CBE · Upper Primary
Grade 4 English Scheme of Work — Terms 1, 2 and 3, 2026
A CBE English scheme of work for Grade 4 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 4
- Subject
- English
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 4 English scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Listening and Speaking
Pronunciation and Vocabulary: Listening Comprehension · Pronunciation and Vocabulary · Pronunciation and Vocabulary: Polite Words and Phrases · Pronunciation and Vocabulary: Word Stress · Pronunciation and Vocabulary: Listening Comprehension/ Pattern (noun phrase + would like to be …) · Pronunciation and Vocabulary: Stress and Intonation
Reading
Extensive Reading: Reference Materials · Intensive Reading: Poems and Stories · Intensive Reading: Skimming and Scanning · Extensive Reading: Independent Reading
Grammar in use
Determiners: Articles · Language pattern: Enough + Nominal + Infinitive/A lot/a lot of… · Word Class: Regular and Irregular Adjectives
Writing
Functional writing Filling Forms · Creative Writing: Open ended Compositions · Handwriting: Legibility and Neatness · Guided Composition: Friendly Letter/SMS · Creative Writing: Narrative Compositions
Grammar in uses
Word Classes: Regular and Irregular Nouns
Grammar Personal in Use Possessive pronouns
Intensive Reading: Visuals
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Listening and Speaking | Pronunciation and Vocabulary: Listening Comprehension | By the end of the lesson, the learner should be able to: pronounce sounds and words correctly for effective oral communication; use vocabulary in sentences for effective oral communication. | The learner is guided to: say tongue twisters with words containing the sounds; /t/ /d/ /f/ /v/ and the digraph /tw/; repeat saying minimal pairs with the sounds /t/ /d/ /f/ /v/ and the digraph /tw/ from the teacher or an audio recording; match words that have the same sounds and use them to construct sentences collaboratively; search for words related to the theme on the internet and use them in sentences with peers. | Why should we pronounce sounds and words correctly? | 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 | Pronunciation and Vocabulary: Listening Comprehension | By the end of the lesson, the learner should be able to: listen attentively to an oral text for comprehension; play language games for listening comprehension. | The learner is guided to: find out the correct pronunciation of words and sentences from electronic or print dictionaries; listen to an audio text and answer comprehension questions; play a language game with words containing the sounds /t/ /d/ /f/ /v/ and the digraph /tw/. | Why should we pronounce sounds and words correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Reading | Extensive Reading: Reference Materials | By the end of the lesson, the learner should be able to: identify the spelling and meaning of words from the dictionary for understanding; read the junior encyclopaedia to obtain information for lifelong learning. | The learner is guided to: arrange words alphabetically or according to related areas; discuss with peers how words are organised in a dictionary. | Why is it important to spell words correctly?; How does a dictionary help us to learn? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Reading | Extensive Reading: Reference Materials | By the end of the lesson, the learner should be able to: promote the use of reference materials to obtain information. | The learner is guided to: collaboratively identify the spelling and meaning of words from electronic or print dictionaries; read grade appropriate texts, write down unfamiliar words and check their meaning; select a topic and obtain information from references such as junior encyclopaedia. | Why is it important to spell words correctly?; How does a dictionary help us to learn? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Grammar in use | Determiners: Articles | By the end of the lesson, the learner should be able to: identify definite and indefinite articles in a written text for effective communication; use definite and indefinite articles in sentences for effective communication. | The learner is guided to: read aloud the articles a, an and the with peers; identify definite and indefinite articles (a, an, and the) from a paragraph; match definite and indefinite articles with a list of nouns collaboratively; complete blanks in sentences using correct articles. | How are articles used with nouns? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Grammar in use | Determiners: Articles | By the end of the lesson, the learner should be able to: realise the use of articles in oral and written contexts for self-expression. | The learner is guided to: construct sentences using definite and indefinite articles with peers; type sentences on a digital device and share it with friends or family via mobile phone, email, computer printouts among others; view a video related to the theme in which the definite and indefinite articles are used; cooperate with others to search for sentences with articles from a selected newspaper, magazine or internet. | How are articles used with nouns? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Writing | Functional writing Filling Forms | By the end of the lesson, the learner should be able to: identify the required information to be filled in forms for different purposes; fill information in forms correctly for self-expression. | The learner is guided to: fill forms provided by the teacher with specific details such as: Personal details Name ______ Grade _______ Date of Birth _________ School Details Name _______ Address ______ Name of Class Teacher _______ Name of Head teacher ________; read instructions on filling in form collaboratively; record the required information related to the theme in the forms with partners. | Why should one be careful when filling in forms?; What information do we fill in forms? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Writing | Functional writing Filling Forms | By the end of the lesson, the learner should be able to: realise the importance of filling forms correctly for effective communication. | The learner is guided to: fill in forms in digital or print format in pairs and display them; download online forms and fill in information with guidance from the teacher; create a form, and then type it on a computer, laptop or tablet with the guidance. | Why should one be careful when filling in forms?; What information do we fill in forms? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: discriminate sounds and words in a language sample for listening comprehension; pronounce words containing sounds related to the theme accurately for effective communication. | The learner is guided to: listen to a variety of audio materials and identify sounds (/ɜː/ /ɑː/ /ɔɪ/ /aɪ/ / l/ /r/), words and expressions related to the theme; listen to a passages or dialogue read by the teacher and identify the sounds /ɜː/ /ɑː/ /ɔɪ/ /aɪ/ / l/ /r/; use vocabulary related to the theme to construct a variety of sentences. | Why should you pronounce sounds and words correctly?; Which words are used as subjects in a sentence? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Listening and Speaking | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: appreciate the importance of accurate pronunciation for effective communication. | The learner is guided to: use word wheels sounds /ɜː/ /ɑː/ /ɔɪ/ /aɪ/ / l/ /r/ to form new words such as load, road, boy, toy; watch a video together from the web offline or online and identify learnt sounds and words; role play and create a video collaboratively using the learnt sounds and words. | Why should you pronounce sounds and words correctly?; Which words are used as subjects in a sentence? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Reading | Intensive Reading: Poems and Stories | By the end of the lesson, the learner should be able to: read poems or stories related to the theme for comprehension; apply appropriate reading techniques to answer direct and indirect questions based on a poem or story for self-expression. | The learner is guided to: talk about pictures and the title of a poem and story (featuring similes and sayings) together; read a poem or story (featuring similes and sayings) in print and non-print texts related to the theme for comprehension; identify events in a poem or a story for logical and fluent flow; find new words and similes in a poem or story with peers. | Why should we read the title and pictures in a story?; What is your favourite poem or story? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Reading | Intensive Reading: Poems and Stories | By the end of the lesson, the learner should be able to: realise the importance of reading comprehension for lifelong learning. | The learner is guided to: recite the poem and answer oral questions from poems and stories (featuring similes and sayings); participate in a readers’ theatre collaboratively to read a passage; discuss and role play events in a text based on the theme; watch a video related to the theme for specific information. | Why should we read the title and pictures in a story?; What is your favourite poem or story? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Grammar in uses | Word Classes: Regular and Irregular Nouns | By the end of the lesson, the learner should be able to: identify plurals of regular and irregular nouns for effective communication; use plurals of regular and irregular nouns in spoken and written language for communication clarity. | The learner is guided to: give examples of regular and irregular nouns; discuss the difference between regular and irregular noun as they work together; pick out and write plurals of regular and irregular nouns from audio recording. | How do you show the number of things you have?; Which things do we have in our classroom? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Grammar in uses | Word Classes: Regular and Irregular Nouns | By the end of the lesson, the learner should be able to: promote the use of regular and irregular nouns in communication. | The learner is guided to: construct sentences using regular and irregular nouns in their plural forms; look up regular and irregular nouns on the internet and write them down; create a puzzle using a list of regular and irregular nouns on a digital device or exercise book with peers. | How do you show the number of things you have?; Which things do we have in our classroom? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Writing | Creative Writing: Open ended Compositions | By the end of the lesson, the learner should be able to: express ideas on a given topic relevantly for effective communication; write an open ended composition creatively for self-expression. | The learner is guided to: discuss how to write a story on a given topic together; talk about the possible order of events in a given story with peers; write the first paragraph of a composition while observing the correct punctuation and spelling; write the whole composition legibly and neatly, independently. | Why is it necessary to express thoughts and feelings clearly?; How can you make your story interesting? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Writing | Creative Writing: Open ended Compositions | By the end of the lesson, the learner should be able to: realise the importance of creativity in writing for effective communication. | The learner is guided to: proof-read compositions with peers; share their completed stories in small groups; search and read written compositions online or offline. | Why is it necessary to express thoughts and feelings clearly?; How can you make your story interesting? | 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 | Pronunciation and Vocabulary: Polite Words and Phrases | By the end of the lesson, the learner should be able to: identify polite words and phrases in a conversation for communication; pronounce words and phrases containing sounds related to etiquette accurately for effective communication. | The learner is guided to: use tongue twisters to practise the sounds /e/, /eɪ/, /p/ and /b/,identify words and phrases containing the sounds /e/, /ei/, /p/ and /b/; listen to correct pronunciation of words and phrases related to etiquette and containing the sounds /e/, /eɪ/, /p/ and /b/ from a digital device; practise saying words and phrases containing the sounds /e/, /eɪ/, /p/ and /b/; use a word puzzle to find words and phrases containing the sounds learnt collaboratively. | Why should we pronounce sounds and words clearly?; Which words do we use to show politeness? | 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 | Pronunciation and Vocabulary: Polite Words and Phrases | By the end of the lesson, the learner should be able to: use appropriate words and phrases to show politeness in different contexts; promote the use of using polite words and phrases in different contexts. | The learner is guided to: construct simple sentences using words related to the theme; write words containing the sounds /e/, /eɪ/, /p/ and /b/ from a dictation; recite a poem featuring words related to etiquette, with peers. | Why should we pronounce sounds and words clearly?; Which words do we use to show politeness? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Reading | Intensive Reading: Skimming and Scanning | By the end of the lesson, the learner should be able to: read a text of about 300 words for comprehension; apply appropriate reading skills when reading a text of about 300 words to obtain both factual and inferential information. | The learner is guided to: read a variety of print and non-print texts of about 300 words for comprehension; identify events in a story or a passage of about 300 words with logical and fluent flow; answer factual and inferential questions from a text of about 300 words; work together to infer the meaning of vocabulary from contexts. | Why do we read?; How can we read faster? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Reading | Intensive Reading: Skimming and Scanning | By the end of the lesson, the learner should be able to: recommend intensive reading in their day-to-day life. | The learner is guided to: skim through a digital text of about 300 words focusing mainly on the title and illustrations; scan for information such as words and answer questions from print or digital text; skim or scan a comic, magazine, newspaper or age appropriate reader; discuss and role play events in texts based on the theme. | Why do we read?; How can we read faster? | 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 4 English scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Listening and Speaking
Pronunciation and Vocabulary: Stress and Intonation · Pronunciation and Vocabulary: Interactive Listening · Pronunciation and Vocabulary: Tongue Twisters · Pronunciation and Vocabulary: Speaking Fluency
Reading
Intensive Reading: Dialogue · Extensive Reading: Narratives/Poems · Reading Fluency · Intensive Reading: Narratives
Grammar in Use
1 Word Class: Quantifiers
Writing
Creativity Writing : Pictorial Compositions · Punctuation: Full Stop/Capital Letters · Creative Writing: Narrative Compositions · Punctuation: Comma, Question Marks
Grammar
Tense: Present and Past progressive Aspect · Word Classes: Contracted Verb Forms / Positive/Negative Statements · Word Class: Adverbs
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Listening and Speaking | Pronunciation and Vocabulary: Stress and Intonation | By the end of the lesson, the learner should be able to: identify correct stress and intonation in ‘WH’ questions, other questions and statements for clarity in speech; use correct stress and intonation in questions and statements to communicate clearly. | The learner is guided to: listen to an audio-visual recording of words featuring the sounds /ʊ/; /uː/ /f/ /v/; listen to correct stress in words such as address, increase among others (whether noun or verb). | Why do we vary our voice when asking questions?; How does good pronunciation of words and sounds help us?; How do we find out what we do not know? | 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 | Pronunciation and Vocabulary: Stress and Intonation | By the end of the lesson, the learner should be able to: use vocabulary related to the theme in a variety of contexts for effective oral communication; adopt the use of varying intonation for effective communication. | The learner is guided to: listen to correct intonation in questions and statements to identify a speaker’s feelings; recite a poem featuring ‘WH’ questions and declaratives collaboratively; vary intonation when uttering questions and statements. construct sentences orally with peers using vocabulary related to the theme. | Why do we vary our voice when asking questions?; How does good pronunciation of words and sounds help us?; How do we find out what we do not know? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Reading | Intensive Reading: Dialogue | By the end of the lesson, the learner should be able to: read a variety of dialogues related to email and the internet for comprehension; apply appropriate intensive reading skills to obtain specific factual and inferential information for lifelong learning. | The learner is guided to: locate new words and sentence structures in a dialogue; read a variety of dialogues related to the theme in print and non-print formats. | How can we obtain information from texts?; What stories or books have you read? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Reading | Intensive Reading: Dialogue | By the end of the lesson, the learner should be able to: adopt reading for purposes of comprehension and information. | The learner is guided to: answer factual and inferential questions individually and collaboratively; identify events in a dialogue for logical flow. | How can we obtain information from texts?; What stories or books have you read? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Grammar in Use | 1 Word Class: Quantifiers | By the end of the lesson, the learner should be able to: identify quantifiers and nouns used with them appropriate for effective communication; use quantifiers in sentences correctly for communication clarity. | The learner is guided to: select countable and uncountable nouns from a list provided by the teacher; use the quantifiers (much, many, some and any) correctly with nouns and construct sentences with peers; recite poems and rhymes containing the quantifiers (much, many, some and any) in small groups. | How can we quantify nouns we cannot count? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Grammar in Use | 1 Word Class: Quantifiers | By the end of the lesson, the learner should be able to: adopt the correct use of quantifiers in everyday communication. | The learner is guided to: fill in blank spaces using correct quantifiers; use digital devices to compose a short poem or a paragraph featuring the quantifiers (much, many, some and any); use the quantifiers (much, many, some and any) in a role play or a dialogue with peers. | How can we quantify nouns we cannot count? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Writing | Creativity Writing : Pictorial Compositions | By the end of the lesson, the learner should be able to: organise pictures in a logical sequence to write pictorial compositions of about 60-80 on the theme; write a pictorial composition of about 60- 80 words on the theme for effective communication. | The learner is guided to: identify pictures from online and offline sources collaboratively; use pictures from online and offline sources to write a pictorial composition of 60-80 words based on the theme. | How do pictures make you feel? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Writing | Creativity Writing : Pictorial Compositions | By the end of the lesson, the learner should be able to: adopt the use of a wide range of pictures to write pictorial compositions on different topics for communication. | The learner is guided to: discuss pictures collaboratively and write pictorial compositions of about 60-80 words; watch a variety of videos related to the theme and write pictorial compositions collaboratively; generate a wide range of pictures from the internet and write pictorial composition together. | How do pictures make you feel? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Listening and Speaking | Pronunciation and Vocabulary: Interactive Listening | By the end of the lesson, the learner should be able to: participate actively in a two-way conversation (turn taking) in various settings for self-expression. | The learner is guided to: The learner is guided to:; listen for the sounds /ɛə/ /j/ /ʤ//ʒ/ from an audio text and then say them aloud; act out a dialogue featuring vocabulary with the sounds /ɛə/ /j/ /ʤ//ʒ/ collaboratively. | Why should you listen to others when they are speaking?; Why should we wait for our turn to speak?; How do we show when an action took place? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Listening and Speaking | Pronunciation and Vocabulary: Interactive Listening | By the end of the lesson, the learner should be able to: apply vocabulary related to the theme in different settings for clarity of speech; use the present and past tense correctly in a two way dialogue for communication. | The learner is guided to: apply facial expressions and gestures appropriately while reciting choral verses with peers; record one another when performing a choral verse or short dialogues. | Why should you listen to others when they are speaking?; Why should we wait for our turn to speak?; How do we show when an action took place? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Listening and Speaking | Pronunciation and Vocabulary: Interactive Listening | By the end of the lesson, the learner should be able to: realise the importance of turn taking in oral communication. | The learner is guided to: watch audio-visual recordings of short interviews and then conduct a role play with others; take turns during an oral interview, discussion or debate; participate in a debate, interview or discussion on social media. | Why should you listen to others when they are speaking?; Why should we wait for our turn to speak?; How do we show when an action took place? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Reading | Extensive Reading: Narratives/Poems | By the end of the lesson, the learner should be able to: read a variety of materials (narratives, poems, graded readers) for lifelong learning. | The learner is guided to: select appropriate and high-interest reading print and electronic materials related such as narratives, poems and graded readers; set up an after school club where they meet on a regular basis to read extensively. | Why should we read different types of materials?; What kind of materials do you enjoy reading?; What can you do to remember what you | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Reading | Extensive Reading: Narratives/Poems | By the end of the lesson, the learner should be able to: demonstrate independent reading of a variety of materials (narratives, poems, graded readers) for information. | The learner is guided to: retell the stories they have read in pairs or groups. | Why should we read different types of materials?; What kind of materials do you enjoy reading?; What can you do to remember what you | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Grammar | Tense: Present and Past progressive Aspect | By the end of the lesson, the learner should be able to: identify the present and past progressive forms of the verb in oral and written texts for communication; use the present and past progressive aspect correctly in oral and written contexts for self-expression. | The learner is guided to: The learner is be guided to:; listen to a radio or TV programme and identify the present and past progressive forms; give examples of actions in the present and past progressive aspect; use a given list of verbs to form sentences in the present and past progressive aspect collaboratively. | Why is it important to show when something happened?; How do we tell an action is or was happening? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Grammar | Tense: Present and Past progressive Aspect | By the end of the lesson, the learner should be able to: adopt the use of the present and past progressive aspect in communication. | The learner is guided to: watch a video and write examples of the present and past progressive aspect in a notebook; role-play or simulate an event in which they use the present and past progressive forms forms; complete a sentences using words in their present and past progressive correctly. | Why is it important to show when something happened?; How do we tell an action is or was happening? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Writing | Punctuation: Full Stop/Capital Letters | By the end of the lesson, the learner should be able to: identify commonly used punctuation marks in written texts for effective communication; use full stops and capital letters correctly in written texts for communication clarity. | The learner is guided to: identify proper nouns such as names of people, places and features like mountains and rivers; form sentences with peers using proper nouns; write abbreviations of their school, names among others with peers and punctuate them correctly; use punctuation cards to arrange or make coherent sentences and paragraphs collaboratively. | Why do you use punctuation marks?; Which punctuation marks do you use when writing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Writing | Punctuation: Full Stop/Capital Letters | By the end of the lesson, the learner should be able to: promote the use of punctuation marks in various contexts for writing fluency. | The learner is guided to: write well-punctuated sentences dictated by a teacher, peer or digital device; make stickers with sentences punctuated with full stops and capital letters and stick them to a central place for everyone to see; use digital resources to play games such as punctuation ladder and punctuation posters; type sentences on a digital device, with the help of parents, siblings and guardians and share with teacher and friends. | Why do you use punctuation marks?; Which punctuation marks do you use when writing? | 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 | Pronunciation and Vocabulary: Tongue Twisters | By the end of the lesson, the learner should be able to: articulate sounds accurately for clarity of speech; select sounds correctly from a language sample to improve listening comprehension. | The learner is guided to: recognise the vowels sounds and diphthongs (sounds /ʊə/ /v/ /w/ /s//ʧ/) from audio materials; articulate vowels and consonants as the teacher models; create a tongue twister using words with the target sounds in small groups; say tongue twisters with the (words containing the sounds /ʊə/ /v/ /w/ /s//ʧ/) individually and collaboratively. | Why should you say words clearly?; What should you do to say words 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 | Pronunciation and Vocabulary: Tongue Twisters | By the end of the lesson, the learner should be able to: use vocabulary items related to the theme in a variety of contexts for effective communication; realise the role of correct pronunciation in speech for communication clarity. | The learner is guided to: select words containing vowels and diphthongs and consonants from a tongue twister, passage, a poem, a song or a story; practise clear pronunciation by listening to a video, online dictionaries and recordings; say vocabulary items correctly and match them with their meanings. | Why should you say words clearly?; What should you do to say words correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Reading | Reading Fluency | By the end of the lesson, the learner should be able to: read a text of about 300 words accurately, at the right speed and with expression for effective communication. | The learner is guided to: perform a reader’s theatre by taking turns reading their parts from a script and bring the text alive through their voices (a reader’s theatre does not need any set or costumes and It is excellent for building fluency); read digital or non-digital texts of about 300 words related to the theme in small groups. | Why is it important to read at a reasonable speed?; How can you read a text fast? | 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 4 English scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Listening and Speaking
Pronunciation and Vocabulary: Interactive Listening/Turn Taking/Riddles · Pronunciation and Vocabulary: Listening Fluency · Pronunciation and Vocabulary: Speaking Fluency
Reading
Intensive Reading: Factual Texts · Intensive Reading: Reading with Technology · 1 Intensive Reading: Poem/Song/Proverbs · Extensive Reading: Newspapers/Magazines
Grammar
Word Class: Conjunctions · Language Patterns: Interrogatives · Aspect: Present and Past Perfect · Word Class: Prepositions
Writing
Creative Writing: Descriptive Compositions · Spelling: Commonly Misspelt Words · Guided Composition: Personal Diary · Spelling: Double Word Consonants
Writing Listening and Speaking
Pronunciation and Listening Vocabulary: Intensive Listening Pattern/Riddles/Tongue Twisters
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Listening and Speaking | Pronunciation and Vocabulary: Interactive Listening/Turn Taking/Riddles | By the end of the lesson, the learner should be able to: articulate sounds accurately for effective communication; interact with a speaker actively during an oral presentation, speech or narration for listening fluency. | The learner is guided to: repeat words with the sounds /ɪ/, /iː/, /s/, /ʃ/ and /əʊ/ after the teacher or audio recordings accurately; tell riddles with words containing the sounds /ɪ/, /iː/, /s/, /ʃ/ and /əʊ/ with peers; interact with a speaker or presenter through verbal and nonverbal cues. | Why should we listen to others?; What do you do when you want to talk and your friend is still talking? | 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 | Pronunciation and Vocabulary: Interactive Listening/Turn Taking/Riddles | By the end of the lesson, the learner should be able to: interrupt a speaker appropriately for politeness in conversation. | The learner is guided to: engage the audience when making an oral presentation; watch a video recorded riddling session or listen to an audio recording. | Why should we listen to others?; What do you do when you want to talk and your friend is still talking? | 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 | Pronunciation and Vocabulary: Interactive Listening/Turn Taking/Riddles | By the end of the lesson, the learner should be able to: use vocabulary related to the theme in a variety of contexts for self-expression; promote the importance of turn taking in oral interviews or debates for effective oral communication. | The learner is guided to: interview one another on a topical issue; listen to a poem, a story or a song based on the theme and answer questions orally; use digital devices to record solo or choral poetry performances. | Why should we listen to others?; What do you do when you want to talk and your friend is still talking? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Reading | Intensive Reading: Factual Texts | By the end of the lesson, the learner should be able to: read factual texts of about 320 words related to the theme for comprehension; apply appropriate reading habits in reading factual texts of about 320 words for information. | The learner is guided to: read factual texts in print and non-print formats; infer the meaning of vocabulary in a text; answer factual and inferential questions from a variety of texts. | Why should we read at the right speed?; What should we do to remember what we read? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Reading | Intensive Reading: Factual Texts | By the end of the lesson, the learner should be able to: realise the importance of reading for comprehension and information. | The learner is guided to: discuss and role play events in a story with peers; watch a video related to the theme and pick out specific information; use the encyclopaedia to get more information related to the theme. | Why should we read at the right speed?; What should we do to remember what we read? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Grammar | Word Class: Conjunctions | By the end of the lesson, the learner should be able to: identify conjunctions correctly in oral and written texts for fluency of speech; engage in short dialogues featuring conjunctions for fluency of speech. | The learner is guided to: use the conjunctions (and, but, or, yet, so, for, nor) to talk about topics related to the theme; construct sentences using the conjunctions (and, but, or, yet, so, for, nor) and type them on a digital device. | Why do we join sentences?; Which words do we use to join sentences? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Grammar | Word Class: Conjunctions | By the end of the lesson, the learner should be able to: use conjunctions in a variety of contexts for effective oral and written communication; realise the importance of conjunctions in communication. | The learner is guided to: listen to a short dialogue containing the conjunctions (and, but, or, yet, so, for, nor) and discuss their usage with peers; answer and ask questions involving conjunctions correctly. | Why do we join sentences?; Which words do we use to join sentences? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Writing | Creative Writing: Descriptive Compositions | By the end of the lesson, the learner should be able to: describe the parts of a descriptive composition for self-expression. | The learner is guided to: read a sample descriptive composition of about 80-100 words with peers and identify the paragraphs; talk about different activities they engage in such as ‘how we clean our house’ in pairs. | Why should you organise your thoughts in clear sentences and paragraphs?; How can you tell others about yourself? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Writing | Creative Writing: Descriptive Compositions | By the end of the lesson, the learner should be able to: organise thoughts clearly, precisely and creatively into a coherent paragraph for self-expression; create a descriptive composition of about 80- 100 words on various topics for effective communication. | The learner is guided to: write four descriptive sentences on a given topic about personal hygiene; write an 80-100 words descriptive composition (2– 3 coherent paragraphs). | Why should you organise your thoughts in clear sentences and paragraphs?; How can you tell others about yourself? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Writing | Creative Writing: Descriptive Compositions | By the end of the lesson, the learner should be able to: promote the role of creativity in descriptive writing for effective communication. | The learner is guided to: proofread and display their composition; type their compositions on a digital device. | Why should you organise your thoughts in clear sentences and paragraphs?; How can you tell others about yourself? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Listening and speaking | Pronunciation and Vocabulary: Listening Fluency | By the end of the lesson, the learner should be able to: listen to short speeches related to the theme for listening fluency, apply vocabulary related to the theme in a variety of contexts for self-expression; distinguish sounds and words from an oral text for listening fluency. | The learner is guided to: listen attentively to an audio recordings with the sounds /aʊ/ /ð/ /θ/ and consonant cluster ‘sk’; repeat words with the sounds /aʊ/ /ð/ /θ/ and consonant cluster ‘sk’ after the teacher or audio recordings accurately. | How do facial expressions and gestures help us to communicate well?; Why should we listen actively to what others are saying?; What should we do to make people enjoy listening to us? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Listening and speaking | Pronunciation and Vocabulary: Listening Fluency | By the end of the lesson, the learner should be able to: articulate sounds accurately for effective communication. | The learner is guided to: make a three-minute speech using vocabulary related to the theme; recite poems about games. | How do facial expressions and gestures help us to communicate well?; Why should we listen actively to what others are saying?; What should we do to make people enjoy listening to us? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Listening and speaking | Pronunciation and Vocabulary: Listening Fluency | By the end of the lesson, the learner should be able to: interpret nonverbal cues correctly for listening fluency; realise the importance of listening fluency in oral comprehension. | The learner is guided to: watch a video on speeches related to sports and then make similar speeches collaboratively with peers; use and interpret nonverbal cues in oral contexts correctly. | How do facial expressions and gestures help us to communicate well?; Why should we listen actively to what others are saying?; What should we do to make people enjoy listening to us? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Reading | Intensive Reading: Reading with Technology | By the end of the lesson, the learner should be able to: read grade appropriate digital poems and narratives of about 300-320 words interpretively for comprehension; access grade appropriate online materials of about 300-320 words for lifelong learning. | The learner is guided to: read animated stories, comics and cartoons interpretively individually and collaboratively with peers; watch videos or mimes and answer questions; interpret visual representations such as mind maps. | Why should we read using technology?; How do you search for information using technology? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Reading | Intensive Reading: Reading with Technology | By the end of the lesson, the learner should be able to: promote reading digital resources for information. | The learner is guided to: carry out simple online research on topics related to the theme; create simple crossword puzzles based on animated stories; read a poem or story expressively to bring out varying emotions, (Learner could take cues from the teacher or an audio visual presentation of such stories or poems). | Why should we read using technology?; How do you search for information using technology? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Grammar | Language Patterns: Interrogatives | By the end of the lesson, the learner should be able to: identify interrogatives in a variety of texts for communication clarity. | The learner is guided to: answer questions based on interrogatives (when, where, whose, who and what); identify the interrogatives when, where, whose, who and what in a variety of texts. | Why do we ask questions?; Which words do we use to ask questions? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Grammar | Language Patterns: Interrogatives | By the end of the lesson, the learner should be able to: use interrogatives in a variety of contexts for effective communication; respond to a variety of questions based on interrogatives for effective communication. | The learner is guided to: construct sentences with interrogatives (when, where, whose, who and what) with peers. | Why do we ask questions?; Which words do we use to ask questions? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Grammar | Language Patterns: Interrogatives | By the end of the lesson, the learner should be able to: realise the importance of interrogatives in communication. | The learner is guided to: view videos, cartoons or pictures and ask one another questions; read a newspaper, magazine, brochures or any other authentic texts and identify the interrogative (when, where, whose, who and what) sentences. They could also write them in their exercise books or type key them in on a word processor collaboratively. | Why do we ask questions?; Which words do we use to ask questions? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Writing | Spelling: Commonly Misspelt Words | By the end of the lesson, the learner should be able to: identify commonly misspelt words in oral and written contexts; write commonly misspelt words correctly for communication clarity. | The learner is guided to: listen to and write commonly misspelt words; listen to a dictation and spell selected words and sentences; search for commonly misspelt words and create a word puzzle with peers. | Why is it difficult to spell some words correctly?; How can we become better at spelling words? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Writing | Spelling: Commonly Misspelt Words | By the end of the lesson, the learner should be able to: adopt the skill of writing words clearly and correctly in communication. | The learner is guided to: copy the words correctly in their vocabulary book; construct sentences using commonly misspelt words; form commonly misspelt words from jumbled up letters. | Why is it difficult to spell some words correctly?; How can we become better at spelling words? | 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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