CBE · Senior School
Grade 11 English Scheme of Work — Terms 1, 2 and 3, 2026
A CBE English scheme of work for Grade 11 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 11
- Subject
- English
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 11 English scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Listening and Speaking
Extensive Listening · Extensive Listening - Identifying text features (Text features – topics, key words, and phrases) (Context: authentic recordings of News bulletins, stories, music, poetry recitations) · Etiquette and Pronunciation · Etiquette and Pronunciation - Use of polite words and phrases (Public amenities, workplace, and office etiquette) · Critical Listening · Critical Listening - Analysing the speaker’s message (Context: Grade-appropriate oral report/debate) · Conversational Skills: Fluency in Speaking · Conversational Skills: Fluency in Speaking - Frequently used words and phrases that show interest, surprise, empathy · Conversational Skills: Fluency in Speaking - Using the adverbs: well, then really, anyway, finally, also, frankly, honestly, and fortunately · Conversational Skills: Fluency in Speaking - Antonyms of relationships (teacher-student, parent-child, buyer-seller) · Speaking Fluency: Public Speaking · Speaking Fluency: Public Speaking - [‘ea’ as in / e/ - bread; / i: / - bead; / ıə/- tear (noun); /ea/- tear (verb)] [‘ie’ as in / i: /- chief;/ɪ/- sieve; / e /- friend] · Speaking Fluency: Public Speaking - Persuasive speeches: speaking to convince · Speaking Fluency: Public Speaking - Use of non-verbal cues · Selective Listening · Selective Listening - Note-taking
Reading
Reading - Fluency · Reading - Fluency - Reading an expository text (accurately, expressively and at the right speed) · Extensive Reading · Extensive Reading - Reading for enjoyment and general understanding
Grammar in Use
Word Classes · Word Classes - Pronouns: (person, number, case, and gender) · Word classes: Main and Auxiliary Verbs · Word classes: Main and Auxiliary Verbs - Modal auxiliaries used to express ability and possibility · Word classes: Main and Auxiliary Verbs - Tense: present tense, the past tense and future time · Word classes: Main and Auxiliary Verbs - Progressive and perfective aspects, the future perfect
Writing
Sentence Skills: Sentence Fluency · Sentence Skills: Sentence Fluency - Misplaced modifiers · Mechanics of Writing: Spelling Rules and Commonly Confused Words · Mechanics of Writing: Spelling Rules and Commonly Confused Words - Verbs that are confused with nouns · Mechanics of Writing: Spelling Rules and Commonly Confused Words - Verbs that are confused for adjectives · Mechanics of Writing: Spelling Rules and Commonly Confused Words - nouns that are confused with other nouns · Extensive Reading Print and online reference materials: Atlas, directories, indexes, glossaries, encyclopaedia learn: Learner develops peers, The learner accesses a given country using Word Classes: By the Position of a) adjectives: adjectives that can be used both b) attributively and predicatively; adjectives that are always used c) attributively Complex prepositions d) e)
Listening and speaking: Intensive Listening
Intensive Listening: speech · Intensive Listening: speech - Types of intonation patterns · Intensive Listening: speech - Recognising the purpose of a speech (commanding, seeking and giving information) · Intensive Listening: speech - Note taking)
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Listening and Speaking | Extensive Listening | By the end of the lesson, the learner should be able to: listen to a text for enjoyment and general information. | The learner is guided to: listen to live or online news bulletins; identify features of a text: topic, phrases, and keywords from the news bulletins. | Why should we listen keenly? | 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 | Extensive Listening - Identifying text features (Text features – topics, key words, and phrases) (Context: authentic recordings of News bulletins, stories, music, poetry recitations) | By the end of the lesson, the learner should be able to: describe the features of a text (topics, keywords, and phrases,) for information. | The learner is guided to: collaborate to role play and record news bulletins; listen to a recording of a descriptive text; paraphrase information from an oral text. | Why should we listen keenly? | 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 | Extensive Listening | By the end of the lesson, the learner should be able to: use features of a text to enhance listening comprehension. | The learner is guided to: work together and select a recording of a story; listen/view the recording of an oral text; retell a story in own words. | Why should we listen keenly? | 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 | Extensive Listening | By the end of the lesson, the learner should be able to: appreciate the importance of listening keenly in communication. | The learner is guided to: make notes based on the recording; write a summary using the notes. | Why should we listen keenly? | 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 | Etiquette and Pronunciation | By the end of the lesson, the learner should be able to: articulate the different realisations of the letters: ‘o’ and ‘u’ for speech clarity. | The learner is guided to: pronounce the various realisations of the letter: ‘u’:/ᴧ / as in but / ʊ / as in the word put / u:/ as in rule and /e/ as in bury; practise saying the realisations of the letter ‘o’: /ɒ/ as in pot and /ᴧ / as in some; search for words with realisations of the letters: ‘u’ and ‘o,’; use words such as pot, some, but, put, rule and bury in sentences. | Why should we be courteous?; How can you regulate the use of digital devices in your school? | 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 | Etiquette and Pronunciation - Use of polite words and phrases (Public amenities, workplace, and office etiquette) | By the end of the lesson, the learner should be able to: use appropriate etiquette in public amenities, workplace, and office settings for effective communication. | The learner is guided to: discuss ways of showing etiquette when using public amenities; role-play a skit on workplace etiquette and give feedback to each other; watch a video on office etiquette and make notes. | Why should we be courteous?; How can you regulate the use of digital devices in your school? | 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 | Etiquette and Pronunciation | By the end of the lesson, the learner should be able to: appreciate the importance of polite behaviour in different settings. | The learner is guided to: create a set of rules to help members of the school community to observe etiquette; simulate a situation depicting etiquette: ○ create a set of rules to help members of the school community to observe etiquette, ○ a mobile phone conversation between a supermarket attendant and a customer, ○ an online meeting involving members of the student council; engage in a hot seating involving the following: a character from a story or poem succeeds because of being courteous to others; compose a poem, song, or story about etiquette. | Why should we be courteous?; How can you regulate the use of digital devices in your school? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Reading | Reading - Fluency | By the end of the lesson, the learner should be able to: outline the fluency strategies for information. | The learner is guided to: preview an expository text of their choice; make predictions about the text. | Why should one read a text expressively (while displaying appropriately feelings and emotions)?; How do inaccuracies and too many hesitations affect our reading? | 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 - Reading an expository text (accurately, expressively and at the right speed) | By the end of the lesson, the learner should be able to: apply the skills of predicting, skimming, scanning, and ignoring unknown words while reading an expository text. | The learner is guided to: skim through the text by focusing on the title, headings, subheadings, keywords, and phrases; scan through the text for specific information. | Why should one read a text expressively (while displaying appropriately feelings and emotions)?; How do inaccuracies and too many hesitations affect our reading? | 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 | By the end of the lesson, the learner should be able to: read an expository text accurately, expressively and at the right speed. | The learner is guided to: practise ignoring unknown words when reading the text; display appropriate feelings and emotions when reading. | Why should one read a text expressively (while displaying appropriately feelings and emotions)?; How do inaccuracies and too many hesitations affect our reading? | 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: appreciate the importance of reading fluency in communication. | The learner is guided to: apply appropriate stress and intonation on words and sentences; take part in a reader’s theatre following the steps below: ○ select an expository text based on the theme, ○ divide the text into portions, ○ assign the portions to different individuals or groups, ○ rehearse the assigned sections by reading and rereading, ○ practise reading at the right speed, accurately and with expressions, ○ perform the readers, theatre and provide feedback to one another. | Why should one read a text expressively (while displaying appropriately feelings and emotions)?; How do inaccuracies and too many hesitations affect our reading? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Grammar in Use | Word Classes | By the end of the lesson, the learner should be able to: categorise regular/ irregular; collective, and compound nouns for information. | The learner is guided to: search for examples of regular/ irregular; collective and compound nouns from texts such as newspapers, books, magazines, and digital sources. | Why should one use the appropriate gender, person, and number of pronouns in sentences? | 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 - Pronouns: (person, number, case, and gender) | By the end of the lesson, the learner should be able to: demonstrate knowledge of person, number, case, and gender in sentences. | The learner is guided to: complete a short dialogue with blank spaces by filling in the correct pronouns. | Why should one use the appropriate gender, person, and number of pronouns in sentences? | 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 | By the end of the lesson, the learner should be able to: use regular/ irregular; collective, compound) in oral and written texts; apply knowledge of regular/ irregular; collective and compound) in oral and written texts. | The learner is guided to: design a pronoun guide poster categorising personal pronouns in terms of number, person, and gender; prepare flash cards featuring a set of sentences and replace the nouns with appropriate pronouns. | Why should one use the appropriate gender, person, and number of pronouns in sentences? | 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 | By the end of the lesson, the learner should be able to: acknowledge the importance of well-formed sentences in communication. | The learner is guided to: practise using nouns by: ○ completing cloze tests, ○ forming sentences from a substitution table, ○ role playing events related to the theme ○ simulate an event related to theme and use regular/irregular/collective and compound nouns. | Why should one use the appropriate gender, person, and number of pronouns in sentences? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Writing | Sentence Skills: Sentence Fluency | By the end of the lesson, the learner should be able to: identify sentence fragments, and misplaced modifiers in written tasks. | The learner is guided to: work with peers, sentences featuring misplaced modifiers and rewrite them correctly. | How do well formed sentences enhance the clarity of our writing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Writing | Sentence Skills: Sentence Fluency - Misplaced modifiers | By the end of the lesson, the learner should be able to: apply the knowledge of fragments and misplaced modifiers to construct well-formed sentences. | The learner is guided to: re-write sentence fragments correctly. | How do well formed sentences enhance the clarity of our writing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Writing | Sentence Skills: Sentence Fluency | By the end of the lesson, the learner should be able to: use well-formed sentences in oral and written texts. | The learner is guided to: punctuate a text appropriately to correct sentence fragments. | How do well formed sentences enhance the clarity of our writing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Writing | Sentence Skills: Sentence Fluency | By the end of the lesson, the learner should be able to: appreciate the importance of well-formed sentences in communication. | The learner is guided to: role play a dialogue and pick out instances of sentence fragments and misplaced modifiers. | How do well formed sentences enhance the clarity of our writing? | 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 the attitude of the speaker in an oral text. | The learner is guided to: listen to an oral text and identify cues that show a speaker’s attitude. | Why is it important to pay attention during an oral presentation? | 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 - Analysing the speaker’s message (Context: Grade-appropriate oral report/debate) | By the end of the lesson, the learner should be able to: analyse a speaker’s message to determine the purpose of the text. | The learner is guided to: work with peers, watch a video of an oral report and give an opinion or judgement. | Why is it important to pay attention during an oral presentation? | 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 | By the end of the lesson, the learner should be able to: evaluate an oral text to form a judgment or opinion. | The learner is guided to: listen to a debate and pay attention to what the speaker says; listen/view an oral presentation and: ○ confirm whether what a speaker is saying is true or false, ○ work with peers and question the truthfulness of what a speaker is saying ○ verify if a speaker supports the message with facts or evidence, ○ give their opinion regarding the message. | Why is it important to pay attention during an oral presentation? | 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: watch a video of a speech or debate related to the theme and comment on how the verbal and non-verbal cues reveal the attitude of a speaker. | Why is it important to pay attention during an oral presentation? | 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: Fluency in Speaking | By the end of the lesson, the learner should be able to: articulate different realisations of letters ‘ch’ and ‘c’ for oral fluency. | The learner is guided to: articulate different realisations/articulations of the letters ‘ch’ as in / t∫ / as in church /k/ as in chemical, / ∫ / chef, / dʒ / spinach, (; practise saying the different realisations/articulations of the as in letter cell, ‘c’: / ∫ / /k/ as in as social, in call, /s/. | Why should we articulate sounds accurately?; How do we show a presenter that we are interested in what they are saying? | 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: Fluency in Speaking - Frequently used words and phrases that show interest, surprise, empathy | By the end of the lesson, the learner should be able to: use the target adverbs and words show (interest, empathy, and surprise) in a conversation. | The learner is guided to: write and recite poems related to the theme featuring words in which letter ‘ch’ and ‘c’ are realised differently; record the recitation and give feedback. | Why should we articulate sounds accurately?; How do we show a presenter that we are interested in what they are saying? | 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 11 English scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Listening and Speaking
Selective Listening · Selective Listening - Note-taking · Conversational Skills: Speaking Fluency · Conversational Skills: Speaking Fluency - Organising ideas using linking words: (“firstly,” “then,” “finally,” and “in conclusion”) · Conversational Skills: Speaking Fluency - Expression ans /phrases used to ‘buy time’ or pause to think · Interactive Listening Confirming understanding, questioning, interpreting non-verbal cues · Online Meetings, Discussions, and Interviews · Responsive Listening · Responsive Listening - Avoiding putting words in the speaker’s mouth · Responsive Listening - Acknowledgin g the speaker’s feelings through verbal and non-verbal cues (formal context: Speeches) · Pronunciation and Enunciation · Pronunciation and Enunciation - Stress in words: disyllabic words with stress on the first syllable (example: ‘acc.ess (n) ‘acc.ess (v) ‘comm.ent(n) ‘comm.ent (v)) · Critical Listening: Evaluate a listening text on · Critical Listening: Evaluate a listening text on - relevance to the topic
Reading
Study Skills: Library Skills · Study Skills: Library Skills - Annotating and note making strategies · Study Skills: Library Skills - Paraphrasing and summarising (Context: any resource from a relevant learning area.) · Intensive Reading Comprehension Comprehension strategies (prediction, questioning, making inferences, making connections, evaluating, visualising, summarising) (fictional texts)
Grammar in Use
Phrases · Phrases - Structure of the verb phrase · Phrases - two auxiliaries + main verb · Word Classes: Adverbs · Word Classes: Adverbs - Adverb-forming suffixes -ly/- ward(s)/-wise/-ways e.g. Quickly, skyward, eastwards, clockwise, sideways · Word Classes: Adverbs - Position of adverbs in a sentence · Word Classes: Adverbs - Adverb Phrases: Intensifier +adverb + adverb, (e.g. Very quickly indeed)
Writing
Mechanics of Writing: Punctuation · Mechanics of Writing: Punctuation - Punctuating interjections, dates, and compound nouns · Functional Writing · Functional Writing - Public notice · Functional Writing - Recipe · Creative Writing: Writing Poems · Creative Writing: Writing Poems - Composing songs and poems related to the theme
Grammar Adverbial in Use
Extensive Reading: Reading Fluency · Extensive Reading: Reading Fluency - Expressive reading-pitch, pace, volume, intonation reading pattern. (Context: Grade appropriate expository text) Relative and Clauses a) Relative clauses introduced by relative adverbs: (where, when, b) and why) Adverbial clauses of c) condition and comparison
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Listening and Speaking | Selective Listening | By the end of the lesson, the learner should be able to: identify specific details (such as, names, dates, numbers, facts) from an audio recording with minimal distraction; distinguish main ideas from supporting details in spoken texts. | The learner is guided to: identify keywords: listen for specific words or phrases; set a clear purpose for listening - key facts, instructions, emotional tone among others, for example, definitions and examples during a lesson; limit distractions: avoid multitasking; maintain eye contact, focus on one task at a time; write key points to keep their mind active and focused. | Why is it necessary to note down key points during an oral presentation?; How can one avoid distractions while 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 | Selective Listening - Note-taking | By the end of the lesson, the learner should be able to: take brief structured notes while listening to extract relevant information; appreciate the importance of selective listening in communication. | The learner is guided to: filter out unwanted information: focus on the parts of the message that are most relevant to their needs; comprehend the full message before filtering details; listen to an audio recording/watch video of a story related to the theme and answer questions. | Why is it necessary to note down key points during an oral presentation?; How can one avoid distractions while 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 | Conversational Skills: Speaking Fluency | By the end of the lesson, the learner should be able to: use words with silent diagraphs with silent letters (e.g., bt, mn, gh) accurately in spoken English. | The learner is guided to: listen to an audio/watch video and pick out words with digraphs with silent letters ‘bt,’ ‘mn,’ ‘gh’ (for example in debt, solemn, ghost); search for a poem featuring words with silent digraphs from books, magazines, internet among others. | Why do people sometimes take part in conversations they had not even prepared for?; How do you feel when you engage in a spontaneous conversation? | 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 | Conversational Skills: Speaking Fluency - Organising ideas using linking words: (“firstly,” “then,” “finally,” and “in conclusion”) | By the end of the lesson, the learner should be able to: apply knowledge of appropriate phrases to change a topic during a conversation. | The learner is guided to: recite the poem in groups. | Why do people sometimes take part in conversations they had not even prepared for?; How do you feel when you engage in a spontaneous conversation? | 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 | Conversational Skills: Speaking Fluency - Expression ans /phrases used to ‘buy time’ or pause to think | By the end of the lesson, the learner should be able to: utilise appropriate linking words to clearly organise and present ideas during oral presentations and conversations; demonstrate the use of appropriate phrases/ and expressions to help them pause to think in (spontaneous speaking tasks, such as discussions and interviews. | The learner is guided to: take part in a ‘Build-a- Paragraph Relay’ on a topic related to the theme such as – The Benefits of travel and: ○ work in groups of 3-6 members ○ read the words: firstly, secondly, in addition, moreover, lastly, to conclude. ○ make a paragraph using the above words in the right order, ○ display the chart or paragraph on a poster or chart. | Why do people sometimes take part in conversations they had not even prepared for?; How do you feel when you engage in a spontaneous conversation? | 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: Speaking Fluency | By the end of the lesson, the learner should be able to: appreciate the role of conversational skills in communication. | The learner is guided to: rearrange jumbled up sentences such as the following to make a paragraph: 1. To conclude, flowers are not only beautiful but also necessary for making our planet liveable. 2. Secondly, flowers help plants reproduce. 3. Lastly, many flowers are used to make medicine and perfumes. 4. Firstly, flowers add colour and beauty to our environment. 5. In addition, at times, people use flowers to show love, sadness, joy or during celebrations; Simulate an interview by: ○ turning the classroom into a mock talk show studio, assigning roles such as host/interviewer, and guest. The rest of the class acts as the audience. ○ preparing prompts: asking the host spontaneous, open-ended questions such as what is the most memorable day in your life? the guest must answer the question using phrases such as ‘I had not thought about that,’ ‘let me rethink about that,’ “that is a difficult question” “I guess’ ‘I would say...” the audience is supposed to give feedback. ○ rotate roles: switch roles so that each learner gets a chance to be the host, guest, and audience. | Why do people sometimes take part in conversations they had not even prepared for?; How do you feel when you engage in a spontaneous conversation? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Reading | Study Skills: Library Skills | By the end of the lesson, the learner should be able to: preview a text to determine its suitability. | The learner is guided to: The learner is guided to:; use library catalogues and online databases, with peers; find a book written by a particular author or about a certain subject or theme; explore different genres or subjects by:. | How can we use library resources and reading strategies to learn better? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Reading | Study Skills: Library Skills - Annotating and note making strategies | By the end of the lesson, the learner should be able to: locate relevant print and digital resources in a library. | The learner is guided to: setting up tables with different books; rotating every 3–5 minutes, reading the blurb or first page and rating their interest; borrowing the book, they liked most. | How can we use library resources and reading strategies to learn better? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Reading | Study Skills: Library Skills - Paraphrasing and summarising (Context: any resource from a relevant learning area.) | By the end of the lesson, the learner should be able to: use annotation, note-taking, and strategies to support comprehension and retention of information; summarise information from multiple sources. | The learner is guided to: create short video trailers for books they have read using digital tools like PowerPoint paraphrase information; highlights (annotate) the text they are reading using a colour code: Blue = Main ideas, green = supporting details, yellow = new or confusing vocabulary and red = questions or reactions; use sticky notes to write questions or summaries in the margins. | How can we use library resources and reading strategies to learn better? | 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: Library Skills | By the end of the lesson, the learner should be able to: value the importance of reading in lifelong learning. | The learner is guided to: complete a structured note-taking sheet and include key ideas or questions, notes and answers and summary of the text in their own words; think-pair-share: a learner discusses their annotations and notes with a partner; reflect by responding to prompts such as: “What techniques helped you understand the text best? Why?”; summarise key points from the text in own words, orally or through writing. | How can we use library resources and reading strategies to learn better? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Grammar in Use | Phrases | By the end of the lesson, the learner should be able to: examine the structure of the noun phrase and the verb phrase in sentences. | The learner is guided to: read a text on cultural travel and identify the target structures of the noun phrase; collaboratively pick out verb phrases with two auxiliaries and a main verb from print or digital texts. | Why do we use noun phrases and verb phrases in sentence construction? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Grammar in Use | Phrases - Structure of the verb phrase | By the end of the lesson, the learner should be able to: use noun phrases and verb phrases in sentences. | The learner is guided to: use flash cards with determiners, adjectives, prepositions, and nouns to construct various noun phrases; use the noun phrases in sentences; describe objects in the school compound using noun phrases with the target structure (e.g. a blue bag, the duster on the table). | Why do we use noun phrases and verb phrases in sentence construction? | 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 | Phrases - two auxiliaries + main verb | By the end of the lesson, the learner should be able to: recognise the use of noun phrases and verb phrases in sentence construction. | The learner is guided to: play a language game involve the target verb phrase structure; construct sentences using the target verb phrases and carry out peer reviews. | Why do we use noun phrases and verb phrases in sentence construction? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Writing | Mechanics of Writing: Punctuation | By the end of the lesson, the learner should be able to: explain the use of the target punctuation marks in written texts. | The learner is guided to: search online or offline on the use of the target punctuation marks (single and double quotation marks, colon, semicolon) and put the information on a chart; listen to an audio recording on the use of the punctuation marks given and write notes. | How does punctuation enhance the quality of a text? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Writing | Mechanics of Writing: Punctuation - Punctuating interjections, dates, and compound nouns | By the end of the lesson, the learner should be able to: use the target punctuation marks to enhance written communication. | The learner is guided to: identify single and double quotation marks, the colon, and the semi-colon; watch videos on how to punctuate interjections, dates, and compound nouns. | How does punctuation enhance the quality of a text? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Writing | Mechanics of Writing: Punctuation | By the end of the lesson, the learner should be able to: punctuate texts that feature interjections, dates, and compound nouns correctly. | The learner is guided to: read a text on cultural travel featuring interjections, dates and compound nouns and discuss how they are punctuated. | How does punctuation enhance the quality of a text? | 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: Punctuation | By the end of the lesson, the learner should be able to: appreciate the role of punctuation marks in writing. | The learner is guided to: write a descriptive essay on cultural travel using the punctuation marks learnt; peers review one another’s essay with a focus on the punctuation marks learnt. | How does punctuation enhance the quality of a text? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Listening and Speaking | Interactive Listening Confirming understanding, questioning, interpreting non-verbal cues | By the end of the lesson, the learner should be able to: identify ways of confirming understanding information. | The learner is guided to: take part in a conversation related to the theme and use appropriate expression such as “so you mean...” “do you mean that?” to confirm understanding; participate in a hot seating activity and ask clarification questions (such as “what does that mean?” can you explain what you meant by...?”. | Why is it important to pay non-verbal cues in a conversation?; How can you confirm that you have understood what is being said? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Listening and Speaking | Interactive Listening Confirming understanding, questioning, interpreting non-verbal cues | By the end of the lesson, the learner should be able to: interpret non-verbal cues in listening contexts. | The learner is guided to: watch videos of parliamentary debates and explain the non-verbal cues that speakers use to enhance meaning; answer the following post-viewing questions: What non-verbal cues did you notice?. | Why is it important to pay non-verbal cues in a conversation?; How can you confirm that you have understood what is being said? | 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 | Interactive Listening Confirming understanding, questioning, interpreting non-verbal cues | By the end of the lesson, the learner should be able to: seek clarification for listening comprehension. | The learner is guided to: pick out the non-verbal cues a speaker used in the debate (e.g., body language, facial expressions, gestures). | Why is it important to pay non-verbal cues in a conversation?; How can you confirm that you have understood what is being said? | 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 Confirming understanding, questioning, interpreting non-verbal cues | By the end of the lesson, the learner should be able to: appreciate the importance of interactive listening in communication. | The learner is guided to: simulate a conversation that evokes emotions as joy, sadness; record the conversation using video and share. | Why is it important to pay non-verbal cues in a conversation?; How can you confirm that you have understood what is being said? | 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 | Online Meetings, Discussions, and Interviews | By the end of the lesson, the learner should be able to: pronounce words featuring the digraphs with silent letters c, d, g, and different realisations of the vowels / i / and /e/ for fluency. | The learner is guided to: work with peers and research words with the silent letters c, d, g; write words with the digraphs ‘sc,’ ‘dg’ and ‘gn,’; pronounce words featuring the digraphs with silent letters, such as c - muscle, d - bridge, g - sign, gnash. | Why is accurate pronunciatio n of sounds in different words important?; How should we behave during online group discussions? | 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 | Online Meetings, Discussions, and Interviews | By the end of the lesson, the learner should be able to: describe appropriate etiquette during online meetings, discussions, and interviews. | The learner is guided to: recite a poem featuring words with the sounds /i/ and /e/; say words with different realisations of letters ‘i’ and ‘e.’; practise saying words with the different sound realisations of the letters (vowels) ‘e’ and ‘i’: Letter ‘e’: /e/ – egg, /I/ - examination. | Why is accurate pronunciatio n of sounds in different words important?; How should we behave during online group discussions? | 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 | Online Meetings, Discussions, and Interviews | By the end of the lesson, the learner should be able to: observe netiquette during online discussions and interviews; conduct online meetings, discussions, and interviews for effective communication. | The learner is guided to: research words with the letter ‘i’ e.g. / I / - bit, /aı /- bite from books, digital texts among others; watch a video of an online meeting, interview, or discussion; observe the nonverbal cues, words and phrases which denote courtesy; simulate online interviews or group discussions. | Why is accurate pronunciatio n of sounds in different words important?; How should we behave during online group discussions? | 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 | Online Meetings, Discussions, and Interviews | By the end of the lesson, the learner should be able to: value the need for etiquette in oral communication. | The learner is guided to: create a chart showing courteous online practices such as muting and unmuting microphones, turning videos on or off, managing allocated time well; participate in an online mock interview; practise turn-taking during an online group discussion. | Why is accurate pronunciatio n of sounds in different words important?; How should we behave during online group discussions? | 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 11 English scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Listening and Speaking
Critical Listening: Evaluate a listening text on · Critical Listening: Evaluate a listening text on - relevance to the topic · Speaking Fluency · Speaking Fluency - Intonation: rising and intonation · Speaking Fluency - Syllabic stress: words with affixes e.g. nationalism, mistrust (context: grade appropriate poems, songs, or narratives) · Intensive Listening / Viewing · Intensive Listening / Viewing - Using semantic or meaning context clues to infer meaning · Speaking Fluency - Articulation of digraphs with silent letters ‘l,’ and ‘t,’ · Speaking Fluency - Double consonant clusters sp, st, sc · Speaking Fluency - Appropriate use of non-verbal cues in choral verses · Selective Listening · Selective Listening - Extracting information (Context: announcements) · Speaking Fluency: Oral Presentations · Speaking Fluency: Oral Presentations - Speaking to inform, speaking to persuade)
Reading
Intensive Reading · Intensive Reading - Using semantic or meaning (context) clues to infer meaning · Intensive Reading - Drawing conclusions · Intensive Reading - Collocative meaning · Intensive Reading - Word with multiple meanings e.g., man (n) (v), wing (bird) wing (plane) wing (building) · Study Skills: Library skills · Study Skills: Library skills - Note-making · Study Skills: Library skills - Summarising · Close Reading: Figurative expressions, a) choice of words, mood, and point of view in a text b) .9.2.2 Critical Reading: c) Distinguishin g facts from opinions (short text d) such as poem, song, extract from a play, story, or novel)
Grammar in Use
Noun clauses: Functions of Noun Clauses · Noun clauses: Functions of Noun Clauses - Direct object: those that begin with that and what (i believe that he is right. I believe what he has told us.) · Noun clauses: Functions of Noun Clauses - Indirect object: those that begin with whoever (e.g. They will give whoever will qualify the job.) · Sentences · Sentences - Complex sentences · Sentences - Compound-complex sentences · Sentences - Question tags
Writing
Functional Writing: Letter writing · Functional Writing: Letter writing - Letter of complaint · Functional Writing: Letter writing - Letter of request · Functional Writing · Functional Writing - Agenda · Functional Writing - Notice of meeting · Functional Writing - Minutes · Functional Writing - Synopsis · Functional Writing - Investigative report
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Listening and Speaking | Critical Listening: Evaluate a listening text on | By the end of the lesson, the learner should be able to: identify the main idea and key details for clarity; distinguish facts from opinions in listening contexts. | The learner is guided to: listen to a debate and note what the speakers are saying; answer questions on the emotions of the speakers, for example, why does the speaker sound harsh, stern, etc; decide whether what is being said is accurate, false, true, or just individual opinions; identify misleading messages and facts from the debate; filter incorrect or imprecise information from the debate. | How do you ascertain the credibility of the information you listen to? | 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 | Critical Listening: Evaluate a listening text on - relevance to the topic | By the end of the lesson, the learner should be able to: evaluate information from an oral text for accuracy; appreciate the relationship between stress and pronunciation in communication. | The learner is guided to: recount an instance/recall an instance where someone shared misleading information about them; share what they felt about the instance; engage in a hot seating session based on the debates; ask probing questions about the debates in the hot seating session.do the following critical listening activity: Listen to a paragraph and at the end respond to a question. The learner may take notes if they like; “You are the driver of a school bus, on the first stop at 6:40 am, there are five students to pick up on the corner of second street. At the second stop, at 6:50 am, there are 10 students to pick up. On the corner of Third Avenue, at 7:05 am there are 15 students to pick up. On the corner of the fourth avenue a total of 30 students are dropped off at their local high school at 7:25 am. What is the age of the bus driver?”. | How do you ascertain the credibility of the information you listen to? | 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 | Speaking Fluency | By the end of the lesson, the learner should be able to: articulate and use the diagraphs: ‘wh.’ ‘kn’ and ‘wr’ with silent letters in conversation. | The learner is guided to: collaboratively words with silent letter digraphs (e.g. wh, kn, wr) from online sources; sort words into groups based on their silent letter patterns using a T- diagram. | Why is it important to stress words correctly? | 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 | Speaking Fluency - Intonation: rising and intonation | By the end of the lesson, the learner should be able to: apply correct syllable stress for speech clarity. | The learner is guided to: participate in a spelling detective challenge as outlined below: search a short text for misspelt words with silent letter digraphs (e.g., kn, wr, wh), correcting the errors, and explaining why the correct spelling is used; create dialogues on sports and games containing digraphs (‘wh,’ ‘kn,’ ‘wr’), record each other and give feedback; match the correct intonation (rising or falling) to the type of sentence (e.g. yes/no questions, wh-questions, statements). | Why is it important to stress words correctly? | 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 Fluency - Syllabic stress: words with affixes e.g. nationalism, mistrust (context: grade appropriate poems, songs, or narratives) | By the end of the lesson, the learner should be able to: use rising and falling intonation when speaking. | The learner is guided to: practice reading short dialogues using correct intonation to show meaning and emotion; listen to an audio recording of words with target affixes and underline or circle the stressed syllable on word lists; practise saying the target words collaboratively and give feedback. | Why is it important to stress words correctly? | 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 Fluency | By the end of the lesson, the learner should be able to: appreciate the relationship between stress and intonation in communication. | The learner is guided to: participate syllable clapping game as outlined: one student says the word with the target affix and the rest of the class claps to emphasise the stressed syllable; compose and recite poems and songs on sports as a socio-economic activity to practise syllable stress. | Why is it important to stress words correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Reading | Intensive Reading | By the end of the lesson, the learner should be able to: identify context clues in sentences and paragraphs to determine the meaning of unfamiliar words and phrases; examine how context clues relate to new words to infer their precise meanings in academic and literary texts. | The learner is guided to: read short paragraphs/texts and highlight the context clues that can help to explain the meaning of unfamiliar words; engage in a group debate on text interpretation. The learner: o reads the same passage individually then in groups, o discusses the meaning of the passage and agree on an interpretation and find textual evidence to support their interpretation in groups, o presents the interpretation and support it with evidence, o provides feedback by assessing the strength of evidence. | Why should a reader develop inferencing skills in reading?; How can clues in a sentence or paragraph help one figure out the meaning of unfamiliar words and phrases? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Reading | Intensive Reading - Using semantic or meaning (context) clues to infer meaning | By the end of the lesson, the learner should be able to: use clues from the text, background knowledge, and context to make conclusions about the text. | The learner is guided to: research online or offline for words that are used in relation to careers in sports and games and stick them on the class talking wall. | Why should a reader develop inferencing skills in reading?; How can clues in a sentence or paragraph help one figure out the meaning of unfamiliar words and phrases? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Reading | Intensive Reading - Drawing conclusions | By the end of the lesson, the learner should be able to: assess inferences by comparing them with evidence from the text and other interpretations; recognize common word partnerships (collocations) to understand deeper meanings and correct usage in a text. | The learner is guided to: conduct a “collocation hunt” by scanning a reading passage to find word pairs that go together, then explain their meaning e.g., skilled defender, official referee; respond to and discuss answers to the questions at the end of the passage with peers. | Why should a reader develop inferencing skills in reading?; How can clues in a sentence or paragraph help one figure out the meaning of unfamiliar words and phrases? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Reading | Intensive Reading - Collocative meaning | By the end of the lesson, the learner should be able to: apply knowledge of collocations to choose the most suitable word in reading comprehension tasks. | The learner is guided to: prepare picture cards/slides that show different meanings of the same word (e.g., wing of a bird, airplane wing, hospital wing). | Why should a reader develop inferencing skills in reading?; How can clues in a sentence or paragraph help one figure out the meaning of unfamiliar words and phrases? | 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 - Word with multiple meanings e.g., man (n) (v), wing (bird) wing (plane) wing (building) | By the end of the lesson, the learner should be able to: identify and use words with multiple meanings in different contexts to express accurate meaning; appreciate inferencing and collocations in intensive reading. | The learner is guided to: collaboratively match the pictures to the same word and explain each meaning in their words; create mini dialogues or short skits using the word in different ways. | Why should a reader develop inferencing skills in reading?; How can clues in a sentence or paragraph help one figure out the meaning of unfamiliar words and phrases? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Grammar in Use | Noun clauses: Functions of Noun Clauses | By the end of the lesson, the learner should be able to: discuss the functions of the noun clause for information. | The learner is guided to: research on functions of noun clauses and share with peers. | How do we use noun clauses to add meaning and detail to what they say or write? | 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 | Noun clauses: Functions of Noun Clauses - Direct object: those that begin with that and what (i believe that he is right. I believe what he has told us.) | By the end of the lesson, the learner should be able to: illustrate the functions of noun clauses in sentences. | The learner is guided to: read a newspaper article on sports and games, identify noun clauses, and state their functions; write a paragraph using identified noun clauses and share using digital devices or visuals. | How do we use noun clauses to add meaning and detail to what they say or write? | 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 | Noun clauses: Functions of Noun Clauses - Indirect object: those that begin with whoever (e.g. They will give whoever will qualify the job.) | By the end of the lesson, the learner should be able to: appreciate the role of noun clauses in sentence meaning. | The learner is guided to: fill in gaps in sentences on functions of noun clauses and carry out peer assessment. | How do we use noun clauses to add meaning and detail to what they say or write? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Writing | Functional Writing: Letter writing | By the end of the lesson, the learner should be able to: describe the purpose and audience of letters of inquiry, letters of complaint, and letters of complaints information. | The learner is guided to: search online and in physical resources on how to write letters of inquiry, complaint, and request, make notes. | Why is it important to write letters of inquiry, complaint, and request?; How are letters of inquiry, complaint and request different from each other? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Writing | Functional Writing: Letter writing - Letter of complaint | By the end of the lesson, the learner should be able to: analyse the format and language of letters of inquiry, letters of complaint, and letters of complaints in preparation for writing. | The learner is guided to: collaboratively, discuss the purpose and audience of letters of inquiry, letters of complaint, and letters of complaints. | Why is it important to write letters of inquiry, complaint, and request?; How are letters of inquiry, complaint and request different from each other? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Writing | Functional Writing: Letter writing - Letter of request | By the end of the lesson, the learner should be able to: write letters of inquiry, letters of complaint, and letters of complaints for effective communication. | The learner is guided to: select samples of letters of inquiry, complaint and request letters and discuss the language and format with peers; write letters of inquiry, complaint and request related to the theme. | Why is it important to write letters of inquiry, complaint, and request?; How are letters of inquiry, complaint and request different from each other? | 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: Letter writing | By the end of the lesson, the learner should be able to: appreciate the importance of effective letter writing in communication. | The learner is guided to: peers review one another’s letters and give feedback for improvement. | Why is it important to write letters of inquiry, complaint, and request?; How are letters of inquiry, complaint and request different from each other? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Listening and Speaking | Intensive Listening / Viewing | By the end of the lesson, the learner should be able to: explain the non-verbal cues used by a speaker for better understanding. | The learner is guided to: team up with others to brainstorm the possible the non-verbal cues used in oral text. | How do we use clues to get meaning in a conversation? | 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 | Intensive Listening / Viewing - Using semantic or meaning context clues to infer meaning | By the end of the lesson, the learner should be able to: rephrase the message in the oral text for clarity. | The learner is guided to: watch videos related to the theme and identify the non-verbal cues used. | How do we use clues to get meaning in a conversation? | 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: use context to infer the meaning of words and expressions from an oral text; interpret and use a variety of visuals for oral comprehension. | The learner is guided to: listen to an oral text on the theme and outline the semantic clues that aid in inferring meaning (e.g. synonyms, antonyms). | How do we use clues to get meaning in a conversation? | 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 | By the end of the lesson, the learner should be able to: appreciate non-verbal cues as elements in communication. | The learner is guided to: collaborate with others to establish the meaning of words and expressions used in relevant online videos and give feedback. | How do we use clues to get meaning in a conversation? | 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 | Speaking Fluency | By the end of the lesson, the learner should be able to: outline the various ways to express needs and intentions in communication. | The learner is guided to: search online or offline for words containing the digraphs ‘ld,’ ‘st’ and ‘tch’ and practise saying them; play a language game to determine the different digraphs with target silent letters. | How do you express your feelings to your audience?; Why is it important to pronounce words correctly? | 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 | Speaking Fluency - Articulation of digraphs with silent letters ‘l,’ and ‘t,’ | By the end of the lesson, the learner should be able to: express feelings and intentions in dialogues. | The learner is guided to: search for words with the target double consonant clusters and make a presentation; recite poems with words with target double consonant letters. | How do you express your feelings to your audience?; Why is it important to pronounce words correctly? | 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 - Double consonant clusters sp, st, sc | By the end of the lesson, the learner should be able to: articulate words with digraphs ‘ld,’ ‘st’ and ‘tch’ correctly in communication; use words with target double consonant clusters correctly in communication. | The learner is guided to: brainstorm on how to express needs and intentions in speech; participate in mock dialogues and practise expressing needs and intentions. | How do you express your feelings to your audience?; Why is it important to pronounce words correctly? | 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.
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