2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons2 Strands in Term 1

Grade 9 English Schemes of Work & Strands (Term 1 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 9 English Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 9 English Term 1 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 9 English in Term 1.

Class / Grade: Grade 9
Learning Area: English
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 9 English Term 1 Scheme of Work Table

Week-by-week lesson matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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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	By the end of the sub strand, the learner should be able to; a) outline words and phrases used to express euphemism b) use euphemism to show politeness in communication	1. Why should we use polite language?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Oral Literature: Short Forms	By the end of the sub strand, the learner should be able to; a) identify the characteristics of riddles, tongue twisters and proverbs b) explain the functions of riddles, tongue twisters and proverbs	1. Why are riddles, proverbs and tongue twisters important?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Listening Comprehension	By the end of the sub strand, the learner should be able to; a) identify the main idea and specific details from an argumentative text	1. Why is it important to listen attentively?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Listening Comprehension	By the end of the sub strand, the learner should be able to; a) listen for the main idea and specific information (details) in an argumentative text b) acknowledge the need for comprehension in communication	1. How do the specific details in a text enhance comprehension?	- 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 textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Selective Listening	By the end of the sub strand, the learner should be able to; a) select required information from a listening text	1. Why should we listen attentively?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening and Speaking	Selective Listening	By the end of the sub strand, the learner should be able to; a) make judgement on the message in the listening text b) advocate the need for selective listening in various contexts	1. How can we ensure we pick out relevant details from a text?	- 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 textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Pronunciation	By the end of the sub strand, the learner should be able to; a) pronounce the semi vowels /j/ /w/ and the diphthongs /aɪ/ and /eɪ/ words with clarity	1. Why should we pronounce sounds accurately?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Pronunciation	By the end of the sub strand, the learner should be able to; a) apply stress on content and function words appropriately for speech clarity b) appreciate the importance of correct pronunciation in communication	1. How can the same word express different meanings?	- 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 textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Conversational skills: Negotiation skills	By the end of the sub strand, the learner should be able to; a) identify words and phrases used during negotiations	1. Which words or expressions would one use when negotiating?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Conversational skills: Negotiation skills	By the end of the sub strand, the learner should be able to; a) use verbal and non- verbal cues during negotiations b) acknowledge the importance of negotiation skills in communication	1. How can one enhance their negotiation skills?	- 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 textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Listening and Speaking	Listening Comprehension: Listening for Detail	By the end of the sub strand, the learner should be able to; a) select the main idea from a listening passage	1. Why should we distinguish between relevant and irrelevant information during a presentation?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Listening Comprehension: Listening for Detail	By the end of the sub strand, the learner should be able to; a) respond to questions based on the listening passage b) acknowledge the importance of attentive listening	1. Why is it important to listen keenly?	- 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 textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Oral Poetry	By the end of the sub strand, the learner should be able to; a) interpret oral poems on varied issues	1. Why should you interpret an oral poem correctly?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Oral Poetry	By the end of the sub strand, the learner should be able to; a) perform an oral poem using of techniques b) acknowledge the role of oral poetry in the preservation of our cultural heritage	1. How can you make the performance of an oral poem interesting?	- 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 textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Diphthongs and sentence stress	By the end of the sub strand, the learner should be able to; a) identify words with the diphthongs /aʊ/ and /ʊə/ in a text	1. Why is it important to pronounce words correctly?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 9 English Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 9 English. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Listening and Speaking

15 Sub-strands30 Lessons in Term 1

1.1 Polite Language

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

outline words and phrases used to express euphemism
use euphemism to show politeness in communication
conduct a debate while adhering to conventions of polite language
acknowledge the importance of politeness in communication

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.2 Oral Literature: Short Forms

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify the characteristics of riddles, tongue twisters and proverbs
explain the functions of riddles, tongue twisters and proverbs
perform riddles, tongue twisters and proverbs
appreciate the importance of short forms in fostering fluency in communication

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.3 Listening Comprehension

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify the main idea and specific details from an argumentative text
listen for the main idea and specific information (details) in an argumentative text
acknowledge the need for comprehension in communication

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.4 Selective Listening

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

select required information from a listening text
make judgement on the message in the listening text
advocate the need for selective listening in various contexts

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.5 Pronunciation

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

pronounce the semi vowels /j/ /w/ and the diphthongs /aɪ/ and /eɪ/ words with clarity
apply stress on content and function words appropriately for speech clarity
appreciate the importance of correct pronunciation in communication

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.6 Conversational skills: Negotiation skills

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify words and phrases used during negotiations
use verbal and non- verbal cues during negotiations
acknowledge the importance of negotiation skills in communication

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.7 Listening Comprehension: Listening for Detail

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

select the main idea from a listening passage
respond to questions based on the listening passage
acknowledge the importance of attentive listening

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.8 Oral Poetry

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

interpret oral poems on varied issues
perform an oral poem using of techniques
acknowledge the role of oral poetry in the preservation of our cultural heritage

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.9 Diphthongs and sentence stress

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify words with the diphthongs /aʊ/ and /ʊə/ in a text
use emphatic stress in words to convey meanings
advocate the need for accurate pronunciation in oral communication

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.10 Impromptu Speeches

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

outline the procedure for preparing for an impromptu speech
make an impromptu speech on a selected topic
acknowledge the importance of excellent presentation skills in speech delivery

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.11 Conversation Skills: Job Interviews

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

outline preparations undertaken by an interviewer and interviewee before a job interview
ask and answer appropriate questions in mock job interviews
recognise excellent interview skills as a positive step towards getting a job

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.12 Listening to Respond: Expressing Feelings

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify words and expressions used to describe their feelings towards a poem
express their feelings towards the subject matter of a poem
value the importance of poem recitation for effective communication

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.13 Extensive Listening: Speeches

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify the issue addressed by the different speeches listened to
take notes on the points made by the different speakers on the issue
acknowledge the importance of getting information from varied sources

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.14 Intonation in sentences- Question tags

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

write the correct form of question tags in sentences
apply question tags appropriately in communication
compose sentences using question tags correctly
appreciate the importance of question tags and correct intonation in communication

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.15 Oral Reports- News

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

read a short report within a specified number of minutes
analyse a recorded grade appropriate oral news report
apply the features of oral presentations for effective communication
appreciate the importance of fluency in News report

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

Strand 2.0

Reading

14 Sub-strands27 Lessons in Term 1

2.1 Independent Reading - Grade Appropriate Text

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

select reading materials from digital or non-digital sources
read grade appropriate materials for lifelong learning
create a reading log for monitoring reading activities
recommend to peers suitable fiction and non- fiction materials to read

Key Inquiry Questions (KIQs)

Why is it important to read different types of materials?

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.2 Intensive Reading: Simple Poems

1 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify basic aspects of style such as repetition and rhyme in a poem
describe the functions of rhyme and repetition in a poem
appreciate the role of repetition and rhyme in a poem

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.3 Intensive Reading: Plot

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

describe the sequence of events in a play
relate the events in a play to real life experiences
acknowledge the importance of a plot in a literary work

Key Inquiry Questions (KIQs)

How do we know the key events in a play?

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.4 Reading for Information and Meaning

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

infer the meaning of words, phrases and sentences from the context
make connections between events in a text and real life situations
value the need to comprehend the information in written texts

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.5 Poems: Structure

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

describe the structure of a poem
analyse the use of personification in a poem
create a poem based on a topic of interest
appreciate the reading of poetry for enjoyment

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.6 Intensive Reading

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

predict events in a reading text
outline the key events in a text
answer direct and inferential questions for comprehension
infer the meaning of new words and phrases using contextual clues
relate the characters, events and places in the text to real life
appreciate the importance of comprehension in lifelong learning

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.7 Reference Materials: Dictionary, Thesaurus, Encyclopaedia

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

outline various types of reference materials and their uses
use the dictionary, thesaurus and subject specific encyclopaedia to check the meaning and usage of words
conduct research on a topic of interest using the dictionary, thesaurus and encyclopaedia
acknowledge the value of reference materials in research

Key Inquiry Questions (KIQs)

Why do we use reference materials?

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.8 Play: Style

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify the features of style used in a play with examples
relate the stylistic features to the message in a play
value the role of varied style in reinforcing the message in a play

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.9 Reading Fluency

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

outline ways of enhancing fluency in reading
read a text at the right speed, accurately and with expression for effective communication
acknowledge the role of reading fluently in extensive reading

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.10 Intensive Reading – Play

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify the themes in a play or a section of a play
analyse the themes in a play
relate the themes in a play to real life
appreciate the role of literary appreciation in the development of critical thinking skills

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.11 Intensive Reading: Interpretation and Evaluation

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

distinguish between reading for interpretation and reading for evaluation for infromation
interpret a reading text for lifelong learning
summarise information in a reading text
appreciate the role of correct interpretation and evaluation of a text in learning

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.12 Intensive Reading: Play

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify the characters in a play for deeper understanding
analyse the characters in a play and their relationship
value the role of literary appreciation in developing critical thinking

Key Inquiry Questions (KIQs)

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?

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.13 Reading for Interpretation

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify the point of view in a poem
analyse the point of view in a poem
acknowledge the importance of the point of view in the understanding of a poem

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.14 Poetry: Characters

2 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify the persona and other participants in a poem
analyse the character of the speaker (persona) and the other participants in a poem
acknowledge the importance of characters in literary appreciation

Key Inquiry Questions (KIQs)

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?

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

Grade 9 English Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 9 English showing the term-by-term distribution of all 9 strands.

Term 1Current

Listening and Speaking
Reading

Term 2View Term 2 →

Reading
Grammar in Use
Intensive Reading: Play
Writing

Term 3View Term 3 →

Writing
Intensive Reading
Listening
Speaking
Grammar

Other Grade 9 Schemes of Work for Term 1

Download complete, editable schemes of work and explore strands for all learning areas in Grade 9.

Arabic (Term 1)Creative Arts & Sports (Term 1)French (Term 1)Agriculture & Nutrition (Term 1)Pre-Technical Studies (Term 1)Christian Religious Education (Term 1)Integrated Science (Term 1)Islamic Religious Education (Term 1)Mathematics (Term 1)German (Term 1)Hindu Religious Education (Term 1)Indigenous Languages (Term 1)Kiswahili (Term 1)Mandarin (Term 1)Social Studies (Term 1)

Explore Schemes for Other CBC Grades

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 8 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: Grade 9 English Term 1

What strands and sub-strands are covered in Grade 9 English Term 1?

In Term 1, Grade 9 English covers the following main strands: Listening and Speaking, Reading. Each strand is broken down into specific sub-strands with allocated lesson periods across the 13-week term.

What are the specific learning outcomes for Grade 9 English in Term 1?

Each sub-strand defines measurable learning outcomes covering knowledge, psychomotor skills, and values. Learners engage in hands-on activities, realia observation, and collaborative problem-solving as outlined in the syllabus breakdown above.

How is Grade 9 English Term 1 structured across weeks?

This scheme spans 13 calendar weeks (65 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 13, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 1 scheme in Microsoft Word or PDF?

Yes. You can instantly download a completely editable Microsoft Word document (.docx) or print-ready PDF, or open it directly in the online scheme builder to customize teacher name, school name, and TSC details.