GRADE 9 RATIONALIZED ENGLISH SCHEME OF WORK TERM 1

W L Strand Sub-strand Lesson Learning Learning Key Inquiry Learning Assessme Refl
K S Outcome Experiences Question Resourc nt
N es

THEME: By the end of the In groups or Why is it English Observatio

CITIZENSHIP lesson, the learner pairs,learners are embarrassing to Learner's n.
1 1 Polite
. should be able to: guided to; say some words Books.
Language. Oral
in public?
Listening and a) Define the search the Dictiona questions.
Speaking. term internet or Why should we ry.
Euphemism. use polite Written
dictionary for the Digital
b) Outline language? questions.
meaning of devices
words and
euphemism. Oral
phrases used Posters. presentatio
to express identify examples
Lesson n.
euphemism. of polite words
c) Use notes Checklists.
and expressions
euphemism used in a Teacher'
to show communication. s Guide.
politeness in
communicati listen to an audio
on. interview or
d) Acknowledge simulate an
the interview from a
importance text and identify
of euphemism.
euphemism
in use euphemism in
communicati a conversation and
on. record using
digital devices.
create posters
with euphemistic
words and phrases
and share them.

2 Listening and Polite By the end of the In groups,learners How can we show English Oral
Speaking. Language. lesson,the learner are guided to: good citizenship Learner's presentati
should be able to: with regards to Books. on.
collaborate in road safety?
a) Conduct a making rules for a Class. Observatio
debate while debating session. n
adhering to schedule.
convections conduct a debate
of polite in small groups on Debates.
language. titles such as
b) Acknowledge Checklists.
'passengers can
the avert road crashes' Assessmen
importance t rubrics.
of of
politeness in
communicati
on.

3 Reading. Independent By the end of the In groups,pairs Why is it Learner's Observatio

Reading - lesson, the learner and important to read Textboo n.
Grade should be able to: individually,learne different types of k.
Appropriate materials? Oral
rs are guided to: Library.
Text. a) Select questions.
reading identify reading Digital
materials Reading
materials in a devices.
from digital logs.
variety of subjects.
or non-digital Online Assessmen
sources. search for online fiction t rubric.
b) Read grade fiction and non- and non-
appropriate fiction
materials for fiction texts. texts. Checklists.
lifelong
learning. skim through the
c) Create a text to obtain the
reading log main idea.
for
scan the text to
monitoring
obtain specific
reading
details and note
activities.
d) Recommend down.
to peers read the selected
suitable text.
fiction and
non-fiction prepare and
materials to maintain a reading
read. log showing the
reading activities
.
and thoughts
about what they
have read

4 Grammar in Gender Neutral By the end of the In groups,pairs or How can one Learner's Written
Use. Language. lesson, the learner individually,learne avoid gender bias Textboo questions.
should be able to: rs are guided to: in k.
Assessmen
communication?
a) State the brainstorm and Charts. t rubrics.
meaning of present the Which words
Lesson Checklists.
gender biased meaning of gender demonstrate
notes
words and gender sensitivity Peer
biased words and
phrases. in Teacher' Assessmen
phrases.
b) Identify the communication? s Guide. t.
gender biased listen to common
words and English songs and
Digital Oral
phrases in devices. questions.
pick out gender
oral and biased words and Video
written texts. phrases. clips.
c) Create
read sections of a English
posters
poem or story and songs.
showing
gender pick out words
neutral words with gender bias.
and phrases.
watch videos and
d) Acknowledge
the identify gender
importance biased and gender
of gender neutral terms used
biased words by speakers.
and phrases
collaborate in
in
preparing charts
communicati
on. or posters showing
the gender neutral
words and phrases
and share them
through social
media or school
notice board.

5 Grammar in Gender Neutral By the end of the In groups,pairs or What is the Learner's Observatio
Use. Language. lesson, the learner individually,learne importance of Textboo n.
should be able to: rs are guided to: gender sensitivity ks.
in Oral
a) Use gender replace words with Charts. questions.
communication?
neutral words gender bias in Digital
and phrases poems or story Peer
devices. Assessmen
in sentences. with gender
b) Acknowledge neutral words and Crosswo t.
the phrases. rd
importance use the gender puzzles. Checklists.
of gender neutral words and
Lesson Written
sensitivity in phrases to make
notes. questions.
communicati sentences.
on. Teacher'
rewrite/paraphrase
s Guide.
short texts to
eliminate gender
bias.
fill in crossword
puzzles featuring
gender neutral
words and phrases.

1 Intensive .Play: Structure By the end of the In groups or pairs What are the Class observatio
Reading: Play. and Setting of lesson, the learner and features of a Readers ns.
2
Class Reader. should be able to: individually,learne Play? - Play.
rs are guided to: Peer
a) Identify the Learner's Assessmen
structure and explain the Textboo t.
setting of a meaning of a Play k.
play. and it's features. Oral
Digital discussion.
b) Describe the
study a play and devices.
structure and Oral
identify its
setting of a Lesson questions
structure and
Play. notes. and
setting.
c) Acknowledge presentatio
the discuss the ns.
importance structure and
of structure setting of a given Checklists.
and setting of play.
a Play.
outline the order of
events in a Play.
describe the time
the actions in a
Play occur.
discuss where the
events in a play
take place.
share their findings
with peers for
assessment.

2 Intensive Play: Structure By the end of the In groups or Why is it Class Checklists.
Reading: and Setting of lesson,the learner pairs,learners are necessary to readers -
Class Reader. should be able to: guided to: know when and Play. Oral
Play. questions.
where the actions
a) Analyse the study a given play Digital
in a Play took Oral
acts and and then analyse devices.
place?
scenes of a the acts and scenes presentati
Learner's on.
Play for in the Play.
Textboo
literary
discuss the actions k. Role play.
appreciation.
in the Play.
b) Recognise Written
the role of collaborate with questions.
literary peers to role play
appreciation some of the
in critical actions and
thinking. characters in a
Play.
write a summary
of a scene in a play
and share with
peers for
assessment.

3 Writing Legibility and By the end of the In groups,pairs or Why is it Digital Observatio
Neatness. lesson, the learner individually,learne important to write devices. n.
should be able to: rs are guided to: legibly?
Learner's Question
a) Distinguish distinguish Why do we indent Textboo and
between tidy between tidy and paragraphs? k answer.
and untidy untidy pieces of Lesson
pieces of writing. Peer and
notes. self
writing.
collaborate in Teacher' assessment
b) Identify the
indenting s Guide. .
sections of a
paragraphs
piece of Writing
appropriately.
writing that tests.
require break words
breaking of correctly at the end Checklists.
words and of a line. Assessmen
indentation.
listen to an audio t rubrics.
c) Indent
paragraphs or oral
when writing presentation and
a take notes.
composition. rewrite the notes in
d) Appreciate a neat and legible
the handwriting and
importance indent them
of legibility appropriately.
and neatness
in written assess their own
communicati handwriting.
on.
find out the
advantages of neat
and legible
handwriting from
the internet or non-
digital sources.

4 Writing Legibility and By the end of the Individually,learne How can one . Digital Written
Neatness. lesson, the learner rs are guided to: improve his or her texts. exercise.
should be able to: legibility in
write a neat and Learner's Peer and
writing?
a). Identify the legible paragraph Textboo Self
techniques of on the importance k. Assessmen
improving legibility of reporting risky t.
in writing. behaviour by road Lesson
users and indent notes. Checklists.
b).Create a neat
and break sections Assessmen
and legible text on
of the paragraph. t rubrics.
the importance of
reporting risky in pairs or groups
behaviour by road learners to review
users. each other's
written paragraph.
b).
Acknowledge the peers to give
techniques of feedback on their
improving legibility fellow peers
in writing. writing.
in groups,learners
to identify and
discuss the
techniques of
improving
legibility in
writing.
5 THEME: Oral Literature: By the end of the In groups or Why are riddles, Digital Oral
SCIENCE Short Forms. lesson, the learner pairs,learners are proverbs and devices. questions.
FICTION. should be able to: guided to: tongue twisters
Lesson Assessmen
important?
Listening and a) Identify the use digital or print notes . t rubrics.
Speaking. characteristic resources to search
Learner's Checklists.
s of riddles, for information on
Textboo
tongue the meaning and Written
k.
twisters and characteristics of questions.
proverbs. riddles, proverbs Resource
b) Explain the and tongue person.
functions of twisters.
riddles, write down their
tongue findings in note
twisters and books.
proverbs.
c) Search the discuss the
internet for functions of the
information proverbs, tongue
on features twisters and
and functions riddles.
of riddles,
give examples of
tongue
riddles, tongue
twisters and
twisters and
proverbs.
proverbs.
d) Appreciate
the fill in crossword
importance puzzles using
of short riddles and
forms in proverbs.
fostering
fluency in
communicati
on.

1 Listening and Oral Literature: By the end of the In groups,pairs or How do we Resource Checklists.
Speaking. Short Forms. lesson, the learner individually,learne perform riddles, person.
3 Assessmen
should be able to: rs are guided to: proverbs and
Digital t rubrics.
tongue twisters?
a) Collect collect riddles, devices.
Oral
riddles, proverbs and
Resource presentatio
proverbs and tongue twisters
books. ns.
tongue from books,
twisters from internet and Learner's Oral
books, resource person. Textboo questions.
internet and k.
play riddling Peer
the games in small Lesson Assessmen
community. groups. notes. t.
b) Perform
riddles, discuss ways of
proverbs and performing riddles,
tongue proverbs and
twisters. tongue twisters..
c) Enjoy
present and
performing
perform riddles,
the different
proverbs and
riddles,
tongue twisters.
tongue
twisters and create a collection
proverbs. of riddles,
proverbs and
tongue twisters
and display them
on charts or school
notice board.

2 Reading. Intensive By the end of the In groups,pairs or Why do we repeat Poems. Oral
individually,learne some sounds,
Reading: lesson,the learner rs are guided to: words and lines in Digital questions.
should be able to: a poem? devices
Simple Poems. recite and read Checklists.
a) Identify the provided simple Daughter
Written
basic aspects poems. of
questions.
of style such Nature.
identify the parts
as repetition Assessmen
of a poem in which Learner's
and rhyme in t rubrics.
repetition and Textboo
a poem. rhyme are used. k.
b) Describe the
respond questions
functions of
based on a poem.
rhyme and
repetition in discuss the
a poem. functions of rhyme
c) Appreciate and repetition in
the role of poems.
repetition relate the ideas in a
and rhyme in poem to real life.
a poem.

3 Grammar in Nouns and By the end of the In groups,learners Why is it Learner's Assessmen
Use. Quantifiers. lesson,the learner are guided to: important to Textboo t rubrics.
should be able to: express the k.
use digital devices Written
quantity of
a) Define the to search for Lesson tests.
something
term information on the notes.
correctly? Oral
quantifiers. meaning of
Digital questions.
b) Identify quantifiers and
devices.
quantifiers quantifiers used Checklists.
used with with count and Teacher'
count,non- non-count nouns. s Guide.
count or both
read a short charts.
categories.
c) Use the passage in which
different quantifiers are
quantifiers in used to describe
sentences. count and non-
d) Acknowledge count nouns.
the
identify quantifiers
importance
that are used with
of quantifiers
count,non-count.
in oral and
written form sentences
communicati using the different
on. quantifiers with
count and non -
count nouns.
prepare charts
showing the
quantifiers used
with count,non-
count nouns and
both of them.

4 Grammar in Nouns and By the end of the In groups or How do count Learner's Fill in
Use Quantifiers. lesson, the learner pairs,learners are nouns differ from Textboo gaps.
should be able to: guided to: non-count nouns? k.
Written
a) Differentiate differentiate Teacher' questions.
between between count and s Guide.
Sentence
count and non-count nouns
Charts. constructio
non-count and give relevant
n.
nouns. examples. Digital
b) Identify and devices. Checklists.
read a short
Categories passage and Assessmen
count and identify count and
non-count
nouns in oral non-count nouns. t rubrics.
and written
match the count Oral
texts.
and non- count questions.
c) Construct
nouns with the
sentences
correct quantifiers.
using count
and non- form sentences
count nouns. using different
d) Acknowledge quantifiers with
count and count and non-
non-count count nouns.
nouns in
texts. fill in gaps with
the correct
quantifiers based
on count and non-
count nouns.

5 Reading. Intensive By the end of the In groups or pairs How do we know Class Checklists.
Reading: Plot lesson,the learner or the key events in Readers
Peer
(Class Reader) should be able to: individually,learne a Play? - Play.
Assessmen
rs are guided to:
a) Identify the Digital t.
key events in read a play and devices.
Assessmen
a play. then identify the
Learner's t rubrics.
b) Describe the key events in the
Textboo
sequence of Play. Written
k.
events in a questions.
create a summary
Play. Lesson
of the key events
c) Relate the notes.
and share in class
events in a
for assessment. Teacher'
Play to real
life s guide.
analyse the events
experiences. in a Play.
d) Acknowledge outline the
the sequence of events
importance in the Play.
of a plot in a
answer questions
literary work.
based on the plot.
make connections
between events in
a play and real life.

role play a section

of the Play in
groups.

1 Writing. Mechanics of By the end of the In groups,pairs or Why is it Learner's Writing

Writing: lesson, the learner individually,learne important to use Textboo tests.
4
Punctuation. should be able to: rs are guided to: punctuation k.
Assessmen
marks correctly?
a) Identify the study given texts Digital t rubrics.
double and identify the How do we use devices.
Oral
quotation double quotation double quotation
Posters. questions.
marks and marks and bracket. marks and the
bracket in a bracket in Charts. Checklists.
discuss the uses of
text. writing?
the double Lesson
b) Discuss the quotation marks notes.
uses of the and bracket in
double texts.
quotation
marks and make sentences
brackets in a using the double
text. quotation marks
c) Use the and bracket.
double
assess the work of
quotation
their peers and
marks and
give feedback.
bracket in
written texts. make posters
d) Appreciate displaying the
the role of correct use of the
the double double quotation
quotation marks and the
marks and bracket.
bracket in
written texts.

2 THEME: Listening By the end of the In groups or pairs How do the Digital Checklists.
Environmental Comprehensio lesson,the learner and specific details in devices.
Oral
Conservation. n should be able to: individually,learne a text enhance
News questions.
rs are guided to: comprehension?
Listening and a) Identify the Bulletin.
Observatio
Speaking. main idea listen to a passage Why is it
Recorde n.
and specific read out by teacher important to listen
d
based on the attentively? Assessmen
details from debates
theme. t rubrics.
an and
argumentativ pick out the intervie
e text. specific details ws.
b) Listen for the such as places,
Teacher'
main and time, events and
s Guide.
specific people from a
details in an listening passage. Lesson
argumentativ notes.
identify the main
e text. idea from the Learner's
c) Acknowledge listening text. Textboo
the need for k.
comprehensi use digital devices
on in to listen and watch
communicati news bulletin,
on. interview or debate
and pick out the
main idea and
specific details.

3 Listening and Listening By the end of the In groups, learners Why is it Teacher' Checklists.
Speaking. Comprehensio lesson,the learner to individually important to listen s Guide.
Oral
n. should be able to: listen to a passage attentively?
Digital questions.
read out by teacher
a) Listen to a devices.
and pick out the Peer
passage and
unfamiliar words. News Assessmen
identify the
bulletin. t.
unfamiliar listen to news
words. bulletin or debate recorded Assessmen
b) Infer or interview and intervie t rubrics.
meaning of pick out the ws or
the unfamiliar words. debate.
unfamiliar
infer the meaning Learner's
words.
of unfamiliar Textboo
c) Answer
words in groups. k.
questions
based on the answe questions
passage. based on the
d) Acknowledge listened passage.
the need for
listening
attentively.

4 Reading Reading for By the end of the In groups,pairs or How do we derive Learner's Oral
Information lesson, the learner individually,learne information from Textboo questions.
and Meaning. should be able to: rs are guided to: a given text? k.
Checklists.
a) Read a grade read a grade Grade Reading
appropriate appropriate text. appropri aloud.
text. ate texts.
identify and Written
b) Identify the
discuss the Digital questions.
characters,ev
characters, events devices.
ents and Assessmen
and places in the
places in the t rubrics.
read text.
text.
c) Summarize relate the
the events in characters,events
the text. and places in the
d) Make text to real life.
connections
between the summarize the
events in the events in the text.
text and real answer questions
life from the text.
situations.

5 Reading Reading for By the end of the In groups,pairs or Why is it Grade Checklists.
Information lesson,the learner individually,learne important to find appropri
Assessmen
and Meaning. should be able to: rs are guided to: the meaning of ate texts.
t rubrics.
new words and
a) Read a grade read a grade Learner's
phrases? Peer
appropriate appropriate texts textbook
assessment
text and and pick out new .
.
identify new words and phrases.
Dictiona
phrases and Oral
infer the meaning ries.
words. questions.
of the new words,
b) Infer the Crosswo
phrases and Filling in
meaning of rd
sentences from the crossword
words, puzzles.
context. puzzles.
phrases and
sentences look up the
from the
context. meaning of the
c) Construct new words and
sentences phrases from the
using the new dictionary.
words and
form sentences
phrases.
using the new
d) Value the
words and phrases.
need to
comprehend fill in crossword
the puzzles using the
information new words.
in written
texts.

1 Grammar in Modal By the end of the In groups,pairs or Which words do Learner's Assessmen
Use. Auxiliaries. lesson, the learner individually,learne we use to express Textboo t rubrics.
5
should be able to: rs are guided to: requests, k.
Written
permission,
a) Identify study sentences Lesson questions.
ability and
modal and texts then notes.
obligation? Oral
auxiliaries in identify the modal
Digital questions.
texts. auxiliaries:may,
devices.
b) Discuss the might, will,shall, Checklists.
functions of would, should, can Charts.
the modal and could.
Teacher'
auxiliaries. listen to a song or s Guide.
c) Search the read a poem and
internet for identify the modal
information auxiliaries used.
on the modal
auxiliaries. search the internet
d) Value the or print resources
importance for information on
of using the functions of
modal modal auxiliaries.
auxiliaries in
discuss the
communicati
functions of the
on.
different modal
auxiliaries.

2 Grammar in Modal By the end of the In groups,pairs or What is the Learner's Assessmen
Use. Auxiliaries. lesson,the learner individually,learne importance of Textboo t rubrics.
should be able to: rs are guided to: using modal k.
Filling in
auxiliaries in
a) Use modal construct Digital Gaps.
communication?
auxiliaries in sentences using the devices.
Written
sentences to modal auxiliaries
Teacher' questions.
to express
express s Guide.
permission, Peer
different
requests, ability assessment
moods.
and obligation. .
b) Value the
importance collaborate in Checklists.
of using creating a dialogue
modal featuring the
auxiliaries in different modal
communicati auxiliaries.
on. fill in gaps using
the appropriate
modal auxiliaries.

3 Reading Poems: By the end of the In groups or Why are non- Poems. Assessmen
Structure. lesson,the learner pairs,learners are living things or t rubrics.
Learner's
should be able to: guided to: animals made to
Textboo Checklists.
behave like
a) Describe the recite a poem and k.
human beings in Oral
structure of a describe its
poems or stories? Lesson questions
poem structure.
b) Analyse the
use of identify the notes. Written
personificatio number of lines in questions.
Teacher'
n in poems. a poem.
s Guide.
c) Appreciate
pick out the short
the reading of
and long lines in a
poetry for
poem.
enjoyment.
collaborate in
identifying
instances of
personification in
poems.
discuss how
personification has
been used in the
poem.

4 Reading Poems: By the end of the In groups or What should we Learner's Class
Structure. lesson, the learner pairs,learners are consider when Textboo project.
should be able to: guided to: creating or k.
Assessmen
composing a
a) Identify and read selected Digital t rubrics.
poem?
infer poems and identify devices.
Checklists.
meaning of the new words.
Charts.
new words Peer
infer the meaning
from the Assessmen
of new words from
context of a t.
the context of a
poem. poem.
b) Create a
poem based come up with a
on a topic of class project in
interest. which they:
c) Demonstrate
identify a topic of
creativity in
creating a interest.
poem on
carry out research
topic of
about the topic.
interest.
compose a poem
based on the
selected topic.
ask a peer to
review the poem.
make corrections
on the poem.
share the poem on
the school notice
board or through
social media.

5 Writing Structure of a By the end of the In groups or pairs, Why is it Newspap Assessmen
Paragraph. lesson,the learner learners are guided important to er t rubrics.
should be able to: to: organize ideas in articles.
Checklists
your paragraphs
a) Outline the read excerpts from Textboo
coherently? Oral
four newspaper articles, ks.
questions.
characteristic textbooks or online
Online
s of a well articles.
articles.
formed
identify the topic,
paragraph. Learner's
supporting
b) Discuss the Textboo
sentences and
steps for k.
clincher sentence.
paragraph
writing. Digital
outline the steps
c) Prepare a devices.
for paragraph
chart writing. Charts.
showing the
steps for discuss the steps
paragraph for paragraph
writing. writing.
d) Acknowledge
prepare a chart
the steps for
showing the steps
paragraph
for paragraph
writing.
writing.

1 Writing Structure of a By the end of the In groups,pairs or How can you Teacher' Assessmen
Paragraph. lesson, the learner individually,learne ensure that your s Guide. t rubrics.
6
should be able to: rs are guided to: paragraphs are
Written Peer
well formed?
a) Create a identify a topic of paragrap Assessmen
paragraph interest. hs. t.
that is well write a paragraph Digital Checklists.
developed, on a topic of devices.
coherent and interest that is
unified. coherent, unified
b) Acknowledge and contains well
the need for developed
concise thoughts in books
paragraphs in or in digital
written devices.
communicati
on. share their created
paragraphs for
assessment by
peers.

2 Listening and Selective By the end of the In groups or pairs Why should we Digital Checklists.
Speaking. Listening. lesson,the learner and listen attentively? devices.
Assessmen
should be able to: individually,learne
How can we Audio t rubrics.
rs are guided to;
a) Select ensure we pick and
Oral
listen to a news out relevant video
required bulletin and select details from a clips of questions.
information the required text? news
Oral
from a information while bulletin.
presentatio
listening text. disregarding
Learner's n.
b) Make irrelevant details.
textbook
judgement list the order of .
on the events mentioned
message in Teacher'
in the bulletin.
the listening s Guide.
share their
text.
opinions on what
c) Advocate the
they like or dislike
need for
about the text.
selective
listening in answer specific
various questions on dates,
contexts. time and facts
based on the news
bulletin.

3 Reading Intensive By the end of the In groups,pairs or How are Learner's Assessmen
Reading lesson,the learner individually,learne characters and Textboo t rubrics.
should be able to: rs are guided to: events in a text k.
Checklists
related to real
a) Predict make predictions Teacher'
life? Oral
events in a about the outcome s Guide.
questions.
reading text. of the story the
Compreh
b) Outline the title and Written
ension
key events in illustrations. questions.
Passages
a text.
identify the key .
c) Answer
events in the
direct and
text/story.
inferential
questions for make connections
comprehensi between events in
on. the story and real
d) Relate the life.
characters,ev
answer direct and
ents and
inferential
places in the
questions from a
text to real
comprehension
life.
passage on
e) Appreciate
consumer laws and
the
policies.
importance
of intensive
reading in
lifelong
learning.

4 Reading Intensive By the end of the In groups or Why is note Learner's Checklists.
Reading lesson, the learner pairs,learners are taking an textbook
Assessmen
should be able to: guided to: important reading .
t rubrics.
skill?
a) Identify new identify the new Dictiona
Peer
words and words and phrases ries.
Assessmen
phrases using in the
Teacher' t.
contextual comprehension
s Guide.
clues. passage. Oral
b) Infer the questions.
collaborate in
meaning of deducing the
new words meaning of words
and phrases and phrases using
using contextual clues.
contextual
clues. individually
c) Make notes learners to make
from the notes from the
passage on passage Consumer
consumer Laws and Policies.
laws and
write a summary
policies.
using the notes.
d) Acknowledge
the
importance
of note taking
as a reading
skill.

5 Grammar in Present and By the end of the In groups or Why should we Learner's Assessmen
Use. Past Perfect lesson,the learner pairs,learners are use tenses Textboo t rubrics.
Aspect. should be able to: guided to: correctly in k.
Checklists.
sentences?
a) State the explain the Digital
Written
meaning of meaning of present devices.
questions.
present perfect aspect in
Internet.
perfect aspect sentences. Peer
in sentences. Charts. Assessmen
search for
b) Identify the t.
examples of Teacher'
present
sentences in the s Guide. Oral
perfect aspect
present perfect questions.
in texts. Lesson
form from the
c) Use present notes.
internet and note
perfect aspect
them down.
in sentences.
d) Appreciate identify and
the underline the
importance present perfect
of using form in sentences
tenses in or texts.
sentences.
use has/have + -ed
participle form of
the verb to form
the present perfect
aspect.
construct correct
sentences using the
present perfect
aspect.

1 Grammar in Present and By the end of the In groups or How do we show Learner's Checklists.
Use. Past Perfect lesson, the learner pairs,learners are that an action is Textboo
7 Assessmen
Aspect. should be able to: guided to: complete? k.
t rubrics.
a) State the explain the Digital
Written
meaning of meaning of past devices.
questions.
past perfect perfect aspect in
Lesson
aspect in sentences. Oral
notes.
sentences. questions.
search for
b) Identify the Charts.
examples of Peer
past perfect sentences in the Assessmen
form in past perfect forms t.
sentences. from the internet
c) Use the past and note them
perfect aspect down.
in sentences.
d) Appreciate identify by
the underlining the
importance past perfect forms
of using in sentences.
tenses in
use had + past
sentences.
participle form of
the verb to firm the
past perfect aspect.
construct correct
sentences using the
past perfect aspect.

2 Intensive Play: By the end of the In groups or pairs, How can one tell Play- Assessmen
Reading. Identification lesson,the learner individually,learne qualities of a (class t rubrics.
of Characters. should be able to; rs are. guided to; character in a Reader)
Checklists.
play?
a) Identify the read a play or s Lesson
Oral
characters in section of it. notes.
questions.
a Play. list the characters Teacher'
b) Use Written
and their roles in a s Guide.
appropriate questions.
Play.
adjectives to Digital
use appropriate devices.
describe the
adjectives to
characters.
describe the
c) Role play
characters with
various illustrations.
characters in
class. collaborate and
d) Value the confidently role
need to play various
describe characters.
people and assume the
situations personality of a
appropriately certain character
. and say why they
say and do certain
things.

3 Intensive Play: By the end of the In groups,pairs or How does Class Assessmen
Reading. Identification lesson,the learner individually,learne describing actions Reader - t rubrics.
of Characters. should be able to: rs are guided to: of characters aid Selected
Oral
our understanding Play.
a) Identify the outline the actions questions.
of a Play?
actions of the of the characters in Digital
characters in the Play. devices. Oral
the Play. presentatio
collaborate in
b) Describe the n
describing the
actions of the
actions of the Checklists.
characters
characters using
using
various adverbs .
appropriate
adverbs. relate the
c) Relate the characters in a
characters in Play to people in
the Play to real life.
people in real
life. individually write
d) Value the an essay on their
need to favorite characters.
describe
people
situations
appropriately
.

4 Writing. Narrative and By the end of the In groups or pairs, How can we Digital Assessmen
Descriptive lesson, the learner learners are make a narrative devices. t rubrics.
Paragraphs. should be able to: guided to: composition
Lesson Checklists.
interesting?
a) Outline the explain the notes.
Peer
characteristic meaning of a Teacher' Assessmen
s of a narrative s Guide. t.
narrative paragraph.
paragraph. Learner's Writing
b) Write search for Textboo tests.
narrative examples of k.
paragraphs narrative
using the first paragraphs from
and second the internet or
person. print resources.
c) Value the
need for well discuss the
formed qualities of a well
paragraphs in formed
written paragraphs.
communicati
outline the
on.
characteristics of a
narrative
paragraph.

individually create
a narrative
paragraph using
the first and
second person in
various
paragraphs.

share their
narrative
paragraphs with
peers for review
and make
corrections to the
paragraphs as per
comments given
by peers.

5 Writing. Narrative and By the end of the In groups,learners How can we Digital Checklists.
Descriptive lesson,the learner are guided to: ensure unity in a devices.
Oral
Paragraphs. should be able to: paragraph?
search for Samples
a) State the examples of What is a of questions.
meaning of descriptive descriptive descripti
Assessmen
descriptive paragraphs from paragraph? ve
t rubrics.
paragraphs. the internet or paragrap
What are the
b) Outline the print resources. hs. Writing
features of a
features of a tests.
explain the descriptive Learner's
descriptive
meaning of paragraph? Textboo Peer
paragraph.
descriptive k. Assessmen
c) Write
paragraphs. t.
descriptive
paragraphs discuss the
using the first features of the
and second descriptive
person. paragraphs.
d) Value the
need for well individually or in
formed pairs, create a
paragraphs in descriptive
written paragraph that
communicati appeals to the
on. sense of
sight,smell,
hearing,taste and
touch.
share their
descriptive
paragraphs with
peers for review
and then make
corrections to the
paragraphs as per
comments given
by peers.
8 MID-TERM BREAK

1 Theme: Pronunciations. By the end of the In groups,pairs or Why should we Audio Checklists.
Relationships: lesson, the learner individually, pronounce sounds recordin
9 Assessmen
Community. should be able to: learners are guided accurately? gs.
t rubrics.
to:
Listening and a) Identify the Learner's
Oral
Speaking. semi- study words given textbook
questions.
vowels /j/, and identify the .
/w/ and semi vowels /j/ Pronunciat
Teacher'
diphthongs and /w/. ions.
s Guide.
/ai/ and/ei/ in pick out the
words. Digital
diphthongs /ai/
b) Pronounce devices.
and/ei/ from an
the semi oral text.
vowels /j/
,/w/ and write down and
diphthongs read out words
/ai/ and /ei/ in with the specified
words for semi vowels /j/
clarity. ,/w/ and
c) Appreciate diphthongs /ai/
the & /ei/.
importance
pronounce words
of correct
with diphthongs
pronunciation
/ai/ ,/ei/ and semi
in
vowels /j/ and /w/.
communicati
on.

2 Listening and Pronunciations. By the end of the In groups or How can the same Learner's Assessmen
Speaking. lesson,the learner pairs,learners are word express Textboo t rubrics.
should be able to: guided to; different k.
Oral
meanings?
a) Differentiate search the meaning Teacher' questions.
between of function and What is the s Guide. Pronunciat
content and content words. difference ion tests.
Digital
function between function
give examples of devices. Checklists.
words for and content
function and
speech words? Lesson
content words.
clarity. notes.
b) Apply stress stress function and
on content content words
and function when necessary.
words bring out varied
appropriately meanings of words
for speech through stress.
clarity.
c) Appreciate
the
importance
of correct
pronunciatio
n in
communicati
on.

3 Reading. Reference By the end of the In groups,learners Why do we use Dictiona Assessmen
Materials: lesson,the learner are guided to; reference ry. t rubrics.
Dictionary, should be able to: materials?
search the internet Thesauru Checklists.
Thesaurus and
a) Outline for information What is the s.
Encyclopedia. Oral
various types about the purpose of the
Subject questions.
of reference dictionary, reference
Specific
materials and thesaurus and materials? Written
Encyclo
their uses. encyclopedia and questions.
pedia.
b) Use the the purpose of
dictionary, each. Learner's
thesaurus and read a passage Textboo
subject from the textbook k.
specific or newspaper.
Lesson
encyclopedia
identify unfamiliar notes.
to check the
words in the
meaning and
passage read.
usage of
words. look up the
c) Acknowledge meaning of the
the value of words in the
reference dictionary.
materials in
research. look the synonyms
of various words
using the thesaurus
and make correct
sentences.

4 Reading. Reference By the end of the In groups,pairs or Why do we use Subject Assessmen
Materials: lesson, the learner individually,learne reference specific t rubrics.
Dictionary, should be able to: rs are guided to: materials? encyclop
Checklists.
Thesaurus and edia.
a) Conduct utilise the
Encyclopedia. Oral
research on a dictionary, Learner's
presentatio
topic of thesaurus and the Textboo
ns.
interest using encyclopedia for k.
the reference
Digital
dictionary, purposes.
devices.
thesaurus and write down their
encyclopedia. findings in books.
b) Acknowledge
the value of conduct research
reference on contemporary
materials in issues from a
research. subject specific
encyclopedia.
note down their
findings and share
with peers.

5 Grammar in Order of By the end of the In groups or How can we use Learner's Assessmen
Use. Adjectives. lesson,the learner pairs,learners are words to create Textboo t rubrics.
should be able to: guided to; vivid pictures of a k.
Oral
person or place?
a) Identify the discuss the various Teacher' questions.
various types types of adjectives. s Guide.
Written
of adjectives
identify the Digital questions.
in texts.
opinion,size, devices.
b) Use digital Checklists.
shape,age,
devices to Audio
colour,origin,
search for texts.
material, purpose
examples of
adjectives in texts. Lesson
various types
of adjectives. notes.
listen to an audio
c) Appreciate text and pick out
the role of different
order of adjectives.
adjectives in
communicati search examples of
on for clarity. various types of
adjectives from the
internet and note
them down.
Fill in crossword
puzzles featuring
different types of
adjectives.
1 Grammar in Order of By the end of the In groups,pairs or Why is it Learner's Assessmen
0 Use. Adjectives. lesson, the learner individually,learne important to order Textboo t rubrics.
1
should be able to: rs are guided to; adjectives k.
Written
correctly?
a) Use the collaborate in Pictures, questions.
correct order forming sentences Posters
Oral
of adjectives using adjectives of and
questions.
in oral and opinion,size, Visuals.
written texts. shape,age, Digital
Checklists
b) Acknowledge colour,origin, devices.
material and Peer
the
purpose. Assessmen
importance
t.
of order of construct
adjectives in sentences orally
communicati and in writing
on. from posters,
posters and other
visuals.
participate in chain
story telling game
where they
describe a
character or place
using adjectives.

2 Reading. Play: Style. By the end of the In groups,pairs or What makes a Selected Checklists.
lesson,the learner individually,learne play interesting to Play -
Assessmen
should be able to: rs are guided to: read? class
t rubrics.
readers.
a) Identify the identify the oral
Oral
features of literature features Digital
questions.
style used in (narration, riddles, devices.
songs,
a play with Lesson
proverbs,local
examples. words and tongue notes.
b) Use digital twisters) used in a
resources to play.
search the pick out similes
meaning of and metaphors
the features used in the Play.
of style used
in a Play. read excerpts of a
c) Acknowledge play and pick out
the stylistic
the different
features used.
features of
style used in read about the
Plays. meaning of the
identified features
of style used in a
Play from digital
and non-digital
resources.

3 Reading. Play: Style. By the end of the In groups or How do stylistic Play - Checklists.
lesson,the learner pairs,learners are features enhance Class
Oral
should be able to: guided to: the message in a Readers.
questions.
Play?
a) Relate the relate the features Digital
Assessmen
stylistic of style to the devices.
t rubrics.
features to message in a Play
the message and note down Peer
in a Play. their findings. Assessmen
b) Role play the t.
collaborate in role
actions of the
playing the actions
characters in
of the characters in
a Play.
a Play.
c) Value the
role of varied write a summary
styles in of the features of
reinforcing style used in a
the message play.
in a Play.

4 Writing. Letter of By the end of the In groups,pairs or Why do we write Samples Checklists.
Application. lesson, the learner individually,learne letters of of
Assessmen
should be able to: rs are guided to: application? Letters
t rubrics.
of
a) Identify the study samples of How can one
applicati Writing
components letters of ensure a letter of
ons. texts.
of a letter of application and application meets
application. then identify its the expected Digital Oral
b) Write a letter components. standards? devices. questions.
of application brainstorm on the Learner's
for placement purpose of writing Textboo
at Senior a letter of k.
School using application and
all the Lesson
present in class.
component. notes.
c) Advocate the write a letter of
need to application for
adhere to the placement at
format of Senior School
formal letter using the taught
writing. components.
exchange the letter
with learners for
peer assessment

5 Theme: Conversational By the end of the In groups or Which words or Digital Oral
Leisure Time. Skills; lesson,the learner pairs,learners are expressions devices. questions.
Negotiation should be able to: guided to: would you use
Video Oral
Skills.
Listening and a) Identify watch a clip in when negotiating? clips. presentatio
Speaking. words and which people are ns.
How can one Learner's
phrases used engaged in a
enhance their Textboo Written
during negotiation.
negotiation skills? k questions.
negotiations.
pick out words and
b) Use verbal Teacher' Checklists.
phrases that
and non- s Guide.
facilitate a Observatio
verbal cues
negotiation. Lesson n
during
negotiations. notes. schedule.
work jointly and
c) Acknowledge search for more Charts Peer
the examples of words Assessmen
importance and phrases used t.
of during
negotiation negotiations. Role play.
skills in
communicati use verbal and
on. non-verbal cues in
conversations.
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.

1 1 Reading. Reading By the end of the In groups,learners Why is reading a Learner's Reading.
1 Fluency. lesson, the learner are guided to: text fluently Textboo
Checklists
k.
should be able to: search for important? Digital Oral
information on devices. questions.
a) Outline ways ways of enhancing
of enhancing Lesson Assessmen
fluency in reading
fluency in notes. t rubrics.
from the internet.
reading.
Narrativ
b) Discuss ways discuss the ways
es.
of enhancing of enhancing
fluency in fluency in reading. Articles.
reading.
preview a text and
c) Apply the
ignore the
different
unknown words.
ways of
enhancing scan through a text
fluency in to find a word,a
reading. pair of words or
d) Appreciate phrase.
the ways of
enhancing skim through
fluency in articles or chapters
reading. in a book.
read portions of a
narrative in turns.

2 Reading Reading By the end of the In groups or How can one read Selected Peer
Fluency. lesson,the learner pairs,learners are a text fluently? Texts Assessmen
should be able to: guided to: t.
Flashcar
a) Read a text engage in a timed, ds. Checklists.
at the right repeated reading of
Digital Assessmen
speed, a portion of a text
devices. t rubrics.
on safe passenger
accurately
practices. Stop
and with
expression watches.
pronounce sounds
for effective and words Learner's
communicati accurately. Textboo
on. k.
find texts,set a
b) Acknowledge reading rate goal,
the role of time themselves
reading and read , reread
fluently in the text until they
extensive attain their goals.
reading.

3 Grammar in Comparison of By the end of the In groups or How do we Learner's Checklists.

Use Adverbs. lesson,the learner pairs,learners are compare things? textbook
Oral
should be able to: guided to: .
Which rules for questions.
a) Identify the identify the comparison of Charts.
Assessmen
degrees of positive, adverbs should
Teacher' t rubrics.
comparison comparative and one follow?
s guide.
in adverbs. superlative degrees Written
b) Discuss the of adverbs. Digital questions.
rules of devices.
search the internet
comparison
or print resources
of adverbs.
for information on
c) Search the
rules for
internet for
comparison of
internet for
adverbs.
information
on rules of discuss the rules
comparison for comparison of
of adverbs. adverbs.
d) Acknowledge
the rules for read a passage
comparison featuring the
of adverbs. comparison of
adverbs and
categorize the
adverbs jointly.
collaborate in
correcting
mistakes in
sentences that have
comparison of
adverbs.

4 Grammar in Comparison of By the end of the In groups,pairs or Which words are Learner's Assessmen
use. Adverbs. lesson, the learner individually,learne used to make Textboo t rubrics.
should be able to: rs are guided to; comparison? k.
Written
a) Use positive practice using Digital questions.
comparative different degrees devices.
Sentence
and of adverbs in
Charts constructio
superlative sentences.
with n.
degrees of construct correct comparat
adverbs in Peer
sentences using the ive and
sentences. Assessmen
positive superlati
b) Appreciate t.
comparative and ve
the superlative degrees degrees Oral
importance of sentences. of questions.
of the correct adverbs
usage of share their Checklists.
adverbs. constructed Lesson
sentences with notes.
peers for
assessment and
feedback.

5 Reading Intensive By the end of the In groups,pairs or What are some of Selected Checklists.
Reading: Play. lesson,the learner individually,learne the issues authors Play.
Assessmen
should be able to: rs are guided to: write about?
Digital
a) Identify the read excerpts of a devices. t rubrics.
themes in a Play.
Learner's Oral
Play or a
outline and Textboo questions.
section of a
illustrate the k.
Play. Written
themes in a Play.
b) Analyse the Lesson questions.
themes in a collaborate in notes.
Play. Oral
discussing the
c) Appreciate presentatio
identified themes
the role of ns.
in a Play.
literary
appreciation present their
in the findings in class.
development
of critical
thinking
skills.

1 Reading Intensive By the end of the In groups or How are literary Digital Assessmen
2 Reading:Play. lesson, the learner pairs,learners are texts different devices. t rubrics.
1
should be able to: guided to: from factual ones
Sections Role play.
a) Relate the collaborate in of the
Checklist.
themes in a relating the Play.
Play to real identified themes Oral
life. to real life discussion.
b) Role play experiences.
Oral
some of the role play some of questions.
scenes in a the scenes in a
Play. Play.
c) Appreciate
the role of record video clips
literary as they dramatise
appreciation sections of a Play
in and share the
development video clip through
of critical the internet.
thinking
skills.

2 Writing Mechanics of By the end of the In groups or What is the Digital Assessmen
Writing: lesson,the learner pairs,learners are difference devices. t rubrics.
Spelling. should be able to: guided : between
Charts. Checklists
homophones and
a). Differentiate search for the
homonyms? Learner's Written
between homonyms meaning and
textbook texts.
and homophones. difference between Why are some
.
homonyms and words commonly Oral
b). Recognize homophones. misspelt? Lesson questions.
homonyms and notes.
note down their Spelling
homophones in
findings and exercises.
written texts.
discuss.
c). Spell identify
commonly misspelt homophones and
words for writing homonyms in
fluency. written text.
d). Value the search the internet
importance of for the commonly
correct spelling in misspelt words
written such as homonyms
communication. and homophones.
practice spelling
homophones and
homonyms in pairs
or groups
use the identified
homophones and
homonyms in
constructing
sentences.

3 Writing Mechanics of By the end of the In groups or Why is it Teacher' Assessmen

Writing: lesson,the learner pairs,learners are important to spell s notes. t rubrics.
Spelling. should be able to: guided to; words correctly?
Learner's Checklists.
a). Differentiate explain the textbook
Oral
between double difference between .
questions.
consonants and double constants
Teacher'
double vowels in and double Spelling
s Guide.
written texts. vowels. exercises.
Digital
b). Identify give examples of
devices
double consonants words with double
and double vowels in constant and
written texts. vowels.
c).Spell listen to a dictation
commonly misspelt of words with
words with double double consonants
consonants and and those with
vowels for writing double vowels and
fluency. write them down.
Value the engage in spelling
importance of correct games of the
spelling in written words with double
communication. consonants and
vowels.
use the words with
double consonants
and vowels in
sentences.

4 REVISION
&
5

1 END OF TERM ASSESSMENT & CLOSURE OF SCHOOL

3