr>
<tr><td><strong>Verse</strong></td><td>A single line in a poem</td></tr>
<tr><td><strong>Rhyme</strong></td><td>Words with the same ending sound (<em>hope/rope, sky/fly</em>)</td></tr>
<tr><td><strong>Rhyme scheme</strong></td><td>The pattern of rhymes (marked A, B, C…)</td></tr>
<tr><td><strong>Rhythm</strong></td><td>The musical beat or pattern of stressed syllables</td></tr>
<tr><td><strong>Imagery</strong></td><td>Language that creates pictures in the mind</td></tr>
<tr><td><strong>Repetition</strong></td><td>Repeating words/phrases for emphasis</td></tr>
<tr><td><strong>Refrain</strong></td><td>A line or stanza repeated throughout the poem</td></tr>
</tbody></table></div>
<p><strong>Sample Poem:</strong></p>
<blockquote class="notes-quote"><p><strong>The Maize</strong></p></blockquote>
<p>></p>
<blockquote class="notes-quote"><p>In the red Kenyan soil I grow, <em>(A)</em></p></blockquote>
<blockquote class="notes-quote"><p>Reaching upward, row by row. <em>(A)</em></p></blockquote>
<blockquote class="notes-quote"><p>My leaves catch every morning rain, <em>(B)</em></p></blockquote>
<blockquote class="notes-quote"><p>And turn the sunlight into grain. <em>(B)</em></p></blockquote>
<p>></p>
<blockquote class="notes-quote"><p>From dusty seed to golden ear, <em>(C)</em></p></blockquote>
<blockquote class="notes-quote"><p>I feed a family, year by year. <em>(C)</em></p></blockquote>
<blockquote class="notes-quote"><p>The farmer's sweat, the children's bread — <em>(D)</em></p></blockquote>
<blockquote class="notes-quote"><p>I am the life by which they're fed. <em>(D)</em></p></blockquote>
<p><em>Analysis of the poem above:</em></p>
<ul class="notes-list">
<li><strong>Rhyme scheme:</strong> AABB CCDD</li>
<li><strong>Imagery:</strong> "red Kenyan soil", "morning rain", "golden ear"</li>
<li><strong>Personification:</strong> The maize speaks in first person (<em>"I grow", "I am"</em>)</li>
<li><strong>Theme:</strong> The importance of farming/agriculture to Kenyan families</li>
</ul>
<p><strong>How to Analyse a Poem</strong></p>
<ol class="notes-list">
<li><strong>Read</strong> the poem at least twice</li>
<li><strong>Paraphrase</strong> — explain what each stanza means in simple words</li>
<li><strong>Identify</strong> the theme (main message)</li>
<li><strong>Find</strong> poetic devices and explain their effect</li>
<li><strong>Respond</strong> personally — what feelings does the poem create? Why?</li>
</ol>
<p><strong>Review Questions</strong></p>
<ol class="notes-list">
<li>What is the rhyme scheme of the sample poem above?</li>
<li>Name two images in the poem that relate to Kenya.</li>
<li>What is the theme of the poem "The Maize"? Explain with evidence.</li>
<li>Write a 2-stanza poem about a Kenyan animal of your choice. Use at least one simile.</li>
</ol>
<hr class="section-divider">
<h2 class="notes-h2">END OF TERM 1 REVIEW</h2>
<h3 class="notes-h3">Summary of Key Topics Covered</h3>
<div class="table-wrap"><table class="notes-table">
<thead>
<tr><th>Strand</th><th>Key Topics</th></tr>
</thead><tbody>
<tr><td>Listening & Speaking</td><td>Main idea, supporting details, fact vs opinion, oral presentation skills</td></tr>
<tr><td>Reading</td><td>Comprehension strategies (skim/scan), explicit/implicit information, context clues, text purpose and audience</td></tr>
<tr><td>Grammar</td><td>Parts of speech (nouns, pronouns, verbs, adjectives, adverbs), subject-verb agreement</td></tr>
<tr><td>Writing</td><td>Paragraph structure, narrative essay, sentence types, punctuation, formal/informal letters, diary entries</td></tr>
<tr><td>Language Use</td><td>Tenses (all 7 covered), figurative language (simile, metaphor, personification, onomatopoeia)</td></tr>
<tr><td>Literature</td><td>Poetry — features, devices, analysis, writing</td></tr>
</tbody></table></div>
<h3 class="notes-h3">Exam Preparation Tips</h3>
<ol class="notes-list">
<li><strong>Reading:</strong> Practice reading passages and answering within time. Aim for 1 minute per mark.</li>
<li><strong>Grammar:</strong> Review irregular verb list. Practise tense conversions.</li>
<li><strong>Writing:</strong> Practise letter writing — know the format by heart.</li>
<li><strong>Literature:</strong> Re-read class poems and practise identifying devices.</li>
<li><strong>Oral:</strong> Practise speaking about topics from the term — 2 minutes with clear structure.</li>
</ol>
<hr class="section-divider">
<p><em>Grade 7 English Term 1 Notes — CBC Edu Kenya</em></p>
<p><em>Download full notes, past papers, and marking schemes: cbcedukenya.com/grade-7-english</em></p>
<p><em>Free tutorial videos: youtube.com/@CBCEduKenya</em></p>