CBE · Upper Primary
Grade 6 English Scheme of Work — Terms 1, 2 and 3, 2026
A CBE English scheme of work for Grade 6 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 6
- Subject
- English
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 6 English scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Listening and Speaking
Pronunciation and Listening · Pronunciation and Listening Comprehension · Pronunciation and Vocabulary
Reading
Extensive Reading · Intensive Reading
Grammar in Use
Word Classes · Word Classes - Abstract Nouns · Correlative Conjunctions · Word Classes - Indefinite Pronouns
Writing
Guided Writing · Creative Writing · Mechanics of Writing · Mechanics of Writing - Abbreviations · Mechanics of Writing - Numerals · Functional Writing
| 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 Listening | By the end of the lesson, the learner should be able to: select words with the target sound /ɪə/ from an oral narrative; use vocabulary related to the theme in sentences correctly. | The learner is guided to: listen to an oral narrative from a digital device or a text read by the teacher; listen for specific information such as sounds: /ɪə/ as in tear, appear, rear, clear and severe from a text. | Why should you listen keenly?; Why should you pronounce words accurately? | 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 Listening | By the end of the lesson, the learner should be able to: use proverbs, fixed phrases, idioms, and metaphors with straightforward meanings in oral communication. | The learner is guided to: listen for the main idea from a text and practise saying words with the sound /ɪə/; infer the meaning of vocabulary and phrases using contextual clues, answer oral questions based on listening comprehension; use digital and print resources to look up the meaning and spelling of words. | Why should you listen keenly?; Why should you pronounce words accurately? | 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 Listening | By the end of the lesson, the learner should be able to: listen for the main idea and specific details from an oral text; value the importance of listening attentively. | The learner is guided to: retell a story and record the narration on a digital device; use expressions such as fixed phrases: play games, far away, believe it or not, do your best, burst into tears; similes: as hungry as a wolf, as greedy as a hyena; metaphors: The thief was a hyena, he was so greedy; idioms: work like a dog, dog tired, work for peanuts, donkey work; proverbs: all work and no play makes Jack a dull boy, phrasal verbs: beat up, agree with, put up with, cope with. | Why should you listen keenly?; Why should you pronounce words accurately? | 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 | By the end of the lesson, the learner should be able to: select appropriate reading materials in collaboration with peers. | The learner is guided to: select age-appropriate reference materials from print and non-print sources; read selected reference materials independently. | How do you select the books you read?; Why do you read books? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Reading | Extensive Reading | By the end of the lesson, the learner should be able to: read a variety of materials independently for information and pleasure; use reference materials to find the required information. | The learner is guided to: search for information on child labour from reference materials; compile a list of new words and their meaning. | How do you select the books you read?; Why do you read books? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Reading | Extensive Reading | By the end of the lesson, the learner should be able to: judge the suitability of sample extensive reading materials. | The learner is guided to: create a crossword puzzle from the list of new words; make notes on the information they have obtained. | How do you select the books you read?; Why do you read books? | 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 | Word Classes | By the end of the lesson, the learner should be able to: identify determiners some, enough, each, and a lot of, in texts. | The learner is guided to: identify the determiners some, enough, each and a lot of in sentences; complete online quizzes and exercises involving the use of some, enough, each, and a lot of. | How do we express the quantity or amount of something?; Why should we give the exact amount of something? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Grammar in Use | Word Classes | By the end of the lesson, the learner should be able to: use determiners some, enough, each, and a lot of, in sentences correctly. | The learner is guided to: construct sentences using determiners; make sentences using determiners from substitution tables. | How do we express the quantity or amount of something?; Why should we give the exact amount of something? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Grammar in Use | Word Classes | By the end of the lesson, the learner should be able to: collaborate with peers to judge the correct use of determiners in sentences. | The learner is guided to: correct the sentences constructed by a peer; work in groups and determine the correctness of a sample of sentences. | How do we express the quantity or amount of something?; Why should we give the exact amount of something? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Writing | Guided Writing | By the end of the lesson, the learner should be able to: record specific details on forms to convey information. | The learner is guided to: discuss different types of forms they have filled in groups; work jointly to search for relevant sample forms from the internet. | Why do we fill forms?; Why is it important to fill forms accurately and correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Writing | Guided Writing | By the end of the lesson, the learner should be able to: design a form to provide the required information. | The learner is guided to: download relevant forms and fill them. | Why do we fill forms?; Why is it important to fill forms accurately and correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Writing | Guided Writing | By the end of the lesson, the learner should be able to: advocate the importance of filling forms correctly. | The learner is guided to: fill in the basic details, personal information, and the why details in a form; design a form with basic, personal, and why details in small groups. | Why do we fill forms?; Why is it important to fill forms accurately and correctly? | 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 Listening Comprehension | By the end of the lesson, the learner should be able to: identify proverbs from a text for effective communication. | The learner is guided to: listen to a comprehension passage of about 150 words; pronounce words containing the sounds /l/ and /r/. | Why should you pronounce words correctly?; Why do we use proverbs? | 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 Listening Comprehension | By the end of the lesson, the learner should be able to: listen for the main idea and specific details from a text; use words and expressions such as similes, metaphors and proverbs containing selected sounds correctly. | The learner is guided to: say tongue twisters with the target sounds after the teacher. | Why should you pronounce words correctly?; Why do we use proverbs? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Listening and Speaking | Pronunciation and Listening Comprehension | By the end of the lesson, the learner should be able to: value the importance of attentive listening in communication. | The learner is guided to: work jointly to give the meaning of new words and use them in sentences; use expressions correctly, for example, - metaphor: Peter is a giraffe-he is so tall. - idiom: a red letter day, kill two birds with one stone, feel at home - proverbs: charity begins at home, - phrasal verb: pass by, look forward to, look for, look at, - use the expressions to create a paragraph. | Why should you pronounce words correctly?; Why do we use proverbs? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Reading | Intensive Reading | By the end of the lesson, the learner should be able to: identify characters and events in a text for comprehension; predict events in a text accurately. | The learner is guided to: read a poem or story and identify the characters and events; read a story of about 500 words and predict the events. | Why do we enjoy reading stories and poems?; Which stories and poems have you read? | 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 | By the end of the lesson, the learner should be able to: answer factual and inferential questions correctly for comprehension. | The learner is guided to: answer factual and inferential questions; collaborate with peers to recite a poem; summarise events in a story by retelling it in small groups. | Why do we enjoy reading stories and poems?; Which stories and poems have you read? | 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 | By the end of the lesson, the learner should be able to: create mental images from the events in poems and stories; judge the characters or events in a story in collaboration with peers. | The learner is guided to: create crossword puzzles using learnt vocabulary; collaborate with peers to describe characters or places in poems or stories. | Why do we enjoy reading stories and poems?; Which stories and poems have you read? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Grammar in Use | Word Classes | By the end of the lesson, the learner should be able to: identify concrete and abstract nouns from a text. | The learner is guided to: listen to a story, conversation or poem containing abstract nouns and concrete nouns; collaborate to pick out concrete and abstract nouns from a story, conversation or poem. | Which things can you see and touch in the classroom?; Which things cannot be seen or touched? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Grammar in Use | Word Classes - Abstract Nouns | By the end of the lesson, the learner should be able to: use concrete and abstract nouns correctly in a variety of contexts. | The learner is guided to: work with peers to construct sentences using concrete and abstract nouns; make sentences from a substitution table featuring concrete and abstract nouns. | Which things can you see and touch in the classroom?; Which things cannot be seen or touched? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Grammar in Use | Word Classes | By the end of the lesson, the learner should be able to: appreciate the role of concrete and abstract nouns in communication. | The learner is guided to: use a laptop, tablet, computer, manila paper, notebook, among others and create a crossword puzzle or a word search, with peers; share the puzzle or word search through, email, other social media platforms, posters or the school notice board. | Which things can you see and touch in the classroom?; Which things cannot be seen or touched? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Writing | Creative Writing | By the end of the lesson, the learner should be able to: identify topics and possible ideas for open-ended compositions. | The learner is guided to: list topics and possible ideas for open-ended compositions; discuss in groups ideas and experiences on a given topic; write down points to guide them in the writing of an open-ended composition on cultural and religious celebrations of about 160-200 words. | How can you make your composition interesting to read?; Why is it important to proofread your composition? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Writing | Creative Writing | By the end of the lesson, the learner should be able to: organise ideas in a paragraph logically; create an open-ended composition on a variety of themes. | The learner is guided to: collaborate to create the first paragraph; use expressions, proverbs, idioms fixed phrases, similes and metaphors appropriately in a composition; complete the composition individually. | How can you make your composition interesting to read?; Why is it important to proofread your composition? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Writing | Creative Writing | By the end of the lesson, the learner should be able to: judge a narrative composition for correctness of language and relevance of topic. | The learner is guided to: Proofread the composition and make necessary corrections; work with peers to critique an open-ended composition while focusing on: - organisation of ideas (coherence) - creativity - relevance of topic - accuracy of language - (grammar, choice of words, spelling); grade a composition written by peers. | How can you make your composition interesting to read?; Why is it important to proofread your composition? | 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 | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: pronounce words with target sounds correctly. | The learner is guided to: say words containing the sounds /æ/ and /ɜː/; assess your peers as they pronounce words with the target sound. | Why should we use polite words and phrases in a 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 6 English scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Listening and Speaking
Pronunciation and Vocabulary · Pronunciation and Vocabulary - Listening for specific information · P ronunciation and Vocabulary · P ronunciation and Vocabulary - Vocabulary · P ronunciation and Vocabulary - Intonation and stress · Pronunciation and Interactive Listening · Pronunciation and Interactive Listening - Seeking clarification · Pronunciation and Interactive Listening - Interrupting appropriately · Pronunciation and Vocabulary - Fixed phrases · Pronunciation and Vocabulary - Phrasal verbs · Pronunciation and Speaking: Fluency · Pronunciation and Speaking: Fluency - Expressions · Pronunciation and Speaking: Fluency - Oral presentation
Reading
Extensive Reading · Intensive Reading · Fluency · Fluency - Reading speed · Fluency - Reading with expression · Intensive Reading - Fictional and Non-fictional
Grammar in Use
Adjectives · Adjectives - Superlative forms of adjectives · Phrasal Quantifiers · Tense · Sentence Patterns · Sentence Patterns - Passive voice
Writing
Creative Writing · Mechanics of writing · Mechanics of writing - Quotation Marks
| 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 | By the end of the lesson, the learner should be able to: listen for specific information and the main idea for self-expression; respond to oral questions based on the theme. | The learner is guided to: listen to correct pronunciation of sounds, words, and phrases from the teacher, audio-visual recordings among others; work with peers to say words and phrases with the sounds /ð / and /θ / and assist one another. | Why should we pronounce sounds correctly?; What information do we obtain when we listen keenly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Listening and Speaking | Pronunciation and Vocabulary - Listening for specific information | By the end of the lesson, the learner should be able to: use expressions such as similes, metaphors and proverbs in oral communication; advocate the importance of listening comprehension. | The learner is guided to: listen to a poem on tourist attraction sites in Kenya and recite it; respond to questions on the poem; use the following expressions in sentences: fixed phrases: make friends, be careful, fall asleep, in future, in a hurry simile: as brave as a lion; as blind as a bat metaphor: She is a lion. She is so brave proverbs: Prevention is better than cure, seeing is believing, the early bird catches the worm idioms: Sick as a dog, you are what you eat, kick the habit, let the cat out of the bag, would not hurt a fly phrasal verbs: Go away, go back, pick up, get away…the antelope got away from the lion. | Why should we pronounce sounds correctly?; What information do we obtain when we listen keenly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Reading | Extensive Reading | By the end of the lesson, the learner should be able to: select appropriate reading materials from varied texts; read a variety of texts for enjoyment and general understanding. | The learner is guided to: preview a text by focusing on the title, author, among others (fiction/ non-fiction) 1251- 1500 words); collaborate to determine the appropriateness of a reading text. | Why should we read a variety of materials?; How do you identify the book you want to read? | 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 | By the end of the lesson, the learner should be able to: assess a text for appropriateness and relevance. | The learner is guided to: skim texts on the theme of tourist attraction sites in Kenya to find out the general idea; scan a text to find specific details such as key words; select and read an appropriate reading material based on their interest. | Why should we read a variety of materials?; How do you identify the book you want to read? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Grammar in Use | Adjectives | By the end of the lesson, the learner should be able to: identify simple, comparative and superlative forms of adjectives in print and digital texts correctly. | The learner is guided to: identify adjectives in print and digital texts; compare items using simple, comparative and superlative forms of adjectives. | Which words do we use to describe people, things, and places?; How do we compare people, things, and events? | 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 | Adjectives - Superlative forms of adjectives | By the end of the lesson, the learner should be able to: use simple, comparative and superlative forms of adjectives in oral and written texts. | The learner is guided to: collaborate with peers to make a list of regular and irregular adjectives. | Which words do we use to describe people, things, and places?; How do we compare people, things, and events? | 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 | Adjectives | By the end of the lesson, the learner should be able to: acknowledge the importance of using adjectives correctly in communication. | The learner is guided to: create a crossword puzzle and a word search, using comparative and superlative adjectives; display the completed crossword puzzle and word search on posters or charts. | Which words do we use to describe people, things, and places?; How do we compare people, things, and events? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Writing | Creative Writing | By the end of the lesson, the learner should be able to: plan a narrative composition collaboratively. | The learner is guided to: identify the parts of a narrative composition; work with peers to plan a narrative composition of about 160-200 words. | Why should we organise ideas in our compositions?; How can you make your writing interesting? | 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 | By the end of the lesson, the learner should be able to: organise ideas coherently, clearly, and logically for writing fluency; create a narrative composition on a variety of topics. | The learner is guided to: read sample narrative compositions with peers and critique them for: - correctness of language - flow or organisation of ideas - relevance to the topic - creativity. | Why should we organise ideas in our compositions?; How can you make your writing interesting? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Writing | Creative Writing | By the end of the lesson, the learner should be able to: judge a narrative composition for correctness of language, relevance of the topic and organisation of ideas. | The learner is guided to: use the steps of the writing process to create a narrative composition of about (160 - 200 words), on tourist attraction sites; use appropriate fixed phrases such as: catch fire; similes such as: as fast as lightning; metaphors such as: the boy was a fox. He was so cunning; proverbs such as: prevention is better than cure; idioms such as get into hot water; and phrasal verbs such as care for. | Why should we organise ideas in our compositions?; How can you make your writing interesting? | 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 | P ronunciation and Vocabulary | By the end of the lesson, the learner should be able to: identify words and phrases with the sounds /f/, /v/ and /əʊ/; use vocabulary related to the theme in sentences correctly. | The learner is guided to: say sounds, words, phrases, and sentences with the sounds /f/, /v/ and /əʊ/; say tongue twisters with the sounds /f/ and /v/ and /əʊ/. | Why do we put emphasis on some words and not others?; How can you vary your voice to convey different meanings? | 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 | P ronunciation and Vocabulary - Vocabulary | By the end of the lesson, the learner should be able to: apply stress and intonation in questions, statements, and exclamatory sentences. | The learner is guided to: watch a video of a dialogue on work ethics and imitate the use of stress and intonation by the speakers. | Why do we put emphasis on some words and not others?; How can you vary your voice to convey different meanings? | 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 | P ronunciation and Vocabulary - Intonation and stress | By the end of the lesson, the learner should be able to: value the importance o; f stress and intonation in sentences. | The learner is guided to: recite a choral verse, with peers; sing songs featuring stress and intonation, form sentences using the following expressions: fixed phrases: Take care of, have no idea, you never know simile: As happy as king, as busy as a bee, work like a horse metaphor: Wambui is a bee. She is so busy. idioms: Lay off, hand in, take over, deal with, strike while the iron is hot, go the extra mile proverbs: Make hay while the sun shines. The sun does not wait for a king, Honesty is the best policy, Slow but sure wins the race, Jack of all trades, master of none phrasal verbs: grow up, take over, deal with, give up, go on. | Why do we put emphasis on some words and not others?; How can you vary your voice to convey different meanings? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Reading | Intensive Reading | By the end of the lesson, the learner should be able to: make connections between events in the text and prior experiences. | The learner is guided to: relate the title and illustrations/pictures with their personal experiences; skim a text to obtain a general idea (dialogue of about 500 words); scan a text on work ethics for specific details. | Why is it important to relate events in a story to our own experience?; How can you predict what will happen in a story or passage? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Reading | Intensive Reading | By the end of the lesson, the learner should be able to: use contextual clues to infer the meaning of vocabulary such as words, proverbs, fixed phrases, similes, and phrasal verbs; respond to a reading text for comprehension. | The learner is guided to: observe the cover, pictures, and read the title to make predictions; infer the meaning of unknown words, similes, metaphors and fixed phrases from context; create mental images (visualise) from read, viewed, or heard text. | Why is it important to relate events in a story to our own experience?; How can you predict what will happen in a story or passage? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Reading | Intensive Reading | By the end of the lesson, the learner should be able to: acknowledge the role of reading comprehension in lifelong learning. | The learner is guided to: retell events in a story/dialogue in their own words; work with peers to make posters featuring the new words he or she has learnt; answer literal and inferential questions. | Why is it important to relate events in a story to our own experience?; How can you predict what will happen in a story or passage? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Grammar in Use | Phrasal Quantifiers | By the end of the lesson, the learner should be able to: recognise phrasal quantifiers in oral and written contexts. | The learner is guided to: work with peers to view a video or listen to an audio text on work ethics featuring phrasal quantifiers and identify them. | How do we tell countable nouns from uncountable ones?; Which words are used to show the amount of something? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Grammar in Use | Phrasal Quantifiers | By the end of the lesson, the learner should be able to: use phrasal quantifiers with countable and uncountable nouns correctly. | The learner is guided to: make sentences using phrasal quantifiers such as a lot of…, a pinch of… plenty of…, a number of, a crate of …; create charts and posters using phrasal quantifiers and share them on the school notice board or social media. | How do we tell countable nouns from uncountable ones?; Which words are used to show the amount of something? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Grammar in Use | Phrasal Quantifiers | By the end of the lesson, the learner should be able to: judge the correctness of phrasal quantifiers in sentences. | The learner is guided to: form sentences from a substitution table. | How do we tell countable nouns from uncountable ones?; Which words are used to show the amount of something? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Writing | Creative Writing | By the end of the lesson, the learner should be able to: plan a composition in preparation for writing. | The learner is guided to: collaborate to view a variety of pictures, illustrations, and other visuals in print and digital texts and discuss what is happening; view comic strips from newspapers and magazine columns. | How can you make others want to read your composition?; What information do we obtain from pictures or visuals? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Writing | Creative Writing | By the end of the lesson, the learner should be able to: use appropriate words and expressions such as similes, metaphors, fixed phrases, phrasal verbs and idioms in written communication; create a pictorial composition from visuals. | The learner is guided to: use relevant fixed phrases, similes, metaphors, idioms, proverb and phrasal verbs in a composition; collaborate to use visuals to compose a story of about (160-200 words); organise ideas logically, coherently, and clearly. | How can you make others want to read your composition?; What information do we obtain from pictures or visuals? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Writing | Creative Writing | By the end of the lesson, the learner should be able to: judge a pictorial composition for relevance of topic, correctness of language, and creativity. | The learner is guided to: revise their composition by incorporating suggestions given by peers; publish the composition by displaying it on the wall, charts, online, posters, and social media platforms, among others. | How can you make others want to read your composition?; What information do we obtain from pictures or visuals? | 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 Interactive Listening | By the end of the lesson, the learner should be able to: articulate sounds correctly for communication clarity; seek clarification during a two-way conversation to express different moods in oral contexts. | The learner is guided to: practise saying the sounds: /ɒ/ as in, of, on, from, lot; hot, /ɔː/ as in door, sort, short, ball, call, or among others; show moods such as happiness, surprise, sadness, regret, and pain, among others, when seeking clarification. | How do you interrupt a speaker politely during a conversation?; What emotions or feelings do we show on our faces when talking? | 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 | Pronunciation and Interactive Listening - Seeking clarification | By the end of the lesson, the learner should be able to: interrupt appropriately during a conversation. | The learner is guided to: take turns and interrupt appropriately during conversations; role play short interviews. | How do you interrupt a speaker politely during a conversation?; What emotions or feelings do we show on our faces when talking? | 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 | Pronunciation and Interactive Listening - Interrupting appropriately | By the end of the lesson, the learner should be able to: use appropriate words and expressions such as similes, metaphors, proverbs among others; advocate the importance of interactive listening. | The learner is guided to: watch partial dialogues on video, the computer, tablets, and other devices and respond to questions appropriately; practise using expressions such as: fixed phrases: good at, be familiar with, little by little, long ago, a long time ago similes: work like magic, as easy as ABC., like a sea of knowledge, as slow as a snail, as quick as silver metaphors: The internet is a sea of knowledge. It has a lot of information idioms: To make headway, apple of my eye proverbs: Practise makes perfect, Necessity is the mother of invention, Live and learn, Little learning is a dangerous thing, phrasal Verbs: Start over, key in, leave behind, look for, come up with. | How do you interrupt a speaker politely during a conversation?; What emotions or feelings do we show on our faces when talking? | 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 6 English scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Reading
Intensive Reading - Fictional and Non-fictional · Intensive Reading - Fictional and Non-fictional - Visualizing information · Intensive Reading · Pronunciation and Vocabulary · Extensive Reading
Grammar in Use
Adverbs · Conjunctions · Interrogatives · Question Tags · Word Classes
Writing
Mechanics of writing · Creative Writing · Functional Writing
Listening and Speaking
Pronunciation and Vocabulary: Interactive Listening · Pronunciation and Vocabulary · Pronunciation and Intensive Listening
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Reading | Intensive Reading - Fictional and Non-fictional | By the end of the lesson, the learner should be able to: make connections between events in the text and real life experiences; create mental images from viewed, heard or read text for comprehension. | The learner is guided to: predict events by studying the title, cover or pictures in a text on lifestyle diseases; picture events, characters or places in their minds; read texts of up to 500 words related to the selected theme; connect events in a text with an occurrence in their own life or real world events. | Why should we relate events in a text with real life, people or places?; How can we predict what will happen in a text or story? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Reading | Intensive Reading - Fictional and Non-fictional - Visualizing information | By the end of the lesson, the learner should be able to: respond to texts correctly for comprehension; acknowledge the importance of reading comprehension in lifelong learning. | The learner is guided to: use the image on the front cover to predict events in the text; infer the meaning of unfamiliar words and expressions such as fixed phrases, idioms, proverbs and phrasal verbs; retell the events depicted in a text in their own words; answer direct and inferential questions from a variety of texts; create a mind map using words in a text. | Why should we relate events in a text with real life, people or places?; How can we predict what will happen in a text or story? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Grammar in Use | Adverbs | By the end of the lesson, the learner should be able to: identify adverbs in oral and written texts; use adverbs to express different meanings correctly. | The learner is guided to: identify the adverbs of manner, time place and frequency in a text on lifestyle diseases; underline the adverbs in a passage; pick out different adverbs from print texts or the internet in small groups; collaborate with peers to judge the correctness of sentences featuring adverbs. | How do we show where, how, when and how many times an action occurs?; What are some of the words you could use to talk more about an action? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Grammar in Use | Adverbs | By the end of the lesson, the learner should be able to: judge the appropriateness of adverbs used in oral and written texts. | The learner is guided to: form sentences using adverbs; create a poem or story using different types of adverbs; create and solve crossword puzzles using adverbs. | How do we show where, how, when and how many times an action occurs?; What are some of the words you could use to talk more about an action? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Writing | Mechanics of writing | By the end of the lesson, the learner should be able to: identify grade appropriate hyphenated words from a written text. | The learner is guided to: search for and share with peers hyphenated and unhyphenated words such as dark-blue shirt, good-looking, goodhearted, fast-moving, anticlockwise from the internet, magazines, newspapers, textbooks or brochures; listen to a dictation of the following words: mother-in-law, father-in-law, sister-in-law, brother-in law and write them down. | Why is it important to punctuate texts appropriately? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Writing | Mechanics of writing | By the end of the lesson, the learner should be able to: use grade appropriate hyphenated words correctly for clarity of meaning. | The learner is guided to: listen to an audio recording of the words mother-in-law, father-in-law, sister-in-law, brother-in-law and anti-clockwise and create a list; use words such as fast-flowing, slow-moving, open-mouthed, big-eyed, sugar-free among others in sentences; hyphenate words which refer to age such as five-year-old girl, two-year-old and middle-aged man. | Why is it important to punctuate texts appropriately? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Writing | Mechanics of writing | By the end of the lesson, the learner should be able to: judge sentences for correctness of language, and use of the hyphen. | The learner is guided to: use the hyphen correctly when writing numbers 21 through 99: for example, twenty-one; ninety-nine; work with peers to create a poster on lifestyle diseases featuring the words learnt, Note: The learner should only be exposed to simple and common hyphenated words. | Why is it important to punctuate texts appropriately? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Listening and Speaking | Pronunciation and Vocabulary: Interactive Listening | By the end of the lesson, the learner should be able to: identify words with the sound /h/ in an oral text; use turn taking and polite interruption during a conversation. | The learner is guided to: pick out the sound /h/ as in holiday, /j/ as in yam and /eə/ as in air, from an audio text; listen to a text on proper use of leisure time and say words and phrases with the sound /h/. | Why should we take turns in a conversation?; What are some of the moods/feelings we can show during a conversation? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Listening and Speaking | Pronunciation and Vocabulary: Interactive Listening | By the end of the lesson, the learner should be able to: express appropriate moods during a conversation. | The learner is guided to: take turns during short interviews, debates and discussions on grade appropriate topics; interrupt appropriately during a class discussion, interview or debate. | Why should we take turns in a conversation?; What are some of the moods/feelings we can show during a conversation? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Listening and Speaking | Pronunciation and Vocabulary: Interactive Listening | By the end of the lesson, the learner should be able to: advocate the importance of polite interruption; and turn taking in oral communication. | The learner is guided to: perform a choral verse (about six stanzas) or conversational poem in a reader’s theatre, and display various moods; practise using expressions such as fixed phrase: kill time; simile: sleep like a log; metaphor: My mother is hawk eyed. She sees everything; proverbs: There is no time like the present, idioms: day dream, phrasal verbs: good at. | Why should we take turns in a conversation?; What are some of the moods/feelings we can show during a conversation? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Reading | Intensive Reading | By the end of the lesson, the learner should be able to: make connections between events in a text and real life experiences. | The learner is guided to: preview a text on proper use of leisure time for general understanding; make predictions about events in a text. | Why should we relate events in a book to our own life experiences?; How can you predict the information in a book even before you read it? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Reading | Intensive Reading | By the end of the lesson, the learner should be able to: respond to a text correctly for comprehension; use contextual clues to infer the meaning of unfamiliar words and expressions such as proverbs, similes among others. | The learner is guided to: infer the meaning of unfamiliar words and expressions using prior knowledge and contextual clues; answer direct and inferential questions orally and in writing. | Why should we relate events in a book to our own life experiences?; How can you predict the information in a book even before you read it? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Reading | Intensive Reading | By the end of the lesson, the learner should be able to: acknowledge the role of reading comprehension in lifelong learning. | The learner is guided to: summarise the events in the text through retelling; create a password puzzle using the learnt vocabulary. | Why should we relate events in a book to our own life experiences?; How can you predict the information in a book even before you read it? | 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 | Conjunctions | By the end of the lesson, the learner should be able to: identify conjunctions in a text. | The learner is guided to: identify the conjunctions since, so, nor, yet, for, unless, although, though, in a text; construct sentences on proper use of leisure time using conjunctions. | How do you join two or more 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 | Conjunctions | By the end of the lesson, the learner should be able to: use conjunctions correctly in varied contexts. | The learner is guided to: fill in blanks in sentences using conjunctions. | How do you join two or more sentences? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Grammar in Use | Conjunctions | By the end of the lesson, the learner should be able to: judge the appropriateness of conjunctions used in sentences. | The learner is guided to: collaborate with peers to construct sentences using conjunctions; create a crossword puzzle using conjunctions and share it with peers through posters, charts or social media. | How do you join two or more sentences? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Writing | Creative Writing | By the end of the lesson, the learner should be able to: use appropriate adjectives to describe a person, object or a place; plan a descriptive composition in preparation for writing. | The learner is guided to: identify key points about an event such as a wedding ceremony, football match and dance, among others; suggest people, events, places or objects that can be described in pairs; plan a descriptive composition of about 160-200 words. | What words do we use to describe objects, people or events?; How can we make our descriptions more interesting? | 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 | By the end of the lesson, the learner should be able to: create a descriptive composition on a variety of topics; judge a descriptive composition for correctness of language, relevance to the topic, creativity and organisation of ideas. | The learner is guided to: select and use appropriate expressions such as proverbs and idioms in a composition; collaborate to write the introductory paragraph of the descriptive composition; complete the descriptive composition. | What words do we use to describe objects, people or events?; How can we make our descriptions more interesting? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Reading | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: select sounds, words and phrases from a text for listening fluency; use words and expressions such as proverbs, phrasal verbs, among others in sentences; listen for specific details and main idea from audio recordings, internet, radio or television programmes. | The learner is guided to: listen to audio stories and pick put specific sounds, words, phrases or sentences; say words with the sounds /ʊ/ and /uː/ correctly; say tongue twisters with the target sounds; collaborate to listen to choral poems with the sounds /ʊ/ and /uː/ and pick out words with the selected sounds. | 1) Why should we look at the face of people as they speak? 2) How are audio stories different from a written story?; What role do pictures in a book or cover play in a story?; How are digital stories different from story books? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Reading | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: appreciate the importance of effective listening in communication. By the end of the Sub Strand, the learner should be able to:; identify words, phrases and proverbs from a digital text. | The learner is guided to: interpret non-verbal cues correctly during conversations; practise using expressions such as fixed phrases: out of breath; similes: as bright as day; metaphor: Lodunga is a deer. He runs very fast. ; idioms: get a head start; proverbs: look before you leap and phrasal verbs such as pass round. The learner is guided to:; participate in a reader’s theatre and read solo or choral poems on indoor games; make predictions about a text by observing the cover or title; make connections between the pictures in a text and real life situations. | 1) Why should we look at the face of people as they speak? 2) How are audio stories different from a written story?; What role do pictures in a book or cover play in a story?; How are digital stories different from story books? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Reading | Pronunciation and Vocabulary | By the end of the lesson, the learner should be able to: create mental images from viewed, heard or read text; answer direct and inferential questions correctly for comprehension; acknowledge the role of reading comprehension in lifelong learning. | The learner is guided to: summarise important ideas and restate them in own words; retell events in a poem chronologically; use contextual clues to infer the meaning of expressions similes, metaphors, idioms, proverbs and phrasal verbs; summarise events in a text through retelling. | 1) Why should we look at the face of people as they speak? 2) How are audio stories different from a written story?; What role do pictures in a book or cover play in a story?; How are digital stories different from story books? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Grammar in Use | Interrogatives | By the end of the lesson, the learner should be able to: identify interrogatives in print or digital texts. | The learner is guided to: discuss in pairs or groups which among the following words are not interrogatives: whip, how, what, when, whom, why, which, whisper, where and whole; practise using when clauses with present tense to show the future, for example, ‘When are you going to school?. | How do you form questions?; Why do we ask questions? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Grammar in Use | Interrogatives | By the end of the lesson, the learner should be able to: use interrogatives correctly to express different meanings. | The learner is guided to: collaborate with peers to use interrogatives in sentences correctly. | How do you form questions?; Why do we ask questions? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Grammar in Use | Interrogatives | By the end of the lesson, the learner should be able to: assess the appropriateness of interrogatives used in print and digital texts. | The learner is guided to: create lists of interrogative sentences using words related to the theme; type the list using a computer, laptop or tablet in groups and display his or her work to peers. | How do you form questions?; Why do we ask questions? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Writing | Mechanics of writing | By the end of the lesson, the learner should be able to: identify synonyms and antonyms correctly for writing fluency; use synonyms and antonyms correctly in sentences. | The learner is guided to: listen/watch a video recording on in-door games and identify words with synonyms and antonyms; form sentences using synonyms and antonyms. | How do you tell the meaning of unfamiliar words?; Which are some of the words with same or opposite meaning? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
More Grade 6 schemes of work
Questions about this scheme of work
Does this page cover all the terms?
It carries Terms 1, 2 and 3 of 2026 — every term published for Grade 6 English so far. Each term has its own week-by-week table and free preview, and a new term joins this same page when it goes live.
How do I download a whole term as a PDF?
The first 5 weeks of each term are free to read on this page. Open the term you need, pay KES 30 by M-Pesa, then use Print / Save PDF — the sheet is laid out for A4 landscape.
Can I adapt it for my own school calendar?
Every scheme is generated from the curriculum taxonomy, so you can rebuild it with your own week count, strands and pacing on the Generate screen and keep the result as your own document.