2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons4 Strands in Term 2

Grade 9 English Schemes of Work & Strands (Term 2 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 9 English Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

Select Term:

Term 1Term 1 Scheme & Strands Term 2Term 2 Scheme & Strands Term 3Term 3 Scheme & Strands

Grade 9 English Term 2 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 2.

Class / Grade: Grade 9
Learning Area: English
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 9 English Term 2 Scheme of Work Table

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

Scheme Font Size:

Changes text size in this preview and in downloaded Word (.docx) & PDF files.

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

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Reading	Extensive Reading	By the end of the sub strand, the learner should be able to; a) select a reading text from a collection of books or the library	1. How does reading widely help us learn better?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Play: Style	By the end of the sub strand, the learner should be able to; a) identify features of style used in a play b) relate features of style to the meaning of a play c) acknowledge the importance of stylistic features in literary appreciation	1. 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 textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Note Making	By the end of the sub strand, the learner should be able to; a) identify main points or ideas in an argumentative passage	1. In what situations could notes be made?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Note Making	By the end of the sub strand, the learner should be able to; a) make notes from an argumentative passage b) value the importance of note making while reading for pleasure or academic purposes	1. Why is it important to make notes?	- 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 textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Play: Project	By the end of the sub strand, the learner should be able to; a) identify simple props and costumes that create mood and atmosphere	1. How does an acted play differ from a written one?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Reading	Play: Project	By the end of the sub strand, the learner should be able to; a) present dramatised parts of a play to an audience b) acknowledge the effectiveness of the performance in delivering the play’s message	1. What makes a performance successful?	- 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 textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Extensive Reading: Fiction	By the end of the sub strand, the learner should be able to; a) distinguish between fiction and non-fiction reading materials b) select and read grade appropriate fiction materials	1. Which story books or plays have you read?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Extensive Reading: Fiction	By the end of the sub strand, the learner should be able to; a) keep a portfolio of the subject matter b) appreciate the importance of reading fiction for exposure	1. What makes a book interesting?	- 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 textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Grade - appropriate Play: Lessons learnt	By the end of the sub strand, the learner should be able to; a) identify and illustrate the lessons learnt from a play	1. What lessons can one learn from a 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Grade - appropriate Play: Lessons learnt	By the end of the sub strand, the learner should be able to; a) relate the lessons learnt to real life experiences b) perceive plays as sources of life lessons and entertainment	1. Which issues are addressed in the play?	- 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 textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Reading	Intensive Reading: Comprehension Strategies	By the end of the sub strand, the learner should be able to; a) identify clues in the passage from which conclusions can be drawn b) infer information and meaning of words and expressions from a passage	1. Why is it important to summarise information 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Intensive Reading: Comprehension Strategies	By the end of the sub strand, the learner should be able to; a) summarise ideas in a passage b) apply the skills of making inferences and drawing conclusions in independent reading	1. How can one draw conclusions from a text?	- 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 textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Play: Characterisation	By the end of the sub strand, the learner should be able to; a) outline the clues for identifying traits of different characters in a play	1. Which words or expressions can you use to describe one’s character?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Play: Characterisation	By the end of the sub strand, the learner should be able to; a) use the clues to describe the characters in a play b) appreciate the role of characterisation in determining virtues and vices in the society	1. Why is c h a r a c t e r i s a t i o n important?	- 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 textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Intensive Reading: Visualising and Summarising	By the end of the sub strand, the learner should be able to; a) identify mental images created from a read passage	1. Which words or expressions appeal to the five senses?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 9 English Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 9 English. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Reading

16 Sub-strands29 Lessons in Term 2

1.1 Extensive Reading

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

select a reading text from a collection of books or the library
read a text for information and enjoyment
appreciate the role of extensive reading in lifelong learning

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

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

1.2 Play: Style

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify features of style used in a play
relate features of style to the meaning of a play
acknowledge the importance of stylistic features in literary appreciation

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

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

1.3 Note Making

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify main points or ideas in an argumentative passage
make notes from an argumentative passage
value the importance of note making while reading for pleasure or academic purposes

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

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

1.4 Play: Project

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify simple props and costumes that create mood and atmosphere
present dramatised parts of a play to an audience
acknowledge the effectiveness of the performance in delivering the play’s message

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

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

1.5 Extensive Reading: Fiction

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

distinguish between fiction and non-fiction reading materials
select and read grade appropriate fiction materials
keep a portfolio of the subject matter
appreciate the importance of reading fiction for exposure

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

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

1.6 Grade - appropriate Play: Lessons learnt

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify and illustrate the lessons learnt from a play
relate the lessons learnt to real life experiences
perceive plays as sources of life lessons and entertainment

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

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

1.7 Intensive Reading: Comprehension Strategies

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify clues in the passage from which conclusions can be drawn
infer information and meaning of words and expressions from a passage
summarise ideas in a passage
apply the skills of making inferences and drawing conclusions in independent reading

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

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

1.8 Play: Characterisation

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

outline the clues for identifying traits of different characters in a play
use the clues to describe the characters in a play
appreciate the role of characterisation in determining virtues and vices in the society

Key Inquiry Questions (KIQs)

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?

Learning Experiences

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

Teaching Resources

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

1.9 Intensive Reading: Visualising and Summarising

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify mental images created from a read passage
summarise what a paragraph and the passage are about
appreciate the role of visualising and summarising in enhancing understanding of a text

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

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

1.10 Grade- appropriate Play: Style

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify the styles of humour and monologue in a play
dramatise instances of humour and monologue in a play
acknowledge the role of humour and monologue in enriching a literary work

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

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

1.11 Summarising: argumentative texts

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

pick out the main points discussed in a text
organise an outline of points into a coherent whole
summarise a text correctly in their own words
realise the importance of good summary writing skills in writing

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

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

1.12 Intensive Reading: Play- Relating to real life

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify the characters in a play
discuss the various themes in a play
relate the characters and themes to real life
participate in a stage performance of a play
appreciate the beauty of performance of a literary text

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

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

1.13 Reading Fluency

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

preview a text while ignoring unknown words
make predictions about the characters, events and the message in a given text
skim a text to get the gist
scan a text to obtain specific information
advocate the role of reading fluency in communication

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

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

1.14 Intensive reading: Poems

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

explain why it is important to relate ideas learnt in poems to real life
relate ideas in poems on tourist attraction sites to real life
acknowledge the need to relate ideas in poems to real life

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

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

1.15 Fluency

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Ability to read
100 words per
minute
accurately and
with expressions

Key Inquiry Questions (KIQs)

Reads 100 words per minute, accurately and with expressions?

Learning Experiences

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

Teaching Resources

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

1.16 Reading comprehension

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Ability to read
for meaning
details and makes
inferences
Ability to
analyse, poems

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

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

Strand 2.0

Grammar in Use

15 Sub-strands29 Lessons in Term 2

2.1 Gender Neutral Language

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify gender biased words and phrases in oral and written texts
use gender neutral words and phrases in sentences
acknowledge the importance of gender sensitivity in communication

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

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

2.2 Nouns and Quantifiers

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

use quantifiers in sentence
categorise count and non-count nouns in oral and written texts
acknowledge the importance of quantifiers in oral and written communication

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

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

2.3 Modal Auxiliaries

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify modal auxiliaries in a passage
use modal auxiliaries to express different moods
value the importance of using modal auxiliaries in communication

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

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

2.4 Present and Past Perfect Aspect

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

distinguish the present and past perfect aspect in sentences
use present and past perfect aspect in sentences
appreciate the importance of using tense in sentences

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

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

2.5 Order of Adjectives

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify various types of adjectives in texts
use the correct order of adjectives in oral and written texts
appreciate the role of ordered adjectives in communication for clarity

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

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

2.6 Comparison of Adverbs

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify the degrees of comparison in adverbs
use positive, comparative and superlative degrees of adverbs in sentences
appreciate the importance of the correct usage of adverbs

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

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

2.7 Relative Pronouns Interrogative Pronouns

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

recognise relative and interrogative pronouns in a text
use relative and interrogative pronouns in sentences
acknowledge the value of relative and interrogative pronouns in communication

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

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

2.8 Complex Prepositions

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

recognise complex prepositions in texts
use complex prepositions in sentences
appreciate the role of prepositions in oral and written communication

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

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

2.9 Conjunctions: Correlative Conjunctions

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify correlative conjunctions in texts
use correlative conjunctions in sentences
appreciate use of correlative conjunctions for effective communication

Key Inquiry Questions (KIQs)

How do we join sentences?

Learning Experiences

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

Teaching Resources

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

2.10 Determiners: Numerals and Ordinals

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify numerals and ordinals used as determiners in a text
use numerals and ordinals as determiners in sentences
appreciate the need for well -formed sentences in communication

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

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

2.11 Word Classes: Nouns

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify nouns formed from verbs and other nouns from a text
use nouns formed from verbs and other nouns in sentences
acknowledge the necessity of forming words from other word classes in the process of communication

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

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

2.12 Phrasal Verbs

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify phrasal verbs formed from break, hang, run and turn in texts
use the given phrasal verbs in sentences of their own
value the importance of using phrasal verbs in spoken and written communication

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

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

2.13 Sentences: Complex Sentences

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify subordinating conjunctions in sentences
construct complex sentences using subordinating conjunctions learnt
correct disjointed sentences using the rule of subordinating conjunctions

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

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

2.14 Sentences- Direct and Indirect Speech

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

differentiate between direct and indirect speech
convert direct speech into indirect speech
use the correct punctuation marks in direct speech
apply direct and indirect speech correctly in communication

Key Inquiry Questions (KIQs)

How do we report what others have said?

Learning Experiences

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

Teaching Resources

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

2.15 Sentences- 15.3.1.1Imperative – commands, requests 15.3.1.2 Exclamatory

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify instances where the two types of sentences are used correctly in printed handouts or online texts
punctuate given texts by use of the appropriate punctuation marks
appreciate the use of exclamatory and imperative sentences in spoken language

Key Inquiry Questions (KIQs)

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?

Learning Experiences

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

Teaching Resources

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

Strand 3.0

Intensive Reading: Play

1 Sub-strand2 Lessons in Term 2

3.1 Play: Structure and Setting

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

describe the structure and setting of a play
analyse the acts and scenes of a play for literary appreciation
recognise the role of literary appreciation in critical thinking

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

Teaching Resources

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

Strand 4.0

Writing

1 Sub-strand2 Lessons in Term 2

4.1 Legibility and Neatness

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify sections of a piece of writing that require breaking of words and indentation
indent paragraphs when writing a composition
create a neat and legible text
appreciate the importance of legibility and neatness in written communication

Key Inquiry Questions (KIQs)

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

Learning Experiences

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

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 1View Term 1 →

Listening and Speaking
Reading

Term 2Current

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 2

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

Arabic (Term 2)Creative Arts & Sports (Term 2)French (Term 2)Agriculture & Nutrition (Term 2)Pre-Technical Studies (Term 2)Christian Religious Education (Term 2)Integrated Science (Term 2)Islamic Religious Education (Term 2)Mathematics (Term 2)German (Term 2)Hindu Religious Education (Term 2)Indigenous Languages (Term 2)Kiswahili (Term 2)Mandarin (Term 2)Social Studies (Term 2)

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 2

What strands and sub-strands are covered in Grade 9 English Term 2?

In Term 2, Grade 9 English covers the following main strands: Reading, Grammar in Use, Intensive Reading: Play, Writing. Each strand is broken down into specific sub-strands with allocated lesson periods across the 14-week term.

What are the specific learning outcomes for Grade 9 English in Term 2?

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 2 structured across weeks?

This scheme spans 14 calendar weeks (70 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 14, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 2 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.