2026 KICD CBC Curriculum Design4 Strands · 75 Sub-strands150 Suggested Lessons

Grade 8 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 8 English. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 8 English Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 8 English under the Kenya CBC curriculum framework.

Class / Level: Grade 8
Major Strands: 4 Strands
Annual Lessons: 150 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 8 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	Polite Language: Telephone Etiquette	By the end of the sub strand, the learner should be able to; a) identify polite words and phrases in telephone conversations	1. Why should one be polite when speaking over telephone?	- listen and identify words and phrases that indicate polite language in a telephone conversation from a digital device - role-play a telephone dialogue on human rights using polite language	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Polite Language: Telephone Etiquette	By the end of the sub strand, the learner should be able to; a) conduct a telephone conversation using polite words and expressions b) acknowledge the significance of etiquette in telephone conversations	1. How do we ensure politeness in a telephone conversation?	- match polite telephone conversation expressions with appropriate responses from the cards provided - practise leaving and taking telephone messages over the phone using polite language on a caller card	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Polite Language: Telephone Etiquette	By the end of the sub strand, the learner should be able to; a) acknowledge the significance of etiquette in telephone conversations	1. How do we ensure politeness in a telephone conversation?	- practise leaving and taking telephone messages over the phone using polite language on a caller card	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Oral Presentations: Songs	By the end of the sub strand, the learner should be able to; a) identify features of songs in the locality b) use performance techniques when singing	1. How can one improve the presentation of a song to make it interesting?	- watch recordings of songs from the Kenya drama and music festivals - discuss the performance techniques that make the presentations appealing and make notes - identify songs of their choice and present them to the rest of the class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Oral Presentations: Songs	By the end of the sub strand, the learner should be able to; a) write songs on a scientific innovation b) appreciate the role of songs in the society	1. How can one improve the presentation of a song to make it interesting?	- write songs on scientific innovations - collaborate to recite and record the songs or poems - watch the recordings and discuss the non- verbal aspects of the performance	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening and Speaking	Listening Comprehension	By the end of the sub strand, the learner should be able to; a) identify the main idea from a cause and effect text b) pinpoint specific information from a cause and effect text	1. What should one look for when listening to a text?	- listen to a cause and effect text on pollution being read by the teacher or from a digital device - pick out the main idea from that cause and effect text - respond to oral questions based on the text correctly - identify and write down the ideas presented in the text	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Listening Comprehension	By the end of the sub strand, the learner should be able to; a) infer the meanings of unfamiliar words using context clues b) acknowledge the importance of listening for detail	1. What should one look for when listening to a text?	- orally answer questions based on the text - make a list of unfamiliar words and practise pronouncing them - give the meaning of specific words using context clues - look up the meanings of unfamiliar words from an online or offline dictionary - use given words to construct sentences	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	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 text	1. Why is it important to get the main points from an oral text?	- listen to an audio text on consumer roles and responsibilities and decide whether the information presented is specific or general - search online for audio recordings and attentively listen for specific information	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) listen and respond to texts appropriately b) emphasise the value of listening skills in communication	1. How can you ensure you capture the relevant information from a speaker?	- role play a scene on roles and responsibilities of consumers to emphasise listening skills during communication - listen to a passage on consumer roles and responsibilities and answer questions posed by the speaker	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Pronunciation	By the end of the sub strand, the learner should be able to; a) identify words with sounds /ɒ/, /ͻ:/, /θ/ and /ð/ in a given text b) pronounce words that have target sounds correctly	1. How can one improve their pronunciation?	- interact with an audio or video recording featuring vowel sounds/ɒ/ /ͻ:/ and consonant sounds/θ/ /ð/ from a digital device - list words that contain the mentioned sounds from print or digital texts - pronounce the identified words correctly, with peers - play word games involving the target sounds	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Listening and Speaking	Pronunciation	By the end of the sub strand, the learner should be able to; a) apply emphatic stress correctly in varied contexts b) acknowledge the role of correct pronunciation in communication	1. How can one improve their pronunciation?	- with peers, search online and offline for the meaning of emphatic stress - listen to a series of sentences and identify the stressed words - collaborate to recite a poem and emphasise given words to bring out various meanings - read sentences and stress given words appropriately	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	1.1 Conversational Skills: Disagreeing politely	By the end of the sub strand, the learner should be able to; a) list ways of disagreeing politely b) use conversational strategies to disagree appropriately	1. Which words or phrases are used to show politeness?	- watch a short video or read an excerpt in which speakers disagree appropriately and identify polite expressions used - role play the events depicted in the video or excerpt	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	1.1 Conversational Skills: Disagreeing politely	By the end of the sub strand, the learner should be able to; a) apply non-verbal cues to express varied moods and feelings b) advocate for the need to speak politely during communication	1. How do you use non-verbal cues to express different moods and feelings?	- practise disagreeing politely while incorporating non-verbal cues - listen to a dialogue where characters agree or disagree politely - work with peers to write a short dialogue depicting disagreeing politely and present it to the rest of the class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Listening for Detail	By the end of the sub strand, the learner should be able to; a) identify main ideas in a listening text	1. How should one listen for detail?	- listen to a recorded text on wild life and answer questions from the text, and discuss the main ideas	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Listening for Detail	By the end of the sub strand, the learner should be able to; a) respond appropriately to questions based on the listening text b) acknowledge the importance of listening for details in life	1. How should one listen for detail?	- listen to a passage read by peers or the teacher and outline the main ideas from the text individually - discuss with peers answers based on a given text	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 8 English Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 8 English. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Listening and Speaking

15 Sub-strands30 Lessons

1.1 Polite Language: Telephone Etiquette

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify polite words and phrases in telephone conversations
conduct a telephone conversation using polite words and expressions
acknowledge the significance of etiquette in telephone conversations

Key Inquiry Questions (KIQs)

Why should one be polite when speaking over telephone?
How do we ensure politeness in a telephone conversation?

Suggested Experiences

listen and identify words and phrases that indicate polite language in a telephone conversation from a digital device
role-play a telephone dialogue on human rights using polite language
match polite telephone conversation expressions with appropriate responses from the cards provided
practise leaving and taking telephone messages over the phone using polite language on a caller card

Teaching Resources

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

1.2 Oral Presentations: Songs

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify features of songs in the locality
use performance techniques when singing
write songs on a scientific innovation
appreciate the role of songs in the society

Key Inquiry Questions (KIQs)

How can one improve the presentation of a song to make it interesting?

Suggested Experiences

watch recordings of songs from the Kenya drama and music festivals
discuss the performance techniques that make the presentations appealing and make notes
identify songs of their choice and present them to the rest of the class
write songs on scientific innovations
collaborate to recite and record the songs or poems
watch the recordings and discuss the non- verbal aspects of the performance

Teaching Resources

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

1.3 Listening Comprehension

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 a cause and effect text
pinpoint specific information from a cause and effect text
infer the meanings of unfamiliar words using context clues
acknowledge the importance of listening for detail

Key Inquiry Questions (KIQs)

What should one look for when listening to a text?

Suggested Experiences

listen to a cause and effect text on pollution being read by the teacher or from a digital device
pick out the main idea from that cause and effect text
respond to oral questions based on the text correctly
identify and write down the ideas presented in the text
orally answer questions based on the text
make a list of unfamiliar words and practise pronouncing them
give the meaning of specific words using context clues
look up the meanings of unfamiliar words from an online or offline dictionary
use given words to construct sentences

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 text
listen and respond to texts appropriately
emphasise the value of listening skills in communication

Key Inquiry Questions (KIQs)

Why is it important to get the main points from an oral text?
How can you ensure you capture the relevant information from a speaker?

Suggested Experiences

listen to an audio text on consumer roles and responsibilities and decide whether the information presented is specific or general
search online for audio recordings and attentively listen for specific information
role play a scene on roles and responsibilities of consumers to emphasise listening skills during communication
listen to a passage on consumer roles and responsibilities and answer questions posed by the speaker

Teaching Resources

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

1.5 Pronunciation

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify words with sounds /ɒ/, /ͻ:/, /θ/ and /ð/ in a given text
pronounce words that have target sounds correctly
apply emphatic stress correctly in varied contexts
acknowledge the role of correct pronunciation in communication

Key Inquiry Questions (KIQs)

How can one improve their pronunciation?

Suggested Experiences

interact with an audio or video recording featuring vowel sounds/ɒ/ /ͻ:/ and consonant sounds/θ/ /ð/ from a digital device
list words that contain the mentioned sounds from print or digital texts
pronounce the identified words correctly, with peers
play word games involving the target sounds
with peers, search online and offline for the meaning of emphatic stress
listen to a series of sentences and identify the stressed words
collaborate to recite a poem and emphasise given words to bring out various meanings
read sentences and stress given words appropriately

Teaching Resources

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

1.6 1.1 Conversational Skills: Disagreeing politely

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

list ways of disagreeing politely
use conversational strategies to disagree appropriately
apply non-verbal cues to express varied moods and feelings
advocate for the need to speak politely during communication

Key Inquiry Questions (KIQs)

Which words or phrases are used to show politeness?
How do you use non-verbal cues to express different moods and feelings?

Suggested Experiences

watch a short video or read an excerpt in which speakers disagree appropriately and identify polite expressions used
role play the events depicted in the video or excerpt
practise disagreeing politely while incorporating non-verbal cues
listen to a dialogue where characters agree or disagree politely
work with peers to write a short dialogue depicting disagreeing politely and present it to the rest of the class

Teaching Resources

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

1.7 Listening for Detail

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify main ideas in a listening text
respond appropriately to questions based on the listening text
acknowledge the importance of listening for details in life

Key Inquiry Questions (KIQs)

How should one listen for detail?

Suggested Experiences

listen to a recorded text on wild life and answer questions from the text, and discuss the main ideas
listen to a passage read by peers or the teacher and outline the main ideas from the text individually
discuss with peers answers based on a given text

Teaching Resources

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

1.8 Listening and Responding: Oral Narratives - Myths

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify the characters in a given myth
narrate the key events in a given myth
explain the moral lesson in a set myth
relate the characters in a myth to real life
acknowledge the role/importance of oral literature in lifelong learning

Key Inquiry Questions (KIQs)

How can you tell what is going to happen in a story?
How are the characters or events in the story related to the people or happenings around us?

Suggested Experiences

predict events in a myth from the title or pictures in the story
listen to a narration of a myth from your community then retell the myth to their peers
watch a video recording of a myth
identify the characters in the myth
collaborate answer questions from the story
discuss the lessons learnt from a myth
discuss the relevance of the story to real life

Teaching Resources

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

1.9 Pronunciation: 9.1.1.1 Sounds: vowels /ɑː/ /зː/and consonants /tʃ/ and/dʒ/ 9.1.1.2: Stressed and unstressed words

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify words with vowels /ɑː/; /зː/ and the consonant /tʃ/; /dʒ/ from a sample text
pronounce the vowels /ɑː/; /зː/ and the consonants /tʃ/; /dʒ/ correctly
apply stress on content words while leaving the function words unstressed
acknowledge the importance of emphatic stress in communication

Key Inquiry Questions (KIQs)

Why are some words said with greater force than others?
Why do we pronounce some words differently from others in a sentence?

Suggested Experiences

listen to a recording and identify the sounds /ɑː/ /зː/ /tʃ/ and/dʒ/
practise saying the sounds /ɑː/ /зː/ /tʃ/ and/dʒ/
identify the stressed and unstressed words in a sample text
work with peers to practise saying words with the sounds /ɑː/ /зː/ /tʃ/ and/dʒ/ and make a recording
listen to sentences as they are read out
pick out words that are either stressed and unstressed
collaborate to recite a poem and identify the stressed words

Teaching Resources

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

1.10 Oral Presentations

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify the items in the format of a speech
present a written speech using effective speaking skills
prepare a short speech on a given topic
acknowledge the importance of good speaking skills for effective communication

Key Inquiry Questions (KIQs)

How can you make a speech presentation interesting?
What are some of the techniques for introducing or concluding a speech?

Suggested Experiences

search online and offline for the format of a speech
listen to or watch a recorded speech from a digital device
identify the introduction, body and conclusion of the speech they have listened to or watched
work with peers write down points on how they can appreciate their heritage through art
collaborate to prepare a speech using the points generated above and present it in class
present the speech to the whole class as other learners provide feedback on the non-verbal cues used
identify the speaking strategies that made each speech interesting

Teaching Resources

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

1.11 Conversational Skills: interviews

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify polite words and expressions in a radio or television interview
use polite words and expressions when conducting an interview
appreciate the role of interviews in presenting reality

Key Inquiry Questions (KIQs)

Why is it important to use polite language during an interview?
How do we show respect for other people’s opinion?

Suggested Experiences

listen to a recorded or a role played interview and identify polite expressions used. For example, “I am sorry but...”; “your point is valid, but...”
watch a video in which the speakers are engaged in a radio or television interview
make a list of the verbal and non- verbal cues used by the speakers to express politeness
brainstorm and conduct an interview on choosing a career in traffic law enforcement agencies using polite expressions
search online and offline for typical questions and answers in a radio or television interview
conduct a hot seating episode that relates to experiences people go through in their various careers

Teaching Resources

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

1.12 Listening to Respond: Attitude

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

explain the message in a given song
use appropriate words and expressions to express their attitude towards a given song
appreciate how choice of words affects the reader

Key Inquiry Questions (KIQs)

What messages are found in songs?
What makes one like or dislike a song?

Suggested Experiences

listen to different songs from a digital device or non-electronic sources and describe the messages in them
collaborate with peers to perform the songs and bring out relevant emotions
discuss issues highlighted in the songs with those of their peers
use words and expressions to describe their feelings about various issues in the songs including modern fashion

Teaching Resources

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

1.13 Extensive Listening: Poems

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify messages in poems
perform poems using appropriate techniques
acknowledge the role of poems in society

Key Inquiry Questions (KIQs)

How can you improve the presentation of a poem?
What messages are conveyed in poem?

Suggested Experiences

watch recordings or performances of poems on the need for consumer protection and patriotism for enjoyment
with peers, discuss the different messages in the poems
discuss in groups the performance techniques that make the presentations appealing
identify poems on the need for consumer protection and perform them while recording themselves
discuss what stands out in presentation

Teaching Resources

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

1.14 Pronunciation and Intonation

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify silent consonant letters in words
pronounce words with silent consonant letters in sentences
use the correct intonation in declarative and exclamatory sentences
acknowledge the importance of correct pronunciation and intonation in communication

Key Inquiry Questions (KIQs)

Why should we use the right intonation when speaking?
What are some of the words with silent letters?

Suggested Experiences

search online and offline for words with the following silent consonant letters /r//h//k//g//p//t/and /b/ and practise the pronunciation of the given words
listen from the online dictionaries and tutorials for the correct articulation of the specified sounds
listen to the teacher or a recording of some sentences on sports and indicate whether a falling or rising intonation has been used
use correct intonation when reading declarative and exclamatory sentences
practise reading words with silent letters in pairs and give feedback
underline silent letters in words

Teaching Resources

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

1.15 Oral Reports: Events

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

recount events that take place outside the classroom
present a report on occurences taking place out of the classsroom using verbal and non-verbal cues
acknowledge the role of oral reports in communication

Key Inquiry Questions (KIQs)

How can you make your presentation convincing?
Why do we give oral reports?

Suggested Experiences

scan through pictures or videos taken in a tourist attraction site and discuss the activities involved and how the roads are used to ensure safety
search online or offline for oral reports and note the steps taken during the presentations
review an out of class activity and order the sequence of events of the activity
rehearse an oral report paying attention to verbal and non-verbal cues
present oral reports on the activities as they took place using verbal and non-verbal cues
provide feedback on reports presented by peers and suggest improvements

Teaching Resources

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

Strand 2.0

Reading

30 Sub-strands60 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:

identify print and non- print texts that are interesting to read
read a range of texts for information
appreciate the importance of reading for enjoyment

Key Inquiry Questions (KIQs)

Why should one read widely?
What should one consider when selecting a reading text?

Suggested Experiences

skim through grade-appropriate print and electronic reading materials
scan grade-appropriate print and electronic reading materials
read materials on human rights at their pace within a specified period
discuss what they have read
write down the main ideas in the texts they have read
use a dictionary to look up the meaning of vocabulary acquired from independent reading
infer the meaning of words as used in the texts

Teaching Resources

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

2.2 Intensive Reading: Short Stories

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

outline the sequence of events in a short story that they have read
use contextual clues to infer the meanings of words
answer direct and inferential questions from a short story
acknowledge the role of reading in communication

Key Inquiry Questions (KIQs)

How can you predict the outcome of a story even before you read it?
How do you tell the meaning of unfamiliar words in a story?

Suggested Experiences

predict events by focusing on the title and illustrations in a text
silently read the short story
infer contextual meanings of words based on the events in the story
retell the story while citing issues on human rights
role-play selected events and characters in the story
work with peers to discuss the relationships between their own lives and those of characters in the text

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:

identify the persona in a given poem
identify instances of repetition in a given poem
explain what the poem is about
appreciate the role of poems in communication

Key Inquiry Questions (KIQs)

How is a poem different from a passage?
How can you say what is in the poem in your own words?

Suggested Experiences

read a given poem for enjoyment
recite/rap and dramatise the given poem
discuss the voice that speaks in the poem (the persona)
explain the words, phrases and sentences that help them to decipher the surface and deeper meaning of a poem
relate the message in the poem with real life experiences
work with peers to compose, type and share poems related to scientific innovations
display their poems on a chart, a poster in class or on the school notice board

Teaching Resources

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

2.4 Intensive Reading: Short story

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify the setting - time and place-of a short story
highlight the episodes in the short story chronologically
appreciate the differences in culture and setting

Key Inquiry Questions (KIQs)

Which places in the short stories would you like to visit?
Which time in history would you desire to live?

Suggested Experiences

watch different places and times of the day and night from a digital device or written text
read a short story and retell what they have read
tease out the geographical setting, the historical period and the culture from which the story is based by looking at the words and elements used in the story
work with peers to compare the setting and places in the short story to their own real life setting
use their surroundings to describe the setting and place
draw or take pictures of different settings at different times

Teaching Resources

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

2.5 Intensive Reading

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

answer questions based on a given text correctly
infer meanings of words in a given text correctly
acknowledge the importance of good reading skills reading in life

Key Inquiry Questions (KIQs)

How can one improve the way they read?
Which skills should one use in order to read effectively?

Suggested Experiences

predict events by focusing on the title and illustrations in a text
individually, silently read a passage on pollution so as to internalize the information
read the passage aloud in turns as they answer oral questions that are asked
infer the meaning of given words using synonyms, contexts among others
work with peers to recapture events in the text as they role play
write answers to the questions given after the passage correctly

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:

identify the aspects of structure in a given poem
recognize the main ideas in a given poem
recognize the role of poems in communicating values

Key Inquiry Questions (KIQs)

What messages do poems convey?

Suggested Experiences

search online and offline for the components of the structure of a poem; poet, number of stanzas, number of lines in a stanza
read a given poem and identify the structure
recite and dramatize the given poem
explain the words, phrases and sentences in a poem that help them to decipher the surface and deeper meaning
relate the message of the poem to real life
identify topics of poems such as pollution, list the topics down and display them in charts
compose, type and share a poem related to pollution, with peers
display their poems in a portfolio/chart/class noticeboard

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:

identify reading strategies for use on given texts
select main ideas and details from written texts
acknowledge reading for main ideas and details as a comprehension skill

Key Inquiry Questions (KIQs)

Why should one read for main ideas?
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 consumer roles and responsibilities and review each other’s work
work with peers and share ideas on how one can practically use the selected reading strategies
fill in substitution tables with specific details from texts
complete a mind map with focus on the main idea and details

Teaching Resources

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

2.8 Intensive Reading: Short story

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify the characters in a short story
use contextual clues to infer character traits of the characters in a short story
acknowledge the role of characters in a short story

Key Inquiry Questions (KIQs)

What should one look for when reading a story?
What qualities do you admire in people?

Suggested Experiences

with peers, read the short story and retell what they have read
describe the traits of the characters in the short story using different adjectives
compare and contrast the traits of the characters that appear in the short story
role play the different characters and discuss their importance in the short story
make connections between their own lives and those of characters in the text

Teaching Resources

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

2.9 Study Skills- Reference Materials

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

select relevant reference materials for varied tasks
use reference materials to obtain information on varied subjects
acknowledge the role of reference materials in lifelong learning

Key Inquiry Questions (KIQs)

What is the importance of reference materials?
How can one use reference materials appropriately?

Suggested Experiences

pick out various words from print and digital texts
check the meanings and spellings of the words in a dictionary
work with peers to look for the synonyms of various words from a thesaurus
construct sentences using the given words
give the antonyms of those words
use an encyclopaedia to search for information on various topics
create crossword puzzles using the antonyms and synonyms learnt and share with peers for review

Teaching Resources

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

2.10 Intensive Reading: Short story

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify dialogue and repetition in a short story
explain the importance of repetition and dialogue in a short story
acknowledge the role of dialogue and repetition in fiction writing

Key Inquiry Questions (KIQs)

What makes stories interesting to read?

Suggested Experiences

watch plays that have characters talking to one another and repeating certain lines or sentences from a digital device
read a short story and work with peers to retell what they have read
search online and offline for the importance of repetition and dialogue in a short story
discuss the message in the dialogue in a short story
role play a dialogue in the short story read
describe how the dialogues bring out the traits of the different speakers
make connections between their own lives and those of the characters in the short story
write a short paragraph on the theme of ‘peers’ using repetition and dialogue appropriately

Teaching Resources

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

2.11 Reading Fluency: Poem

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify techniques of reading fast
read a text accurately, with expression and at the right speed
apply fluency strategies when reading a text
appreciate the value of fluency in reading to enhance understanding

Key Inquiry Questions (KIQs)

Why should we display appropriate expressions when reading a text?

Suggested Experiences

preview a text before reading
skim a text to obtain the main idea
Scan a text to obtain specific details
ignore unknown words when reading a text
practice reading a text at the right speed while displaying the right feelings
pronounce words and sounds accurately
work with peers to engage in a reader’s theatre
recite the poems aloud in class
work with peers to download sample texts from the internet and read them

Teaching Resources

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

2.12 Intensive Reading: short story

Term 12 Lessons

Specific Learning Outcomes (SLOs)

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

identify the main ideas in the short story
summarise the key events in the short story
relate the main ideas in the short story to real life situations
appreciate the relevance of the short story in addressing real life issues

Key Inquiry Questions (KIQs)

Why do people read short stories?

Suggested Experiences

read a prescribed section of the short story
discuss the storyline
present findings in a talking tree
summarise the main idea in the short story
act out a section of the short story, with peers

Teaching Resources

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

2.13 Intensive Reading: Visuals

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify different visuals in given contexts correctly
make a connection between visuals and the written text
interpret visuals correctly for meaning
appreciate the role of visuals in simplifying representation

Key Inquiry Questions (KIQs)

What information do we obtain from visuals?
How can one interpret a visual correctly?

Suggested Experiences

study information presented in optical illusions in print/ electronic devices and discuss findings
make inference of implied meaning from the visuals
work with peers to make connections of the visuals such as pictures, graphs, illustrations, charts and videos provided with written texts
write a summary of what has been viewed in the visuals which may depict human-wildlife conflict
present a piece of written information on wildlife in form of a visual and share in class

Teaching Resources

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

2.14 Intensive Reading: Short story

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify the characters in a given short story
explain the relationship between the characters in the short story
appreciate the role of the characters in the short story in depicting real- life experiences

Key Inquiry Questions (KIQs)

How does one identify qualities of characters in a short story?

Suggested Experiences

read the short story and pick out the characters
discuss the things done by the characters in the short story
dramatise different characters in a short story in order to bring out their traits
distinguish between the main characters and the minor characters
work with peers to use relationship tree diagrams, character map or any other diagrammatic tool to show how the characters relate to each other
display the tree diagram via power point or manila paper in class

Teaching Resources

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

2.15 Intensive Reading: Poem

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

select required information from a text
use nonverbal cues to bring out the message in a poem
make judgement on the information in a text
infer the meaning of unfamiliar words using contextual clues
acknowledge the importance comprehension in life

Key Inquiry Questions (KIQs)

How can one tell the meaning of unfamiliar words used in a text?
Why should one support an opinion about a story or person with evidence?

Suggested Experiences

identify the characters, themes and aspects of style such as repetition from a poem
infer the meaning of words from the context
use visuals, synonyms, antonyms among others to infer the meaning of words
rap/recite the poem in turns using relevant non-verbal cues
answer direct and inferential questions based on the poem
retell events depicted in the poem in own words
make evidence supported judgements about the events and the message in a poem
conduct debates based on the poem elaborating on what you like or do not like about the poem
use prior experience and previous knowledge when giving an opinion

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 inanimate characters in a given poem
describe traits of inanimate characters present in a given poem
appreciate the role of inanimate characters in poetry

Key Inquiry Questions (KIQs)

How do you describe the characters in a poem?
Why are the characters in a poem important?

Suggested Experiences

find out the meaning of inanimate characters from print and digital texts
identify inanimate characters in a poem
discuss the likely inanimate characters in a poem and their traits
recite a poem related to the theme using appropriate non-verbal cues
role play an inanimate character in a given poem
relate inanimate characters with individuals in real life

Teaching Resources

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

2.17 Extensive Reading: Grade appropriate fiction Materials - Characters

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify the characters in a given fiction text
describe the traits of a given character in a fictional text
appreciate the role of characters in fiction

Key Inquiry Questions (KIQs)

What makes reading enjoyable?
How can the characters in a story be described?
Which stories are the most enjoyable to read?

Suggested Experiences

search online and offline for words that can be used to describe character traits
read a given fiction material on African heroes/heroines and list the characters in the text
role play the different characters identified
dramatise the text and video record the performance
choose a character and discuss what the character does or says
use flash cards to describe the traits of the given character
work with peers to relate the characters in the fiction text to real life
identify the character that they like most and explain why

Teaching Resources

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

2.18 Intensive Reading: Similes and metaphors

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

list the similes and metaphors in a given short story
use similes and metaphors in their own sentences
explain the similes and metaphors used in the short story
acknowledge the importance of similes and metaphors in communication

Key Inquiry Questions (KIQs)

What makes short stories interesting?
Why should short stories be read?
How can one write a short story?

Suggested Experiences

search online and offline for meanings of simile and metaphor
read a given short story and identify the similes and metaphors present
discuss the meanings of the similes and metaphors identified
discuss the relevance of the similes and metaphors in the short story
list the similes and metaphors they know
construct sentences using the similes and metaphors in the context of African heroes and heroines

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 key points in a text
make notes from a written text
appreciate the importance of note making in learning

Key Inquiry Questions (KIQs)

How do we determine what to include in our notes during note making?
What is the importance of note making?

Suggested Experiences

work with peers to search online and offline on how to make notes
read a given text on art and identify the key points
identify verbal sign posts and share with peers
make notes on the margin and peer review
paraphrase the writer’s words
create own abbreviations and display on a chart
jot down any ideas that a writer repeats
discuss some of the words that are used to introduce key points in a piece of writing
rewrite or re-read their notes and reorganize into categories

Teaching Resources

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

2.20 Intensive Reading: Short story

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

highlight the main events in the story
relate the events in the short story to real life
identify the setting in the short story
appreciate the importance of literature in life

Key Inquiry Questions (KIQs)

How do events flow logically in a story?
Why is the setting of a story important to the reader?

Suggested Experiences

read a given short story
discuss with peers the main events
use a graphic organizer to highlight the events in the story
research the meaning of setting from online and offline sources and make notes
discuss the setting of the short story they have read
work with peers to discuss how the events in the short story relate to real life

Teaching Resources

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

2.21 Extensive Reading: Non- fiction

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify print and non- print non-fiction materials that are interesting to read
read a range of non- fiction materials for general information
appreciate the importance of reading for information

Key Inquiry Questions (KIQs)

What is the importance of reading widely?
What do you consider when selecting a reading text?

Suggested Experiences

skim through print and electronic reading materials on careers
discuss the general ideas with peers
scan print and electronic reading materials and identify key words and phrases
use a dictionary to look up the meaning of vocabulary acquired during independent reading
read various texts on risky behaviour by road users and note the key points
share with peers what he or she has read about

Teaching Resources

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

2.22 Intensive Reading: Lessons Learnt

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify the lessons learnt in a short story
relate the lessons learnt in the short story to real life
appreciate the role of stories in addressing societal issues

Key Inquiry Questions (KIQs)

What issues in the society are addressed by stories?
How can one derive lessons from a short story?

Suggested Experiences

listen or watch a story and identify moral lessons that are brought out from a digital device
read the short story and retell what they have read
discuss the lessons learnt by looking at the actions and the words used in the story, with peers
discuss how different characters bring out the lessons
role play the episodes that carry the main lessons in the short story
make connections between situations in their own lives and the episodes in the text
use the lessons learnt to write a composition and share it with peers

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 mental images in a text correctly
use contextual clues to infer information and meanings of words correctly in a text
acknowledge the role of comprehension in effective communication

Key Inquiry Questions (KIQs)

What do you remember most after reading a text?
How do we get information from a text?

Suggested Experiences

read the passage on modern fashion and underline sentences that create mental images
read the passage on modern fashion in turns as they answer direct and inferential questions
work with peers to infer the meaning of words and expressions using contextual clues
present mental pictures from the text on charts and display them

Teaching Resources

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

2.24 Short Story: Characters

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify the characters in the short story
write a paragraph on the characters in the short story
appreciate the role of characters in stories

Key Inquiry Questions (KIQs)

What qualities do you admire in people?
How can character traits be described?

Suggested Experiences

read a story in print or non-print form
identify the characters in the story as they have read
categorize the characters as good or bad based on their actions and words, with peers
read a short story and discuss the actions and words of the characters in the story
write paragraphs describing the traits of the characters in the short story using different words and expressions
work with peers to compare and contrast the traits of the characters in the short story
describe how some characters in the short story are similar to the people they know
role play the different characters in the short story bringing out their traits
make connections between their own lives and those of characters in the text

Teaching Resources

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

2.25 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 the key points in a passage
create mental images of the characters, places and events in the text
summarise the key points in the text
appreciate the role of reading in lifelong learning

Key Inquiry Questions (KIQs)

How do you identify the key points while reading a text?
Which words can bring out the five senses in a text?

Suggested Experiences

read a text on the need for consumer protection and identify the key points
underline sentences that help create mental images (visualising) about the characters, places and events
role play events and characters in the passage in groups
answer questions based on the read text
fill out the summary maps/charts with the key ideas on characters, problems or solutions
write a paragraph that summarises the key points in the story in own words
use information from the maps to write out correct sentences

Teaching Resources

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

2.26 Short Story: Style

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify personification and flashback in a short story
read and dramatise selected parts of a short story featuring personification and flashback
appreciate the creative use of language in short stories

Key Inquiry Questions (KIQs)

How does a writer make a story interesting?
Which qualities of a person can be given to animals?

Suggested Experiences

read in turns the selected short story
narrate the sequence of events in the selected short story
identify personification and flashback in the selected short story
dramatise in groups the selected parts of the story containing personification and flashback
make short notes on personification and flashback with examples from the short story

Teaching Resources

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

2.27 Study Skills

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 descriptive text
make notes from a descriptive text
summarise a descriptive text in a paragraph of stated number of words
acknowledge the role of note making and summarise texts

Key Inquiry Questions (KIQs)

Why is it important to summarise information?
How can key points be identified in a text?

Suggested Experiences

discuss steps to follow when making notes and writing summaries
search for and read samples of well written summaries and notes
share ideas on qualities of well written notes and summaries
read a descriptive text on safety in sports and identify the key points
make notes from a descriptive text
in groups, combine the points into a coherent paragraph using connectors to make a summary in a specified number of words
display the paragraphs in class for peer review

Teaching Resources

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

2.28 Extensive reading: Short story

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify the ideas in the short story
relate the ideas from the short story to real life experiences
appreciate the value of short stories in reflecting social issues

Key Inquiry Questions (KIQs)

Where does a writer get what to write about?
How are stories related to what happens in real life?

Suggested Experiences

read a short story and identify ideas it conveys
discuss the events and characters in a short story and the issues the writer brings out through them
work with peers to make connections between the ideas in the short story and their own experiences and those of the people they know
dramatise and record sections of the short story that reflect real life experiences

Teaching Resources

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

2.29 Reading Fluency

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

outline reading fluency aspects and strategies observed while reading aloud
read texts accurately, with expressions and at the right speed
apply fluency strategies when reading a text
Appreciate the significance of poems in communication

Key Inquiry Questions (KIQs)

What emotions or feelings can we display when reading a text?
Why should we read a text at the right speed?

Suggested Experiences

brainstorm on the reading fluency aspects such as accuracy, speed and reading with expression, and display them in a chart
work with peers to find online or offline sample stories and choral verses on different subjects such as tourist attraction in Africa and read them aloud in turns
practice the following fluency strategies as they read
preview a text before reading
skim a text to obtain the main idea
scan a text to obtain specific details, and
ignore unknown words when reading a text
engage in a reader’s theatre in small groups
recite the choral poem in small groups

Teaching Resources

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

2.30 Poems

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify the ideas in the Poems
derive the lessons learnt in the poem
recognise the role of poems in addressing societal issues

Key Inquiry Questions (KIQs)

Which lessons have you learnt from poems before?
How can you say what is in the poem in your own words?

Suggested Experiences

recite and dramatize the given poems for enjoyment in groups
outline the subject matter and share with peers
identify the messages conveyed in the poems and make notes
highlight lessons learnt from the poems and discuss the lessons brought out through the relationship between characters in the poem
present them in posters to be displayed in the notice boards for peer review

Teaching Resources

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

Strand 3.0

Grammar in Use

15 Sub-strands30 Lessons

3.1 Word classes: Compound Nouns

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify compound nouns in a text
use compound nouns in their singular and plural forms
appreciate the importance of compound nouns in communication

Key Inquiry Questions (KIQs)

Why should we use compound nouns when communicating?

Suggested Experiences

listen to an audio recording on human rights
identify the compound nouns used in the text
work with peers to categorise compound nouns into two-word or three-word nouns from a given list
form separate and hyphenated compound nouns by combining two or more words
form plurals of compound nouns from a completion table
write sentences using compound nouns in their singular and plural forms
search online and offline for more examples of compound nouns
use compound nouns to form sentences from a substitution table
assess the correctness of the sentences with peers

Teaching Resources

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

3.2 Word classes: Collective Nouns

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify collective nouns from a text
use singular and plural forms of collective nouns correctly in sentences
appreciate the importance of collective nouns in communication

Key Inquiry Questions (KIQs)

How do collective nouns form their plurals?

Suggested Experiences

list the collective nouns as they listen to an audio text
identify collective nouns in a print text
classify collective nouns according to people, animals or things
discuss the plural forms of these nouns
write correct sentences using collective nouns from substitution tables
fill in blank spaces using the correct collective nouns
fill in crossword puzzles using collective nouns
search for more examples of collective nouns from print or non- print text
collaborate to construct sentences using the collective nouns they have identified

Teaching Resources

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

3.3 Word Classes: Primary Auxiliaries

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify primary auxiliary verbs in a text
use primary auxiliary verbs in sentences correctly
appreciate the importance of primary auxiliary verbs in communication

Key Inquiry Questions (KIQs)

What are the functions of verbs in sentences?

Suggested Experiences

identify primary auxiliary verbs from a text
search for the functions of primary auxiliary verbs from the internet or text books
individually write down sentences using each of the primary auxiliary verbs identified
collaborate to write a short paragraph on environmental conservation using primary auxiliary verbs
read out the paragraphs to the rest of the class
fill in blank spaces in sentences given using the correct form of the primary auxiliary verbs
engage in a question and answer session using primary auxiliary verbs

Teaching Resources

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

3.4 Verbs and Tense

Term 22 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 for appropriate use of tense in communication

Key Inquiry Questions (KIQs)

Why is correct use of tense important?

Suggested Experiences

underline verbs in simple present and simple past tense in a text on consumer rights and responsibilities
reflect on the formation of simple present and simple past tense form of verbs
construct and share sentences on a variety of issues including consumer rights and responsibilities
type the constructed sentences using a digital device or write them down in their exercise books
search online or offline for verbs used in simple present and simple past tense from texts on consumer rights and responsibilities
complete sentences using the correct tense of the given verbs
create and display charts showing words in their simple present and past tense forms
play language games using verbs in the present and past tense

Teaching Resources

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

3.5 Word Classes: adjectives

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify gradable and non- gradable adjectives from a text
use gradable and the non- gradable adjectives in sentences
value the need for correct use of adjectives in communication

Key Inquiry Questions (KIQs)

When is it necessary to describe a noun?

Suggested Experiences

search for and identify gradable and non- gradable adjectives from digital and print texts
complete sentences on adjectives from a substitution table
recite a poem featuring gradable and non-gradable adjectives
construct sentences using gradable and non-gradable adjectives, with peers
work with peers to fill crossword puzzles featuring gradable and non-gradable adjectives

Teaching Resources

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

3.6 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 frequency and degree correctly from a text
use adverbs of frequency and degree correctly in sentences
appreciate the importance of using adverbs correctly in communication

Key Inquiry Questions (KIQs)

Why should one use adverbs correctly?

Suggested Experiences

watch a short video and pick out the adverbs of frequency and degree used by the speakers
identify the adverbs of frequency and degree from a text
construct sentences using adverbs of frequency and degree
hold conversations using the adverbs of frequency and degree
fill in crossword puzzles
search online for more examples of adverbs of frequency and degree

Teaching Resources

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

3.7 Word Classes: Pronouns

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify indefinite and reflexive pronouns correctly
use indefinite and reflexive pronouns in sentences correctly
appreciate the role of indefinite and reflexive pronouns in communication

Key Inquiry Questions (KIQs)

What are indefinite and reflexive pronouns?
Why do we use indefinite pronouns?

Suggested Experiences

study a chart displaying the indefinite and reflexive pronouns to distinguish between them
listen to an audio on wildlife from a digital device and write down the indefinite and reflexive pronouns from the audio text
collaborate to construct sentences using indefinite and reflexive pronouns
choose an appropriate indefinite and reflexive pronoun to fill in gaps in given sentences
construct correct sentences using reflexive and indefinite pronouns from a substitution table

Teaching Resources

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

3.8 Word Classes: Simple prepositions

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify prepositions of position, time and place correctly
use prepositions of position, time and place in sentences correctly
appreciate the role of prepositions of position, place and time in communication

Key Inquiry Questions (KIQs)

How do we show where a person or thing is?
How do you show the position of a thing or the time something happens?

Suggested Experiences

identify the prepositions of position, place and time from print or digital texts
construct sentences using prepositions of position, place and time and display on charts
fill in gaps in given sentences using of prepositions of position, time and place
search for sentences featuring simple prepositions from newspapers, magazines and the internet
create crossword puzzles using simple prepositions, with peers

Teaching Resources

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

3.9 Word Classes: Conjunctions – because, that, when, if, unless, and since

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify the listed conjunctions from a group of words
use the listed conjunctions correctly in sentences
appreciate the correct use of conjunctions in communication

Key Inquiry Questions (KIQs)

Why should we join sentences correctly?
Why do we use conjunctions?
How can one join two or more sentences?

Suggested Experiences

work with peers to read a text
identify conjunctions such as because, that, when, if, unless, and since from the text individualy
fill in blanks in sentences using the listed conjunctions individually
make sentences using the listed conjunctions
collaborate to create dialogues using the listed conjunctions
search online and offline for examples of the listed conjunctions
create crossword puzzles and code words featuring conjunctions
create posters on heroes/heroines using sentences with conjunctions and display them on the walls
search for sentences with conjunctions from the internet
recite poems featuring conjunctions/ listen to songs and identify the conjunctions used

Teaching Resources

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

3.10 Word Classes: Demonstratives and Quantifiers

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify demonstratives and quantifiers in a given text
use demonstratives in sentences for clarity of communication
appreciate the importance of demonstratives and quantifiers communication

Key Inquiry Questions (KIQs)

Why do we use demonstratives and quantifiers?
When do we use demonstratives and quantifiers?

Suggested Experiences

identify quantifiers (few and many) and demonstratives (this, these and that and those)
point out various items that are at different distances
determine the correct demonstratives to use in different circumstances
generate the plural forms of the demonstrative pronouns, with peers
demonstrate practically the differences in meaning in quantifiers such as little and a little amount of water
generate sentences using various demonstratives and quantifiers
construct sentences using demonstrative and quantifiers from a substitution table

Teaching Resources

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

3.11 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 formed from adjectives in sentences or a group of words
form adverbs from adjectives
use adverbs formed from adjectives in sentences
appreciate the value of adverbs in communication

Key Inquiry Questions (KIQs)

Why do we form words from other words?
What are the functions of adverbs?

Suggested Experiences

select adverbs formed from adjectives from a print and non- print text
read a text on careers and identify the adverbs use
construct sentences on different careers using adverbs formed from adjectives
select the correct forms of adverbs from a substitution table
search the internet, newspapers or magazine for examples of adverbs formed from adjectives, with peers
fill in blanks using adverbs formed from adjectives
compile a list of instructions using adverbs formed from adjectives
make a list of adverbs formed from adjectives and display them on charts and posters
compose short poems using adverbs formed from adjectives

Teaching Resources

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

3.12 Phrasal Verbs

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

identify phrasal verbs correctly in a text
use the phrasal verbs correctly in sentences
acknowledge the role of phrasal verbs in making conversations interesting

Key Inquiry Questions (KIQs)

How are phrasal verbs formed?
How can one tell the meaning of a phrasal verb?

Suggested Experiences

read a text and isolate the phrasal verbs formed from make, pass and look
search the internet for more examples of the given phrasal verbs and list them on different flash cards
work with peers to construct sentences on modern fashion using the given phrasal verbs
use print and digital dictionaries of phrasal verbs to check the meaning of the given phrasal verbs, with peers

Teaching Resources

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

3.13 Word Classes: Compound Sentences

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

identify compound sentences from texts
construct compound sentences using different coordinating conjunctions
appreciate the usage of compound sentences in communication

Key Inquiry Questions (KIQs)

Why do we join sentences?
How do we join sentences?

Suggested Experiences

read a text on the need for consumer protection and identify the compound sentences
search online and offline for coordinating conjunctions to be used in constructing compound sentences, for example, but, or, and, so
construct compound sentences on a variety of issues including consumer protection using different conjunctions
join different independent clauses using a drag and drop application or a completion table, in groups
display their sentences in class for peer review

Teaching Resources

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

3.14 Sentences: Active and Passive Voice

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

identify sentences in the active and passive voice
transform sentences from active to passive voice and vice versa
construct sentences in the active and passive voice
appreciate the use of active and passive voice in effective communication

Key Inquiry Questions (KIQs)

Why should one use a variety of sentences?
How can one tell the doer and the receiver of an action in a sentence?

Suggested Experiences

read print or non-print texts on the Olympics and underline active and passive sentences
change simple sentences from active to passive voice and vice versa
work with peers to create sentences in active and passive voice and display them in a gallery for peer review
search online and offline for more active and passive sentences

Teaching Resources

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

3.15 Types of Sentences: Interrogative sentences

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

identify interrogative sentences and question tags from a text
use interrogative sentences and question tags in varied contexts
appreciate the role of correctly framed questions in communication

Key Inquiry Questions (KIQs)

How do we ask questions?
How do we answer questions?

Suggested Experiences

read a text online or offline on varied topics including tourist attraction sites in Africa
identify interrogative sentences such as WH- questions, Yes/ No questions and alternative questions
identify question tags from a given text and practise asking and answering them
form interrogatives and tag questions and display them on a graphic organiser, with peers
use interrogatives in a role play relevant to the theme of tourism in Africa
read a dialogue featuring interrogatives and tag questions, with peers
search the internet for more examples of question tags and interrogatives

Teaching Resources

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

Strand 4.0

Writing

15 Sub-strands30 Lessons

4.1 Writing legibly and neatly

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

classify letters according to height differentials
write a text, legibly and neatly
advocate the need for legibility and neatness in writing

Key Inquiry Questions (KIQs)

Why should one write legibly and neatly?
What are the qualities of a good handwriting?

Suggested Experiences

copy a provided passage and shape upper and lower case lettters appropriately
copy a provided passage and space letters, words and sentences correctly
rewrite a provided text legibly and neatly
cancel words or sentences neatly when composing a text
split words that are joined appropriately
write dictated sentences legibly and neatly
write a narrative composition on human rights legibly and neatly
cancel neatly upon making mistakes as they listen to the excerpt that is dictated

Teaching Resources

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

4.2 Mechanics of Writing: Punctuation

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

punctuate a given text using commas, apostrophes, and capital letters correctly
use an apostrophe, commas and capital letters appropriately in composition writing
advocate the use of correct punctuation in writing

Key Inquiry Questions (KIQs)

Why should a text be well punctuated?
How does wrong punctation affect writing?

Suggested Experiences

search online and offline on uses of the comma, apostrophe and capital letter
read a given text and take note of the commas, apostrophes and capital letters used
explain how the commas and the apostrophes are used in the text
discuss the role of capital letters as used in various words or sentences in the passage
punctuate a passage correctly using commas, apostrophes, or capital letters where necessary
write a short composition on scientific innovations using capital letters, commas and apostrophes correctly
assess each other’s composition and discuss how the punctuation marks and capital letters have been used
search for more uses of the apostrophe and brackets from books or the internet

Teaching Resources

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

4.3 Paragraphing: Sequencing of Ideas

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

identify conjunctions used in a well formed paragraph
use conjunctions to sequence and connect ideas correctly in a paragraph
appreciate the role of conjunctions in communication

Key Inquiry Questions (KIQs)

Why is it important to use conjunctions in writing?

Suggested Experiences

look for conjuctions and their funtions in their immediate context from print and non-print text
read paragraphs that use conjunctions to sequence ideas from a book or online source
combine sentences to form paragraphs using appropriate conjunctions
rearrange jumbled sentences to form a cohesive paragraph using conjunctions
use different conjunctions in a composition to show sequence of ideas

Teaching Resources

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

4.4 Paragraphing: Connectors of sequence

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

identify connectors of sequence from a given text
sequence ideas in a given paragraph
appreciate the use of idea connectors for clarity in communication

Key Inquiry Questions (KIQs)

How can a good paragraph be developed?

Suggested Experiences

read a given text on consumer rights and responsibilities and identify the connectors of sequence used
search online and offline and list other connectors of sequence
with peers, construct sentences using the listed connectors of sequence
write paragraphs on consumer rights and responsibilities using connctors of sequence
read the paragraphs to their peers and discuss the use of the connectors
collaborate to edit the paragraphs and peer review each other’s work

Teaching Resources

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

4.5 Functional Writing: Apology Letters

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

list the parts of a letter of apology
write a letter of apology based on a given context
acknowledge the role of letter writing in communication

Key Inquiry Questions (KIQs)

Why do people write letters?

Suggested Experiences

search online and offline for parts of a letter of apology
listen to two conversations: one that constitutes an apology and another that doesn’t, from a digital device
discuss what makes the two conversations different
read through a letter of apology and identify the different parts
discuss the language and content of a letter of apology
search for sample letters of apology from the internet, newspapers, magazines or books
use the elements and layout of a formal letter plan and individually write a letter of apology
collaborate to assess the correctness of the letters written by each learner

Teaching Resources

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

4.6 Mechanics of Writing

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

spell commonly misspelt words correctly
use prefixes and suffixes correctly in writing
write words with silent vowels (-ie and -ei) correctly
make connections between spelling and meaning in suffixed and prefixed words
acknowledge the importance of correct spellings in writing

Key Inquiry Questions (KIQs)

Why should words be spelt correctly?

Suggested Experiences

Read a digital or print passage on drug abuse and pick out the misspelt words
make a list of words with prefixes and suffixes used in a passage
write the correct spellings of words with prefixes and suffixes from a dictation
pick out words with silent vowels from a list
rewrite correctly a piece of writing in which words with prefixes, suffixes, or silent letters are misspelt
construct sentences using words with silent vowels
work with peers to search for more examples of words with prefixes, suffixes and silent vowels from the internet, newspapers, or magazines
select the correct form of prefix or suffix for given words from a table
create and display charts showing different words with prefixes and suffixes
write short compositions based on the theme using words with prefixes, suffixes, and silent (-ie -ei) vowels
collaborate to assess each other’s writing for correct spelling of prefixed and suffixed words as well as words with silent vowels

Teaching Resources

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

4.7 Composition Writing

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

identify the steps in the writing process
write a dialogue on a given topic
appreciate the importance of the writing process in enhancing clear communication

Key Inquiry Questions (KIQs)

How would you ensure that you make your composition clear and interesting?

Suggested Experiences

discuss the steps in the writing process
use a digital device to search for information and ideas on the topic- wildlife, from the internet
braisntorm with peers and outline the ideas to include in a dilaogue
write a rough draft of the dialogue on a topic based on the theme- wildlife
revise the dialogue by adding, rearranging, removing and replacing ideas, words, phrases and sentences
edit the dialogue to check for repetition, clarity, grammar, spelling and punctuation
evaluate each other’s dialogue
share the final dialogues with others by posting them on the talking walls

Teaching Resources

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

4.8 Assessment of writing

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

identify errors in an essay written by self or peers
assess a composition written by self or peers and suggest corrections for errors
appreciate the importance feedback to improve a composition

Key Inquiry Questions (KIQs)

How does a text with errors make you feel?
What are some of the common mistakes we make in our writing?

Suggested Experiences

read sample compositions
identify the errors in the compositions and list them down
write a composition on the relationship between road use and domestic tourism and peer review the compositions to correct errors
work with peers to create a narrative composition
exchange the composition with peers for review
suggest corrections to be made to the composition
display the edited work on the class notice board
take part in a gallery walk and view what the others have done

Teaching Resources

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

4.9 Creative Writing: Narrative Compositions

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

recall a specific event, emotion or experience that affected them greatly
plan a narrative composition using prewriting techniques
create a narrative composition using revealing details
acknowledge the value of quality narrative compositions

Key Inquiry Questions (KIQs)

Why do we enjoy reading stories?
How can you make your composition interesting?
Which event excited you or made you sad recently?

Suggested Experiences

identify the parts of narrative composition
Work with peers to narrate events, feelings or experiences that impacted them
work with peers to plan a narrative composition
write a narrative composition individually
collaborate with peers to check each other’s work for
Correctness of language
Relevance to the topic
Punctuation
review their work individually and make corrections where necessary
publish their work by either
Sharing it through email
Sharing it through social media
Pasting the work on posters
Posting the work in class, and conducting a gallery walk

Teaching Resources

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

4.10 Functional Writing: Thank you and Congratulatory notes

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

recognise the key elements and layout of a thank you and a congratulatory note
use the correct format to write a thank you note
write a congratulatory note correctly
critique thank you and congratulatory notes for correctness and relevance

Key Inquiry Questions (KIQs)

How are strong emotions expressed in writing?
Why should one write how they feel about something?

Suggested Experiences

list some of the ocassions when we write a thank you and a congratulatory note
write a thank you and a congratulatory note
search for samples of a thank you and a congratulatory note from the internet, newspapers, magazines and textbooks and read through them
download a thank you and a congratulatory note from the internet and read through them
identify the key aspects (components) of a thank you and a congratulatory note
collaborate to write a thank you and a congratulatory note individually
paste the completed work on the wall
conduct a gallery walk and give feedback for each other’s work
share a thank you and a congratulatory note online, through email, or posters

Teaching Resources

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

4.11 Mechanics of Writing: Prefixes and Suffixes

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

identify words with prefixes and suffixes from a text
use prefixes and suffixes correctly in sentences
acknowledge the influence of prefixes and suffixes on meaning and formation of words

Key Inquiry Questions (KIQs)

How can you tell the meaning of a word using a prefix?
Which words with suffixes and prefixes are confusing?

Suggested Experiences

read a text on careers which features words with prefixes and suffixes from print and non-print sources
write down words with suffixes and prefixes from the text
formulate a table separating words with similar prefixes, roots and suffixes, with peers
infer the meaning of a word from prefixes
break down words into prefixes and suffixes
listen to a dictated list of words with prefixes and suffixes and write them down
formulate sentences using words with prefixes and suffixes
fill in blanks in a writing with the correct form of words with prefixes and suffixes
search for more examples of words with prefixes and suffixes from books, newspapers, internet among others, with peers

Teaching Resources

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

4.12 The writing process

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

explain the process of writing a dialogue
write a dialogue on a given topic correctly
acknowledge the importance of the writing process

Key Inquiry Questions (KIQs)

How can a good dialogue be written?
Why should one write a dialogue?

Suggested Experiences

work with peers to search online and offline for the stages of the writing process (i.e. pre-writing, drafting, editing, revising, publishing) and present them on a manila paper
work with peers to brainstorm on possible topics for a dialogue writing on modern fashion
undertake the stages of the writing prosess in creating a dialogue
display the dialogues for peer review and revision
edit the dialogues to make corrections for clarity, grammar, spelling and punctuation
work with the teacher to evaluate the individual dialogues

Teaching Resources

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

4.13 Creative Narrative Composition: Idioms

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

explain the meaning of the specified idioms in context
compose a narrative composition using the specified idioms
appreciate the value of idioms in spoken and written communication

Key Inquiry Questions (KIQs)

What makes a story outstanding?
How can we improve our writing skills?

Suggested Experiences

search online and offline for the meaning of the following idioms
have the guts
burn the midnight oil
apple of one’s eye
come in handy
time is ripe
hit the nail on the head
cry over spilt milk
engage in a language game such as use of task cards, on sentence construction featuring the given idioms such
write a narrative composition using the specified idioms
share the compositions in groups for peer review

Teaching Resources

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

4.14 Creative Writing: Descriptive Writing

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

identify words and expressions for describing people, places and events
write a descriptive composition on people, places and events
value the place of description in written and spoken communication

Key Inquiry Questions (KIQs)

Which words or expressions do we use to describe things, events or people?
How can descriptions make our writing better?

Suggested Experiences

search online and offline for words and expressions that can he used to appeal to the five senses (of touch, smell, sight, taste and hearing) and classify them in a table
read a passage on various issues in Olympics such as avoiding and responding to sporting accidents and underline descriptive words and sentences
watch a video or a visual on one of the sports their country participates in at the Olympics and draft a descriptive paragraph from it
create a descriptive composition based on one of the sports featured in the Olympics
share the compositions in class for feedback from peers, revise and publish their writing through different means such as posters, school website or class blogs

Teaching Resources

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

4.15 Functional Writing: Personal Journals

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

outline the components of a personal journal
create a personal journal on varied experiences
evaluate a journal for correctness and relevance. Exceeding Expectations The learner writes, performs songs and poems using relevant features from different cultural and historical contexts The learner fluently delivers speeches, oral reports and confidently and with ease The learner distinguishes between general and specific information from a wide array of written texts The learner infers meanings of words and phrases from universal texts from different geographical and historical contexts The learner easily identifies all the features of myths from a variety of sources, eloquently narrates all the key events, explains varied moral lessons and relates characters to real life The learner articulates all vowel and consonant sounds eloquently and uses word and emphatic stress correctly and with ease The learner always expresses politeness in speech in varied contexts The learner effortlessly distinguishes between reading for meaning, information and infers meanings of all the words and phrases and use contextual clues with ease. The learner distinguishes between main ideas from supporting ideas with ease and provides illustrations The learner effortlessly makes all connections between texts and real life and provides examples, summarises events and answers all direct and inferential questions from poems The learner creates a variety of mental images from texts with ease The learner analyses all characters, aptly derives moral lessons and relates different narratives to real life with ease The learner articulately picks all specific messages from songs and creatively uses appropriate performance techniques with ease The learner eloquently recites poems and exhaustively analyses the structure, characters and subject matter of poems with ease The learner conclusively previews the class reader, analyses all the characters and their traits with ease, explains the sequence of events with ease and exhaustively discusses subject matter and style The learner excellently identifies and reads a variety of non- fictional texts independent reading and records experiences from the reading sessions for tracking progress. The learner eloquently and fluently reads a text at the right speed, with expression and accurately The learner easily interprets visuals for information with exceptional insight The learner accurately identifies all the main points, makes notes and writes a summary with ease The learner aptly and easily applies all fluency strategies while reading The learner easily identifies, distinguishes and uses different types of words classes in different contexts correctly The learner meticulously writes different types of sentences, uses different types of verbs and tense correctly and with ease The learner aptly selects relevant reference materials and easily uses them to obtain information on varied subjects The learner writes a well- developed Paragraph effortlessly and consistently The learner writes different documents using correct format with ease and uses correct tone and vocabulary The learner writes a composition in neat and legible handwriting, correctly spells words, punctuates it and creatively uses specified idioms with ease The learner all the time applies the writing process and accurately assesses own composition

Key Inquiry Questions (KIQs)

Why do we write journals?
What would you like to remember about an experience?
Approaching Expectations The learner writes, performs songs and poems using relevant features which are only known to them The learner delivers speeches, oral reports with some inconsistencies The learner distinguishes between general and specific information from written texts that they are familiar with The learner infers meanings of words and phrases from texts with the assistance of teachers and peers The learner identifies most features of myths from a given narrative, narrates most events, scantily explains the moral lesson and barely relates characters to real life The learner articulates some vowel and consonant sounds correctly but experiences challenges with correct use of stress The learner expresses politeness in speech only when reminded The learner partially distinguishes between reading for meaning, information and infer meanings of some words and phrases and uses some contextual clues. The learner distinguishes between main ideas from supporting ideas with ease with prompts The learner makes some connections between texts and real life, summarises events and answers some direct and inferential questions from poems The learner creates mental images from texts The learner analyses most characters, derives moral lessons and has difficulty relating different narratives to real life. The learner picks most specific messages from songs and uses appropriate performance techniques. The learner recites poems and scantily analyses the structure, characters and subject matter of poems The learner scantily previews the class reader, analyses some e characters and their traits, explains the sequence of events with difficulty and struggles to discuss subject matter and style The learner identifies some texts for independent reading with assistance The learner reads a text at a slow speed, and lacks expression and accuracy. The learner interprets some visuals for information The learner identifies some main points, makes notes and writes a summary in exhaustively The learner applies some fluency strategies while reading The learner identifies and distinguishes most word classes which are only known to them but struggles to use them correctly The learner writes some types of sentences but makes some errors on types of verbs and tense The learner selects some relevant reference materials and uses some of them to obtain information on varied subjects The learner writes a Paragraph but leaves out some details. The learner writes some documents using correct format but struggles with tone and vocabulary The learner writes a composition in neat and legible handwriting, has some spelling errors, struggles to punctuate it, and uses some specified idioms The learner occasionally applies the writing process and assesses own composition?

Suggested Experiences

explain the purpose of keeping a diary or journal
view sample journals and identify the components
in groups, brainstorm and choose ideas to write about using prompts like
what was your experience during the visit to the national park?
bring to school a physical journal or sign-up for an online journal or improvise one and make entries
reflect on an experience, and record thoughts and feelings about it and enter them in the journal
re-read the entries and add additional thoughts
publish the journals they have created through posters and social media. Meeting Expectations The learner writes, performs songs and poems using relevant features The learner fluently delivers speeches, oral reports and confidently The learner distinguishes specific and general information from written texts The learner infers meanings of words and phrases from texts The learner identifies all the features of myths from a given narrative, narrates all the key events, explains the moral lesson, and relates characters to real life The learner articulates all vowel and consonant sounds and uses stress correctly The learner expresses politeness in speech The learner distinguishes between reading for meaning, information and infers meanings of all words and phrases and uses most contextual clues. The learner distinguishes between main ideas from supporting ideas with ease The learner makes most connections between texts and real life, summarises events and answers all direct and inferential questions from poems The learner creates mental images from texts with ease The learner analyses all characters, derives moral lessons and relates different narratives to real life. The learner picks all specific messages from songs and creatively uses appropriate performance techniques The learner recites poems and analyses the structure, characters and subject matter of poems with ease The learner satisfactorily previews the class reader, analyses all the characters and their traits, explains the sequence of events and discusses subject matter and style The learner identifies and reads a variety of fictional and non- fictional texts for independent reading and information The learner fluently reads a text at the right speed, with expression and accurately The learner easily interprets visuals for information The learner identifies all the main points, makes notes and writes a summary The learner applies all fluency strategies while reading The learner identifies, distinguishes and uses different types of words classes correctly The learner writes different types of sentences, uses different types of verbs and tenses correctly The learner selects relevant reference materials and uses them to obtain information on varied subjects The learner writes a well- developed Paragraph consistently The learner writes different documents using correct format with ease The learner writes a composition in neat and legible handwriting, correctly spells words, punctuates it and creatively uses specified idioms The learner many times applies the writing process and accurately assesses own composition

Teaching Resources

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

Grade 8 English Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 8 English.

Term 1 Scheme13 Weeks

Listening and Speaking
Reading

View Term 1

Term 2 Scheme14 Weeks

Reading
Grammar in Use

View Term 2

Term 3 Scheme9 Weeks

Grammar in Use
Writing

View Term 3

Other Grade 8 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 8.

Arabic Hub Christian Religious Education Hub French Hub Creative Arts & Sports Hub Agriculture & Nutrition Hub Pre-Technical Studies Hub German Hub Hindu Religious Education Hub Indigenous Languages Hub Integrated Science Hub Islamic Religious Education Hub Kiswahili Hub Mandarin Hub Mathematics 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 7 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 8 English?

The official KICD strands for Grade 8 English are: Listening and Speaking, Reading, Grammar in Use, Writing. 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 8 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 8 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 8 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.