CBE · Senior School
Grade 10 English Scheme of Work — Terms 1, 2 and 3, 2026
A CBE English scheme of work for Grade 10 covering Terms 1, 2 and 3 2026: strands and sub-strands mapped week by week with specific learning outcomes, key inquiry questions, suggested learning experiences, resources and assessment methods.
- Level
- Grade 10
- Subject
- English
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 10 English scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Listening and Speaking
Listening: Extensive Listening · Speaking: Etiquette · Speaking: Etiquette - Use of etiquette · Critical Listening · Critical Listening - Selecting relevant key points · Critical Listening - Avoiding distractions · Conversational skills · Conversational skills - Sounds · Conversational skills - Sound patterns: onomatopoeic words and idiophones · Intensive Listening · Nonverbal Cues · Nonverbal Cues - articulation of sounds: /ᴧ / / æ/ /aʊ / /əʊ/ /w/ /j/
Reading
Reading Fluency · Reading Fluency - Collocations and Binomials · Extensive Reading
Grammar in Use
Word classes · Word classes - Pronouns · Word classes - determiners · Word Classes - Adverbs (time, place and manner) · Word Classes - Coordinating conjunctions · Word Classes - Simple prepositions
Writing
Sentence fluency · Mechanics of Writing · Mechanics of Writing - Abbreviations and acronyms · Mechanics of Writing - frequently misspelt and easily confused words · Elements of effective writing · Elements of effective writing - Paragraph development
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Listening and Speaking | Listening: Extensive Listening | By the end of the lesson, the learner should be able to: describe characters, places and memorable events from a recording. | The learner is guided to: listen collaboratively to recordings from contexts such as role plays and skits and then recount the characters, places and memorable events; conduct a hot seat based on a dialogue or story and recount characters, places and events. | How can one gain the most through listening? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Listening and Speaking | Listening: Extensive Listening | By the end of the lesson, the learner should be able to: listen to a recording and pick key details for general information. | The learner is guided to: listen to a telephone conversation and pick key details; mimic a character in a story or in a dialogue. | How can one gain the most through listening? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Listening and Speaking | Listening: Extensive Listening | By the end of the lesson, the learner should be able to: recount a story or dialogue in an oral context for enjoyment. | The learner is guided to: listen to and dramatise a dialogue between a hotel attendant and a customer in groups. | How can one gain the most through listening? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Listening and Speaking | Listening: Extensive Listening | By the end of the lesson, the learner should be able to: acknowledge the role of identifying key information for lifelong learning. | The learner is guided to: watch a video clip on table etiquette and jointly re-enact it; record a dialogue on etiquette and upload it on an online platform. | How can one gain the most through listening? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Listening and Speaking | Speaking: Etiquette | By the end of the lesson, the learner should be able to: pick out the target sounds and aspects of etiquette in oral or written texts. | The learner is guided to: listen to an oral passage and identify the words with the sounds /ɒ/ and /ɔ: /; say tongue twisters which have the target sound with peers. | Why is it important to observe etiquette? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Listening and Speaking | Speaking: Etiquette - Use of etiquette | By the end of the lesson, the learner should be able to: use appropriate etiquette in different contexts. | The learner is guided to: present minimal pairs featuring the target sounds and receive peer review; watch videos depicting the use of etiquette in the following instances: o hotels o telephone conversation o the market among others. | Why is it important to observe etiquette? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Listening and Speaking | Speaking: Etiquette | By the end of the lesson, the learner should be able to: articulate the sounds /ɒ/ and /ɔ: / for effective communication. | The learner is guided to: pick out the polite words and phrases used in the video and list them. | Why is it important to observe etiquette? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Listening and Speaking | Speaking: Etiquette | By the end of the lesson, the learner should be able to: justify the need for accurate pronunciation in communication. | The learner is guided to: conduct a telephone conversation and observe etiquette; role play a conversation between a receptionist and a guest, a secretary and a parent in a school or a customer and a seller in a market. | Why is it important to observe etiquette? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Reading | Reading Fluency | By the end of the lesson, the learner should be able to: preview a text and make predictions about characters, people and places for reading fluency. | The learner is guided to: collaboratively look at the text title and images (photographs, graphs among others), and predict what the text is about; read a text right through to get a general idea. | How can one make predictions about the happenings in a text?; Why is it necessary to read a text fluently? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Reading | Reading Fluency - Collocations and Binomials | By the end of the lesson, the learner should be able to: skim varied texts while glossing over unknown words to obtain the gist. | The learner is guided to: read a text rapidly to obtain specific details such as titles, sub-titles, the author, table of contents, introductions to major sections and the first and the concluding paragraphs; recognise signal words such as connectors and conjunctions in a text. | How can one make predictions about the happenings in a text?; Why is it necessary to read a text fluently? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Reading | Reading Fluency | By the end of the lesson, the learner should be able to: scan a text to obtain specific details; predict how words collocate for effective communication. | The learner is guided to: watch a video of someone reading a text and evaluate the reader in terms of accuracy, speed and expressiveness. | How can one make predictions about the happenings in a text?; Why is it necessary to read a text fluently? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Reading | Reading Fluency | By the end of the lesson, the learner should be able to: acknowledge the importance of reading fluency in lifelong learning. | The learner is guided to: work with peers to read a text accurately, expressively and at the right speed; jointly determine how words in a text are used together to enhance meanings (collocations and binomials: -adverb + adjective e.g. completely satisfied. -adjective + noun e.g. excruciating pain. -noun + noun: a surge of anger. | How can one make predictions about the happenings in a text?; Why is it necessary to read a text fluently? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Grammar in Use | Word classes | By the end of the lesson, the learner should be able to: classify nouns in sentences. | The learner is guided to: collaboratively list down all the count and non-count nouns, common and proper nouns, concrete and abstract nouns from an audio or written text; practise replacing a common noun with a proper noun with peers, for example, “The man helped the boy…” with “Peter helped John”. | How do we use naming words in communication?; Why is it important to determine how a word is used in a sentence? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Grammar in Use | Word classes - Pronouns | By the end of the lesson, the learner should be able to: recognise the various types of pronouns in varied contexts. | The learner is guided to: construct sentences featuring count and non-count nouns from a substitution table; brainstorm with peers the categories of pronouns: personal, reflexive, emphatic, reciprocal, demonstrative, relative, interrogative; work with peers to find out and list the categories of determiners from books and the internet. | How do we use naming words in communication?; Why is it important to determine how a word is used in a sentence? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Grammar in Use | Word classes - determiners | By the end of the lesson, the learner should be able to: differentiate the use of words as pronouns and determiners in sentences; use nouns and pronouns in sentences. | The learner is guided to: distinguish between the usage of words as pronouns and determiners (that boy-determiner, that is new-pronoun); display the list of determiners on the classroom wall; collaborate as they write a dialogue using nouns, pronouns and determiners. | How do we use naming words in communication?; Why is it important to determine how a word is used in a sentence? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Grammar in Use | Word classes | By the end of the lesson, the learner should be able to: acknowledge the importance of the correct usage of nouns, pronouns and determiners for effective communication. | The learner is guided to: role play the dialogue and record it using a digital device; fill in a crossword puzzle with appropriate nouns, pronouns and determiners. | How do we use naming words in communication?; Why is it important to determine how a word is used in a sentence? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Writing | Sentence fluency | By the end of the lesson, the learner should be able to: contrast well-written sentences with comma splices, run on sentences and run on lines in a text. | The learner is guided to: work together to contrast well-written sentences with comma splices, run on sentences and run on lines in online and offline passages; discuss the impact of comma splices, run on sentences and run on lines on the meaning of a sentence. | What can make a sentence confusing to a reader?; Why should we write complete sentences? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Writing | Sentence fluency | By the end of the lesson, the learner should be able to: rewrite comma splices, run on sentences and run on lines as complete sentences for clear communication. | The learner is guided to: rewrite comma splices, run on sentences and run on lines sentences correctly; join sentences using relevant coordinating conjunctions. | What can make a sentence confusing to a reader?; Why should we write complete sentences? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Writing | Sentence fluency | By the end of the lesson, the learner should be able to: value the importance of well-written sentences in communication. | The learner is guided to: collaboratively use word cards to identify comma splices, run on sentences and run on lines; exchange the sentences created for peer review. | What can make a sentence confusing to a reader?; Why should we write complete sentences? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Listening and speaking | Critical Listening | By the end of the lesson, the learner should be able to: describe various forms of distractions to effective listening in different contexts. | The learner is guided to: brainstorm on different forms of distractions and how to avoid them. | How can we ensure we gain the most out of a listening text?; Why is it important to listen to key points in a text? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Listening and speaking | Critical Listening - Selecting relevant key points | By the end of the lesson, the learner should be able to: determine the speaker, context and intention in varied oral texts. | The learner is guided to: collaboratively search for information online and offline on how to identify the speaker, context and intention. | How can we ensure we gain the most out of a listening text?; Why is it important to listen to key points in a text? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Listening and speaking | Critical Listening - Avoiding distractions | By the end of the lesson, the learner should be able to: select key points from an audio text for information. | The learner is guided to: listen to a variety of audio texts and identify the speaker, context and intention; listen to a variety of texts on the theme while avoiding distractions. | How can we ensure we gain the most out of a listening text?; Why is it important to listen to key points in a text? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Listening and speaking | Critical Listening | By the end of the lesson, the learner should be able to: appreciate the importance of critical listening in communication. | The learner is guided to: pick out the key points from an audio text and make notes. | How can we ensure we gain the most out of a listening text?; Why is it important to listen to key points in a text? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Listening and Speaking | Conversational skills | By the end of the lesson, the learner should be able to: classify discourse markers used in a variety of texts. | The learner is guided to: collaboratively recite poems or form minimal pairs with the sounds / ə /, /ɑ: / and / ɜ: /; select and group words from newspapers, magazines, online texts, radio programmes, news bulletins, television shows among others, which: o start a conversation (Right, Now...) o end a conversation (so, okay, anyway...) o change and manage a topic (Did you try, Did you, Incidentally, By the way, Speaking of...) o order what we say (and, first, second, for a start, next...). | Why does the proper articulation of sounds matter?; How do discourse markers affect the flow of conversations? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Listening and Speaking | Conversational skills - Sounds | By the end of the lesson, the learner should be able to: articulate the sounds / ə /, /ɑ: / and / ɜ: / for oral fluency. | The learner is guided to: watch a video and note how speakers start, end or change a topic during a conversation; role play a conversation using transitional words (discourse markers/linking words) on conversational cards. | Why does the proper articulation of sounds matter?; How do discourse markers affect the flow of conversations? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 10 English scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Writing
Elements of effective writing · Mechanics of writing · Mechanics of writing - capitalization · The Writing Process · The Writing Process - Drafting · The Writing Process - Revision · Creative Writing
Listening and Speaking
Selective Listening · Selective Listening - Directions · Conversational skills · Conversational skills - Pronunciation (Different realisations of the letter ‘s’: /s/ - ʒ/ - /ʃ/- /z/ ) · Interactive Listening · Interactive Listening - Turn-taking · Interactive Listening - clarifying meaning · Interactive Listening - showing empathy · Speaking: Etiquette and Pronunciation · Speaking: Etiquette and Pronunciation - Sounds /ʧ/ /ʤ//ʒ/ · Responsive Listening · Responsive Listening - Making connections with personal experiences · Pronunciation and Syllabic Stress · Pronunciation and Syllabic Stress - Articulation of vowel sounds /ʊ/ and /u:/
Reading
Study skills · Intensive Reading · Intensive Reading - Vocabulary (Transparent idioms, compound words, proverbs) · Reading fluency · Reading fluency - Expressive reading (pace, volume, intonation pattern)
Grammar in use
Phrases · Phrases - verb phrase · Phrases - Adjective phrases · Phrases - Preposition al phrases · Clauses · Clauses - Adverbial clauses
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Writing | Elements of effective writing | By the end of the lesson, the learner should be able to: explain the use of connectors of addition, similarity and contrast in a text; order ideas in a paragraph for coherence; write a coherent paragraph on a given topic; acknowledge the value of logically ordering ideas in writing. | The learner is guided to: identify connectors of addition, similarity and contrast from a text; use pictorials to sequentially order events from a narrative; learners are guided to collaborate and rearrange disordered sentences from word cards to form a logical paragraph; team up to write a coherent paragraph on a topic around the theme. | Why should we organise ideas logically in w r i t i n g ?; How do connectors help in interpreting information? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Listening and Speaking | Selective Listening | By the end of the lesson, the learner should be able to: describe ways of selecting specific information from a listening text. | The learner is guided to: brainstorm ways of selecting and noting down specific information from a listening text. | What is the importance of listening for particular information?; How can we ensure we listen keenly for particular information? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Listening and Speaking | Selective Listening - Directions | By the end of the lesson, the learner should be able to: listen to an oral text and filter instructions and directions from the text. | The learner is guided to: play games such as cue games to enhance selective listening. | What is the importance of listening for particular information?; How can we ensure we listen keenly for particular information? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Listening and Speaking | Selective Listening | By the end of the lesson, the learner should be able to: take notes from a variety of listening texts. | The learner is guided to: take notes from an audio or video recording on instructions and directions. | What is the importance of listening for particular information?; How can we ensure we listen keenly for particular information? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Listening and Speaking | Selective Listening | By the end of the lesson, the learner should be able to: argue for the need to listen attentively to extract specific details. | The learner is guided to: rephrase the instructions and directions in a dialogue and record themselves. | What is the importance of listening for particular information?; How can we ensure we listen keenly for particular information? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Listening and Speaking | Conversational skills | By the end of the lesson, the learner should be able to: describe the techniques of changing the topic in a conversation. | The learner is guided to: search online and offline for ways of changing the topic and giving and receiving feedback; use role plays, hot seating or debates to practise techniques for changing the topic (such as such as asking questions and introducing another subject). | What should one consider when giving or receiving feedback?; How can we overcome pronunciation challenges? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Listening and Speaking | Conversational skills - Pronunciation (Different realisations of the letter ‘s’: /s/ - ʒ/ - /ʃ/- /z/ ) | By the end of the lesson, the learner should be able to: give and receive feedback in the communication process. | The learner is guided to: simulate situations relevant to the theme using informal register (such as a journey to the national park) and give feedback using techniques (such as checking the motives, being timely and being specific); engage in dialogue using formal register and showcase techniques for giving and receiving feedback. | What should one consider when giving or receiving feedback?; How can we overcome pronunciation challenges? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Listening and Speaking | Conversational skills | By the end of the lesson, the learner should be able to: bring out the different realisations of the sounds /s/, /z/ and /ʃ/, /ʒ/ respectively in given contexts; distinguish between formal and informal register in communication. | The learner is guided to: identify the target sounds from an audio text; team up with others to use minimal pairs to distinguish the sounds /s/, /z/ and /ʃ/, /ʒ/ and. | What should one consider when giving or receiving feedback?; How can we overcome pronunciation challenges? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Listening and Speaking | Conversational skills | By the end of the lesson, the learner should be able to: acknowledge the importance of conversation skills in effective communication. | The learner is guided to: research online and offline for the different realisations of the target sounds (for example, in spelling, //ʃ/ can be realised as ‘sh’ ‘s’ and ‘ch’ and so on.); generate a list of words in which letter ‘s’ is pronounced differently as /s/, /ʃ/ , /z/, //ʒ/. | What should one consider when giving or receiving feedback?; How can we overcome pronunciation challenges? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Reading | Study skills | By the end of the lesson, the learner should be able to: outline steps in summary and note making for improving comprehension. | The learner is guided to: collaboratively brainstorm the SQ4R (Survey, Question, Read, Reflect, Recite, Review) technique and summary and note making skills; survey a text on travel by looking at titles, subtitles, visuals as well as the first and the last paragraphs. | How do you ensure you understand the text you are reading?; What is the importance of visuals in communication? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Reading | Study skills | By the end of the lesson, the learner should be able to: use the SQ4R technique and summary and note making skills for study purposes. | The learner is guided to: collaboratively ask questions on the passage; read the passage actively by looking for answers to the questions asked earlier and note them down. | How do you ensure you understand the text you are reading?; What is the importance of visuals in communication? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Reading | Study skills | By the end of the lesson, the learner should be able to: analyse visual information in a reading context. | The learner is guided to: exchange the answers with peers for review. | How do you ensure you understand the text you are reading?; What is the importance of visuals in communication? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Reading | Study skills | By the end of the lesson, the learner should be able to: acknowledge the importance of using effective study skills in extensive and intensive reading. | The learner is guided to: make notes on the key ideas in the text; work with others in interpreting the information provided by visuals (such as pictures, photographs, maps, posters and illustrations) in a text. | How do you ensure you understand the text you are reading?; What is the importance of visuals in communication? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Grammar in use | Phrases | By the end of the lesson, the learner should be able to: identify the constituents of the noun phrase and verb phrase for information. | The learner is guided to: brainstorm the structure of noun phrases Determiner + Noun; Noun + Adjective and present them in a chart; listen to an audio recording of a story on careers and identify the noun phrases constituting: noun, determiner + noun and determiner+ adjective + noun. | Why is it important to use phrases of varied structure in communication? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Grammar in use | Phrases - verb phrase | By the end of the lesson, the learner should be able to: use the noun phrase and verb phrase for fluency in oral and written texts. | The learner is guided to: analyse noun phrases extracted from audio texts into their constituents and present them in charts; use noun phrases of varied structure to construct a paragraph. | Why is it important to use phrases of varied structure in communication? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Grammar in use | Phrases | By the end of the lesson, the learner should be able to: advocate the correct usage of noun phrases and verb phrases in communication. | The learner is guided to: read a text and select sentences with the auxiliary + main verb structure; create sentences using verb phrases with peers. | Why is it important to use phrases of varied structure in communication? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Writing | Mechanics of writing | By the end of the lesson, the learner should be able to: explain the punctuation principles of capitalisation, quotation marks, dashes, hyphens and slashes in writing. | The learner is guided to: search online and offline for rules on capitalisation and the use of the hyphen, single and double quotation marks, slashes and dashes. | Why is it important to punctuate a sentence correctly?; When should one use capital letters in writing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Writing | Mechanics of writing - capitalization | By the end of the lesson, the learner should be able to: use the target punctuation marks to write sentences for effective communication. | The learner is guided to: identify the hyphen, single and double quotation marks, slashes and dashes from a text. | Why is it important to punctuate a sentence correctly?; When should one use capital letters in writing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Writing | Mechanics of writing | By the end of the lesson, the learner should be able to: apply the rules of capitalisation in a variety of sentences. | The learner is guided to: generate sentences that require the use of capital letters in different positions of a sentence; work with others to write a story using capitalisation, hyphens, single and double quotation marks, slashes and dashes. | Why is it important to punctuate a sentence correctly?; When should one use capital letters in writing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Writing | Mechanics of writing | By the end of the lesson, the learner should be able to: advocate the correct use of punctuation marks in sentences. | The learner is guided to: review each other’s compositions with a focus on capitalisation and the target punctuation marks. | Why is it important to punctuate a sentence correctly?; When should one use capital letters in writing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Listening and Speaking | Interactive Listening | By the end of the lesson, the learner should be able to: establish instances of turn-taking and negotiating meaning in a dialogue. | The learner is guided to: jointly search online or offline for turn-taking skills and verbal and non-verbal cues for negotiating meaning. | Why is it important to understand the speaker’s intended meaning?; How can one seek clarification on what the speaker means? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Listening and Speaking | Interactive Listening - Turn-taking | By the end of the lesson, the learner should be able to: clarify the speaker’s meaning in a conversation. | The learner is guided to: practise turn taking and paraphrasing the speaker’s meaning in an interview with peers. | Why is it important to understand the speaker’s intended meaning?; How can one seek clarification on what the speaker means? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Listening and Speaking | Interactive Listening - clarifying meaning | By the end of the lesson, the learner should be able to: show empathy towards the speaker for effective social relations. | The learner is guided to: watch a video in which people clarify and verify a speaker’s meaning. | Why is it important to understand the speaker’s intended meaning?; How can one seek clarification on what the speaker means? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Listening and Speaking | Interactive Listening - showing empathy | By the end of the lesson, the learner should be able to: advocate the importance of listening to understand for peaceful co-existence. | The learner is guided to: participate in a dialogue on careers and show empathy towards the speaker’s feelings. | Why is it important to understand the speaker’s intended meaning?; How can one seek clarification on what the speaker means? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Listening and Speaking | Speaking: Etiquette and Pronunciation | By the end of the lesson, the learner should be able to: explain how to take turns, interrupt and disagree politely in an oral context. | The learner is guided to: work with others to discuss how to take turns and interrupt and disagree politely in a meeting; role play as they use appropriate turn taking skills in a mock meeting about careers. | How can we display good manners as we communicate with others?; Why is it important to observe etiquette in communication? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 10 English scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Writing
Creative Writing · Creative Writing - Narrative essay · Functional writing · Functional writing - Letters of request · Functional writing - Letters of inquiry · Functional Writing - Memos · Functional Writing - Emails with attachments · Functional Writing - Agenda · Functional Writing - Minutes
Listening and Speaking
Critical Listening · Pronunciation and Emphatic Stress · Pronunciation and Emphatic Stress - Emphatic stress · Pronunciation and Emphatic Stress - sounds /f/, /ŋ/ and consonant blend / /ŋɡ/ · Intensive Listening/ viewing · Intensive Listening/ viewing - using visuals · Speaking Fluency sounds · Speaking Fluency sounds - Sense relations (synonyms, antonym, homophones) · Selective Listening · Speaking Fluency · Speaking Fluency - Sounds (/ ð / and/ θ /)
Reading
Intensive Reading · Intensive Reading - Shades of meaning (denotative and connotative meanings) · Extensive Reading: Library Skills · Extensive Reading: Library Skills - locating materials in the library · Critical/ Close reading · Critical/ Close reading - Multiword units (transparent phrasal verbs and binomial expressions)
Grammar in Use
Clauses · Sentences Structure · Sentences Structure - Compound sentences · Sentences · Sentences - Subject -Verb agreement
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Writing | Creative Writing | By the end of the lesson, the learner should be able to: describe a person in a variety of ways for literary effect; write a descriptive narrative essay on given topics. | The learner is guided to: sing a song in class on culture; identify sensory details such as similes and metaphors used to describe the person featured in the song; describe people’s appearances and characteristics; search online and offline for samples of descriptive narrative essays and verbs derived from other word classes. | How can we write an effective descriptive narrative composition? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Writing | Creative Writing - Narrative essay | By the end of the lesson, the learner should be able to: advocate the use of sensory details in descriptive writing. | The learner is guided to: study the various samples and pick out their characteristic features; write a composition to describe a person and use verbs derived from other word classes (such as simplify and organise); showcase the descriptive narrative in a walking gallery. | How can we write an effective descriptive narrative composition? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Listening and Speaking | Critical Listening | By the end of the lesson, the learner should be able to: recognise opinions from an audio recording. | The learner is guided to: listen to a recording based on popular sports and jointly identify all the opinions; put the opinions on a chart and compare their charts with those of other groups. | How can we tell facts from opinions?; Why should we distinguish facts from opinions? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Listening and Speaking | Critical Listening | By the end of the lesson, the learner should be able to: explain facts in a given oral text. | The learner is guided to: listen to or watch a documentary and isolate the key facts. | How can we tell facts from opinions?; Why should we distinguish facts from opinions? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Listening and Speaking | Critical Listening | By the end of the lesson, the learner should be able to: distinguish facts from opinions in an oral context. | The learner is guided to: listen to a recording of a grade-appropriate newspaper or magazine article. | How can we tell facts from opinions?; Why should we distinguish facts from opinions? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Listening and Speaking | Critical Listening | By the end of the lesson, the learner should be able to: advocate the relevance of distinguishing facts and opinions in an oral context. | The learner is guided to: team up with others to distinguish facts from opinions in the recording; collaboratively design a graphic organiser to present facts and opinions. | How can we tell facts from opinions?; Why should we distinguish facts from opinions? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Listening and Speaking | Pronunciation and Emphatic Stress | By the end of the lesson, the learner should be able to: recognise the different realisations of the sounds /f/ in writing. | The learner is guided to: brainstorm on the different realisations of the /f / as in father, phase and rough; search offline and online for words with the sound /ŋ/ / and the blends /ŋɡ/. | Why is it important to articulate sounds correctly?; How does stress in words affect meaning in sentences? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Listening and Speaking | Pronunciation and Emphatic Stress - Emphatic stress | By the end of the lesson, the learner should be able to: articulate the sounds /ŋ/ / and the blends / /ŋɡ/ in varied texts. | The learner is guided to: say the words with /ŋ/ and /ŋɡ/. | Why is it important to articulate sounds correctly?; How does stress in words affect meaning in sentences? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Listening and Speaking | Pronunciation and Emphatic Stress - sounds /f/, /ŋ/ and consonant blend / /ŋɡ/ | By the end of the lesson, the learner should be able to: use emphatic stress in sentences for enhanced meaning. | The learner is guided to: work with others to construct sentences on the theme. | Why is it important to articulate sounds correctly?; How does stress in words affect meaning in sentences? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Listening and Speaking | Pronunciation and Emphatic Stress | By the end of the lesson, the learner should be able to: promote the need for correct pronunciation and stress placement in speech. | The learner is guided to: read the sentences, putting emphasis on different parts of the sentence; discuss the effect on meaning when stress is placed on different parts of the sentence. | Why is it important to articulate sounds correctly?; How does stress in words affect meaning in sentences? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Reading | Intensive Reading | By the end of the lesson, the learner should be able to: create mental images about people, places or happenings in a text for lifelong learning. | The learner is guided to: work together to discuss comprehension strategies (prediction, summarising, making connections, making inferences, visualising, evaluation and questioning); jointly study a picture and note down the inferred meaning. | How can you ensure you understand what you read?; Why is it important to understand the different shades of meaning of words? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Reading | Intensive Reading - Shades of meaning (denotative and connotative meanings) | By the end of the lesson, the learner should be able to: infer the meaning of words and phrases for comprehension. | The learner is guided to: collaboratively preview a narrative by examining the title, and picture clues. | How can you ensure you understand what you read?; Why is it important to understand the different shades of meaning of words? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Reading | Intensive Reading | By the end of the lesson, the learner should be able to: relate information in a text to real life situations; summarise information from a text for comprehension. | The learner is guided to: share the findings in a whole class discussion. | How can you ensure you understand what you read?; Why is it important to understand the different shades of meaning of words? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Reading | Intensive Reading | By the end of the lesson, the learner should be able to: appreciate the importance of reading comprehension in lifelong long learning. | The learner is guided to: read the narrative silently and compare the earlier prediction with the content of the text; discuss shades of meaning in the narrative (denotative and connotative meanings). | How can you ensure you understand what you read?; Why is it important to understand the different shades of meaning of words? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Grammar in Use | Clauses | By the end of the lesson, the learner should be able to: recognise the noun clause that begin with that and what from a given context. | The learner is guided to: read a given text on popular sports; work with others to identify noun clauses that begin with that and what. | Why is it important to use a variety of sentences in communication? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Grammar in Use | Clauses | By the end of the lesson, the learner should be able to: use noun clauses in varied contexts. | The learner is guided to: write sentences using the given clause types and put them on a chart. | Why is it important to use a variety of sentences in communication? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Grammar in Use | Clauses | By the end of the lesson, the learner should be able to: acknowledge the importance of the noun clause in communication. | The learner is guided to: scan the chart and upload it on YouTube; write a theme-based skit featuring noun clauses and dramatise it to the whole class. | Why is it important to use a variety of sentences in communication? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Writing | Functional writing | By the end of the lesson, the learner should be able to: identify the appropriate format and content of complaint, request and inquiry letters for effective communication. | The learner is guided to: search online and offline for samples of letters of complaint, request and inquiry. | Why is it important to write different types of formal letters? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Writing | Functional writing - Letters of request | By the end of the lesson, the learner should be able to: write letters of complaint, request and inquiry in varied situations. | The learner is guided to: discuss the content, format and language use in letters of complaint, request and inquiry letter; write letters of complaint, request and inquiry using the information from the search online/offline. | Why is it important to write different types of formal letters? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Writing | Functional writing - Letters of inquiry | By the end of the lesson, the learner should be able to: acknowledge the role of letter writing in effective communication. | The learner is guided to: review letters from peers. | Why is it important to write different types of formal letters? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Listening and Speaking | Intensive Listening/ viewing | By the end of the lesson, the learner should be able to: recognise non-verbal cues and visuals from an audiovisual presentation. | The learner is guided to: listen to a recording of a story or extract from a literature text; respond to questions based on the story or extract from a literature text. | How do we get meaning from an oral text?; Why should we pay attention to non-verbal cues? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Listening and Speaking | Intensive Listening/ viewing - using visuals | By the end of the lesson, the learner should be able to: interpret non-verbal cues in an oral text for meaning. | The learner is guided to: jointly read a story aloud and ask and respond to questions through hot-seating; talk about how pictures in a story enhance meaning. | How do we get meaning from an oral text?; Why should we pay attention to non-verbal cues? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Listening and Speaking | Intensive Listening/ viewing | By the end of the lesson, the learner should be able to: infer meaning from visuals in audiovisual texts. | The learner is guided to: watch a video on a picture story about first aid. | How do we get meaning from an oral text?; Why should we pay attention to non-verbal cues? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Listening and Speaking | Intensive Listening/ viewing | By the end of the lesson, the learner should be able to: acknowledge the role of non-verbal cues in decoding meaning in a text. | The learner is guided to: team up with others to interpret the pictures to piece a story together; discuss how the non-verbal cues used contribute to meaning. | How do we get meaning from an oral text?; Why should we pay attention to non-verbal cues? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Listening and Speaking | Speaking Fluency sounds | By the end of the lesson, the learner should be able to: distinguish among synonyms, antonym and homophones in communication. | The learner is guided to: work with others to role play a dialogue on health and safety that features synonyms, antonyms and homophones; draw a chart presenting the target sense relations. | Why is it necessary to tell a story accurately, expressively and at the right speed?; How can we enhance our articulation of sounds? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
More Grade 10 schemes of work
Questions about this scheme of work
Does this page cover all the terms?
It carries Terms 1, 2 and 3 of 2026 — every term published for Grade 10 English so far. Each term has its own week-by-week table and free preview, and a new term joins this same page when it goes live.
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