Grade 9 English Strands, Sub-strands & Schemes of Work (2026)

• Why should we use polite language?
• Why is it embarrassi ng to say some words in public?

• define the term euphemism
• identify examples of polite words and expressions used in a poem or story
• listen to an audio interview and identify euphemism
• simulate an interview from a text and identify euphemism
• use euphemism in a conversation
• make rules for a debating session in groups
• conduct a debate related to the theme, in small groups
• watch or listen to a recorded clip of a debating session in parliament
• create posters with euphemistic words and phrases
• share the posters through social media or the school notice board

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

• Why are riddles, proverbs and tongue twisters important?
• How do we perform riddles, proverbs and tongue twisters?

• collect riddles, proverbs and tongue twisters from books, the internet, and the community
• play riddling games in small groups
• discuss the functions of proverbs, riddles and tongue twisters
• respond to riddles correctly
• fill in crossword puzzles using riddles and proverbs
• suggest alternative responses to given riddles
• create a collection of riddles, proverbs and tongue twisters and display them on charts or school notice board

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

• Why is it important to listen attentively?
• How do the specific details in a text enhance comprehension?

• listen to a passage read out by the teacher based on the theme
• pick out specific details such as time, places, events and people from a listening passage
• identify the main idea from a listening text in small groups
• listen to a news bulletin and pick out the main idea and specific details
• watch a debate or interview and pick out required information
• watch a video of a presentation of a poem, song or story and identify specific details
• infer the meaning of unfamiliar words in groups
• answer questions based on the passage

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

• Why should we listen attentively?
• How can we ensure we pick out relevant details from a text?

• The The learner is guided to
• listen to a news bulletin and select the required information while disregarding irrelevant information
• answer specific questions on dates, time and facts based on the news bulletin
• list the order of events mentioned in the bulletin
• discuss in groups how to become a better listener
• give an opinion on what they like or do not like about the text
• watch a video of a presentation and pick out required information

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

• Why should we pronounce sounds accurately?
• How can the same word express different meanings?

• identify the semi-vowels /j/ and /w/ as in the words you, yes; woo and way
• pick out the diphthongs /aɪ/ as in buy ; and /eɪ/ as in pain from an audio or oral text
• listen to a passage or sentences from an audio-recording or from the teacher
• write down and read out words with the specified semi- vowels /j/ and /w/ (as in you, yes; woo, way)
• pronounce words with the diphthongs /aɪ/ and /eɪ/ (as in buy, file; pain, gate) accurately
• practise correct pronunciation of the learnt words in pairs
• find out and listen to the correct pronunciation of sounds from the internet
• stress content words
• stress function words when necessary
• bring out varied meanings of words through stress

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

• Which words or expressions would one use when negotiating?
• How can one enhance their negotiation skills?

• watch a video clip in which people are engaged in a negotiation
• listen to a conversation related to the theme
• pick out words and phrases that facilitate a negotiation
• work in pairs and search for more examples of words and phrases used during negotiations
• use verbal and non-verbal cues in conversations
• role play a negotiation scene
• simulate a negotiation scene
• engage in a hot seat negotiation for the freedom of a prisoner or a favour
• perform a conversational poem in which people are negotiating or bargaining for money, dowry or price of land

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

• Why should we distinguish between relevant and irrelevant information during a presentation?
• Why is it important to listen keenly?

• pick out details from a listening text
• rewrite the passage in their own words
• work in pairs to discuss any new information that they have learnt from the passage
• answer questions based on the passage
• use a digital device to search for more information
• watch a video and pick out specific details in groups
• recall specific details from a listening passage

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

• Why should you interpret an oral poem correctly?
• How can you make the performance of an oral poem interesting?

• listen and respond to audio recordings of oral poetry
• listen and respond to an oral poem recited by the teacher
• retell a poem using own words
• infer the meaning of words and phrases in a given oral poem
• listen to different renditions of the same oral poem
• use appropriate perfomance techniques to perfom oral poems
• relate the ideas in an oral poem to real life
• recite oral poems in groups
• participate in a readers’ theatre
• compose oral poems in pairs and share with the class

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

• Why is it important to pronounce words correctly?
• How does stress help us to convey different meanings?

• identify the diphthongs /aʊ/ as in out, house /ʊə/ as in sure, cure
• identify the stressed and unstressed words in a sentence
• read a passage featuring the diphthongs/aʊ/ and /ʊə/
• recite poems featuring the diphthongs/aʊ/ and /ʊə/
• underline words with the diphthongs from texts
• apply stress appropriately when reading a poem
• read the same sentence while placing stress on different words
• in groups, read aloud words with the diphthongs /aʊ/ and /ʊə/ from flashcards
• use the dictionary to find more examples of words with the diphthongs
• recite a poem while distinguishing the stressed and unstressed words, make a recording and upload the video on You Tube, social media platforms or share it through the mobile phone

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

• In what instances could one be called upon to make a speech without prior notice?
• What makes an impromptu speech effective?

• search for the meaning of the term impromptu speech from the dictionary or the internet
• listen to an impromptu speech made by the teacher
• brainstorm on the procedure for preparing for an impromptu speech in small groups
• make an impromptu speech on a topic related to social and mass media
• record the speech, discuss its strengths and weaknesses in a plenary and suggest ways of improvement

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

• How can you succeed in a job interview?
• Why is it important to prepare for a job interview?

• watch an interview on a relevant topic like income generating activities
• brainstorm on the preparations undertaken by an interviewer and interviewee before a job interview
• in groups, search online and offline for possible questions that are commonly asked in a job interview and write them down
• in pairs, role-play asking and answering questions in a mock job interview, and record the session electronically or as a written dialogue
• share the recorded interviews for peer review
• discuss how success in a job interview is a step towards generating income for the individual and the community

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

• How can one express their feelings while reciting a poem?
• Why is it important to recite poems with feeling?

• search digital and print sources for words and expressions used to describe feelings towards a poem
• recite and record a poem emphasising words and expressions that reveal their feelings towards the poem
• watch a live or recorded poem on personal grooming and, in small groups, describe their feelings towards the subject matter of the poem
• in groups, recite selected poems and present their varied feelings towards each poem’s subject matter in detail
• discuss, in plenary, the importance of reciting poems in with feeling

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

• How can you ensure that you remember what you hear from a speech?

• search online and offline for varied speeches on an issue of interest and listen to them for enjoyment and general information
• listen to selected speeches on a specific issue such as sea travel played out or read out and identify the issue addressed by the different speeches
• in plenary, share the common theme identified to gain consensus
• listen to the speeches again and, in pairs, take notes on the points from each of the speeches
• in groups, compare the notes taken by different pairs and compile the recurrent points
• use the points noted from the speeches to write and make a speech on the same theme
• record and share their speeches on the class vlog or other social media
• discuss the benefits of listening to different speeches on the same subject

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

• How can we improve our speaking skills?
• Why do we use question tags in speech?

• listen to a recording or watch a video on the world cup in which the speakers use question tags and correct sentence intonation
• in pairs, practice reading out sentences with question tags using the correct intonation
• match affirmative and negative sentences to question tags provided in a list
• complete fill-in exercises with the correct question tags
• work in small groups to compose and write down sentences that end in question tags
• write the sentences generated on large papers and post them on the class notice board

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

• Who is your favourite News presenter and why?
• What is an oral report?
• When are you required to present an oral report?

• watch a recorded grade appropriate news report on tourist attraction sites in the world
• brainstorm in groups on importance of body language in reading an oral report
• dramatize reading news reports on world tourist sttraction sites
• practice timed reading in pairs and small groups
• practice reciting famous speeches
• in pairs or small groups prepare and present (role play) short news reports on tourist attraction sites in the world
• listen and critic others as they orally present reports

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

• Why is it important to read different types of materials?

• identify reading materials in a variety of subjects
• search for online fiction and non- fiction texts
• skim through a text to obtain the gist (main idea)
• scan a text to obtain specific details
• read the text
• maintain a reading log showing their reading activities and thoughts about what they read. The items to include in the log are
• the title and author of the text
• the dates you read
• the amount of time you spend reading each day
• the key themes in the text
• the major characters
• the plot development
• the questions you have as you read
• engage in follow up activities such as
• creating chain stories
• forming a book club
• keeping vocabulary journals
• preparing a reading log for the titles of the fiction and non-fiction texts

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

• Why do we repeat some sounds, words and lines in a poem?

• read provided simple poems individually and in groups
• respond to questions based on a poem
• recite simple poems
• identify the parts of a poem in which repetition and rhyme are used
• search the internet or other sources for more examples of poems that use repetition and rhyme
• relate the ideas in a poem to real life
• Compose a simple poem with rhyme and repetition and present in groups

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

• How do we know the key events in a play?

• read a play individually and in small groups
• identify the key events in a play
• role-play a section of a play in groups
• analyse the events in a play
• answer questions based on the plot
• create a summary of the key events
• assess the summary in pairs or small groups
• make connections between events in a play and real life

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

• Why is it important find the meaning of new words and phrases?
• How do we derive information from a given text?

• read a grade appropriate text
• make predictions about a reading text
• infer the meaning of new words, phrases and sentences from the context
• look up the meaning of new words and phrases from the dictionary
• relate the characters, events and places in a text to real life
• answer questions from a text
• make notes as they read a text
• summarise the events in a text
• form sentences using the new words and phrases
• fill in a crossword puzzle in pairs or small groups using the new words

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

• Why do we read or recite poems?
• Why are non- living things or animals made to behave like human beings in poems or stories?

• recite a poem
• identify the number of lines in a poem
• pick out the short and long lines in a poem
• in small groups, discuss how personification has been used in the poem
• infer the meaning of new words from the context of a poem
• come up with a class project in which they: o identify a topic of interest o carry out research about the topic o compose a poem based on the selected topic o ask a peer to review the poem o make corrections on the poem o share the poem on the school noticeboard or through social media

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

• How are characters and events in a text related to real life?
• Why is summary writing an important reading skill?

• make predictions about the outcome of the story from the title and illustrations
• deduce the meaning of words using contextual clues
• make connections between events in the story and real life
• answer direct and inferential questions from a comprehension passage on consumer laws and policies
• make notes from a passage on consumer laws and policies
• write a summary using the notes

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

• Why do we use reference materials?

• search the internet for more information about the dictionary, thesaurus, encyclopaedia and the purpose for each
• compare print and digital dictionary, thesaurus, encyclopaedia
• read a passage from a textbook, newspaper, or magazine
• identify unfamiliar words in the passage
• look up the meaning of the words in a dictionary
• conduct research on a given topic using subject specific encyclopaedia
• look up the synonyms of various words using a thesaurus
• make sentences using the synonyms of given words
• utilise the dictionary, thesaurus and the encyclopaedia for reference purposes
• spell words correctly
• classify words into various classes
• conduct research on contemporary issues from a subject specific encyclopaedia

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

• What makes a play interesting to read?
• How do stylistic features enhance the message in a play?

• identify the oral literature features (narration, riddles, songs, proverbs, local words and tongue twisters) used in a play
• pick out the similes and metaphors used in a play
• read about the meaning of the features of style used in a play from digital and non- digital resources
• read excerpts of a play and pick out the stylistic features used
• participate in a readers’ theatre as they read sections of a play
• relate the features of style to the message in a play
• role-play the actions of the characters in a play
• use hot seating to bring to life aspects of a play
• write a summary of the features of style used in a play

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

• Why is reading a text fluently important?
• How can one read a text fluently?

• preview a text
• ignore unknown words
• scan through a text to find a word, a pair of words or a phrase in pairs or groups
• skim through articles or chapters in a book
• read portions of a narrative in turns
• engage in a timed, repeated reading of a portion of a text
• pronounce sounds and words accurately
• read with expression
• find a text, set a reading rate goal, for example, one hundred words per minute, time themselves and read and reread the text until they attain the desired number of words per minute
• read a portion of a text in groups and correct each other
• perform a conversational poem in a reader’s theatre
• read a text within a specified time
• read out texts from flash cards

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

• What are some of the issues authors write about?
• How are literary texts different from factual ones?

• read excerpts of a play
• outline and illustrate the themes in a play
• in groups discuss the themes in a play
• engage in a hot seating activity featuring some of the themes
• relate the themes to real life experiences
• role play some of the scenes in a play
• perform readers’ theatre in small groups involving sections of a play
• record video clips as they dramatise, sections of a play, share the video clips through the internet

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

• Why should you give the correct interpretation of a text?
• How can you interpret a text correctly?

• watch video clips on a text and interpret the text
• outline the key issues discussed in the video clip
• summarise the content of the video
• study and identify visuals from texts related to the theme
• brainstorm, in groups differences between reading for interpretation and evaluation
• read a short text related to the theme and interpret it in pairs
• paraphrase portions of the text
• read and summarise digital texts related to the theme
• make detailed notes of digital and print texts they have read

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

• Why should we establish the relationship between the characters in a play?
• How does understanding the relationship between characters help our understanding of the play?

• watch muted video clips based on a play and discuss what they think the characters are saying to each other
• read excerpts of a play
• answer questions based on a play
• identify the conflicts between characters in a play
• relate the characters in a play to real life
• role play the characters in a play
• simulate the action in sections of the play
• dramatise sections of a play
• make video recordings of the role play and share them with peers

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

• Why is it important to understand the point of view in a poem?

• read a given poem and identify the point of view
• search for poems with different points of view from the internet and non- digital sources
• listen to poems read by the teacher
• relate the subjects of different poems to real life
• compose a short poem individually
• discuss the various points of view in the poems in small groups

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

• How do we tell the behaviour of the characters in a poem?
• What are some of the words we use to describe the behaviour of characters?

• read a grade approproaite poem
• use appropriate adjectives to describe the behaviour of characters in poem
• illustrate character traits in varied poems
• relate actions of the persona to real life
• role play different characters in a poem in small groups
• infer information from the poem
• fill and share in groups a table showing character/character’s behaviour/character trait
• create a poem, recite it, make a recording
• upload the recording on social media paltforms or share it on the school notice board

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

• How does reading widely help us learn better?
• What should one consider when choosing a reading text?

• watch a video clip on how to select a reading text
• read a passage based on how to select a text
• select a reading from a collection
• preview a text to determine its suitability
• skim through a text to obtain the gist
• scan through a text to obtain specific information
• read independently and silently
• interpret what they read in their own way
• infer meanings of unfamiliar vocabulary from the context
• look up the meaning of unfamiliar words in the dictionary
• outline the subjects addressed in the text
• make notes on what has been read
• discuss the topics of the texts with peers
• explain why they find a particular text interesting
• write a book review of their favourite fictional text

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

• Why do authors use flashback,flashforward and personification in plays?

• read aloud excerpts of a play
• answer questions based on the excerpt
• highlight aspects of style such as flashback, flash-forwards and personification in a play
• discuss, in groups, the role of memories, dreams and a story within the story in a flashback
• analyse the features of style in relation to the meaning of a play
• in groups, role play some events in which the flashback, flash forward and personification feature in the play
• dramatise some of the events in a play and make video recordings
• engage in hot seating activities mirroring events and people in the play

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

• In what situations could notes be made?
• Why is it important to make notes?

• practise, in groups, the note-making procedures such as sq4r
• read argumentative passages based on the theme of social and mass media as well as health education
• in groups, make notes on different health and media issues presented in any of the passages
• graphically prepare charts using their notes
• exchange the charts for peer review and correction
• use the notes, in groups, to compose a poem or a song and present it in class

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

• How does an acted play differ from a written one?
• What makes a performance successful?

• watch video clips on how to dramatise and record a section of a play
• in groups select simple props and costumes that enhance performance
• write the story charts and scripts to follow in the performance
• rehearse with props and costumes
• dramatise simple scenes for classmates while focusing on voice, gestures and movements
• discuss how to us role play and mime in the performance
• give and receive feedback on the performance
• record the performance on a video or audio device

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

• Which story books or plays have you read?
• What makes a book interesting?

• research on the differences between fiction and non-fiction materials and give examples of each
• read self-selected fiction materials and use a graphic organizer to write short summaries of the subject
• in groups, make a readers’ gallery by displaying the material read with a caption indicating its subject matter
• take photos of their display and keep a soft and hard copy of the photo in their portfolio or
• write a card with the title and the subject matter of the material read and keep it in their portfolio
• discuss why reading fiction materials is important

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

• What lessons can one learn from a play?
• Which issues are addressed in the play?

• search from online and offline sorces for information on how to derive lessons from words and actions of characters
• read different excerpts of a play
• discuss lessons learnt and provide illustrations for each lesson identified.in pairs
• analyse the lessons elicited by pairs and relate them to real life experiences
• use graphic organisers to summarise the lessons learnt and present them in charts displayed on the wall for peer review
• discuss the sections of a play that entertain and bring out lessons

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

• Why is it important to summarise information from a text?
• How can one draw conclusions from a text?

• search for and read print and non- print passages on varied subjects like personal grooming
• underline words, phrases or sentences that can serve as clues for making inferences or drawing conclusions as they read
• in groups, use the clues to make inferences for information or meaning of vocabulary
• read a passage on good grooming and summarise the ideas in the passage
• present their summaries on charts and post them on the classroom noticeboard
• participate in a gallery walk and review peers’ summaries

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

• Which words or expressions can you use to describe one’s character?
• Why is c h a r a c t e r i s a t i o n important?

• search from digital and print sources for clues in a play that one can use to identify a character trait, for example; what the character does or says; or what is said about a character
• brainstorm on the words and phrases used to describe characters and make a phrase book
• in groups, watch video clips or read sections of a play and identify the clues used to describe the traits of a character
• in groups, use the clues to assign character traits and display them in a gallery in form of character maps, webbing tools or clusters for peer review
• play characterisation games that help to summarise traits of all characters
• dramatise a section of a play to highlight traits of some characters
• role play different characters in hot seating

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

• Which words or expressions appeal to the five senses?
• Why is it important to make a relevant summary of a text?

• search from print and electronic sources and list down the sensory words and expressions used to create mental images in a text
• read a passage on an interesting issue like sea travel and, in pairs, pick out the sensory words or expressions and the mental images they create in a reader
• in groups fill in templates requiring key ideas from the text or parts of the text and display the templates on the wall
• read a text on current issues such as responsible sea travel and identify the main ideas in a paragraph or a passage
• summarise the ideas in own words in charts and share for peer review
• brainstorm on how visualising and summarising aid in comprehension of a passage

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

• What is the role of humour in a play?
• Which programmes on radio or television do you find amusing?

• search for examples of humour and monologue from print and non print sources and read them aloud or re-enact them in pairs
• in groups, identify and illustrate humour and monologue in the grade-appropriate play and display them in a graphic organiser
• watch or read episodes of the grade- appropriate play containing humour and monologue
• dramatise the episodes in groups and record themselves
• use humour and monologue in created contexts
• discuss how humour and monologue make a play interesting and pass its message effectively

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

• How do we write summaries?
• Why should we learn good summary writing skills?

• read argumentative texts based on the world cup from a book or using a digital device
• select the main idea
• outline the supporting points from the text
• write an initial summary of this information
• revise the written text for clarity
• in groups, search the internet for more examples of reading passages and practice summarising them
• search for facts, dates, and important personalities related to football-world cup and share the information on the school notice board

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

• What makes plays interesting?
• Why is it important for an actor to pronounce words correctly and speak audibly in a performance?

• read a prescribed play
• identify the characters in a play in pairs
• share out the roles of the various characters in a play
• discuss the themes that are evident in the play
• watch short videos of plays to learn how actors present themselves on stage
• memorise the words of the assigned characters
• work in groups to rehearse the words and actions of the characters
• discuss the appropriate costume for each character
• use a digital device to search the internet for information on the qualities of a good actor
• perform a play for the school audience
• use a digital device to record the performance

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

• How can you tell if a text is appropriate for reading?
• Why should one read a text fluently?

• watch videos of a text being read
• read the title, blurb of a text in pairs
• read the first line of a paragraph or chapter to establish the subject
• look for specific details from a text such as tittle, a word, a phrase in pairs
• practise ignoring unknown words while reading
• practise timed reading in groups with fluency
• read a text on tourist attraction sites in the world at the right speed
• pronounce words and sounds accurately
• display the right emotions and feelings when reading a text
• record a text such as a poem, a story or newspaper article and save the recording in a digital device

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

• Why is it important to relate ideas read in works of art to real life?
• What is the role of poems in the society?

• read given grade appropriate on poems about tourist attraction sites (world) for enjoyment
• discuss the meaning of the poems in groups
• pick out the key ideas in the poems
• in groups, relate the ideas in the poem with real life experiences
• discuss the importance of relating ideas in poems to real life experiences

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

• Reads 100 words per minute, accurately and with expressions?

• Reads 100 words per minute in varied texts, accurately and with expressions Pauses are natural and has a native- speaker like tendencies

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

• Reads for meaning, details and makes inferences. Analyses poems, class reader?

• Reads for meaning, details and makes inferences from varied texts Analyses poems, class reader

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

• How can one avoid gender bias in communication?
• Which words demonstrate gender sensitivity in communication?

• listen to common English songs and pick out gender biased words and phrases
• read sections of a poem or story and pick out words with gender bias
• watch a video and identify gender biased and gender neutral terms used by the speakers
• replace the words with gender bias in the poem or story with gender neutral words and phrases
• use the gender neutral words and phrases to make sentences
• rewrite/paraphrase short texts to eliminate gender bias
• collaborate with peers to create posters showing gender neutral words and phrases and share them on the school notice board or through social media
• fill in a crossword puzzle featuring gender neutral words/phrases

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

• How do count nouns differ from the non- count nouns?
• Why is it important to express the quantity of something correctly?

• read a short passage in which quantifiers are used to describe count and non-count nouns
• listen to a text that uses quantifiers with count and non- count nouns
• identify quantifiers that are used with count, non-count or both categories
• work in small groups to identify count, non-count nouns and quantifiers from a passage
• match count and non-count nouns with the correct quantifiers
• search for more examples of quantifiers from books, newspapers, magazines, and the internet
• form sentences using different quantifiers with count and non-count nouns and read them aloud in groups

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

• Which words do we use to express different moods such as requests, permission, ability and obligation?

• identify the modal auxiliaries – may, might, will, shall, would, should, can and could – in a print or digital text
• form sentences using the modal auxiliaries
• read a dialogue featuring modal auxiliaries in pairs
• create a dialogue featuring modal auxiliaries in pairs, record the dialogue and share it with peers
• listen to a song or read a poem and identify the modal auxiliaries used
• view pictures and diagrams and ask questions using modal auxiliaries
• use modal auxiliaries correctly to express permission, requests, ability and obligation
• in groups, discuss the functions of modal auxiliaries

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

• How do we show that an action is complete?
• Why should we use tense correctly in sentences?

• recognise present and past perfect aspects
• engage in a sentence completion guessing game to practise present and past perfect aspect
• compare present and past perfect aspect forms in sentences
• use has/have + -ed participle form of the verb to form the present perfect tense
• use had + past participle form of the verb to form the past perfect tense
• construct sentences on a variety of issues such as consumer laws and policies using the present and past perfect aspect
• pick out sentences in present and past perfect tense from newspaper articles, magazines and books
• search for examples of sentences in the present and past perfect forms from the internet

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

• How can we use words to create vivid pictures of a person or place?
• Why is it important to order adjectives correctly?

• identify opinion, shape, size, age, colour, origin, material, purpose adjectives in texts
• search for examples of various types of adjectives from the internet
• use mind maps to generate different adjectives
• form sentences using adjectives of opinion, shape, size, age, colour, origin, material and purpose
• listen to an audio text or watch a video and pick out different adjectives
• construct sentences orally in pairs from posters, pictures and other visuals
• work in small groups to fill in crossword puzzles featuring different types of adjectives
• participate in a chain story telling game where they describe a character or place using adjectives

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

• How do we compare things?
• Which words are used to make comparison?

• identify the positive, comparative and superlative degrees of adverbs
• practise using different degrees of adverbs in sentences
• listen to an audio clip or read a passage featuring the comparison of adverbs
• discuss the rules for comparison of adverbs
• in small groups, correct mistakes in sentences that have comparison of adverbs
• use substitution tables to categorise adverbs in pairs
• use various degrees of adverbs during a role play
• use adverbs of various degrees in a dialogue, record a video or audio clip and share it through the internet

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

• How do you obtain information from people?
• Which words do you use to ask questions and to join simple sentences?

• identify relative and interrogative pronouns from a passage
• differentiate between relative and interrogative pronouns
• construct sentences using interrogative and relative pronouns
• work in small groups and use relative and interrogative pronouns, record the activity on video and share the video with others
• role play a dialogue featuring interrogative and relative pronouns
• use relative and interrogative pronouns as they participate in a hot seating activity on the conservation of marine life/natural resources
• create a crossword puzzle featuring relative and interrogative pronouns
• use interrogative pronouns to ask questions based on visuals

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

• Which words let you know where someone is going?
• How do you describe where something is located?

• read a passage from a book, magazine or newspaper article in which complex prepositions are used
• identify complex prepositions from the passage
• listen to a text read by the teacher and note the complex prepositions used
• in pairs, read and underline complex prepositions used in various texts
• form sentences using complex prepositions
• in small groups, correct mistakes in sentences formed by peers
• search for more examples of complex prepositions from the internet and other sources

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

• How do we join sentences?

• identify correlative conjunctions such as
• neither…nor
• not only… but ...also
• read passages in which correlative conjunctions are used
• in pairs, search for sentences with correlative conjunctions from the internet, newspapers, books or magazines
• form sentences using correlative conjunctions
• ask and answer questions using correlative conjunctions
• in groups, role play an event and use correlative conjunctions
• match correlative conjunctions in charts
• rewrite sentences using correlative conjunctions

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

• How are quantities of nouns expressed?
• Why is it important to quantify nouns?

• search for ordinals such as first, second, third and numerals such as one, two, three from digital or non-digital sources
• recite poems with numerals and ordinals as others listen and pick out the target determiners
• in small groups, read short passages and underline numerals and ordinals used as determiners
• mention objects in the school that could be modified using numerals and ordinals
• construct sentences using numerals and ordinals
• rewrite sentences replacing numerals with ordinals and vice versa

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

• Which words can be formed from others?
• What changes when a word is formed from another?

• read a print or non-print text and underline nouns formed from verbs and other nouns
• separate the root word from the suffixes, for example, employment – employ and ment
• search online or offline and compile a list of suffixes for forming nouns from verbs and other nouns
• play a language game involving one learner showing a flash card with a verb and the other forming a noun from it and vice versa
• in groups, use the suffixes to form nouns from verbs and other nouns and present them in print or digital tables
• construct sentences about income generating activities and environmental preservation using nouns formed from verbs and from other nouns
• explain why the knowledge of changing other words into nouns is helpful in communication

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

• How are phrasal verbs different from other verbs?
• Why is it important to learn meanings of phrasal verbs?

• search from digital and print sources for phrasal verbs formed from break, hang, run and turn and compile them in a word list
• in small groups, search for the meanings of the phrasal verbs identified from print or non-print dictionaries
• form phrasal verbs from the given verbs and use them to fill in tables and broken passages
• using phrasal verbs, construct sentences based on personal grooming and health education and display the sentences in charts
• post the charts in class and take a gallery walk assessing and reviewing the sentences
• suggest examples of writing and speaking situations in which the given phrasal verbs could be used
• sing songs with phrasal verbs on health education

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

• What is the role of conjunctions in sentences?
• How can one differentiate between a simple sentence and a complex sentence?

• pick out subordinating conjunctions from a passage
• in groups, use the subordinating conjunctions to make sentences and display them on a chart
• in pairs, underline and label main and subordinate clauses in the sentences on the chart
• join pairs of sentences using subordinating conjunctions presented in completion and substitution tables
• practise punctuating complex sentences on current issues such as global sea travel
• review each other’s sentences by changing them into well-formed complex sentences

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

• How do we report what others have said?

• read provided sentences or paragraphs to learn how direct and indirect speech appear in writing
• convert sentences written in direct speech into indirect speech and vice versa
• insert the correct punctuation marks in sentences to mark direct speech
• work in pairs to rewrite reported questions
• work in pairs to compose sentences in direct and indirect speech

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

• When do you use an exclamatory or an imperative sentence in school?
• How do you decide whether to use an exclamation mark or a period at the end of a sentence?

• orally list the kinds of rules that they would want implemented in their school
• identify and label sentence types in a given text
• construct imperative sentences as they respond to teacher’s questions
• in pairs, construct exclamatory sentences based on one of the characters in a text

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

• What are the features of a play?
• Why is it necessary to know when and where the action in a play took place?

• outline the order of events in a play
• analyse the acts and scenes in a play
• discuss the action in a play in groups
• describe the time the actions in a play occur
• work jointly with peers to discuss where the events in a play take place
• write a summary of a scene in a play
• collaborate with peers to role play some of the actions and characters in a play
• paraphrase sections of a play

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

• Why is it important to write legibly?
• Why do we indent paragraphs?

• distinguish between tidy and untidy pieces of writing
• indent paragraphs appropriately
• find out the advantages of a neat and legible handwriting from the internet or non-digital sources
• break words correctly at the end of a line
• assess their own handwriting
• work jointly to review a text written by a peer
• take notes during an oral presentation
• take notes while listening to an audio or watching a video recording
• rewrite portions of a dictated text
• work in partnership with peers to discuss techniques of improving legibility in writing

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

• Why is it important to use punctuation marks correctly?
• How do we use the double quotation marks and the bracket in writing?

• identify the double quotation marks and the bracket in digital texts, newspapers, books or magazines
• make sentences using the double quotation marks and the bracket
• assess the work of peers
• make posters displaying the correct use of the double quotation marks and the bracket

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

• Why is it important to organise the ideas in your paragraphs coherently?
• How can you ensure that your paragraphs are well formed?

• read excerpts from newspaper articles, magazines, textbooks or online articles
• identify the
• topic sentence
• supporting sentences
• clincher sentence
• discuss the steps for paragraph writing, namely
• Step 1 —write an outline of the paragraph that includes the topic and supporting information
• Step 2 — write the topic sentence
• Step 3 – write a supporting sentence for each point. Use facts or examples to support your points
• Step 4 — write a concluding sentence to sum up
• Step 5 — write the final paragraph
• write a paragraph on a topic of interest that is
• contains well-developed thoughts
• assess the paragraphs in groups

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

• How can we make a narrative composition interesting?
• How can we ensure unity in a paragraph?

• distinguish between narrative and descriptive paragraphs
• search for examples of narrative and descriptive paragraphs from the internet or print sources
• discuss the qualities of a well formed paragraph in groups
• outline the characteristics of a narrative paragraph
• discuss the features of a descriptive paragraph in groups
• create a descriptive paragraph that appeals to the sense of sight, smell, hearing, taste and touch
• create a narrative paragraph
• recognise the first and second person in various paragraphs
• review a paragraph written by peers
• make corrections to the paragraph as per comments given by peers

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

• Why do we write letters of application?
• How can one ensure a letter of application meets the expected standards?

• identify the components of a letter of application from a sample letter
• work in groups to brainstorm on the purpose of writing a letter of application
• look for more samples of letters of application from books, magazines, newspapers and the internet
• outline a letter of application
• write a letter of application for placement at Senior Secondary School using the taught components
• exchange the letter with other learners for peer assessment
• edit the letters of application in small groups for correctness
• revise the letter and input corrections suggested by peers
• share the letters of application on the class noticeboard, school noticeboard or online

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

• Why are some words commonly misspelt?
• Why is it important to spell words correctly?

• identify words with double consonants and those with double vowels
• search for the commonly misspelt words such as homonyms and homophones from the internet or print sources
• practise spelling homonyms and homophones in pairs or small groups
• listen to a dictation of words with double consonants and those with double vowels and write them
• engage in spelling games such as spelling bee, scramble, crosswords and word search
• use the target words in sentences of their own
• fill in crossword puzzles and other word games and share them through the internet, magazines or the school noticeboard

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

• How does the writing help us improve the quality of our writing?

• in pairs, outline the steps of the writing process
• brainstorm, in groups, on different topics such as natural resources- marine life, respect and life skills for writing a factual composition
• select one topic, in each group, and write a factual composition by following the writing process
• share factual composition pieces among the groups for peer assessment and correction

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

• What are the qualities of a good composition?
• How can one make a composition interesting?

• read a passage about the qualities of a good composition
• write down a criterion or checklist for assessing compositions. the criterion should have parameters such as : variety of sentences, relevance and creativity, cohesion, grammar and editorials
• read samples of well written compositions from the coursebook
• write a composition related to the theme
• assess a peer’s composition and give comments as guided by the checklist
• make corrections to the composition
• display the compositions on the school noticeboard

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

• How should we organise our compositions?

• read samples of narrative compositions from text books
• identify the introduction, body and conclusion of a sample composition
• brainstorm possible topics for narrative compositions
• tell a story from their own experiences
• plan a narrative composition
• write a narrative composition
• edit the composition
• revise the narrative composition
• read one another’s composition and obtain feedback from peers
• make corrections to the narrative
• display the compositions in a gallery walk, class noticeboard or through social media

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

• Why is it important to fill in all parts of a form?

• in groups, collect bursary and scholarship application forms from digital and print sources
• note down the common features of each type of the form
• analyse, in groups, the type of data sought by different forms
• fill in different forms that require data on issues such as social and mass media
• share different filled in forms for peer observation and feedback
• discuss as a plenary the importance of providing accurate data in forms
• create a form in small groups

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

• What should you consider when splitting words at the end of a line?
• Which words do we normally abbreviate?

• watch demonstration clips and note the rules of abbreviation especially for the following
• titles, for example, Mrs Juma
• time references, for example, 7 a.m
• organisations, technical words and company names, for example, IEBC, ICU, KBC
• discuss the rules of abbreviation and present them in charts in groups
• copy the lists of abbreviations from electronic or print sources respectively in pairs
• write a paragraph on how to make savings from income generating activities containing words to be abbreviated
• assess the correctness of the paragraph in groups

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

• Why should you plan your writing?
• Why is it important to learn dialogue writing?

• Learner should be guided to
• read on the following steps of the writing process: pre-writing, drafting, editing, revising and publishing
• in groups, discuss the different tasks involved in each stage of the writing process
• brainstorm on different topics related to personal grooming, respect and life skills
• individually, select one topic and write a dialogue adhering to the writing process
• share the dialogues and assess and correct each other’s work
• in pairs, dramatise selected dialogues as the others watch and record or note the strengths and weaknesses
• suggest ways of improving dialogues written by peers

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

• What are idioms?
• Which idioms are you familiar with?

• use the print and digital dictionaries to find the meaning of the following idioms and present them in a graphic organizer
• peace of mind
• bury the hatchet
• sit on the fence
• with open arms
• burning bridges
• follow in someone’s footsteps, monkey business
• adding insult to injury
• in groups, fill sentence gaps with the most appropriate idioms
• play language games where one shows an idiom on a flash card and the other makes a sentence with it
• read short narrative essays on sea travel containing most of the given idioms
• write a narrative composition using the given idioms
• in groups scan through compositions of each member and create a checklist of idioms used tallying them to find out the most popular
• discuss the importance of using idioms in written and spoken language

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

• What makes a story creative?
• Which words do we use to describe our different senses?

• write sentences that describe things in the classroom using the five senses
• write a composition on a topic related to the world cup
• in small groups, engage in relay writing and share the final product with the rest of the class
• read a short excerpt of writing on the world cup from a selected writer or a writer they admire and try to write a composition, in their own words, but using the style or words learnt from the writer
• look at a set of pictures or items on the world cup provided by the teacher and write a descriptive composition based on these items
• rewrite a famous story in their own words
• in pairs, write short paragraghs describing an item and have the other person guess what the item is
• share the best creative compositions on the school notice board or the school website

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

• Why do we write emails?
• What is the difference between emails and letters?
• MEETING EXPECTATION?

• write emails based on tourist attraction sites to peers
• in pairs, exchange emails written to their friends
• identify the parts of an email in their partner’s work by underlining the elements
• learners to rework their emails to include any elements that were missing
• display some of the emails on the talking walls EXCEEDING EXPECTATION

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

• Applies mechanics of writing for information?

• Applies mechanics of writing with precision in varied contexts

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

• composes narrative, descriptive, friendly letters, posters and notices information?

• composes narrative, descriptive, friendly letters, posters and notices information creatively Writing Skills
• Learner journals
• Peer assessment
• Self-assessment
• Standardized writing assessment Writing Skills
• Essay writing competitions
• Writing clubs, journalism clubs, and compiling articles for the school magazine to nurture writing talent
• Interclass or school Spelling contests
• Letter writing drills
• Mentorship in writing
• Report writing based on activities such as school sports and games

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

• How can one tell the qualities of a character in a play?
• How does describing actions of characters aid our understanding of a play?

• The The learner is guided to
• list the characters and their roles in a play
• assume (hot seat) the personality of a certain character and say why ‘they say and do certain things’
• role play various characters
• participate in a reader’s theatre as they read sections of a play
• use appropriate adjectives to describe the characters, with illustrations
• describe the actions of the characters using various adverbs
• relate the characters in a play to people in real life
• discuss the behaviour of the characters in small groups
• write an essay on their favourite characters

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

• Selects main ideas, details and general information from listening texts?

• Selects main ideas, details and general information from listening texts in varied contexts

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

• Uses stress, intonation and articulates vowel and consonant sounds to convey meaning correctly?

• Uses stress, intonation and articulates vowel and consonant sounds extensively to convey meaning correctly

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

• Uses polite expressions, turn taking courteously interrupts in conversations?

• Uses polite expressions, turn taking and courteous interruption extensively in conversations

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

• Makes oral presentations, performs narratives and participates in interviews?

• Intensively makes oral presentations, exceptionally performs narratives and participates in interviews

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

• Uses words classes in texts for information?

• Uses a variety of words classes in texts for information

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

• applies tenses in texts for comprehension?

• applies tenses in texts for comprehensionin a variety of contexts

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

• writes sentences(Simple, Affirmative, Negatives)?

• Writes varied sentences(Simple, Affirmative, Negatives)

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