CBE · Senior School
Grade 12 English Scheme of Work — Terms 1, 2 and 3, 2026
A CBE English scheme of work for Grade 12 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 12
- Subject
- English
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 12 English scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Listening and Speaking
Extensive Listening · Extensive Listening - structure of expository texts: (cause-effect; comparison and contrast (dialogues, speeches) · Speaking: Etiquette · Speaking: Etiquette - words and phrases when using the road and interview etiquette · Critical Listening · Critical Listening - recognising the speaker’s tone and mood (Context: Grade-appropriate speech) · Conversational Skills: Sounds and discourse markers · Conversational Skills: Sounds and discourse markers - various articulations of letters ‘g’ · Conversational Skills: Sounds and discourse markers - discourse markers: hedging and attitude (Context: formal and informal conversations) · Intensive Listening · Intensive Listening - note taking (context: dialogue, interview, poetry) · Speaking Fluency: Public Speaking · Speaking Fluency: Public Speaking - speaking to inspire · Speaking Fluency: Public Speaking - use of non-verbal cues.
Reading
Reading Fluency: Argumentative texts · Extensive Reading · Extensive Reading - selecting and previewing texts (Context: autobiographies and biographies) · Extensive Reading: Reference materials using reference materials to obtain information: (almanacs, chronologies, yearbooks)
Grammar in Use
Word classes · Word classes - adjectival nouns and verbal nouns · Word classes - pronouns: reciprocal pronouns (each other, one another) · Word classes - pronouns distinguishing relative and interrogatives · Word Classes: Verbs · Word Classes: Verbs - verb usage (dynamic and stative, intransitive, and transitive) · Word Classes: Verbs - phrasal verbs (separable and inseparable, complex) · Word Classes: Verbs - tense and aspect · Word Classes - words used as both prepositions and adverbs
Writing
Sentence skills: Sentence fluency · Sentence skills: Sentence fluency - words with more than one meaning · Mechanics of Writing: Spelling · Mechanics of Writing: Spelling - descriptive vocabulary: synonyms, antonyms, and hyponyms · Paragraphing Skills · Paragraphing Skills - linking words: reason, condition, concession, generalisation. · Paragraphing Skills - the writing process (context: argumentative)
| 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: recognise the features of cause and effect as well as comparison and contrast texts for information. | The learner is guided to: brainstorm words and expressions that indicate cause and effect; display the words and expressions from the theme on a chart or poster. | How can we gain the most from listening experience?; Why do we organise information in a listening text? | 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 - structure of expository texts: (cause-effect; comparison and contrast (dialogues, speeches) | By the end of the lesson, the learner should be able to: use text features that signal cause and effect as well as comparison and contrast texts in a dialogue. | The learner is guided to: listen to a story on road air travel courtesy and pick out words and phrases that indicate causes and effects; role-play a dialogue featuring causes and effects and audio-record themselves. | How can we gain the most from listening experience?; Why do we organise information in a listening text? | 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: acknowledge the importance of text structure for enjoyment and general information in communication. | The learner is guided to: watch a video featuring a speech and identify the words that signal comparison and contrast between people, things, or places. | How can we gain the most from listening experience?; Why do we organise information in a listening text? | 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: recognise the features of cause and effect as well as comparison and contrast texts for information. | The learner is guided to: make a speech that compares people, things, or places; work with others and pick out similarities and differences from the speeches made by peers. | How can we gain the most from listening experience?; Why do we organise information in a listening text? | 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: articulate the sounds /ɔı/ / ɔıə / and the double consonant clusters /bl / /fl / /pl/ for effective communication. | The learner is guided to: pick out words with the sounds: /ɔı/ / ɔıə / from a video recording related to the theme; say words with double consonant clusters /bl /fl/ /pl/; use a mind map to present words with the target sounds; identify words denoting etiquette from lists/picture plates. | How does clear articulation of sounds enhance communication?; Why is etiquette in conversations important? | 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 - words and phrases when using the road and interview etiquette | By the end of the lesson, the learner should be able to: use polite words and phrases in day-to-day communication. | The learner is guided to: in groups read a passage, and identify words that match the diphthong or spelling pattern; in pairs match words with the given clusters from a list; individually read a differentiated word story with different consonant clusters and spot the difference; listen to a text on courtesy in road/air travel. | How does clear articulation of sounds enhance communication?; Why is etiquette in conversations important? | 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: appreciate the importance of accurate pronunciation and etiquette in oral and written contexts. | The learner is guided to: watch a video of a job or radio interview and identify the polite words and phrases used by the speakers; discuss with peers the dos and don’ts during a job or radio interview; simulate a radio, television, or job interview with peers; engage in hot seating exercises where one assumes the role of the interviewee and a few others act as the interview panel and ask questions. | How does clear articulation of sounds enhance communication?; Why is etiquette in conversations important? | 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: Argumentative texts | By the end of the lesson, the learner should be able to: use fluency strategies (previewing, making predictions, skimming, scanning, ignoring unknown words) while reading texts aloud. | The learner is guided to: collaboratively search online or offline for reading fluency strategies and present them on a chart. | How do different modes of reading improve our reading fluency? | 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: Argumentative texts | By the end of the lesson, the learner should be able to: read texts accurately, at an appropriate pace, and with expression to enhance comprehension. | The learner is guided to: read a text on road etiquette using reading fluency strategies: ○ previewing ○ predicting information about a text ○ skimming ○ scanning ○ ignoring unknown words. | How do different modes of reading improve our reading fluency? | 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: Argumentative texts | By the end of the lesson, the learner should be able to: demonstrate automatic word recognition to read smoothly without frequent hesitation. | The learner is guided to: watch a video on road/air safety and note down the reading fluency strategies used by the presenter(s); read a theme related text as others review the text for accuracy, expressiveness, and speed (peer learning and peer assessment). | How do different modes of reading improve our reading fluency? | 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: Argumentative texts | By the end of the lesson, the learner should be able to: advocate for the use of the reading fluency strategies for effective reading. | The learner is guided to: engage in the following activities: o repeated reading – reading the same text several times to improve speed and accuracy, o choral reading – reading aloud together to model fluent reading, o echo reading – listening to a model reader and repeating with similar pace and expression, o phrased reading – reading in meaningful word groups rather than word -by -word. o timed reading – practising reading within a set time to build automaticity, o paired reading – reading with a more fluent reader for support and modelling. | How do different modes of reading improve our reading fluency? | 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: form nouns accurately from other nouns, verbs, and adjectives to convey meaning effectively in sentences. | The learner is guided to: collaboratively, role-play a dialogue on road safety as peers identify examples of diverse types of reciprocals, relative and interrogative pronouns; use sentences on road/air safety to demonstrate the difference between relative and interrogative pronouns; form adjectival nouns (for example, The rich) and verbal nouns (gerunds for example, (jogging/jumping/running) as a form of exercise) from words given in word cards. | How do different forms of nouns and pronouns function together to shape meaning 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 - adjectival nouns and verbal nouns | By the end of the lesson, the learner should be able to: distinguish adjectival nouns from verbal nouns by analysing their form and function in texts. | The learner is guided to: study a short text and identify nouns formed from nouns, verbs, and adjectives, then; create new sentences using correctly formed nouns to convey clear meaning; analyse selected sentences from a text and classify the nouns as either adjectival or verbal then. | How do different forms of nouns and pronouns function together to shape meaning 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 - pronouns: reciprocal pronouns (each other, one another) | By the end of the lesson, the learner should be able to: use reciprocal pronouns (each other, one another) correctly to express mutual actions or relationships in sentences; differentiate relative pronouns from interrogative pronouns and use them appropriately in context. | The learner is guided to: explain how each function within the sentence; write and share sentences describing mutual actions or relationships, using each other and one another appropriately, followed by peer correction. | How do different forms of nouns and pronouns function together to shape meaning 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 - pronouns distinguishing relative and interrogatives | By the end of the lesson, the learner should be able to: recognise the role of well-formed sentences in communication. | The learner is guided to: rewrite given sentences by choosing and using the correct relative or interrogative pronoun; give a reason for their choices based on sentence purpose; engage in sentence completion games involving reciprocal, relative and interrogative pronouns. | How do different forms of nouns and pronouns function together to shape meaning 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: revise sentences to eliminate ambiguous pronoun references and improve clarity and fluence. | The learner is guided to: rewrite sentences featuring pronouns to avoid vagueness (ambiguity); discuss and write down two or more meanings of words based on different contexts (For example, Florence said she will sponsor her education; who is ‘she?’ whose education?). | How can we avoid ambiguity and communicate effectively?; How can we infer meaning from the context 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 | Sentence skills: Sentence fluency - words with more than one meaning | By the end of the lesson, the learner should be able to: infer the intended meaning of words with multiple meanings using contextual clues. | The learner is guided to: work together to rewrite a sentence so that the pronoun can refer to only one noun; read short passages containing ambiguous pronoun references and words with multiple meanings; revise sentences to remove pronoun ambiguity. | How can we avoid ambiguity and communicate effectively?; How can we infer meaning from the context 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 | Writing | Sentence skills: Sentence fluency | By the end of the lesson, the learner should be able to: use words with multiple meanings appropriately in written texts to convey precise meaning. | The learner is guided to: infer the intended meaning of highlighted words using contextual clues; justify their revisions and interpretations through brief explanations; write a short paragraph on a given topic. | How can we avoid ambiguity and communicate effectively?; How can we infer meaning from the context of a text? | 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: value the importance of appropriate word choice in achieving clarity and effectiveness in written communication.value the importance of appropriate word choice in written communication. | The learner is guided to: peers review one another’s paragraphs, identify effective word choice and suggest improvements; use inference to get the meaning of words that carry more than one meaning (for example, they are at the bank. (edge of a river or financial institution?). | How can we avoid ambiguity and communicate effectively?; How can we infer meaning from the context of a text? | 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: recognise the speaker’s tone and mood in an oral text. | The learner is guided to: collaboratively use online and offline sources related to green technology and eco-friendly solutions to find out more about tone and mood; present words that indicate tone and mood in a chart or PowerPoint; watch a video and collaboratively identify the tone and mood of the speaker. | Why should we vary tone and mood when speaking?; How do we connect ideas as we speak? | 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 - recognising the speaker’s tone and mood (Context: Grade-appropriate speech) | By the end of the lesson, the learner should be able to: use words and phrases that signal sequence to show connection between ideas. | The learner is guided to: team up with peers to analyse the effect of the speaker’s tone and mood on the audience; use appropriate words and voice to convey a given tone and mood in a speech; pick out words and phrases that signal sequence in an oral text. | Why should we vary tone and mood when speaking?; How do we connect ideas as we speak? | 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: appreciate the role of tone and mood in communication. | The learner is guided to: brainstorm transition words and phrases that show sequence in a process or event (for example, first, next); listen to theme-related audio recording and take brief notes on the steps involved in each process; use transition words of sequence in a speech before the class. | Why should we vary tone and mood when speaking?; How do we connect ideas as we speak? | 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 | Conversational Skills: Sounds and discourse markers | By the end of the lesson, the learner should be able to: use words with the sounds pr-, cr-, th -, /ʊə/ /ei/, /əʊə/ for effective communication. | The learner is guided to: listen to an audio text and identify the sounds pr-, cr-, th-, /ʊə/ /ei/ and /əʊə/ in words; pronounce words with the sounds pr-, cr-, th -, /ʊə/ (tour)/ei/(pay) and /əʊə/ (lower). | How does the accurate pronunciation of sounds contribute to clear and effective oral communication?; How do discourse markers help speakers to convey meaning, intention, and stance in conversation? | 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: Sounds and discourse markers - various articulations of letters ‘g’ | By the end of the lesson, the learner should be able to: articulate the different sound realisations of letter ‘g’ for effective communication. | The learner is guided to: listen to a recording of a conversation and identify discourse markers that show attitude (, for example, luckily, unfortunately, shockingly, I think, frankly); identify hedging discourse markers from an oral text (for example, maybe, perhaps, presumably, I think, probably). | How does the accurate pronunciation of sounds contribute to clear and effective oral communication?; How do discourse markers help speakers to convey meaning, intention, and stance in conversation? | 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 and discourse markers - discourse markers: hedging and attitude (Context: formal and informal conversations) | By the end of the lesson, the learner should be able to: use discourse markers that indicate hedging and attitude in a conversation. | The learner is guided to: listen to words and short sentences containing different realisations of g (for example, go, give, giant, age) and categorise the sounds they hear; practise pronouncing words and sentences with the different g sounds and use them in short oral texts. | How does the accurate pronunciation of sounds contribute to clear and effective oral communication?; How do discourse markers help speakers to convey meaning, intention, and stance in conversation? | 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 12 English scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Writing
Paragraphing Skills · Mechanics of writing: Punctuation · Mechanics of writing: Punctuation - the use of quotation marks the use of the hyphen in compound numerals and ordinal numbers (context: Argumentative paragraph) · Creative Writing writing playlets: composing playlets about a product or a service
Listening and Speaking
Speaking: Conversation Skills and Pronunciation · Speaking: Conversation Skills and Pronunciation - discourse markers: restating information, acknowledging the contributions of others (conversations related to the theme) · Interactive Listening · Interactive Listening - listening without judgement · Interactive Listening - giving feedback · Interactive Listening - staying focused · Interactive Listening - mirroring (context: texts on conflict resolution, mediation and decision making) · Conversational Skills · Conversational Skills - conducting virtual/face to face group discussions and interviews (Context: etiquette in blended meeting (online and physical) · Functional Writing · Functional Writing - condolence notes · Functional Writing - headline language: (expository writing) · Functional Writing - Responsive Listening: Interpretive listening and making inferences · Functional Writing - using visuals and auditory cues to infer the main idea · Functional Writing - uncovering concealed ideas, emotions and opinions · Sounds and stress · Sounds and stress - stress: polysyllabic words (3-4 syllables) ending in –ate · Critical Listening
Reading
Study Skills: Library Skills evaluating sources print and digital: accuracy, relevance, currency, credibility of source/author (context: any resource from a relevant learning area) · Intensive Reading: Reading Comprehension (context-official documents such as reports, parliamentary bills among others) · Reading: Fluency: Grade appropriate text (poem, narrative or extract from a literary text)
Grammar in Use
Word Classes: Determiners · Word Classes: Determiners - use of articles · Word Classes: Determiners - phrases: o (noun and verb phrases) · Word Classes: Adverbs · Word Classes: Adverbs - words used both as adjectives and adverbs · Phrases: adverb adjective and prepositional phrases · Phrases: adverb adjective and prepositional phrases - use of preposition al phrases as modifiers and as adverbials · Clauses · Clauses - adverbial clauses: concession, purpose, result
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Writing | Paragraphing Skills | By the end of the lesson, the learner should be able to: use appropriate supporting sentences to develop paragraphs using advantage–disadvantage and problem–solution structures; use linking words accurately to show reason, condition, concession, and generalisation in paragraphs; apply the stages of the writing process (planning, drafting, revising, editing, and publishing) to produce coherent and well organised paragraphs; appreciate the importance of using supporting sentences and linking words in the writing process. | The learner is guided to: outline the elements of a good paragraph from an online or offline text; identify linking words showing reason, condition, concession, and generalisation from a written text; read sample paragraphs and identify supporting sentences that show advantages and disadvantages or problems and solutions; write short paragraphs on given topics, developing ideas using either the advantage– disadvantage or problem–solution structure; classify linking words into categories: reason, condition, concession, and generalisation, and use them in sentences; revise a paragraph by inserting appropriate linking words to improve coherence and logical flow; plan, draft, revise, and edit a paragraph following the stages of the writing process; exchange drafts, give feedback using a checklist, revise their work, and share/ present the final paragraph online. | How do supporting sentences and linking words help develop clear and coherent paragraphs?; How does following the writing process improve the quality and organisation of written paragraphs? | 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 | Speaking: Conversation Skills and Pronunciation | By the end of the lesson, the learner should be able to: identify words with double consonant clusters in an oral text. | The learner is guided to: listen to an audio clip and pick out words with double consonant clusters (br as in bring, fr , for example, friend, dr , for example, drink, tr, for example, . train). | Why is the correct articulation of sounds important in communication?; Why are discourse markers important in conversations? | 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: Conversation Skills and Pronunciation - discourse markers: restating information, acknowledging the contributions of others (conversations related to the theme) | By the end of the lesson, the learner should be able to: articulate words with double consonant clusters in oral communication. | The learner is guided to: work in pairs and hold a conversation featuring words with double consonant clusters (br, fr, dr, tr). | Why is the correct articulation of sounds important in communication?; Why are discourse markers important in conversations? | 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: Conversation Skills and Pronunciation | By the end of the lesson, the learner should be able to: use discourse markers (restating information, acknowledging the contribution of others) in a conversation. | The learner is guided to: work with peers to produce minimal pairs with the target consonant clusters (for example, try, dry; broth, froth); watch a video clip and identify discourse markers (restating information, acknowledging the contribution of others). | Why is the correct articulation of sounds important in communication?; Why are discourse markers important in conversations? | 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: Conversation Skills and Pronunciation | By the end of the lesson, the learner should be able to: appreciate the role of correct pronunciation and discourse markers in communication. | The learner is guided to: collaboratively perform a skit featuring discourse markers that restate information and acknowledge the contribution of others. | Why is the correct articulation of sounds important in communication?; Why are discourse markers important in conversations? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Reading | Study Skills: Library Skills evaluating sources print and digital: accuracy, relevance, currency, credibility of source/author (context: any resource from a relevant learning area) | By the end of the lesson, the learner should be able to: outline the criteria for evaluating sources of information in library research. | The learner is guided to: brainstorm sources in different formats, for example, books, articles, videos, audios, and audio videos. | Why is it important to evaluate online and offline sources in library research? | 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 evaluating sources print and digital: accuracy, relevance, currency, credibility of source/author (context: any resource from a relevant learning area) | By the end of the lesson, the learner should be able to: evaluate sources of information for accuracy, relevance, clarity, visual appeal, currency and credibility of author or source in varied texts. | The learner is guided to: search from books and the internet the criteria for evaluating print and digital sources (for example, accuracy, relevance, clarity, visual appeal, currency and credibility of source, author, or creator). | Why is it important to evaluate online and offline sources in library research? | 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 evaluating sources print and digital: accuracy, relevance, currency, credibility of source/author (context: any resource from a relevant learning area) | By the end of the lesson, the learner should be able to: extract relevant information from library sources (including print, visuals, audios, audio visuals). | The learner is guided to: filter search results by availability and format (ebooks/audio books, videos, audios, audio-visuals); evaluate print and digital sources in terms of currency, relevance, clarity, visual appeal, and credibility of the author. | Why is it important to evaluate online and offline sources in library research? | 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 evaluating sources print and digital: accuracy, relevance, currency, credibility of source/author (context: any resource from a relevant learning area) | By the end of the lesson, the learner should be able to: advocate the need to evaluate library sources of information for effective research. | The learner is guided to: use the evaluated sources of information for library research. | Why is it important to evaluate online and offline sources in library research? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Grammar in Use | Word Classes: Determiners | By the end of the lesson, the learner should be able to: demonstrate the ability to use demonstratives and possessives as determiners and as pronouns in sentences. | The learner is guided to: work with peers and list demonstratives and possessives; listen to an oral text and write down the demonstrative and possessive determiners. | Why are demonstratives and possessives important in communication?; How can we vary the structure of phrases? | 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 | Word Classes: Determiners - use of articles | By the end of the lesson, the learner should be able to: use the article ‘the’ with superlatives (the most beautiful, the greatest), species (the cat family) infrastructure (the expressway) musical instruments (the guitar) among others in oral and written texts. | The learner is guided to: read a text and distinguish demonstratives and possessives used as determiners and as pronouns (e.g. (His book is new-determiner vs His is new-pronoun. My car is blue-determiner vs Mine is blue-pronoun); fill in blanks in sentences with appropriate demonstrative and possessive determiner and pronouns; practise using articles with superlatives, animals, plants, and musical instruments to write sentences. | Why are demonstratives and possessives important in communication?; How can we vary the structure of 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 | Word Classes: Determiners - phrases: o (noun and verb phrases) | By the end of the lesson, the learner should be able to: identify and construct noun phrases and verb phrases using correct structures in sentences. | The learner is guided to: engage in language games to reinforce the usage of articles; brainstorm the structure of noun and verb phrase and present them in a chart in class, Phrases: Structure of the noun phrase (Determiner + Noun + relative clause: Structure of the verb phrase (Three auxiliaries + main verb ); collaboratively search online and offline for examples of sentences with the target phrases. | Why are demonstratives and possessives important in communication?; How can we vary the structure of phrases? | 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: Determiners | By the end of the lesson, the learner should be able to: recognise the role of determiners, noun and verb phrases in communication. | The learner is guided to: listen to an audio recording of a story and identify the verb phrases comprising three auxiliaries and the main verb (for example, He may have been travelling to China to buy goods); in collaboration with peers, create a paragraph with the target noun phrases and verb phrases and read it to the class. | Why are demonstratives and possessives important in communication?; How can we vary the structure of phrases? | 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: identify how ellipsis, quotations marks and the hyphen have been used in a written text. | The learner is guided to: correctly use ellipsis as a punctuation mark in writing a text; identify ellipsis in a written text; team up with peers and search online and offline for information on punctuating book titles, newspaper and magazine articles, compound numerals, and ordinal numbers. | Why do we use punctuation marks in written 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 - the use of quotation marks the use of the hyphen in compound numerals and ordinal numbers (context: Argumentative paragraph) | By the end of the lesson, the learner should be able to: use ellipsis, quotations marks and the hyphen appropriately in a written text. | The learner is guided to: write the information down and share it with peers; use ellipses in a dialogue to indicate interruption; identify compound numerals and ordinal numbers in paragraphs. | Why do we use punctuation marks in written 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: acknowledge the use of correct punctuation in written communication. | The learner is guided to: working with others construct sentences with ordinal numbers and compound numerals and display them on the class wall; practise writing headings of titles of books, newspaper and magazines articles and other publications; punctuate a paragraph using the targeted punctuation marks. | Why do we use punctuation marks in written text? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Listening and Speaking | Interactive Listening | By the end of the lesson, the learner should be able to: paraphrase a speaker’s ideas accurately to demonstrate understanding. | The learner is guided to: listen to a speaker and outline the main idea from a speech on skills for the future: soft and hard skills. | How do active listening skills help us understand a speaker’s message accurately | 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 - listening without judgement | By the end of the lesson, the learner should be able to: listen attentively and without judgment to comprehend a speaker’s message. | The learner is guided to: pick points depicting the supporting ideas from an oral text. | How do active listening skills help us understand a speaker’s message accurately | 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 - giving feedback | By the end of the lesson, the learner should be able to: maintain focus during listening tasks to follow ideas and details; use mirroring techniques (verbal and non‐verbal) to signal understanding and engagement. | The learner is guided to: collaboratively paraphrase the speaker’s ideas during a role play on mediation; listen interactively to a dialogue on conflict resolution, reflect and give comments. | How do active listening skills help us understand a speaker’s message accurately | 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 - staying focused | By the end of the lesson, the learner should be able to: provide constructive, reasoned feedback based on what has been heard. | The learner is guided to: collaboratively search online or offline for strategies of staying focused and listening without judgement. | How do active listening skills help us understand a speaker’s message accurately | 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 - mirroring (context: texts on conflict resolution, mediation and decision making) | By the end of the lesson, the learner should be able to: appreciate the importance of staying focused during an oral presentation. | The learner is guided to: role-play a skit on conflict resolution and let peers give comments without bias. | How do active listening skills help us understand a speaker’s message accurately | 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 | Conversational Skills | By the end of the lesson, the learner should be able to: pronounce words featuring complex consonant clusters (str, spr) and those that bring out different realisations of sound /ʃ/ in conversations. | The learner is guided to: mention words with complex consonant clusters (str, spr); pick out words with different realisations of sound /ʃ/ from an oral or recorded conversation; pronounce words with complex consonant clusters (str, spr) and the ones that show different realisations of sound /ʃ/. | How can we effectively manage group discussions and interviews?; Why should we articulate sounds correctly? | 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 | Conversational Skills - conducting virtual/face to face group discussions and interviews (Context: etiquette in blended meeting (online and physical) | By the end of the lesson, the learner should be able to: conduct face-to-face and virtual group discussions and interviews on issues related to the theme. | The learner is guided to: with others, create a graphic organiser featuring sound-letter relationships and different letter realisations of sound /ʃ/ o sh - shoe, o s -sugar, o t-patient, ch - chef, o ss - mission; search online or offline for ways of time management during meetings and present findings on a mind map; simulate an online interview and practise maintaining facilitating focus, participation, controlling emotions, resolving conflicts and managing time. | How can we effectively manage group discussions and interviews?; Why should we articulate sounds 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 | Conversational Skills | By the end of the lesson, the learner should be able to: recognise the importance of time management in various speaking contexts. | The learner is guided to: conduct a meeting on a theme related topic with some online and offline participants; collaboratively identify ways of time management during a blended (online and meeting physical); role -play an interview on career choice while observing time management, keeping focus and controlling emotions. | How can we effectively manage group discussions and interviews?; Why should we articulate sounds correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Reading | Intensive Reading: Reading Comprehension (context-official documents such as reports, parliamentary bills among others) | By the end of the lesson, the learner should be able to: identify main ideas, supporting details, and implied meanings in an official text. | The learner is guided to: pick out the main ideas from a text; list the supporting details in a sample text; talk about the language used in official documents: formal register and avoids slang, contractions, and casual expressions, third person constructions, facts, no personal opinions or emotions, passive voice, modal verbs such as shall, must, may, should indicate obligation, permission, or recommendation. | How can comprehension strategies be used to enhance understanding of a text? | 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 12 English scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Listening and Speaking
Critical Listening · Critical Listening - relating new ideas to existing knowledge (Context: Grade appropriate text) · Speaking Fluency · Speaking Fluency - rising-falling and falling - rising intonation · Speaking Fluency - syllabic stress (words with multiple syllables-3 to 4) (Context: grade appropriate poems, songs, or narratives) · Intensive Listening: Listening with a purpose · Intensive Listening: Listening with a purpose - answering direct and inferential questions · Intensive Listening: Listening with a purpose - interpreting non-verbal cues, visuals · Intensive Listening: Listening with a purpose - infer word meaning using syntactic clues (word order) · Speaking Fluency - appropriate use of non-verbal cues in skits. · Speaking Fluency - expressing feelings of likes and dislikes, needs and intentions (Context: Grade-appropriate text) · Selective Listening · Selective Listening - extracting information (context: advertisements) · Speaking Fluency: News bulletin · Speaking Fluency: News bulletin - oral presentations
Reading
Intensive Reading: Reading comprehension · Intensive Reading: Reading comprehension - using syntactic or word order contextual clues to infer meaning (extract from a grade-appropriate literary or factual text) · Study Skills · Study Skills - note-making, paraphrasing, and summarising skills (Context: factual descriptive text) · Close reading · Close reading - diction · Close reading - use of figurative language (metaphor, simile, personification, hyperbole), symbolism and idioms · Close reading - narrative voice/point of view
Grammar in Use
Noun Clauses functions of noun clauses noun clauses used as · Noun Clauses functions of noun clauses noun clauses used as - subject complement · Clause Patterns and Sentence Types · Clause Patterns and Sentence Types - sentence types · Clause Patterns and Sentence Types - correlative conjunctio ns · Clause Patterns and Sentence Types - compound complex sentences · Sentence types and subject-verb agreement · Sentence types and subject-verb agreement - subject-verb agreement · Sentence types and subject-verb agreement - direct and indirect speech (with relative pronouns)
Writing
Letter writing · Letter writing - curriculum vitae · Expository, argumentative and persuasive · Expository, argumentative and persuasive - expository essays · Expository, argumentative and persuasive - persuasive essays · Functional Writing: blog posts and newspaper articles
| 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 | By the end of the lesson, the learner should be able to: relate new ideas to existing knowledge for effective communication; analyse an audio text to identify underlying assumptions. | The learner is guided to: listen to an oral text on sports and games: career opportunities and relate the new and the old ideas; with others, brainstorm strategies for ways of uncovering assumptions; engage in think–pair–connect activities to link a new topic to prior knowledge or personal experiences before class sharing; create a simple concept map showing connections between new ideas and previously learned concepts. | How does the use of prior knowledge help us understand new ideas and identify assumptions in oral texts? | 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 - relating new ideas to existing knowledge (Context: Grade appropriate text) | By the end of the lesson, the learner should be able to: appreciate the importance of being able to uncover assumptions in communication. | The learner is guided to: explain how a new idea applies to familiar real‐life situations to demonstrate understanding and relevance; listen to an audio text and note statements that suggest opinions, beliefs, or unstated ideas; respond to guided questions such as ‘What does the speaker assume the listener already knows or agrees with?’. | How does the use of prior knowledge help us understand new ideas and identify assumptions in oral texts? | 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: enunciate words with the double consonant clusters sw, tw and sm clearly and accurately during oral presentations and discussions. | The learner is guided to: identify words with double consonant clusters (sw, tw, sm) o sw as in sweep o sm as insmall o tw as in. twitter ...as displayed on word cards; work with peers and pronounce words with double consonant clusters accurately. | Why is it important to use correct intonation? | 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 - rising-falling and falling - rising intonation | By the end of the lesson, the learner should be able to: use rising-falling and falling -rising intonation in sentences. | The learner is guided to: listen to the teacher or an audio recording pronounce 3–4 syllable words and identify the stressed syllable by clapping, underlining, or marking it. | Why is it important to use correct intonation? | 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 multiple syllables-3 to 4) (Context: grade appropriate poems, songs, or narratives) | By the end of the lesson, the learner should be able to: apply syllabic stress in words with multiple syllables. | The learner is guided to: practise pronouncing selected 3–4 syllable words, placing stress correctly, and use the words in short sentences or dialogues. | Why is it important to use correct intonation? | 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 importance of using correct stress and intonation in communication. | The learner is guided to: sing and recite appropriate oral songs or poems using the rising-falling intonation and falling-rising intonation to capture emotions; role play/ simulate events from a poem, song or story and use the right intonation to make it meaningful. | Why is it important to use correct intonation? | 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: Reading comprehension | By the end of the lesson, the learner should be able to: describe the language used in factual and literary texts for information. | The learner is guided to: brainstorm ways of making connections for understanding in a text, text-to-text connections-text-to-self connections-text-to-world connections; make connections about events, characters, and ideas in a text for comprehension; find the meaning of words by referring to the word order and contextual clues. | How can a text be related to self, other texts, and the world?; Why is it important to infer the meaning of words from the information given in a text? | 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: Reading comprehension - using syntactic or word order contextual clues to infer meaning (extract from a grade-appropriate literary or factual text) | By the end of the lesson, the learner should be able to: apply syntactic or word order contextual clues to understand the meaning of words and phrases. | The learner is guided to: read short factual texts (such as reports, articles) and literary texts (for example, narratives, poems) and identify language features such as tone, vocabulary, sentence structure, and purpose; explain, orally or in writing, how language use differs between factual and literary texts in conveying information, using examples from the texts read; read sentences or short passages and use word order and sentence structure to infer the meaning of unfamiliar words or phrases. | How can a text be related to self, other texts, and the world?; Why is it important to infer the meaning of words from the information given in a text? | 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: Reading comprehension | By the end of the lesson, the learner should be able to: use reading comprehension strategies such as (making predictions, questioning, visualisation and inference) to understand factual or literary texts. | The learner is guided to: rearrange jumbled sentences or phrases and explain how correct syntax helps determine meaning, then apply this understanding to new examples; preview titles, headings, and section headings of an official document and predict the content and purpose; answer and refine their questions during and after reading to deepen understanding. | How can a text be related to self, other texts, and the world?; Why is it important to infer the meaning of words from the information given in a text? | 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: Reading comprehension | By the end of the lesson, the learner should be able to: acknowledge the importance of making connections in comprehension. | The learner is guided to: justify inferences using specific words, clauses, or statements from the document; mentally visualise procedures or outcomes and describe them orally or in writing; relate ideas in the document to prior knowledge, current events, or real-life experiences. | How can a text be related to self, other texts, and the world?; Why is it important to infer the meaning of words from the information given in a text? | 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 | Noun Clauses functions of noun clauses noun clauses used as | By the end of the lesson, the learner should be able to: identify noun clauses functioning as prepositional object and subject complement in varied sentences. | The learner is guided to: state noun phrases that function as prepositional object and subject complement; collaboratively identify noun clauses functioning as prepositional object (those beginning with what and whoever) and as subject complement (those that begin with what). | What is the role of prepositional object and subject complement as clauses in sentences? | 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 noun clauses used as - subject complement | By the end of the lesson, the learner should be able to: use noun clauses as prepositional object and subject complement in sentences. | The learner is guided to: draw word maps on functions of noun clauses as prepositional objects (for example, I am impressed by what you have done. I will give it to whoever wins the race) and subject complement. (For example, you are what you eat.); collaboratively construct sentences using noun clauses used as prepositional or subject complements in a text. | What is the role of prepositional object and subject complement as clauses 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 | Noun Clauses functions of noun clauses noun clauses used as | By the end of the lesson, the learner should be able to: appreciate the role of noun clauses in communication. | The learner is guided to: search online and offline for sentences with prepositional objects and subject complements in varied contexts; work with others in sentence building games as they identify noun clauses functioning as prepositional and subject objects. | What is the role of prepositional object and subject complement as clauses in sentences? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Writing | Letter writing | By the end of the lesson, the learner should be able to: describe the format of confidential, recommendation resignation and job application letters and curriculum vitae for information. | The learner is guided to: with others, search online or offline for samples of confidential, recommendation, job application and resignation letters and curriculum vitae and extract their formats; present the extracted formats in form of checklists on wall charts. | Why is it important to use the correct format in functional writing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Writing | Letter writing - curriculum vitae | By the end of the lesson, the learner should be able to: compose confidential, recommendation, application and resignation letters and curriculum vitae for different purposes. | The learner is guided to: compare the formats of the target functional writing types; generate content for each of the target functional writing types. | Why is it important to use the correct format in functional writing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Writing | Letter writing | By the end of the lesson, the learner should be able to: appreciate the importance of adhering to the appropriate format in functional writing. | The learner is guided to: write confidential, recommendation, job application, resignation letters, and curriculum vitae; display the written compositions for peer learning and assessment. | Why is it important to use the correct format in functional writing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Listening and Speaking | Intensive Listening: Listening with a purpose | By the end of the lesson, the learner should be able to: pick out words with given sounds from an audio text. | The learner is guided to: listen to an oral text and identify words that have both p and b, t and d, l, and r, for example, bump, trend, relief; listen to a speech on health and safety: food safety and hygiene and use signal words to predict what will follow (for example. as a result, in addition to, because). | Why is making predictions an important listening strategy?; How can we make the most out of a listening situation? | 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 | Intensive Listening: Listening with a purpose - answering direct and inferential questions | By the end of the lesson, the learner should be able to: make predictions using signal words in an oral presentation. | The learner is guided to: respond to direct and inferential questions from a speech; watch an anecdote and interpret non-verbal cues and visuals. | Why is making predictions an important listening strategy?; How can we make the most out of a listening situation? | 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: Listening with a purpose - interpreting non-verbal cues, visuals | By the end of the lesson, the learner should be able to: answer direct and inferential questions from an oral text; interpret non-verbal and visual cues for clarity of meaning. | The learner is guided to: use word order clues to infer the meaning of unknown words from the anecdote. | Why is making predictions an important listening strategy?; How can we make the most out of a listening situation? | 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: Listening with a purpose - infer word meaning using syntactic clues (word order) | By the end of the lesson, the learner should be able to: appreciate the role of prediction in a listening context. | The learner is guided to: discuss how non-verbal cues enhance meaning of oral text; watch a model speaker such as a newscaster and imitate their pronunciation, stress placement in words and intonation patterns. | Why is making predictions an important listening strategy?; How can we make the most out of a listening situation? | 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 | Speaking Fluency | By the end of the lesson, the learner should be able to: use words with the target complex consonant clusters (spl, scr, ngths) correctly for speech clarity. | The learner is guided to: Listen to an audio and take note of words with the target complex consonant clusters (spl, for example, splendor, scr, for example, scrub, -ngths, for example, strengths); read loudly in class words with the target complex consonant clusters on a chart. | How can we improve our articulation of sounds?; Why is it important to pay attention to a speaker’s feelings? | 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 | Speaking Fluency - appropriate use of non-verbal cues in skits. | By the end of the lesson, the learner should be able to: describe a speaker’s attitude on different topics. | The learner is guided to: collaborate with others to pronounce words with the target complex consonant clusters; record each other and listen to the recording for peer assessment. | How can we improve our articulation of sounds?; Why is it important to pay attention to a speaker’s feelings? | 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 - expressing feelings of likes and dislikes, needs and intentions (Context: Grade-appropriate text) | By the end of the lesson, the learner should be able to: use non‐verbal cues effectively to enhance meaning in skits and plays; articulate likes and dislikes, needs, and intentions in discussions on topical issues (such as food, hobbies, sports, beauty). | The learner is guided to: watch a video on a topical issue (theme related) and describe the speaker’s feelings as well as the non-verbal cues used. | How can we improve our articulation of sounds?; Why is it important to pay attention to a speaker’s feelings? | 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 | By the end of the lesson, the learner should be able to: realise the importance of proper pronunciation and use of non-verbal cues in speech. | The learner is guided to: take turns in using non-verbal cues to express meaning in a skit on health and safety; express feelings of likes, dislikes, needs, and intention on topical issues. | How can we improve our articulation of sounds?; Why is it important to pay attention to a speaker’s feelings? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Reading | Study Skills | By the end of the lesson, the learner should be able to: apply the SQ4R technique to enhance reading comprehension, critical analysis, and retention of information. | The learner is guided to: collaboratively skim a text using the title, headings, subheadings, visuals, and summary; predict the content and purpose of the text and share initial impressions in pairs or groups; convert headings and subheadings into guiding questions; read the text actively to answer the guiding questions. | How can we improve our understanding of a text? | 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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