CBE · Junior School
Grade 9 English Scheme of Work — Terms 1, 2 and 3, 2026
A CBE English scheme of work for Grade 9 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 9
- Subject
- English
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 9 English scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Listening and Speaking
Polite Language · Oral Literature: Short Forms · Listening Comprehension (Grade Appropriate Texts) · Selective Listening · Pronunciation
Reading
Independent Reading - Grade Appropriate Text · Intensive Reading: Simple Poems · Intensive Reading: Plot (Class Reader) · Reading for Information and Meaning · Poems: Structure · Intensive Reading · Reference Materials: Dictionary, Thesaurus, Encyclopaedia · Play: Style (Class Reader)
Grammar in Use
Gender Neutral Language · Nouns and Quantifiers · Modal Auxiliaries · Present and Past Perfect Aspect · Order of Adjectives
Intensive Reading: Play
Play: Structure and Setting (Class Reader)
Writing
Legibility and Neatness · Mechanics of Writing: Punctuation · Structure of a paragraph · Narrative and Descriptive Paragraphs · Letter of Application
Intensive Reading
Play: Identification of Characters (Class Reader)
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Listening and Speaking | Polite Language | By the end of the lesson, the learner should be able to: outline words and phrases used to express euphemism; use euphemism to show politeness in communication. | The learner is guided to: define the term euphemism; identify examples of polite words and expressions used in a poem or story; listen to an audio interview and identify euphemism; simulate an interview from a text and identify euphemism; use euphemism in a conversation. | Why should we use polite language?; Why is it embarrassing to say some words in public?; How can we show good citizenship with regards to road safety? | 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 | Polite Language | By the end of the lesson, the learner should be able to: conduct a debate while adhering to conventions of polite language; acknowledge the importance of politeness in communication. | The learner is guided to: make rules for a debating session in groups; conduct a debate in small groups on ‘passengers can avert road crashes’; watch or listen to a recorded clip of a debating session in parliament; create posters with euphemistic words and phrases; share the posters through social media or the school notice board. | Why should we use polite language?; Why is it embarrassing to say some words in public?; How can we show good citizenship with regards to road safety? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Reading | Independent Reading - Grade Appropriate Text | By the end of the lesson, the learner should be able to: select reading materials from digital or non-digital sources; read grade appropriate materials for lifelong learning. | The learner is guided to: identify reading materials in a variety of subjects; search for online fiction and non-fiction texts; skim through a text to obtain the gist (main idea). | Why is it important to read different types of materials? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Reading | Independent Reading - Grade Appropriate Text | By the end of the lesson, the learner should be able to: create a reading log for monitoring reading activities; recommend to peers suitable fiction and non-fiction materials to read. | The learner is guided to: scan a text on safe road infrastructure to obtain specific details read the text; maintain a reading log showing their reading activities and thoughts about what they read. The items to include in the log are: - the title and author of the text, - the dates you read, - the amount of time you spend reading each day, - the key themes in the text, - the major characters, - the plot development, - the questions you have as you read; engage in follow up activities such as: - creating chain stories, - forming a book club, - keeping vocabulary journals, - preparing a reading log for the titles of the fiction and non-fiction texts. | Why is it important to read different types of materials? | 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 | Gender Neutral Language | By the end of the lesson, the learner should be able to: identify gender biased words and phrases in oral and written texts; use gender neutral words and phrases in sentences. | The learner is guided to: listen to common English songs and pick out gender biased words and phrases; read sections of a poem or story and pick out words with gender bias; watch a video and identify gender biased and gender neutral terms used by the speakers; replace the words with gender bias in the poem or story with gender neutral words and phrases. | How can one avoid gender bias in communication?; Which words demonstrate gender sensitivity in communication? | 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 | Gender Neutral Language | By the end of the lesson, the learner should be able to: acknowledge the importance of gender sensitivity in communication. | The learner is guided to: use the gender neutral words and phrases to make sentences; rewrite/paraphrase short texts to eliminate gender bias; collaborate with peers to create posters showing gender neutral words and phrases and share them on the school notice board or through social media; fill in a crossword puzzle featuring gender neutral words/phrases. | How can one avoid gender bias in communication?; Which words demonstrate gender sensitivity in communication? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Intensive Reading: Play | Play: Structure and Setting (Class Reader) | By the end of the lesson, the learner should be able to: describe the structure and setting of a play; analyse the acts and scenes of a play for literary appreciation. | The learner is guided to: outline the order of events in a play; analyse the acts and scenes in a play; discuss the action in a play in groups; describe the time the actions in a play occur. | What are the features of a play?; Why is it necessary to know when and where the action in a play took place? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Intensive Reading: Play | Play: Structure and Setting (Class Reader) | By the end of the lesson, the learner should be able to: recognise the role of literary appreciation in critical thinking. | The learner is guided to: work jointly with peers to discuss where the events in a play take place; write a summary of a scene in a play; collaborate with peers to role play some of the actions and characters in a play; paraphrase sections of a play. | What are the features of a play?; Why is it necessary to know when and where the action in a play took place? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Writing | Legibility and Neatness | By the end of the lesson, the learner should be able to: identify sections of a piece of writing that require breaking of words and indentation; indent paragraphs when writing a composition. | The learner is guided to: distinguish between tidy and untidy pieces of writing indent paragraphs appropriately; find out the advantages of a neat and legible handwriting from the internet or non-digital sources; break words correctly at the end of a line; assess their own handwriting. | Why is it important to write legibly?; Why do we indent paragraphs? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Writing | Legibility and Neatness | By the end of the lesson, the learner should be able to: create a neat and legible text; appreciate the importance of legibility and neatness in written communication. | The learner is guided to: work jointly to review a text written by a peer on the importance of reporting risky behaviour by road users; take notes during an oral presentation; take notes while listening to an audio or watching a video recording; rewrite portions of a dictated text; work in partnership with peers to discuss techniques of improving legibility in writing. | Why is it important to write legibly?; Why do we indent paragraphs? | 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 | Oral Literature: Short Forms | By the end of the lesson, the learner should be able to: identify the characteristics of riddles, tongue twisters and proverbs; explain the functions of riddles, tongue twisters and proverbs. | The learner is guided to: collect riddles, proverbs and tongue twisters from books, the internet, and the community; play riddling games in small groups; discuss the functions of proverbs, riddles and tongue twisters; respond to riddles correctly. | Why are riddles, proverbs and tongue twisters important?; How do we perform riddles, proverbs and tongue twisters? | 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 | Oral Literature: Short Forms | By the end of the lesson, the learner should be able to: perform riddles, tongue twisters and proverbs; appreciate the importance of short forms in fostering fluency in communication. | The learner is guided to: fill in crossword puzzles using riddles and proverbs; suggest alternative responses to given riddles; create a collection of riddles, proverbs and tongue twisters and display them on charts or school notice board. | Why are riddles, proverbs and tongue twisters important?; How do we perform riddles, proverbs and tongue twisters? | 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: Simple Poems | By the end of the lesson, the learner should be able to: identify basic aspects of style such as repetition and rhyme in a poem. | The learner is guided to: read provided simple poems individually and in groups; respond to questions based on a poem recite simple poems. | Why do we repeat some sounds, words and lines in a poem? | 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: Simple Poems | By the end of the lesson, the learner should be able to: describe the functions of rhyme and repetition in a poem. | The learner is guided to: identify the parts of a poem in which repetition and rhyme are used; search the internet or other sources for more examples of poems that use repetition and rhyme. | Why do we repeat some sounds, words and lines in a poem? | 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: Simple Poems | By the end of the lesson, the learner should be able to: appreciate the role of repetition and rhyme in a poem. | The learner is guided to: relate the ideas in a poem to real life; compose a simple poem with rhyme and repetition and present in groups. | Why do we repeat some sounds, words and lines in a poem? | 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 | Nouns and Quantifiers | By the end of the lesson, the learner should be able to: use quantifiers in sentence; categorise count and non-count nouns in oral and written texts. | The learner is guided to: read a short passage in which quantifiers are used to describe count and non-count nouns; listen to a text that uses quantifiers with count and non-count nouns; identify quantifiers that are used with count, non-count or both categories; work in small groups to identify count, non-count nouns and quantifiers from a passage. | How do count nouns differ from the non-count nouns?; Why is it important to express the quantity of something correctly? | 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 | Nouns and Quantifiers | By the end of the lesson, the learner should be able to: acknowledge the importance of quantifiers in oral and written communication. | The learner is guided to: match count and non-count nouns with the correct quantifiers; search for more examples of quantifiers from books, newspapers, magazines, and the internet; form sentences using different quantifiers with count and non-count nouns and read them aloud in groups. | How do count nouns differ from the non-count nouns?; Why is it important to express the quantity of something correctly? | 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: Plot (Class Reader) | By the end of the lesson, the learner should be able to: describe the sequence of events in a play; relate the events in a play to real life experiences. | The learner is guided to: read a play individually and in small groups; identify the key events in a play; role-play a section of a play in groups; analyse the events in a play. | How do we know the key events in a play? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Reading | Intensive Reading: Plot (Class Reader) | By the end of the lesson, the learner should be able to: acknowledge the importance of a plot in a literary work. | The learner is guided to: answer questions based on the plot; create a summary of the key events; assess the summary in pairs or small groups; make connections between events in a play and real life. | How do we know the key events in a play? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Writing | Mechanics of Writing: Punctuation | By the end of the lesson, the learner should be able to: identify the double quotation marks and the bracket in a text; use the double quotation marks and the bracket in written texts. | The learner is guided to: identify the double quotation marks and the bracket in digital texts, newspapers, books or magazines; make sentences using the double quotation marks and the bracket. | Why is it important to use punctuation marks correctly?; How do we use the double quotation marks and the bracket in writing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Writing | Mechanics of Writing: Punctuation | By the end of the lesson, the learner should be able to: appreciate the role of the double quotation marks and the bracket in written texts. | The learner is guided to: assess the work of peers; make posters displaying the correct use of the double quotation marks and the bracket. | Why is it important to use punctuation marks correctly?; How do we use the double quotation marks and the bracket in 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 | Listening Comprehension (Grade Appropriate Texts) | By the end of the lesson, the learner should be able to: identify the main idea and specific details from an argumentative text; listen for the main idea and specific information (details) in an argumentative text. | The learner is guided to: listen to a passage read out by the teacher based on the theme; pick out specific details such as time, places, events and people from a listening passage; identify the main idea from a listening text in small groups; listen to a news bulletin and pick out the main idea and specific details. | Why is it important to listen attentively?; How do the specific details in a text enhance comprehension? | 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 | Listening Comprehension (Grade Appropriate Texts) | By the end of the lesson, the learner should be able to: acknowledge the need for comprehension in communication. | The learner is guided to: watch a debate or interview and pick out required information; watch a video of a presentation of a poem, song or story and identify specific details; infer the meaning of unfamiliar words in groups; answer questions based on the passage. | Why is it important to listen attentively?; How do the specific details in a text enhance comprehension? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Reading | Reading for Information and Meaning | By the end of the lesson, the learner should be able to: infer the meaning of words, phrases and sentences from the context; make connections between events in a text and real life situations. | The learner is guided to: read a grade appropriate text; make predictions about a reading text; infer the meaning of new words, phrases and sentences from the context; look up the meaning of new words and phrases from the dictionary; relate the characters, events and places in a text to real life. | Why is it important to find the meaning of new words and phrases?; How do we derive information from a given text? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Reading | Reading for Information and Meaning | By the end of the lesson, the learner should be able to: value the need to comprehend the information in written texts. | The learner is guided to: answer questions from a text; make notes as they read a text; summarise the events in a text; form sentences using the new words and phrases; fill in a crossword puzzle in pairs or small groups using the new words. | Why is it important to find the meaning of new words and phrases?; How do we derive information from a given text? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 9 English scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Listening and Speaking
Conversational skills: Negotiation skills · Listening Comprehension: Listening for Detail · Oral Poetry · Diphthongs and sentence stress · Impromptu Speeches
Reading
Reading Fluency · Intensive Reading – Play (Class Reader) · Intensive Reading: Interpretation and Evaluation · Intensive Reading: Play (Class Reader) · Reading for Interpretation · Poetry: Characters · Extensive Reading (Grade Appropriate Fiction) · Play: Style (Class Reader) · Note Making · Play: Project
Grammar in Use
Comparison of Adverbs · Relative Pronouns Interrogative Pronouns · Complex Prepositions · Conjunctions: Correlative Conjunctions · Determiners: Numerals and Ordinals
Writing
Mechanics of Writing: Spelling · The Writing Process · Assessing Writing · Narrative compositions · Filling Forms: Application Forms
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Listening and Speaking | Conversational skills: Negotiation skills | By the end of the lesson, the learner should be able to: identify words and phrases used during negotiations; use verbal and non-verbal cues during negotiations. | The learner is guided to: watch a video clip in which people are engaged in a negotiation; listen to a conversation related to the theme; pick out words and phrases that facilitate a negotiation; work in pairs and search for more examples of words and phrases used during negotiations. | Which words or expressions would one use when negotiating?; How can one enhance their negotiation skills? | 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 | Conversational skills: Negotiation skills | By the end of the lesson, the learner should be able to: acknowledge the importance of negotiation skills in communication. | The learner is guided to: use verbal and non-verbal cues in conversations; role play a negotiation scene; simulate a negotiation scene; engage in a hot seat negotiation for the freedom of a prisoner or a favour; perform a conversational poem in which people are negotiating or bargaining for money, dowry, price of land or with a psv driver to stop driving carelessly. | Which words or expressions would one use when negotiating?; How can one enhance their negotiation skills? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Reading | Reading Fluency | By the end of the lesson, the learner should be able to: By the end of Sub Strand the learner should be able to:; outline ways of enhancing fluency in reading. | The learner is guided to: preview a text ignore unknown words; scan through a text to find a word, a pair of words or a phrase in pairs or groups; skim through articles or chapters in a book; read portions of a narrative in turns; engage in a timed, repeated reading of a portion of a text on safe passenger practices; pronounce sounds and words accurately read with expression. | Why is reading a text fluently important?; How can one read a text fluently? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Reading | Reading Fluency | By the end of the lesson, the learner should be able to: read a text at the right speed, accurately and with expression for effective communication; acknowledge the role of reading fluently in extensive reading. | The learner is guided to: find a text, set a reading rate goal, for example, one hundred words per minute, time themselves and read and reread the text until they attain the desired number of words per minute; read a portion of a text in groups and correct each other; perform a conversational poem in a reader’s theatre; read a text within a specified time; read out texts from flash cards. | Why is reading a text fluently important?; How can one read a text fluently? | 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 | Comparison of Adverbs | By the end of the lesson, the learner should be able to: identify the degrees of comparison in adverbs; use positive, comparative and superlative degrees of adverbs in sentences. | The learner is guided to: identify the positive, comparative and superlative degrees of adverbs; practise using different degrees of adverbs in sentences; listen to an audio clip or read a passage featuring the comparison of adverbs; discuss the rules for comparison of adverbs. | How do we compare things?; Which words are used to make comparison? | 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 | Comparison of Adverbs | By the end of the lesson, the learner should be able to: appreciate the importance of the correct usage of adverbs. | The learner is guided to: in small groups, correct mistakes in sentences that have comparison of adverbs; use substitution tables to categorise adverbs in pairs; use various degrees of adverbs during a role play; use adverbs of various degrees in a dialogue, record a video or audio clip and share it through the internet. | How do we compare things?; Which words are used to make comparison? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Reading | Intensive Reading – Play (Class Reader) | By the end of the lesson, the learner should be able to: identify the themes in a play or a section of a play; analyse the themes in a play. | The learner is guided to: read excerpts of a play; outline and illustrate the themes in a play; in groups discuss the themes in a play; engage in a hot seating activity featuring some of the themes. | What are some of the issues authors write about?; How are literary texts different from factual ones? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Reading | Intensive Reading – Play (Class Reader) | By the end of the lesson, the learner should be able to: relate the themes in a play to real life; appreciate the role of literary appreciation in the development of critical thinking skills. | The learner is guided to: relate the themes to real life experiences; role play some of the scenes in a play; perform readers’ theatre in small groups involving sections of a play; record video clips as they dramatise, sections of a play, share the video clips through the internet. | What are some of the issues authors write about?; How are literary texts different from factual ones? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Writing | Mechanics of Writing: Spelling | By the end of the lesson, the learner should be able to: recognise homonyms, homophones, double consonants and double vowels in written texts; spell commonly misspelt words for writing fluency. | The learner is guided to: identify words with double consonants and those with double vowels; search for the commonly misspelt words such as homonyms and homophones from the internet or print sources; practise spelling homonyms and homophones in pairs or small groups; listen to a dictation of words with double consonants and those with double vowels and write them. | Why some words are commonly misspelt?; Why is it important to spell words correctly? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Writing | Mechanics of Writing: Spelling | By the end of the lesson, the learner should be able to: value the importance of correct spelling in written communication. | The learner is guided to: engage in spelling games such as spelling bee, scramble, crosswords and word search; use the target words in sentences of their own; fill in crossword puzzles and other word games and share them through the internet, magazines or the school noticeboard. | Why some words are commonly misspelt?; Why is it important to spell words correctly? | 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 | Listening Comprehension: Listening for Detail | By the end of the lesson, the learner should be able to: select the main idea from a listening passage; respond to questions based on the listening passage. | The learner is guided to: pick out details from a listening text; rewrite the passage in their own words; work in pairs to discuss any new information that they have learnt from the passage; answer questions based on the passage. | Why should we distinguish between relevant and irrelevant information during a presentation?; Why is it important to listen keenly? | 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 | Listening Comprehension: Listening for Detail | By the end of the lesson, the learner should be able to: acknowledge the importance of attentive listening. | The learner is guided to: use a digital device to search for more information; watch a video and pick out specific details in groups; recall specific details from a listening passage. | Why should we distinguish between relevant and irrelevant information during a presentation?; Why is it important to listen keenly? | 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: Interpretation and Evaluation | By the end of the lesson, the learner should be able to: distinguish between reading for interpretation and reading for evaluation of infromation; interpret a reading text for lifelong learning. | The learner is guided to: watch video clips on a text and interpret the text; outline the key issues discussed in the video clip; summarise the content of the video; study and identify visuals from texts related to the theme. | Why should you give the correct interpretation of a text?; How can you interpret a text correctly? | 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: Interpretation and Evaluation | By the end of the lesson, the learner should be able to: summarise information in a reading text; appreciate the role of correct interpretation and evaluation of a text in learning. | The learner is guided to: brainstorm, in groups differences between reading for interpretation and evaluation; read a short text related to the theme and interpret it in pairs; paraphrase portions of the text; read and summarise digital texts related to the theme; make detailed notes of digital and print texts they have read. | Why should you give the correct interpretation of a text?; How can you interpret a text correctly? | 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 | Relative Pronouns Interrogative Pronouns | By the end of the lesson, the learner should be able to: recognise relative and interrogative pronouns in a text. | The learner is guided to: identify relative and interrogative pronouns from a passage; differentiate between relative and interrogative pronouns; construct sentences using interrogative and relative pronouns. | How do you obtain information from people?; Which words do you use to ask questions and to join simple 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 | Relative Pronouns Interrogative Pronouns | By the end of the lesson, the learner should be able to: use relative and interrogative pronouns in sentences. | The learner is guided to: work in small groups and use relative and interrogative pronouns, record the activity on video and share the video with others; role play a dialogue featuring interrogative and relative pronouns. | How do you obtain information from people?; Which words do you use to ask questions and to join simple sentences? | 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 | Relative Pronouns Interrogative Pronouns | By the end of the lesson, the learner should be able to: acknowledge the value of relative and interrogative pronouns in communication. | The learner is guided to: use relative and interrogative pronouns as they participate in a hot seating activity on the conservation of marine life/natural resources; create a crossword puzzle featuring relative and interrogative pronouns; use interrogative pronouns to ask questions based on visuals. | How do you obtain information from people?; Which words do you use to ask questions and to join simple sentences? | 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: Play (Class Reader) | By the end of the lesson, the learner should be able to: identify the characters in a play for deeper understanding; analyse the characters in a play and their relationship. | The learner is guided to: watch muted video clips based on a play and discuss what they think the characters are saying to each other; read excerpts of a play; answer questions based on a play; identify the conflicts between characters in a play. | Why should we establish the relationship between the characters in a play?; How does understanding the relationship between characters help our understanding of the play? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Reading | Intensive Reading: Play (Class Reader) | By the end of the lesson, the learner should be able to: value the role of literary appreciation in developing critical thinking. | The learner is guided to: relate the characters in a play to real life; role play the characters in a play; simulate the action in sections of the play; dramatise sections of a play; make video recordings of the role play and share them with peers. | Why should we establish the relationship between the characters in a play?; How does understanding the relationship between characters help our understanding of the play? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Writing | The Writing Process | By the end of the lesson, the learner should be able to: outline the stages of the writing process; create a composition, story or poem following the steps of the writing process. | The learner is guided to: in pairs, outline the steps of the writing process; brainstorm, in groups, on different topics such as natural resources-marine life, respect and life skills for writing a factual composition. | How does the writing help us improve the quality of our writing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Writing | The Writing Process | By the end of the lesson, the learner should be able to: advocate the need for creativity in life. | The learner is guided to: select one topic, in each group, and write a factual composition by following the writing process; share factual composition pieces among the groups for peer assessment and correction. | How does the writing help us improve the quality of our 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 | Oral Poetry | By the end of the lesson, the learner should be able to: interpret oral poems on varied issues; perform an oral poem using of techniques. | The learner is guided to: listen and respond to audio recordings of oral poetry; listen and respond to an oral poem recited by the teacher; retell a poem using own words; infer the meaning of words and phrases in a given oral poem; listen to different renditions of the same oral poem. | Why should you interpret an oral poem correctly?; How can you make the performance of an oral poem interesting? | 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 | Oral Poetry | By the end of the lesson, the learner should be able to: acknowledge the role of oral poetry in the preservation of our cultural heritage. | The learner is guided to: use appropriate perfomance techniques to perfom oral poems; relate the ideas in an oral poem to real life; recite oral poems in groups; participate in a readers’ theatre; compose oral poems in pairs and share with the class. | Why should you interpret an oral poem correctly?; How can you make the performance of an oral poem interesting? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Reading | Reading for Interpretation | By the end of the lesson, the learner should be able to: identify the point of view in a poem; analyse the point of view in a poem. | The learner is guided to: read a given poem and identify the point of view; search for poems with different points of view from the internet and non-digital sources; listen to poems read by the teacher. | Why is it important to understand the point of view in a poem? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Reading | Reading for Interpretation | By the end of the lesson, the learner should be able to: acknowledge the importance of the point of view in the understanding of a poem. | The learner is guided to: relate the subjects of different poems to real life; compose a short poem individually; discuss the various points of view in the poems in small groups. | Why is it important to understand the point of view in a poem? | 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 9 English scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Listening and Speaking
Conversation Skills: Job Interviews · Listening to Respond: Expressing Feelings · Extensive Listening: Speeches · Intonation in sentences- Question tags · Oral Reports- News (role play)
Reading
Extensive Reading: Fiction · Grade - appropriate Play: Lessons learnt (Class Reader) · Intensive Reading: Comprehension Strategies · Play: Characterisation (Class Reader) · Intensive Reading: Visualising and Summarising · Grade-appropriate Play: Style (Class Reader) · Summarising: argumentative texts (grade appropriate text) · Intensive Reading: Play- Relating to real life (Class Reader) · Reading Fluency · Intensive reading: Poems
Grammar in Use
Word Classes: Nouns · Phrasal Verbs · Sentences: Complex Sentences · Sentences- Direct and Indirect Speech · Sentences- 15.3.1.1Imperative – commands, requests
Writing
Mechanics of Writing – Spelling · The Writing Process · Creative Writing: Idioms · Descriptive writing (280 – 320 words) · Emails
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Listening and Speaking | Conversation Skills: Job Interviews | By the end of the lesson, the learner should be able to: outline preparations undertaken by an interviewer and interviewee before a job interview; ask and answer appropriate questions in mock job interviews. | The learner is guided to: watch an interview on a relevant topic like income generating activities; brainstorm on the preparations undertaken by an interviewer and interviewee before a job interview; in groups, search online and offline for possible questions that are commonly asked in a job interview and write them down. | How can you succeed in a job interview?; Why is it important to prepare for a job interview? | 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 | Conversation Skills: Job Interviews | By the end of the lesson, the learner should be able to: recognise excellent interview skills as a positive step towards getting a job. | The learner is guided to: in pairs, role-play asking and answering questions in a mock job interview, and record the session electronically or as a written dialogue; share the recorded interviews for peer review; discuss how success in a job interview is a step towards generating income for the individual and the community. | How can you succeed in a job interview?; Why is it important to prepare for a job interview? | 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: Fiction | By the end of the lesson, the learner should be able to: distinguish between fiction and non-fiction reading materials; select and read grade appropriate fiction materials. | The learner is guided to: research on the differences between fiction and non-fiction materials and give examples of each; read self-selected fiction materials and use a graphic organizer to write short summaries of the subject; in groups, make a readers’ gallery by displaying the material read with a caption indicating its subject matter. | Which story books or plays have you read?; What makes a book interesting? | 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: Fiction | By the end of the lesson, the learner should be able to: keep a portfolio of the subject matter; appreciate the importance of reading fiction for exposure. | The learner is guided to: take photos of their display and keep a soft and hard copy of the photo in their portfolio or; write a card with the title and the subject matter of the material read and keep it in their portfolio; discuss why reading fiction materials is important. | Which story books or plays have you read?; What makes a book interesting? | 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 | Word Classes: Nouns | By the end of the lesson, the learner should be able to: identify nouns formed from verbs and other nouns from a text; use nouns formed from verbs and other nouns in sentences. | The learner is guided to: read print or non-print text and underline nouns formed from verbs and other nouns; separate the root word from the suffixes, for example, employment – employ and ment; search online or offline and compile a list of suffixes for forming nouns from verbs and other nouns; play a language game involving one learner showing a flash card with a verb and the other forming a noun from it and vice versa. | Which words can be formed from others?; What changes when a word is formed from another? | 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 | Word Classes: Nouns | By the end of the lesson, the learner should be able to: acknowledge the necessity of forming words from other word classes in the process of communication. | The learner is guided to: in groups, use the suffixes to form nouns from verbs and other nouns and present them in print or digital tables; construct sentences about income generating activities and environmental preservation using nouns formed from verbs and from other nouns; explain why the knowledge of changing other words into nouns is helpful in communication. | Which words can be formed from others?; What changes when a word is formed from another? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Reading | Grade - appropriate Play: Lessons learnt (Class Reader) | By the end of the lesson, the learner should be able to: identify and illustrate the lessons learnt from a play; relate the lessons learnt to real life experiences. | The learner is guided to: search from online and offline sorces for information on how to derive lessons from words and actions of characters; read different excerpts of a play; discuss lessons learnt and provide illustrations for each lesson identified.in pairs. | What lessons can one learn from a play?; Which issues are addressed in a play? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Reading | Grade - appropriate Play: Lessons learnt (Class Reader) | By the end of the lesson, the learner should be able to: perceive plays as sources of life lessons and entertainment. | The learner is guided to: analyse the lessons elicited by pairs and relate them to real life experiences; use graphic organisers to summarise lessons learnt and present them in charts displayed on the wall for peer review; discuss the sections of a play that entertain and bring out lessons. | What lessons can one learn from a play?; Which issues are addressed in a play? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Writing | Mechanics of Writing – Spelling | By the end of the lesson, the learner should be able to: spell words for effective communication; write common abreviations in full. | The learner is guided to: watch demonstration clips and note the rules of abbreviation especially for the following: - titles, for example, Mrs Juma - time references, for example, 7 a.m. - organisations, technical words and company names, for example, IEBC, ICU, KBC; discuss the rules of abbreviation and present them in charts in groups. | What should you consider when splitting words at the end of a line?; Which words do we normally abbreviate? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Writing | Mechanics of Writing – Spelling | By the end of the lesson, the learner should be able to: appreciate the importance of abbreviations in writing. | The learner is guided to: copy the lists of abbreviations from electronic or print sources respectively in pairs; write a paragraph on how to make savings from income generating activities containing words to be abbreviated; assess the correctness of the paragraph in groups. | What should you consider when splitting words at the end of a line?; Which words do we normally abbreviate? | 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 | Listening to Respond: Expressing Feelings | By the end of the lesson, the learner should be able to: identify words and expressions used to describe their feelings towards a poem; express their feelings towards the subject matter of a poem. | The learner is guided to: search digital and print sources for words and expressions used to describe feelings towards a poem; recite and record a poem emphasising words and expressions that reveal their feelings towards the poem. | How can one express their feelings while reciting a poem?; Why is it important to recite poems with feeling? | 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 | Listening to Respond: Expressing Feelings | By the end of the lesson, the learner should be able to: value the importance of poem recitation for effective communication. | The learner is guided to: watch a live or recorded poem on personal grooming and, in small groups, describe their feelings towards the subject matter of the poem; in groups, recite selected poems and present their varied feelings towards each poem’s subject matter in detail; discuss, in plenary, the importance of reciting poems with feeling. | How can one express their feelings while reciting a poem?; Why is it important to recite poems with feeling? | 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: Comprehension Strategies | By the end of the lesson, the learner should be able to: identify clues in the passage from which conclusions can be drawn; infer information and meaning of words and expressions from a passage. | The learner is guided to: search for and read print and non-print passages on varied subjects like personal grooming; underline words, phrases or sentences that can serve as clues for making inferences or drawing conclusions as they read; in groups, use the clues to make inferences for information or meaning of vocabulary. | Why is it important to summarise information from a text?; How can one draw conclusions from a text? | 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: Comprehension Strategies | By the end of the lesson, the learner should be able to: summarise ideas in a passage; apply the skills of making inferences and drawing conclusions in independent reading. | The learner is guided to: read a passage on good grooming and summarise the ideas in the passage; present their summaries on charts and post them on the classroom noticeboard; participate in a gallery walk and review peers’ summaries. | Why is it important to summarise information from a text?; How can one draw conclusions from a text? | 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 | Phrasal Verbs | By the end of the lesson, the learner should be able to: identify phrasal verbs formed from break, hang, run and turn in texts; use the given phrasal verbs in sentences of their own. | The learner is guided to: search from digital and print sources for phrasal verbs formed from break, hang, run and turn and compile them in a word list; in small groups, search for the meaning of the phrasal verbs identified from print or non-print dictionaries; form phrasal verbs from the given verbs and use them to fill in tables and broken passages; using phrasal verbs, construct sentences based on personal grooming and health education and display the sentences in charts. | How are phrasal verbs different from other verbs?; Why is it important to learn meanings of phrasal verbs? | 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 | Phrasal Verbs | By the end of the lesson, the learner should be able to: value the importance of using phrasal verbs in spoken and written communication. | The learner is guided to: post the charts in class and take a gallery walk assessing and reviewing the sentences; suggest examples of writing and speaking situations in which the given phrasal verbs could be used; sing songs with phrasal verbs on health education. | How are phrasal verbs different from other verbs?; Why is it important to learn meanings of phrasal verbs? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Reading | Play: Characterisation (Class Reader) | By the end of the lesson, the learner should be able to: outline the clues for identifying traits of different characters in a play; use the clues to describe the characters in a play. | The learner is guided to: search from digital and print sources for clues in a play that one can use to identify a character trait, for example; what the character does or says; or what is said about a character; brainstorm on the words and phrases used to describe characters and make a phrase book; in groups, watch video clips or read sections of a play and identify the clues used to describe the traits of a character; in groups, use the clues to assign character traits and display them in a gallery in form of character maps, webbing tools or clusters for peer review. | Which words or expressions can you use to describe one’s character?; Why is characterisatio n important? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Reading | Play: Characterisation (Class Reader) | By the end of the lesson, the learner should be able to: appreciate the role of characterisation in determining virtues and vices in the society. | The learner is guided to: play characterisation games that help to summarise traits of all characters; dramatise a section of a play to highlight traits of some characters; role play different characters in hot seating. | Which words or expressions can you use to describe one’s character?; Why is characterisatio n important? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Writing | The Writing Process | By the end of the lesson, the learner should be able to: outline the different stages of the writing process; apply the writing process in creating a dialogue on a relevant theme. | The learner is guided to: Learner should be guided to:; read on the following steps of the writing process: pre-writing, drafting, editing, revising and publishing; in groups, discuss the different tasks involved in each stage of the writing process; brainstorm on different topics related to personal grooming, respect and life skills. | Why should you plan your writing?; Why is it important to learn dialogue writing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Writing | The Writing Process | By the end of the lesson, the learner should be able to: emphasise the importance of each of the stages in the writing process in crafting flawless dialogues. | The learner is guided to: individually, select one topic and write a dialogue adhering to the writing process; share the dialogues, assess and correct each other’s work; in pairs, dramatise selected dialogues as the others watch and record or note the strengths and weaknesses; suggest ways of improving dialogues written by peers. | Why should you plan your writing?; Why is it important to learn dialogue writing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Listening and Speaking | Extensive Listening: Speeches | By the end of the lesson, the learner should be able to: identify the issue addressed by the different speeches listened to; take notes on the points made by the different speakers on the issue. | The learner is guided to: search online and offline for varied speeches on an issue of interest and listen to them for enjoyment and general information; listen to selected speeches on a specific issue such as sea travel played out or read out and identify the issue addressed by the different speeches; in plenary, share the common theme identified to gain consensus; listen to the speeches again and, in pairs, take notes on the points from each of the speeches. | How can you ensure that you remember what you hear from a speech? | 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 | Extensive Listening: Speeches | By the end of the lesson, the learner should be able to: acknowledge the importance of getting information from varied sources. | The learner is guided to: in groups, compare the notes taken by different pairs and compile the recurrent points; use the points noted from the speeches to write and make a speech on the same theme; record and share their speeches on the class vlog or other social media; discuss the benefits of listening to different speeches on the same subject. | How can you ensure that you remember what you hear from a speech? | 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: Visualising and Summarising | By the end of the lesson, the learner should be able to: identify mental images created from a read passage; summarise what a paragraph and the passage are about. | The learner is guided to: search from print and electronic sources and list down the sensory words and expressions used to create mental images in a text; read a passage on an interesting issue like sea travel and, in pairs, pick out the sensory words or expressions and the mental images they create in a reader; in groups, fill in templates requiring key ideas from the text or parts of the text and display the templates on the wall. | Which words or expressions appeal to the five senses?; Why is it important to make a relevant summary of a text? | 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: Visualising and Summarising | By the end of the lesson, the learner should be able to: appreciate the role of visualising and summarising in enhancing understanding of a text. | The learner is guided to: read a text on current issues such as responsible sea travel and identify the main ideas in a paragraph or a passage; summarise the ideas in own words in charts and share for peer review; brainstorm on how visualising and summarising aid in comprehension of a passage. | Which words or expressions appeal to the five senses?; Why is it important to make a relevant summary of a text? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Grammar in Use | Sentences: Complex Sentences | By the end of the lesson, the learner should be able to: identify subordinating conjunctions in sentences; construct complex sentences using subordinating conjunctions learnt. | The learner is guided to: pick out subordinating conjunctions from a passage; in groups, use the subordinating conjunctions to make sentences and display them on a chart; in pairs, underline and label main and subordinate clauses in the sentences on the chart. | What is the role of conjunctions in sentences?; How can one differentiate between a simple and a complex sentence? | 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 9 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 9 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.