2026 KICD CBC Curriculum Design7 Strands · 72 Sub-strands129 Suggested Lessons

Grade 7 English Strands, Sub-strands & Schemes of Work (2026)

Access the complete curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and downloadable schemes of work for Grade 7 English. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 7 English Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 7 English under the Kenya CBC curriculum framework.

Class / Level: Grade 7
Major Strands: 7 Strands
Annual Lessons: 129 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 7 English Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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65 Lessons · Weeks Merged← Swipe horizontally to see all columns →

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Listening and Speaking	Conversational Skills: Polite Language	By the end of the sub strand, the learner should be able to; a) identify polite expressions used in the introduction of self and others	1. Why is it important for people to introduce themselves?	- make a list of necessary details about people that one needs to know for effective introduction - brainstorm different types of introduction - list polite expressions that can be used during the introduction - match polite expressions to corresponding types of introduction	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Conversational Skills: Polite Language	By the end of the sub strand, the learner should be able to; a) use polite expressions in the introduction of self and others in different speaking contexts b) model respectful behaviour during introductions	1. Why is it important for people to introduce themselves?	- discuss reasons for using polite language in introductions - use games such as ‘catch the ball’ for the introduction of others - role-play different contexts of self-introduction with peers - review an audio or video recording of formal and informal introductions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Conversational Skills: Polite Language	By the end of the sub strand, the learner should be able to; a) model respectful behaviour during introductions	1. Why is it important for people to introduce themselves?	- review an audio or video recording of formal and informal introductions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Oral Presentations: Oral Narratives	By the end of the sub strand, the learner should be able to; a) outline the oral narrative performance techniques for effective delivery b) use oral narrative techniques during the performance c) appreciate the importance of performance techniques in the successful delivery of oral material	1. What makes one a good storyteller?	- watch live or recorded oral performances of narratives as a class - search online or offline for information on performance techniques, in pairs, and make presentations to peers - discuss the oral performance techniques - perform oral narratives while peers watch, record, and then give feedback - compose oral narratives and suggest to peers the most suitable ways of performing them	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Oral Presentations: Oral Narratives	By the end of the sub strand, the learner should be able to; a) outline the oral narrative performance techniques for effective delivery b) use oral narrative techniques during the performance c) appreciate the importance of performance techniques in the successful delivery of oral material	1. What makes one a good storyteller?	- watch live or recorded oral performances of narratives as a class - search online or offline for information on performance techniques, in pairs, and make presentations to peers - discuss the oral performance techniques - perform oral narratives while peers watch, record, and then give feedback - compose oral narratives and suggest to peers the most suitable ways of performing them	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening and Speaking	Listening for the main idea	By the end of the sub strand, the learner should be able to; a) identify the main idea from varied descriptive texts	1. What can you do to ensure you capture the main ideas from a speaker?	- listen to audio recordings on hygiene and identify the main idea - listen for specific information from the audio recording on hygiene and take notes - search online and offline for expressions that signal the main ideas, such as	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Listening for the main idea	By the end of the sub strand, the learner should be able to; a) pick out specific information from varied descriptive texts b) acknowledge the importance of listening skills in communication	1. What can you do to ensure you capture the main ideas from a speaker?	- this talk is about - I will talk about - watch a video describing a process, a person, or an object and pick out specific information - listen to peers read descriptive texts, and note down the main ideas in turns	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Listening for the main idea	By the end of the sub strand, the learner should be able to; a) acknowledge the importance of listening skills in communication	1. What can you do to ensure you capture the main ideas from a speaker?	- listen to peers read descriptive texts, and note down the main ideas in turns	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Listening Comprehension: Selective Listening	By the end of the sub strand, the learner should be able to; a) distinguish between specific and general information from a listening text b) select specific information from a listening text	1. What can you do to ensure you capture relevant information from a speaker?	- listen to an audio text and decide whether the information presented is specific or general - search online for audio recordings on leadership and attentively listen to text for specific information	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Listening Comprehension: Selective Listening	By the end of the sub strand, the learner should be able to; a) listen and respond to texts on leadership b) emphasise the value of listening skills in communication	1. What can you do to ensure you capture relevant information from a speaker?	- watch a role play and respond to questions - listen to a passage on leadership (good governance) and answer questions posed by the speaker	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Listening and Speaking	Listening Comprehension: Selective Listening	By the end of the sub strand, the learner should be able to; a) emphasise the value of listening skills in communication	1. What can you do to ensure you capture relevant information from a speaker?	- listen to a passage on leadership (good governance) and answer questions posed by the speaker	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Pronunciation: Sounds and Word Stress	By the end of the sub strand, the learner should be able to; a) identify the consonant and vowel sounds in words b) articulate consonants and vowel sounds for oral fluency	1. Why is it important to articulate sounds correctly?	- pronounce the consonant sounds /p/, /b/, /k/ and /g/ from a text - practise saying the short /i/ and the long /i:/ sounds in pairs - watch and listen to an audio-visual recording featuring selected consonants and vowel sounds - work with peers to make a recording featuring learned sounds	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Pronunciation: Sounds and Word Stress	By the end of the sub strand, the learner should be able to; a) distinguish the meaning of words on the basis of stress b) advocate the role of correct pronunciation in communication	1. Why is it important to articulate sounds correctly?	- practise saying words with the sounds/p/ as in pin; /b/ as in bean, /k/ as in kin; /g/ as in goat, /i/ as in bin; and /i:/ as in seen correctly - distinguish the meaning of words based on stress, for example, project (verb) project (noun) - play language games to distinguish word meaning on basis of stress - practise pronouncing minimal pairs containing the target sounds	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Pronunciation: Sounds and Word Stress	By the end of the sub strand, the learner should be able to; a) advocate the role of correct pronunciation in communication	1. Why is it important to articulate sounds correctly?	- practise pronouncing minimal pairs containing the target sounds	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Conversation Skills	By the end of the sub strand, the learner should be able to; a) identify verbal and non-verbal forms of polite interruptions b) apply turn-taking skills in different speaking contexts	1. How can you ensure that you do not dominate in a conversation?	- watch a live or recorded dialogue depicting turn-taking skills and interrupting politely - practise in pairs interrupting someone politely - practise turn taking in a conversation with peers - watch short videos of conversations or television programmes and identify instances of turn taking and polite interruptions - listen to a radio talk show and pick out polite words and expressions	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 7 English Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 7 English. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Listening and Speaking

13 Sub-strands22 Lessons

1.1 Conversational Skills: Polite Language

Term 12 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify polite expressions used in the introduction of self and others
use polite expressions in the introduction of self and others in different speaking contexts
model respectful behaviour during introductions

Key Inquiry Questions (KIQs)

Why is it important for people to introduce themselves?

Suggested Experiences

make a list of necessary details about people that one needs to know for effective introduction
brainstorm different types of introduction
list polite expressions that can be used during the introduction
match polite expressions to corresponding types of introduction
discuss reasons for using polite language in introductions
use games such as ‘catch the ball’ for the introduction of others
role-play different contexts of self-introduction with peers
review an audio or video recording of formal and informal introductions

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.2 Oral Presentations: Oral Narratives

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

outline the oral narrative performance techniques for effective delivery
use oral narrative techniques during the performance
appreciate the importance of performance techniques in the successful delivery of oral material

Key Inquiry Questions (KIQs)

What makes one a good storyteller?

Suggested Experiences

watch live or recorded oral performances of narratives as a class
search online or offline for information on performance techniques, in pairs, and make presentations to peers
discuss the oral performance techniques
perform oral narratives while peers watch, record, and then give feedback
compose oral narratives and suggest to peers the most suitable ways of performing them

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.3 Listening for the main idea

Term 12 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify the main idea from varied descriptive texts
pick out specific information from varied descriptive texts
acknowledge the importance of listening skills in communication

Key Inquiry Questions (KIQs)

What can you do to ensure you capture the main ideas from a speaker?

Suggested Experiences

listen to audio recordings on hygiene and identify the main idea
listen for specific information from the audio recording on hygiene and take notes
search online and offline for expressions that signal the main ideas, such as
this talk is about
I will talk about
watch a video describing a process, a person, or an object and pick out specific information
listen to peers read descriptive texts, and note down the main ideas in turns

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.4 Listening Comprehension: Selective Listening

Term 12 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

distinguish between specific and general information from a listening text
select specific information from a listening text
listen and respond to texts on leadership
emphasise the value of listening skills in communication

Key Inquiry Questions (KIQs)

What can you do to ensure you capture relevant information from a speaker?

Suggested Experiences

listen to an audio text and decide whether the information presented is specific or general
search online for audio recordings on leadership and attentively listen to text for specific information
watch a role play and respond to questions
listen to a passage on leadership (good governance) and answer questions posed by the speaker

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.5 Pronunciation: Sounds and Word Stress

Term 12 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify the consonant and vowel sounds in words
articulate consonants and vowel sounds for oral fluency
distinguish the meaning of words on the basis of stress
advocate the role of correct pronunciation in communication

Key Inquiry Questions (KIQs)

Why is it important to articulate sounds correctly?

Suggested Experiences

pronounce the consonant sounds /p/, /b/, /k/ and /g/ from a text
practise saying the short /i/ and the long /i:/ sounds in pairs
watch and listen to an audio-visual recording featuring selected consonants and vowel sounds
work with peers to make a recording featuring learned sounds
practise saying words with the sounds/p/ as in pin; /b/ as in bean, /k/ as in kin; /g/ as in goat, /i/ as in bin; and /i:/ as in seen correctly
distinguish the meaning of words based on stress, for example, project (verb) project (noun)
play language games to distinguish word meaning on basis of stress
practise pronouncing minimal pairs containing the target sounds

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.6 Conversation Skills

Term 12 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, 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

Key Inquiry Questions (KIQs)

How can you ensure that you do not dominate in a conversation?

Suggested Experiences

watch a live or recorded dialogue depicting turn-taking skills and interrupting politely
practise in pairs interrupting someone politely
practise turn taking in a conversation with peers
watch short videos of conversations or television programmes and identify instances of turn taking and polite interruptions
listen to a radio talk show and pick out polite words and expressions
write examples of polite words and expressions on sticky notes or flash cards and paste them on the wall or class noticeboard
create posters showing polite expressions as well as ways of interrupting someone politely
design posters on turn taking skills and polite interruptions and display them
role-play a dialogue on the effects of drug and substance abuse
recite a conversational verse (choral), make an audio or video recording and share it on WhatsApp, email, or social media

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.7 Listening Comprehension: Listening for Details

Term 12 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify clues that signal details from a listening text
take detailed notes on a listening text
acknowledge the importance of listening for details

Key Inquiry Questions (KIQs)

What factors interfere with one’s ability to listen well?
How can you tell that people are listening attentively?

Suggested Experiences

search online or offline for signposts that introduce details in an oral text
listen and identify words that introduce different types of details that indicate
addition such as first, also, moreover
emphasis such as an important note, especially, particularly
comparison such as. like, similarly, just as
contrast such as but, however, on the other hand
illustration such as for example, for instance, such as
cause-and-effect such as because, therefore, so that
discuss the kinds of details one should look out for from a text. The details could include numbers, figures, points, facts, examples, people, places, behaviour, and opinions
listen and note the clues signalling details from a peer
listen to a live or recorded oral presentation on a

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.8 Listening Comprehension: Explanatory Narratives

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, 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

Key Inquiry Questions (KIQs)

What are the functions of oral narratives?

Suggested Experiences

listen to a recording of an explanatory narrative from a digital device and retell the story
search online and offline for information on explanatory narratives
dramatise dialogues in the explanatory narratives
role-play the story telling session
identify the moral lessons and relate them to real life situations
discuss behaviour of the characters in the explanatory narratives, in pairs
create an explanatory narrative- and share it through WhatsApp, social media, among others

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.9 Pronunciation: Consonant and Vowel Sounds

Term 12 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

articulate correctly the consonant sounds/t/, /d/, /l/, /r/ in words 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

Key Inquiry Questions (KIQs)

Why should you pronounce words correctly?
Why do people find it difficult to pronounce some words?
In what ways can one improve own pronunciation?

Suggested Experiences

listen to audio clips and watch video clips with the sounds /t/, /d/, /l/, /r, /, /ʊ/ and /uː/ in words
articulate the following consonants and vowel sounds
/t/ as in toll
/d/as in doll
/l/ as in liver
/r/ as in river
/ʊ/ as in pull, bull
/uː/ as in pool, boot
watch an oral presentation and pick out words with the target sounds
practise pronouncing words with the target consonant and vowel sounds, in pairs
sort words based on the pronunciation of the target, consonant, and vowel sounds
recite poems or sing songs on national heroes with the target sounds
say tongue twisters with the target consonant and vowel sounds
listen to audio featuring a variety of words and classify them in their word classes according to the stressed syllables
engage in pronunciation drills on stress for distinguishing word class
underline stressed syllables in words
discuss the importance of correct pronunciation and use of stress in conveying meaning
reflect on the target consonant and vowel sounds and identify those they struggle with for further practise

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.10 Oral Presentations: Delivering Speeches

Term 12 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify occasions where speeches are presented
apply the features of oral presentations for effective, communication
appreciate the importance of good oral presentation skills when delivering a speech

Key Inquiry Questions (KIQs)

How can one deliver a speech effectively?

Suggested Experiences

Think, pair, and share on occasions where speeches are presented
Search online or offline for features of oral presentation and make short notes
work with peers to listen to recorded grade-appropriate speeches the share their opinions on the sppeches
brainstorm the importance of body language in delivering a speech
collaborate with peers to rehearse a speech and present it to each other
write short speeches on the importance of music and present it to peers
record the speeches being presented and discuss the presentations

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.11 Interviews

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify reasons for sitting an interview
articulate points clearly and confidently during an oral interview
respond confidently to questions during an interview
Seek clarification during an oral presentation
appreciate the importance of interviews in getting school placement and scholarships

Key Inquiry Questions (KIQs)

Why are interviews important?

Suggested Experiences

listen to and review an audio clip on school placement and scholarship interviews
discuss reasons for sitting for a placement and scholarship interview
search online and watch video clips on school placement and scholarship interview
role-play the school placement and scholarship interview, record and share them via mobile phones and other social media channels
conduct mock interviews in pairs or small groups
collaborate with peers to record the interviews on digital devices
share the videos with friends and peers on social media platforms, blogs among others

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.12 Listening: Views/ Opinions

Term 12 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

list ways of expressing views/opinions in different contexts
use different expressions that indicate own views/opinions in a given text
acknowledge the value of one’s views/opinions as a lifelong skill in communication

Key Inquiry Questions (KIQs)

Why is it important to express one’s opinion?

Suggested Experiences

search online and offline for the different ways of expressing views/opinions
listen to an oral narrative and identify the different ways used to express opinions/views
role play the different characters in the narrative and bring out different ways of expressing opinions/views
explain their feelings towards issues raised in the trickster narrative
write on a chart the words they have used to describe their feelings

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.13 Events within the Classroom

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

outline the organisation of an oral report of

Key Inquiry Questions (KIQs)

How can you make an oral report?

Suggested Experiences

brainstorm the content and organisation of an oral report e.g. introduction, body, and conclusion

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 2.0

Reading

27 Sub-strands50 Lessons

2.1 Extensive Reading: Independent Reading

Term 12 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

the learner
should be able to
(a) identify a variety of
texts for
independent
reading
(b) read selected
materials for
information and
enjoyment
(c) appreciate the
value of
independent
reading in lifelong
learning
Specific Learning
Outcomes

Key Inquiry Questions (KIQs)

How can you ensure that you benefit from a reading session?
Key Inquiry Question(s)?

Suggested Experiences

think-pair-share on the factors to consider when selecting reading material
select appropriate reading materials related to personal responsibility
set and share reading goals for the session
read selected print and non-print materials independently
observe good reading habits
keep a portfolio or a journal of their experiences during the reading session
conduct peer review of the portfolios and journals kept. Suggested Learning Experiences

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.2 Intensive Reading: Trickster Narratives

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify the main events in trickster narratives
analyse the characters in narratives
appreciate the importance of trickster narratives in the inculcation of values. Specific Learning Outcomes

Key Inquiry Questions (KIQs)

Why would we listen to trickster narratives?
Key Inquiry Question(s)?

Suggested Experiences

engage in pre-reading activities such as previewing the title of the narrative, using picture clues, and brainstorming
recount the events in the trickster narrative and highlight the trick in the narrative
discuss the various character traits displayed by the characters
brainstorm on the moral lessons of the narrative
work collaboratively to retell a trickster narrative
relate characters and events in the trickster narrative to real-life situations
collaborate with peers to explore and share how personal responsibility can be derived from the narrative’s moral lessons. Suggested Learning Experiences

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.3 Intensive reading: Simple poems

Term 12 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

distinguish between poems and other literary genres
recite a variety of simple poems for enjoyment
collaborate in poetry recitation for enjoyment and learning

Key Inquiry Questions (KIQs)

How are poems different from other forms of literary genres?

Suggested Experiences

listen and respond to live or recorded poetry recitation
discuss what makes reading simple poems interesting
pick out poems from a variety of texts and read them out aloud
recite poems that address science and health issues such as HIV and AIDS
provide feedback to peers and seek help where necessary

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.4 Intensive Reading: Class Reader

Term 12 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

explain the different parts that aid in previewing a book
describe the author and the setting of the text in terms of time and place
underscore the value of reading for lifelong learning

Key Inquiry Questions (KIQs)

Why should we not judge a book by its cover?

Suggested Experiences

study the cover page of a class reader, read the blurb and highlight the outstanding features
discuss the title of the class reader
research online for more information about the author and the setting of the story
make oral presentations to the class on their findings from the research
identify words, images, and details that describe the setting in terms of place and time
design a graphic organiser such as a mind map or tree map to identify the setting
share and give feedback using summary charts such as what I know - where I learned it - what I want to know - what I learned (K-W-W-L) chart to visualise what has been learned
make short notes on the setting and the author

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.5 Reading: Information and Meaning

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

distinguish between reading for information and reading for meaning
infer the meaning of words and phrases from varied texts
appreciate the importance of reading for information and meaning

Key Inquiry Questions (KIQs)

How would you tell the meaning of a word in a passage?

Suggested Experiences

distinguish between reading for information and reading for meaning
collaborate with peers to scan through a text and identify text features (such as title, subtitles)
read texts on issues such as hygiene, safety, and security and organise the information by making notes
infer and share, the meaning of words from varied texts
use the words to construct sentences to convey information and meaning
fill in crossword puzzles using words learned

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.6 Intensive Reading: Poetry

Term 12 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

explain the structure of poems
analyse the structure of varied simple poems
read short poems addressing varied societal issues
appreciate the poem’s structure in communicating a message

Key Inquiry Questions (KIQs)

Why do people write poems?
What makes a poem interesting?

Suggested Experiences

source online or offline for different poems and note the titles and the poets while observing integrity and cyber safety
brainstorm on the parts of a poem
read short poems addressing issues such as personal hygiene, HIV and AIDS, and COVID-19
analyse how poems are broken into stanzas and stanzas into lines
study varied poems and present their different structures using graphic organisers
compare the structures of different poems
relate the poem’s structure to the poem’s message

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.7 Intensive Reading

Term 12 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

discuss the identified reading strategies
select main ideas and details from a variety of written texts
acknowledge the importance of reading for main ideas and details as a comprehension skill

Key Inquiry Questions (KIQs)

How can you improve your reading?

Suggested Experiences

search online and watch appropriate video clips on the selected reading strategies: reading for main ideas and reading for details
read and underline the main ideas and details in texts on issues such as gender roles in leadership, and review each other’s work
share ideas on how they can use the selected reading strategies
fill in substitution tables with specific details from texts, in pairs
complete a mind map with a focus on the main idea and details

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.8 Intensive Reading: Class Readers

Term 12 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify the main characters in a class reader
explain how the characters make the story flow
make predictions based on the title and the sections read
appreciate the role of characters in the class reader

Key Inquiry Questions (KIQs)

What would you consider when selecting a storybook to read?

Suggested Experiences

read a section of a class reader and identify the main characters
discuss predictions made from the title and the sections read
participate in a reader’s theatre and read portions of the class reader
outline the things done by each character studied in the section
discuss how the characters make the story flow
write a summary about how the main characters make the story flow

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.9 Synonyms and Antonyms

Term 12 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify synonyms and antonyms of words from written texts
spell synonyms and antonyms correctly for writing fluency
use synonyms and antonyms in sentences
appreciate the importance of correct use of words in communication

Key Inquiry Questions (KIQs)

Why do we use antonyms and synonyms?

Suggested Experiences

use reference materials such as the encyclopaedia and the dictionary to locate synonyms and antonyms
check the meaning and pronunciation of synonyms and antonyms from the dictionary
search for synonyms and antonyms from print and digital texts
create a crossword puzzle using synonyms and antonyms and share it online
use synonyms and antonyms in sentences
match words with their antonyms from a list of words
practise pronouncing synonyms and antonyms in pairs
design and display a chart with antonyms and synonyms of words correctly spelled

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.10 Intensive Reading: Oral Narratives

Term 12 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify heroic characters in legends
explain the moral lessons in legends
discuss why legends are important in various communities
relate the characters in the legends to real life

Key Inquiry Questions (KIQs)

Why is it important to learn about heroes in society?

Suggested Experiences

predict the actions of characters in legends
read a heroic narrative- (legends) aloud in turns
identify the characters in legends
discuss heroic acts in the legend
relate legends to their actions
identify and discuss the moral lessons learned from legends
reflect on the impact of their actions on the society
discuss how to collect narratives from the community
use a mind map to show how the moral lessons in the narrative can be of benefit to the community
research and identify the community needs to be addressed through the functional reading of legend narratives
collaborate with peers to develop legend narratives

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.11 Reading: Fluency

Term 12 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify instances of expressive reading from a reading or digital text
read a text at the right speed, accurately and with expression
appreciate the importance of reading fluency in communication

Key Inquiry Questions (KIQs)

Why is it important to read fluently?

Suggested Experiences

view a variety of video clips featuring well-read scripts related to the theme
watch news clips from a favourite television programme/presenter and comment on the presenter’s speed, accuracy, and expression
brainstorm ways of reading effectively
reflect on the qualities of a good reader
read a text such as a poem, a narrative, or dialogue with: o with appropriate expressions o with accuracy o right speed
listen to a text read by a peer and provide feedback
engage in a readers’ theatre and read a poem, narrative, or dialogue
read a choral verse in pairs or small groups
time himself or herself while reading an excerpt of a text
participate in activities that enhance reading fluently, such as reader’s theatre, paired reading, echo reading, repeated reading and choral reading

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.12 Oral literature Songs

Term 12 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify repeated words and phrases in lullabies
use appropriate techniques when performing lullabies
pick out key messages communicated in lullabies
appreciate the importance of lullabies in real life

Key Inquiry Questions (KIQs)

How are songs similar to poems?

Suggested Experiences

listen to audio recordings of lullabies
view videos of lullabies and identify instances of repetition
perform a lullaby and make a recording
pick out key messages communicated in lullabies
share ideas on the key messages that are addressed in lullabies
discuss the functions of lullabies
collaborate to compose songs, sing and record lullabies from their immediate environment
work with peers to create lullabies and perform them in class
identify characters in different lullabies

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.13 Intensive Reading: Visuals

Term 12 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, 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

Key Inquiry Questions (KIQs)

Why are pictures and photographs important in written texts?

Suggested Experiences

list common visuals like road signs, photographs, billboards
search online and offline for different types of information visuals convey such as stories, messages, feelings or emotions, relationships, mood
discuss class/school/ community/ national needs or issues that visuals can address
answer comprehension questions on the visuals
apply comprehension strategies such as prediction, making connections, inferences, questioning, and visualising in interpreting visuals
create stories or songs from visuals
discuss visuals of national importance like the national flag, the Kenyan currency
discuss the importance of developing visual interpretation skills for a full understanding of messages
use digital devices to create simple visuals through photographing, drawing, and making realia on natural resources

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.14 Characters in class readers

Term 1 Term 22 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, 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

Key Inquiry Questions (KIQs)

How can you tell the difference between a main and a minor character in a story?
How would you describe the behaviour of your classmates?

Suggested Experiences

read and identify minor characters in a class reader
search online and offline for words and phrases used to describe relationships between characters
discuss how the characters relate with each other
collaborate with peers hot seat different minor characters to bring out their relationships
link characters’ reactions to the relationships they are in

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.15 Intensive Reading

Term 22 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

distinguish main ideas from supporting details from poems
use contextual clues to infer the meaning of words and phrases in a text
make connections between events in a poem and real life
summarise events in a poem
answer direct and inferential questions from poems
acknowledge the role of reading comprehension in lifelong learning

Key Inquiry Questions (KIQs)

How can you identify the message in a poem?

Suggested Experiences

search online and offline and discuss, in groups, the meaning of reading for interpretation and evaluation
visualise events, people, and places in poems
predict events in poems
work with peers to utilise digital devices to check the meanings of words
infer meanings of vocabulary based on contextual clues
answer direct and inferential questions in pairs
summarise main issues from poems
create word puzzles with learned vocabulary and share them online
relate the issues in a set poem to real life

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.16 Intensive Reading: Poetry

Term 22 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify the human characters in a set of poems
use adjectives to describe the traits of human characters in a set of poems
appreciate the importance of human characters in poetry

Key Inquiry Questions (KIQs)

Why are human characters important in poetry?

Suggested Experiences

read a given poem and identify the human characters
search online and offline for adjectives that can be used to describe characters
discuss what each character does or says in each poem
role-play a given poem to bring out the characters’ actions
take video clips of the role play and share them as they discuss their performances
paste sticky notes containing character traits identified
work with peers to relate the human characters in the poem with real life lessons

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.17 Grade- appropriate fiction materials 2 lessons

Term 21 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

select a variety of fictional texts for extensive reading
read fictional texts for information and enjoyment
appreciate the importance of fiction in life

Key Inquiry Questions (KIQs)

Why is it important to read fictional materials?
What should you consider when selecting fictional texts for reading?

Suggested Experiences

identify fictional material to read by looking at the cover page, blurb, and title
read texts on varied issues such as national heroes and heroines and discuss the elements of fiction in the text
list down words and phrases encountered
re-tell the story in their own words
dramatise a section of the text and record themselves
relate the ideas expressed in fiction to real life
read fiction materials for enjoyment

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.18 Intensive reading: Class Reader

Term 22 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, 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

Key Inquiry Questions (KIQs)

What marks the climax of a story?

Suggested Experiences

read sections of a class reader and explain the sequence of events
work with peers to dramatise parts of the class reader for clarity
outline the actions of each character studied in the section
discuss, how the characters make the story in the class reader flow
use a sequence chart to show the order of events in the class reader
make short notes on the sequence of events in the class reader
relate the events in the class reader to real life
discuss possible solutions to the problems portrayed in the class reader

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.19 Study Skills: Note Making

Term 22 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify the main and supporting points in texts
make notes from varieties of written texts
relate note- making to effective reading. Specific Learning Outcomes

Key Inquiry Questions (KIQs)

What is the importance of note- making in reading?
Key Inquiry Question(s)?

Suggested Experiences

conduct an online and offline search on the format of note- making- (heading, subheading, main points, supporting point, keywords)
discuss the importance of note making in reading
read texts on varied issues, including music, and select the key points
pick the keywords from reading texts
fill in the key points in a note making a template
collaborate with peers to draw a mind map to show the relationship between the topic, main idea, and supporting ideas
read print or non-print texts and make notes from them. Suggested Learning Experiences

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.20 Characters and their traits

Term 22 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

the learner should
be able to
(a) identify characters in
monster narratives
(b) explain traits of
characters in given
monster narratives
(c) relate monster
narratives to real life
situations
(d) appreciate the
importance of monster
narratives in life

Key Inquiry Questions (KIQs)

What is the relevance of oral narratives in modern society?
What should one consider when collecting narratives among people of varied socio-cultural backgrounds?

Suggested Experiences

describe a monster/ ogre
search online and offline for features of monster narratives
narrate monster narratives from their immediate environment to their peers
discuss what monsters/ogres represent
discuss how monster narratives relate to real life
explain health education lessons they learn from monster narratives
dramatise a monster narrative and record the performance
discuss the traits of the characters involved in a monster narrative in pairs
brainstorm the reading strategies suitable for sharing experiences with community members
interact actively with resource persons to pick out the relevant reading strategies
seek support from resources persons on how to relate monster narratives to real life
collect, analyse and compile them into an anthology of narratives from the community
collaborate with peers to conduct a reader’s theatre
describe the procedure used in collecting the narratives

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.21 4.1 Intensive reading: Dilemma Narratives

Term 21 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

describe the characters in a given dilemma narrative
recognise a closing formula as a feature of dilemma narratives

Key Inquiry Questions (KIQs)

What are the qualities of a good narrator?
How can narratives contribute to decision making?

Suggested Experiences

read the dilemma narrative in a given text and describe the characters
identify a closing formula as a feature of dilemma narratives
discuss what makes dilemma narratives interesting

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.22 Intensive Reading- Comprehension

Term 22 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Identify the main ideas in a text
use contextual clues to infer the meaning of words in a text
describe characters, ideas, or events in a text
summarise information from a short text
appreciate the importance of reading comprehension in lifelong learning

Key Inquiry Questions (KIQs)

How can we tell the meaning of words and phrases in a text?

Suggested Experiences

download and share texts with mental images from the texts and draw conclusions
read a passage individually, and identify keywords in the passage
infer the meaning of words using contextual clues
choose descriptive parts of the passage on traditional fashion and share the vivid images created in their mind
role-play the characters and events in the text
use contextual clues to decipher the meaning of words
answer questions based on the passage
give an appropriate title to a story or passage

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.23 Intensive Reading: Comprehension Strategies

Term 22 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, 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
deduce the meaning of words from context
respond to factual and inferential questions correctly from the passage
acknowledge the importance of comprehension strategies in effective reading. 13.3.1 Sentences: Simple Sentences (2 lessons)  The learner relates the concept of land travel to what is also taught in Social Studies

Key Inquiry Questions (KIQs)

What is the importance of reading a passage?
What makes people write passages?
Outcomes By the end of the sub strand, the learner should be able to: a) identify simple sentences from varied texts, b) construct simple sentences on a variety of issues, c) advocate the importance of using a variety of sentences in communication?

Suggested Experiences

read selected grade- appropriate passages on issues related to land travel, such as safety and security from print and online sources
discuss opinions formed about the characters or ideas presented in the passage
infer the meaning of words based on how they have been used in the passage
complete oral and written exercises using the vocabulary learnt
answer factual and inferential questions from the passages, both orally and in writing
summarise key ideas presented in the passages by paraphrasing
work jointly with peers to retell sections of the passage. By the end of the sub strand, the learner should be able to: a) identify simple sentences from varied texts, b) construct simple sentences on a variety of issues, c) advocate the importance of using a variety of sentences in communication

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.24 Study Skills: Summarising

Term 22 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify the main ideas in texts
write a summary of ideas from varied texts
appreciate the importance of summarising information in a given context

Key Inquiry Questions (KIQs)

Why is it important to summarise information?
What factors should one consider when summarising an event?

Suggested Experiences

brainstorm on the steps to follow when writing a summary of a text
read a print or non-print text on varied issues, including outdoor games, and underline the main ideas
make notes from the underlined sentences and use them to make a rough draft
use the rough draft to make a fair copy
share the summaries through charts for peer review
collaborate with peers to check and make corrections on the written summarised pieces
discuss the purpose of making summaries

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.25 Features of style

Term 22 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify instances of dialogue, similes, and metaphors in the text
use the styles of dialogue, similes, and metaphors in guided context
appreciate the importance of style in a work of art

Key Inquiry Questions (KIQs)

Why do we use stylistic devices in writing?

Suggested Experiences

search online and offline for examples of dialogue, similes, and metaphors in stories and them with the rest of the class
read the class reader and identify with illustrations instances of dialogue, similes, and metaphors in the text, and display their work on the class notice boards
role-play selected dialogues from the class reader and record themselves for video sharing and review
make sentences using the similes and metaphors identified from the text
discuss instances in real life where dialogues, similes, and metaphors can be used

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.26 Reading Fluency

Term 22 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

recognise the use of fluency strategies in the reading process
apply fluency strategies while reading
hail the role of reading fluency in communication

Key Inquiry Questions (KIQs)

How can you improve your reading fluency?

Suggested Experiences

watch and listen to videos of students reading fluently and discuss what makes them good readers
search online and offline for different reading fluency strategies such as previewing and predicting, skimming, scanning, and ignoring unknown words and share with peers
watch or listen to sample reading clips and simulate the model reading as they apply reading strategies
practise, with peers, timed reading, accurate reading, and reading with expression on issues like tourist attraction sites in Kenya
assess peers’ reading based on the aspects of fluency – accuracy, speed, reading
record sample readers in class and save the recordings on a digital device
discuss the importance of reading fluently

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.27 Poetry

Term 22 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify the subject matter of a poem
analyse ideas in the poem
reiterate the role of poetry in passing information

Key Inquiry Questions (KIQs)

Why would you use a poem instead of a story to pass information?
What makes a poem interesting to read?
What kind of ideas can one convey using a poem?

Suggested Experiences

collaborate with peers to recite poems for enjoyment and outline the subject matter
search online and offline for ways of determining ideas in a poem, such as studying the title, the persona, the events, and the choice of words
discuss how the use of repetition and other styles can help bring out the ideas in the poem
collaborate with peers to pick a poem and identify the ideas brought out and share their findings with peers through charts or graphic organisers for review
dramatise a poem displaying ideas generated from it using placards and record their performances

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 3.0

Grammar in Use

13 Sub-strands24 Lessons

3.1 Word Classes: Nouns

Term 22 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify the different types of nouns from a print or digital text
use different types of nouns in sentences
appreciate the role of correct grammar in written and spoken communication

Key Inquiry Questions (KIQs)

Why is it important to identify items by name?

Suggested Experiences

read a print or non-print text
identify common, proper, concrete, and abstract nouns
work with peers to search online for examples of the common, proper, concrete, and abstract nouns, and compile a list of the nouns
listen to a poem or a story and categorise the nouns used
mention examples of common, proper, concrete and abstract nouns in the classroom and school
construct sentences using common, proper, concrete, and abstract nouns
complete substitution tables with the different types of nouns
engage in language games such as scrabble, puzzles, code words, and guessing games
write and display stories, songs, or poems featuring the different types of nouns

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.2 Word Classes: Nouns

Term 22 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify count, non-count, singular, and plural nouns from a variety of texts
use count, non-count, singular, and plural nouns in sentences
appreciate the importance of the correct use of nouns in communication

Key Inquiry Questions (KIQs)

How can you group things that cannot be counted?

Suggested Experiences

search for examples of the count, non-count, singular, and plural nouns from the internet, write them and post them on the class reading wall
listen to an audio text on the theme of science and health education, and pick out the target nouns
pick out count, non-count, singular, and plural nouns from newspapers and magazine articles
identify objects in the classroom and categorise them as count or non- count nouns
change singular nouns to plural and vice versa
construct sentences using the specified types of nouns orally and in writing
work with peers to complete crossword puzzles with the target nouns
work with peers to create posters using the learnt nouns, and post them on the class reading wall or share using digital learning platforms

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.3 Verbs and Tense

Term 22 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify regular and irregular verbs in sentences
use regular and irregular verbs to construct sentences using the past, present, and future tenses
appreciate the correct use of verbs and tenses for effective communication

Key Inquiry Questions (KIQs)

Why is it important to use correct tenses in communicat ion?

Suggested Experiences

search online and offline for information on verbs and their tenses
listen to texts read by the teacher on verbs and their tenses
identify and group verbs with similar endings such as: -ing, -ed, -ied, -d from passages on the theme of hygiene
identify the tenses of the verbs in sentences
construct sentences using verbs in the correct tenses
participate in a language game on tenses
engage in conversations in pairs using verbs in various tenses
review their peers’ use of tense in the conversations and give feedback

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.4 Comparative and Superlative Adjectives

Term 22 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify comparative and superlative adjectives in texts
use comparative and superlative adjectives in communication
acknowledge the value of comparative and superlative forms of adjectives in communication

Key Inquiry Questions (KIQs)

Why is it important to make comparisons in life?

Suggested Experiences

identify comparative and superlative adjectives from texts, in pairs
search online or offline for examples of comparative and superlative adjectives
construct sentences using comparative and superlative adjectives
play language games featuring adjectives
use a substitution table to complete sentences featuring comparative and superlative adjectives
use flashcards to categorise comparative and superlative adjectives
work with peers to compare various items within the environment using comparative and superlative adjectives

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.5 Word Classes: Adverbs

Term 22 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify adverbs of time, place, and manner in texts
use adverbs of time, place, and manner in different contexts
acknowledge the value of adverbs of manner, time, and place in communication

Key Inquiry Questions (KIQs)

Why is it important to describe where, when and how events happen?

Suggested Experiences

read a print or non-print text on drug and substance abuse in pairs
identify the adverbs of time, place, and manner used in the text
categorise adverbs of time, place, and manner from word lists or flashcards
construct sentences using adverbs of time, place, and manner
use adverbs of time, place, and manner in a role play, hot seating or simulation and make a video recording
share a story or dialogue featuring adverbs of time, place, and manner

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.6 Personal and possessive pronouns

Term 22 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

distinguish between personal and possessive pronouns in sentences
use personal and possessive pronouns in sentences appropriately
appreciate the value of proper use of pronouns

Key Inquiry Questions (KIQs)

Why should we avoid unnecessary repetition?

Suggested Experiences

pick out personal and possessive pronouns from print and non-print texts on natural resources in pairs
use personal pronouns to refer to people in a class
construct sentences using personal pronouns
write a paragraph using possessive pronouns
construct sentences using personal pronouns from substitution and completion tables
draw a chart with singular/plural, subjective, and objective personal pronouns and display them for peer review

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.7 Simple Prepositions

Term 21 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify different types of prepositions

Key Inquiry Questions (KIQs)

How do we show the relationship between words?

Suggested Experiences

identify and underline simple prepositions (agent, instrument, and direction) in texts
search online and offline for examples of simple prepositions
read texts and identity simple prepositions

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.8 Conjunctions 2 lessons

Term 21 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify the conjunctions and, but and or in sentences
use and, but and or in sentences accurately
appreciate the importance of proper use of conjunctions in written and spoken contexts

Key Inquiry Questions (KIQs)

How do the words and, but and, or used in conversation?

Suggested Experiences

search, in pairs, online and offline for the use of the conjunctions and, but and or in texts
identify the conjunctions and, but and or from different texts
construct sentences using the conjunctions and, but and or
fill in substitution and completion tables using the conjunctions and, but and or
create and share a story or dialogue on heroes in Kenya, using the conjunctions and, but and or
discuss the importance of proper use of conjunctions in sentences

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.9 Determiners

Term 22 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify articles and possessives in texts
use articles and possessives in sentences
acknowledge the importance of articles and possessives for effective communication

Key Inquiry Questions (KIQs)

How do we indicate that something belongs to somebody?

Suggested Experiences

identify articles and possessives from a text
underline articles a, an, the and possessives my, our, your, his, her, their used in print and non- print texts
read out examples of possessives from flashcards
correct errors in sentences that contain articles
work with peers to engage in language games using articles
practise matching articles with nouns
construct sentences using possessives
compose a song on children’s rights using relevant articles and possessives and video record the performances

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.10 Formation of Adjectives

Term 22 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

recognise adjectives from a text
construct simple sentences using the adjectives formed
appreciate the value of proper use of adjectives. Specific Learning Outcomes

Key Inquiry Questions (KIQs)

How are adjectives formed?
Why should we use adjectives correctly?
Key Inquiry Question(s)?

Suggested Experiences

search for online tutorials on adjectives and examples of adjectives formed from nouns and verbs
listen to a poem or passage from the teacher and pick out adjectives formed from nouns and verbs
read a given passage and identify adjectives formed from nouns and verbs
form adjectives using nouns and verbs
work with peers to construct simple sentences using the adjectives formed
engage in language games such as scrabble, puzzle code words, and guessing games. Suggested Learning Experiences

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.11 Phrasal Verbs

Term 22 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify phrasal verbs formed from put, come and give in a given text
use given phrasal verbs correctly in sentence construction
acknowledge the role of phrasal verbs in communication

Key Inquiry Questions (KIQs)

Why should we use phrasal verbs correctly?

Suggested Experiences

read a text and identify the phrasal verbs formed from put, come and give
search online and use charts to write the meanings of the phrasal verbs they have identified
fill in blanks in a text using the most appropriate phrasal verb
search on the internet for more examples of phrasal verbs
construct sentences using the phrasal verbs

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.12 Subject- Verb Agreement

Term 22 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify the subject and the verb in sentences
construct sentences ensuring subject-verb agreement
affirm the importance of subject-verb agreement in sentences

Key Inquiry Questions (KIQs)

How do we construct sentences?

Suggested Experiences

read texts on varied topics such as outdoor games and identify the subject and verbs in the sentences
brainstorm and make short notes on the relationship between a subject and a verb in a sentence in terms of number and person
read sentences and label subject- verb agreement in them
make sentences based on outdoor sports in which the rule of subject-verb agreement has been applied
share the sentences in charts for peer review

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.13 Affirmative and Negative Sentences

Term 22 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

differentiate between affirmative and negative sentences in spoken and written contexts
construct affirmative and negative sentences in varied contexts
acknowledge the expressive role of sentences in effective communication

Key Inquiry Questions (KIQs)

When do we use affirmative statements?
When do we use negative statements?
Why is it important to use the right sentence when saying something?

Suggested Experiences

search online and offline for the differences between affirmative and negative sentences and share them with peers
role-play a dialogue with affirmative and negative sentences and record themselves
watch/listen to a conversation on issues like tourist sites in Kenya and pick out the affirmative and negative sentences
sort jumbled up sentences into affirmative and negative sentences
construct affirmative and negative sentences
share sentences made in the form of charts for peer review
write a short story or dialogue on an issue like tourist attraction sites in Kenya using affirmative and negative sentences

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 4.0

Writing

16 Sub-strands27 Lessons

4.1 Handwriting: Legibility and Neatness

Term 21 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

describe features of legible and neat handwriting for efficient writing
write texts legibly and neatly for effective communication
acknowledge the importance of writing neatly and legibly

Key Inquiry Questions (KIQs)

Why should we write legibly and clearly?

Suggested Experiences

listen to an audio clip on the importance of developing legible and neat handwriting
study written samples of legible and neat handwriting featuring all letters of the alphabet and short texts
discuss the features of legible and neat handwriting, including shaping letters, joining and spacing letters and words
practise handwriting games such as blind writing, speed writing, and letter stations
suggest ways of correcting bad handwriting habits such as joining letters and words inappropriately
copy given texts on the theme of personal responsibility on charts and display for peer evaluation and correction
write short paragraphs legibly and neatly, and share with peers for peer review

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

4.2 Mechanics of Writing: Punctuation Marks

Term 32 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

recognise the full stop, exclamation mark, and question mark in texts
use the full stop, exclamation mark, and question mark in sentences
acknowledge the importance of punctuating sentences accurately

Key Inquiry Questions (KIQs)

Why is it important to punctuate a text?

Suggested Experiences

read print or non-print text and identify the full stop, exclamation mark, and question mark
punctuate a text using the target punctuation marks
write a short story or dialogue on the theme of science and health education using the full stop, exclamation mark, and question mark, where necessary
engage in online or offline punctuation games with peers
create and display posters or charts with punctuated sentences for peer review and revision
role-play well-punctuated dialogues and record
discuss the effectiveness of punctuation marks in expressing meaning

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

4.3 Writing Narrative Paragraphs

Term 31 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify the parts of a narrative paragraph
compose a narrative paragraph with the appropriate structure
acknowledge the significance of paragraphing in written communication

Key Inquiry Questions (KIQs)

Why do we write paragraphs?

Suggested Experiences

identify parts of a well-written paragraph specifically, an introduction, necessary details, and a conclusion
read samples of narrative paragraphs provided by the teacher and discuss the flow of ideas
write a paragraph using a digital device about issues such as hygiene, safety, and security
present the paragraphs in class for peer review

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

4.4 Paragraphing: Using examples and incidents

Term 32 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

outline examples and incidents to include in a paragraph
create a well-developed paragraph using examples and incidents
appreciate the importance of well-written paragraphs in writing. Specific Learning Outcomes

Key Inquiry Questions (KIQs)

How can you organise your ideas logically?
Key Inquiry Question(s)?

Suggested Experiences

share ideas on examples and incidents that can be included in a paragraph
collaborate with peers to develop a paragraph on leadership using the ideas generated in their earlier discussion
present their paragraphs in class for peer review
use mind maps to generate examples and incidents for sample paragraphs
compose a paragraph based on suggested examples and incidents. Suggested Learning Experiences

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

4.5 Functional Writing: Friendly Letters

Term 31 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify the parts of a friendly letter
compose a friendly letter using the correct format
Appreciate the role of friendly letters in communication

Key Inquiry Questions (KIQs)

Why do we write friendly letters?

Suggested Experiences

read sample friendly letters
identify and underline parts of a friendly letter
create a friendly letter individually
exchange the friendly letter with a peer for feedback
incorporate the feedback obtained from a peer
type the friendly letter on a digital device or display the letter on a chart
display friendly letters for other learners to give feedback

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

4.6 Commonly Misspelt Words

Term 32 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

recognise commonly misspelt words in texts
use commonly misspelt words correctly in written texts
value the relationship between accurate spelling and effective written communication

Key Inquiry Questions (KIQs)

How can we improve our spelling?
 write a story or dialogue on contemporary issues, for example, keeping my neighbourhood safe, using the commonly misspelt words and share it with peers for feedback?

Suggested Experiences

mention words that are difficult to spell correctly
work with peers to search for commonly misspelt words from textbooks and online sources
discuss ways of correcting commonly misspelt words
correct texts with wrong spellings of irregular plural nouns, for example, knife-knives; ox-oxen; fox-foxes; child-children; thief-thieves; lady- ladies; monkey-monkeys, and –ing verbs formed from verbs with final –e for example love – loving, dine – dining
explain to peers the effects of correct spelling on written communication
engage in spelling games such as crossword puzzles

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

4.7 Composition: The Writing Process

Term 32 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

outline the steps in the writing process
write a narrative composition following the writing process
acknowledge the role of writing fluency in communication

Key Inquiry Questions (KIQs)

How does one write a good composition?

Suggested Experiences

watch a video of learners going through the writing process
read samples of well-written texts and highlight features that make them outstanding
discuss the writing process giving details of what each entails on a mind map
suggest the most suitable topics on issues like natural resources or saving forests for practising the writing process
work with peers to practise the writing process, for example by
write a narrative composition following the writing process and share using a digital device for peer review
review the effectiveness of the writing process in writing compositions

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

4.8 Composition Writing: Self-Assessment

Term 32 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify steps involved in the assessment of narrative compositions
write narrative compositions and assess the introduction, body, and conclusion
appreciate the importance of assessment in improving narrative composition writing

Key Inquiry Questions (KIQs)

Why is it important to assess writing?
How can one improve their composition writing skills?

Suggested Experiences

search online and offline for information on the aspects of self-assessment when writing a narrative composition
practise assessing own narrative composition
watch a video or listen to a recording on how to peer- assess a composition
plan, organise, and write a composition on travel, and share it with peers for review
identify and correct spelling, punctuation, and grammatical errors using a given checklist

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

4.9 Creative writing: Narrative compositions

Term 31 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, 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

Key Inquiry Questions (KIQs)

Which things make a narrative composition memorable?

Suggested Experiences

Search for features of a well- written narrative from print and non-print sources. (200-240 words) such features include
a narrow and clearly defined focus (title)
a strong introduction
character descriptions
setting description
interesting details
a logical sequence
purposeful and precise word choice
varied sentence structure and
a strong conclusion
read well-written samples of narrative compositions noting the most outstanding parts
plan a narrative composition in groups, and tell it as a chain story
write a narrative composition on issues like historical and current heroes and share it with peers for discussion and revision
create displays of narrative writing skills learned and publish them in the classroom

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

4.10 Functional Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Demonstrate understanding, skills and core competencies in Functional Writing.

Key Inquiry Questions (KIQs)

What should one consider when grouping items in a packing list?

Suggested Experiences

The earner is guided to
search online and offline for samples of packing and shopping lists

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

4.11 Packing and Shopping lists

Term 32 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify ways of grouping items in packing and shopping lists
write a packing list for a specified event
prepare a shopping list for use in a given context
recognise the importance of preparing a shopping and packing list in their everyday lives

Key Inquiry Questions (KIQs)

Why should a shopping list be prepared?
What is the importance of a packing list?

Suggested Experiences

discuss the parts of a shopping list
create and fill a packing list template, and share with peers
discuss different ways of grouping items in packing and shopping lists
give in pairs the prices of different items in the shopping list to match a given budget

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

4.12 Spelling antonyms, synonyms, and numbers

Term 32 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

By the end of the
sub strand, the
learner should be
able to
 recognise
antonyms
synonyms, and
numbers in
words from a
selected text
 use antonyms
synonyms, and
numbers in
words correctly
in writing
 appreciate the
usage of
antonyms
synonyms, and
numbers in
words in
effective
writing
Specific Learning
Outcomes

Key Inquiry Questions (KIQs)

Why is it important to tell the synonyms and antonyms of words?
Why is it important to write numbers in words?
Key Inquiry Question(s)?

Suggested Experiences

read a text with antonyms, synonyms, and numbers in words from print and non- print sources
identify the antonyms, synonyms, and numbers in words from a selected text
listen to a dictation of a text with antonyms and synonmys, and write them down
collaborate with peers to search for antonyms and synonyms from books, newspapers and the internet, and compile a list
write a list of antonyms and synonyms and, with peers, exchange for assessment. Suggested Learning Experiences

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

4.13 The writing Process: Dialogues

Term 32 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

outline the format of a dialogue
apply the writing process in writing a dialogue
acknowledge the importance of the writing process in acquiring good writing skills

Key Inquiry Questions (KIQs)

What should we consider before writing a dialogue?

Suggested Experiences

search online and offline for an example of a dialogue
dramatise the identified dialogue
discuss the format of the dialogue they have identified
fill in missing words in a set dialogue on traditional fashion,individually
discuss the correctness of the words they have used
create a rough draft of a short dialogue using the format they have identified individually
edit each other’s dialogue to check for repetition, clarity, grammar, spelling and punctuation errors, in pairs
revise the dialogue individually
publish the final product for assessment,share the samples of well written dialogues with others in class

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

4.14 Creative Writing: Narrative Composition

Term 32 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

explain the meaning of specified idioms in context
create well-written narrative compositions using the specified idioms
appreciate the role of idioms in creative writing

Key Inquiry Questions (KIQs)

What makes a story memorable?
What is the importance of using idioms in communication?

Suggested Experiences

brainstorm on the reason creative writers use idiomatic expressions in writing
explain situations that call for the use of the following idiomatic expressions: o biting off more than you can chew o own up to something o having a lot on your plate o call it a day o piece of cake o hold your tongue
confirm the meaning of the idiomatic expressions from print and online dictionaries

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

4.15 Descriptive Writing

Term 32 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify features of a person, a thing, or a place that can be described
write a descriptive composition on a given subject
underscore the importance of creative writing in communication

Key Inquiry Questions (KIQs)

What do you consider when describing something?

Suggested Experiences

collaborate with peers to view videos or pictures of people, things or places and list the features of each that can be described in an essay
search online and offline for words and expressions that can be used to describe different features like weather emotions, events, and characters
explain the difference between descriptive writing and other forms of writing
read samples of descriptive essays and classify the features that are described and the expressions used in a graphic form for sharing
create a descriptive composition of between 200 to 240 words on an interesting topic like outdoor sports and display it in a gallery for peer review and revision

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

4.16 Functional Writing: Notices Posters

Term 32 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

outline the format of presenting notices and posters
design notices and posters on current issues
acknowledge the role of notices and posters in disseminating information. EXCEEDING EXPECTATION (4) Selects main ideas, details and general information from listening texts in varied contexts Uses stress, intonation and articulates vowel and consonant sounds extensively to convey meaning correctly Uses polite expressions, turn taking and courteous interruption extensively in conversations Intensively makes oral presentations, exceptionally performs narratives and participates in interviews Reads 100 words per minute in varied texts, accurately and with expressions. Pauses are natural and has a native- speaker like tendencies Reads for meaning, details and makes inferences from varied texts Analyses poems, class reader. Evaluates attitude of the speaker and brings out mood in varied texts Uses nouns, pronouns, verbs, adjectives and conjunctions in a variety of texts and with precision applies the present and past tenses in varied sentences and contexts Writes texts legibly and neatly with a lot of creativity Uses capital letters, commas, full stops and paragraphing techniques exceptionally Exhibits an exceptionally clear and logical sequence, there is a sense of unity and order throughout, there is a clear sense of beginning, middle and ending and makes smooth transition between ideas when writing narrative, descriptive, friendly letters, posters and notices Grammar in Use  Tasks such as multiple choice  Discrimination  Gap-filling  Short-answer  Dialogue-completion, information gap  Role play  Simulation  Matching tasks  Substitution tables  Word games  Puzzles Grammar in Use  Essay writing competitions on different topics  Hot seating sessions to enhance their language competence  Language symposiums to sharpen their language capacity  Word-based sports or games, for example, crossword puzzles or scrabble  Shadowing language users  Language drills  Announcement posters and advertising of school activities as a practise

Key Inquiry Questions (KIQs)

What kind of messages do posters convey?
APPROACHING EXPECTATIONS (2) Selects only main ideas but leaves out details from listening text Occasionally uses stress, intonation and articulates some vowel and consonant sounds to convey meaning Occasionally uses polite expressions, turn taking and courteous interruption in conversations Makes oral presentations, performs narratives but does not participate in interviews effectively Reads 50 words per minute, with hesitations and lacks appropriate expressions in some instances Reads for meaning and details but does not make inferences Analyses poems and class reader that have been practised Uses nouns, pronouns, verbs, adjectives and conjunctions in texts but makes a few errors Applies the present and past tenses but at times confuses the two Attempts to write texts legibly and neatly Uses capital letters, commas, full stops and paragraphing techniques but makes a number of errors Attempts to provide a logical sequence, there is some sense of beginning, middle and ending and some smooth transition between ideas when writing narrative, descriptive, friendly letters, posters and notices?

Suggested Experiences

collect posters and notices online or offline tourist attraction sites in Kenya and display them in class
brainstorm the format for presenting notices and posters
study samples of notices and posters presented in class and label features of format
differentiate between a poster and a notice in writing
discuss and select issue(s) that can be addressed by notices and posters including matters relating to tourist attraction sites in Kenya
design a notice and a poster on the selected issue using the model format and display for peer review
keep the revised notice and poster in their portfolio. MEETING EXPECTATIONS (3) Selects main ideas, details and general information from listening texts Uses stress, intonation and articulates vowel and consonant sounds to convey meaning correctly Uses polite expressions, turn taking courteously interrupts in conversations Makes oral presentations, performs narratives and participates in interviews Reads 100 words per minute, accurately and with expressions. Reads for meaning, details and makes inferences. Analyses poems and class reader Uses nouns, pronouns, verbs, adjectives and conjunctions in texts Applies the present and past tenses in sentences Writes texts legibly and neatly Uses capital letters, commas, full stops and paragraphing techniques Exhibits a logical sequence, there is a sense of unity and order, there is a sense of beginning, middle and ending and makes smooth transition between ideas when writing narrative, descriptive, friendly letters, posters and notices Writing Skills
Learner journals
Peer assessment
Self-assessment
Standardised writing assessment Writing Skills
Essay writing competitions
Writing clubs, journalism clubs, and compiling articles for the school magazine to nurture writing talent
Interclass or school Spelling contests
Letter writing drills
Mentorship in writing
Report writing based on activities such as school sports and games

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 5.0

Grammar

1 Sub-strand2 Lessons

5.1 Verbs and Tense

Term 32 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify verbs in the simple present and simple past tense in a text
write sentences using the simple present tense
write sentences using the simple past tense
advocate appropriate use of tense in communication

Key Inquiry Questions (KIQs)

Why is it necessary to indicate when an activity takes place?

Suggested Experiences

underline verbs in simple present and simple past tense in a text
reflect on the formation of simple present and simple past tense forms of verbs
construct and share sentences on a variety of issues, including leadership, using verbs in the appropriate tense
type the constructed sentences using a digital device
search online or offline for verbs used in simple present and simple past tense from a variety of texts
complete sentences using the correct tense of the given verbs
create and display charts showing words in their simple present and past tense
play language games using verbs in the present and past tense

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 6.0

Listening Speaking

1 Sub-strand2 Lessons

6.1 an1d3 . 1.1 Listening Comprehension: Extensive Listening

Term 32 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, 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
Acknowledge the importance of extensive listening in communication

Key Inquiry Questions (KIQs)

How can we tell the main message in a song?

Suggested Experiences

listen to songs on local and international land travel from audio recordings
respond to comprehension questions on key issues raised in the song
pick out key issues raised from a song sung by the teacher or resource person on land travel
share ideas on the key issues addressed in the songs they have listened to using wall charts
identify vocabulary used in songs on land travel and infer their meaning from context
construct sentences orally using the vocabulary learnt
sing choral songs on land travel

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 7.0

Listening

1 Sub-strand2 Lessons

7.1 Consonant Sounds and Intonation

Term 32 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify words with the sounds /v/, /f/, /n/ and /ŋ/ from a text
pronounce words with the sounds /v/, /f/, /n/ and /ŋ/ in sentences
use correct intonation for yes/no and wh- questions in varied contexts
appreciate the importance of correct pronunciation and intonation in a conversation

Key Inquiry Questions (KIQs)

How can one learn to correctly pronounce words?

Suggested Experiences

search from print and non-print sources for tongue twisters with some of the target sounds and say them for enjoyment
watch a video or listen to a recording or conversation on outdoor games and group the words in a table according to the following target sounds: v/ as in very; /f/ as in ferry /n/ as in been an /ŋ/ as in being
listen to, and model native speaker clips with the target sounds in words
work with peers to practise the pronunciation of words with the target sounds and record themselves
share the clips for peer review
listen to an audio or a dramatised conversation on outdoor games in which Yes/No and WH- questions are used and point out whether a rising or falling intonation is used
practise articulation of Yes/No and WH- questions with the appropriate intonation in dialogues
write, dramatise and record a dialogue using words with the target sounds as well as Yes/ No and WH- questions and share with peers for review

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Grade 7 English Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 7 English.

Term 1 Scheme13 Weeks

Listening and Speaking
Reading

View Term 1

Term 2 Scheme14 Weeks

Reading
Grammar in Use
Writing

View Term 2

Term 3 Scheme9 Weeks

Writing
Grammar
Listening Speaking
Listening

View Term 3

Other Grade 7 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 7.

Arabic Hub French Hub Creative Arts & Sports Hub Agriculture & Nutrition Hub Pre-Technical Studies Hub Christian Religious Education Hub Integrated Science Hub Islamic Religious Education Hub Mathematics Hub German Hub Hindu Religious Education Hub Indigenous Languages Hub Kiswahili Hub Mandarin Hub Social Studies Hub

Explore Schemes for Other CBC Classes

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

PP1 Schemes PP2 Schemes Grade 1 Schemes Grade 2 Schemes Grade 3 Schemes Grade 4 Schemes Grade 5 Schemes Grade 6 Schemes Grade 8 Schemes Grade 9 Schemes

Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Kenya Institute of Curriculum Development (KICD) ↗
Syllabus designs, strands, specific learning outcomes, and inquiry questions.
Ministry of Education Kenya (MoE) ↗
2026 school calendar dates, term durations, and mid-term break schedules.
Teachers Service Commission (TSC) ↗
Compliant with TPAD pedagogical records, professional records, and assessment rubrics.

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 7 English?

The official KICD strands for Grade 7 English are: Listening and Speaking, Reading, Grammar in Use, Writing, Grammar, Listening Speaking, Listening. Each strand is broken down into structured sub-strands with specific learning outcomes, inquiry questions, and suggested lesson periods.

Which sub-strands are taught across Term 1, Term 2, and Term 3 in Grade 7 English?

The curriculum is systematically distributed across all three terms based on Ministry of Education term durations. Term 1 covers foundational strands, Term 2 advances core competencies, and Term 3 focuses on measurement, geometry, application, and revision. Review the curriculum breakdown above for the term-by-term allocation.

Are specific learning outcomes and inquiry questions included in these schemes?

Yes, every lesson in our Grade 7 English schemes contains exact KICD specific learning outcomes (knowledge, skills, and attitudes), key inquiry questions, learning experiences, and assessment methods.

Can I download editable Word (.docx) and PDF schemes for Grade 7 English?

Yes! You can instantly download formatted, editable Microsoft Word files (.docx) or print-ready PDFs for Term 1, Term 2, and Term 3, or customize them with your school name, TSC number, and term dates.