CBE · Junior School
Grade 7 Foreign Language Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Foreign Language scheme of work for Grade 7 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 7
- Subject
- Foreign Language
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 7 Foreign Language scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
LISTENING AND SPEAKING
Interactive Speaking Informal and Other Forms of Greetings · Oral Expression Nuclear Family Interactive By strand, market be · Active Listening Important Dates · Listening for Information Leisure Time · Interactive Speaking Shopping for Food · Oral Expression Physical Appearance Active By strand, be a) b) c) · Interactive Speaking In the Neighbourhood
READING
Reading Aloud Informal and Other Forms of Greetings
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | LISTENING AND SPEAKING | Interactive Speaking Informal and Other Forms of Greetings | By the end of the lesson, the learner should be able to: respond to questions and prompts to show comprehension and engagement. | The learner is guided to: listen to audio material on informal greetings and respond to prompts; listen to and sing songs with vocabulary on informal greetings and introductions. | How can you communicate without talking? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | LISTENING AND SPEAKING | Interactive Speaking Informal and Other Forms of Greetings | By the end of the lesson, the learner should be able to: use vocabulary and expressions appropriately to probe and engage in oral interactions. | The learner is guided to: participate in simple skits on greetings and introductions while speaking clearly and effectively using appropriate language expressions and gestures; source and watch video clips with dialogues on introductions with a view to appreciate diversity. | How can you communicate without talking? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | LISTENING AND SPEAKING | Interactive Speaking Informal and Other Forms of Greetings | By the end of the lesson, the learner should be able to: use non-verbal communication cues to enhance communication. | The learner is guided to: (Comment tu t’appelles ? Quel âge as-tu ? Tu habites où ? Et ton ami/amie ?). | How can you communicate without talking? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | LISTENING AND SPEAKING | Interactive Speaking Informal and Other Forms of Greetings | By the end of the lesson, the learner should be able to: exhibit confidence to contribute actively in conversations. | The learner is guided to: participate in “Repeat-after-me” exercise to acquire vocabulary (salut, coucou, ça marche, ça roule, ça gaze ! quoi de neuf ?); play mimicry games such as charades and mirroring jointly to acquire non-verbal communication skills. | How can you communicate without talking? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | LISTENING AND SPEAKING | Oral Expression Nuclear Family Interactive By strand, market be | By the end of the lesson, the learner should be able to: use varied vocabulary when speaking. | The learner is guided to: outline vocabulary on members of a nuclear family; listen to audiovisual texts of people presenting their families (name, age and professions). | Why is family important? Why do people make a shopping list? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | LISTENING AND SPEAKING | Oral Expression Nuclear Family Interactive By strand, market be | By the end of the lesson, the learner should be able to: employ fluency in verbal. | The learner is guided to: present role plays on members of family asking and presenting on name, age and professions with emphasis on speaking clearly and effectively using appropriate language, expressions and gestures; carry out short exposés of different family models with emphasis on appreciating diversity and uniqueness learner is guided to:. | Why is family important? Why do people make a shopping list? | 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 Expression Nuclear Family Interactive By strand, market be | By the end of the lesson, the learner should be able to: express enthusiasm in oral communication. the end of the sub The the learner should able to:. | The learner is guided to: identify different types of shops in the market from images (boucherie, épicerie, boutique,..); Ask for the locations of different shops in the market (où est? où se trouve?...). | Why is family important? Why do people make a shopping list? | 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 Expression Nuclear Family Interactive By strand, market be | By the end of the lesson, the learner should be able to: identify key points from audio stimuli. | The learner is guided to: listen to audio-visual materials and pick vocabulary and expressions on selling and buying at the market (expressions de quantité: nombres, litre, kilo…). | Why is family important? Why do people make a shopping list? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | LISTENING AND SPEAKING | Oral Expression Nuclear Family Interactive By strand, market be | By the end of the lesson, the learner should be able to: ask and give information in oral interactions. | The learner is guided to: ask for prices of items in different shops in the market using polite language in order to make informed choices (polite form:Je voudrais…) (ça coute combien/ ça fait combien, s’il vous plait…); use the vocabulary, expressions and grammatical structures to describe items in a shop at the market. | Why is family important? Why do people make a shopping list? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | LISTENING AND SPEAKING | Oral Expression Nuclear Family Interactive By strand, market be | By the end of the lesson, the learner should be able to: value the importance of paying attention to details while listening. | The learner is guided to: Simulate simple dialogues on buying and selling at the market as they compare prices; Create a shopping list to guide them when buying items at the market. | Why is family important? Why do people make a shopping list? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | LISTENING AND SPEAKING | Active Listening Important Dates | By the end of the lesson, the learner should be able to: recall details and information accurately from oral interactions. | The learner is guided to: play number games to work on dates. | Are some dates more important than others? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | LISTENING AND SPEAKING | Active Listening Important Dates | By the end of the lesson, the learner should be able to: interpret verbal cues from audio stimuli. | The learner is guided to: practice asking and saying the date: (Quelle est la date aujourd’hui? C’est lundi le 4 janvier, 2024); participate in rhyming games to acquire vocabulary on important dates (date d’anniversaire, nouvel an, noël, fȇtes nationales). | Are some dates more important than others? | 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 | Active Listening Important Dates | By the end of the lesson, the learner should be able to: demonstrate willingness to be receptive to new ideas in oral interactions. | The learner is guided to: watch audio-visual clips with important dates. | Are some dates more important than others? | 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 for Information Leisure Time | By the end of the lesson, the learner should be able to: identify key points from audio stimuli. | The learner is guided to: pick out aspects of time when leisure time activities take place from audiovisual texts (après les cours,récreation, week-ends, vacances); listen keenly and respond appropritely to questions on when they engage in leisure time activities. | Why should we create time for fun and enjoyment? | 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 for Information Leisure Time | By the end of the lesson, the learner should be able to: use information from audio stimuli to respond to questions or prompts. | The learner is guided to: play word puzzle games with vocabulary on leisure activities; watch short video clips on leisure activities in Kenya and elsewhere. | Why should we create time for fun and enjoyment? | 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 7 Foreign Language scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
READING
Reading Aloud Informal and Other Forms of Greetings · Reading Aloud Nuclear family · Reading for understanding The Market · Reading Aloud Important Dates · Reading for Understanding Leisure Time · Reading Aloud Shopping for Food · Reading Aloud Physical Appearance · Reading Aloud Seasons · Guided Reading In the Neighbourhood
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | READING | Reading Aloud Informal and Other Forms of Greetings | By the end of the lesson, the learner should be able to: infer meaning of words from simple texts; read simple texts fluently using the right intonation and pace. | The learner is guided to: pick out vocabulary in group on greetings and introductions from digital devices (salut, coucou, ça marche, ça roule, ça gaze ! quoi de neuf ?); echo read texts on greetings and introductions in class with the teacher for pronunciation practice; read texts in pairs to acquire vocabulary ( Bonjour, Bonsoir, Tu t’appelles comment? Tu as quel âge ?); respond to simple questions from reading texts on informal greetings. | Why do we read? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | READING | Reading Aloud Informal and Other Forms of Greetings | By the end of the lesson, the learner should be able to: show enthusiasm in reading simple varied texts. | The learner is guided to: read and rearrange jumbled words to make meaningful sentences; use dramatic reading of simple texts in small groups for developing fluency (intonation and pace); play a skit on self and others’ introduction on name ,age and where they live. | Why do we read? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | READING | Reading Aloud Nuclear family | By the end of the lesson, the learner should be able to: By the end of the sub The strand, the learner should be able to:. | The learner is guided to: read selected passages on families in order to comprehend the use of a wide vocabulary and phrases (age, situation de famille, professions, lieu de travaille). | Which was your first storybook to read? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | READING | Reading Aloud Nuclear family | By the end of the lesson, the learner should be able to: identify vocabulary and expressions in texts. | The learner is guided to: read passages to extract grammatical structures and key information. | Which was your first storybook to read? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | READING | Reading Aloud Nuclear family | By the end of the lesson, the learner should be able to: read simple texts for comprehension. | The learner is guided to: read aloud lyrics of songs about different family setups in French; answer comprehension questions on family. | Which was your first storybook to read? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | READING | Reading Aloud Nuclear family | By the end of the lesson, the learner should be able to: read texts with confidence with support. | The learner is guided to: compare from visual stimuli different family models and relate to their own. | Which was your first storybook to read? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | READING | Reading for understanding The Market | By the end of the lesson, the learner should be able to: Summarize key details and facts from the text. | The learner is guided to: read out a dialogue between a buyer and seller observing the right intonation and pace; pick out expressions of politeness from texts (s’il vous plait, excusez-moi, je voudrais… merci). | What do you carry when going shopping? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | READING | Reading for understanding The Market | By the end of the lesson, the learner should be able to: read fluently using the right intonation and pace. | The learner is guided to: read a variety of texts on shopping and point out names of items and their quantities. | What do you carry when going shopping? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | READING | Reading for understanding The Market | By the end of the lesson, the learner should be able to: read texts for understanding. | The learner is guided to: read different passages on shopping to compare prices of items; read simple texts on shopping and point out prices of items and the shops where they can be purchased. | What do you carry when going shopping? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | READING | Reading Aloud Important Dates | By the end of the lesson, the learner should be able to: decode familiar sounds in words to read simple short texts. | The learner is guided to: read short texts in turns on important dates with fluency. | Why should we remember dates of events? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | READING | Reading Aloud Important Dates | By the end of the lesson, the learner should be able to: read texts with correct intonation, pace and fluency. | The learner is guided to: articulate important dates on calendar (date d’anniversaire, nouvel an, noël, fȇtes nationales); recite simple poems on numbers. | Why should we remember dates of events? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | READING | Reading Aloud Important Dates | By the end of the lesson, the learner should be able to: read varied texts with enthusiasm. | The learner is guided to: use the internet appropriately to source for and read vocabulary on important dates. | Why should we remember dates of events? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | READING | Reading for Understanding Leisure Time | By the end of the lesson, the learner should be able to: identify key details and facts from written texts. | The learner is guided to: pick out leisure activities from texts; match pictures of leisure activities with texts(scrabble, monopoly,vidéo). | Why do we play different games in school? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | READING | Reading for Understanding Leisure Time | By the end of the lesson, the learner should be able to: apply information from the text and answer questions. | The learner is guided to: point out expressions of time from texts ( le soir, le weekend, les vacances). | Why do we play different games in school? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | READING | Reading for Understanding Leisure Time | By the end of the lesson, the learner should be able to: show an increasing ability to understand words and phrases in context. | The learner is guided to: respond to questions from texts on when they undertake leisure activities; read a variety of written texts about leisure activities (musique, dance, cinéma…). | Why do we play different games in school? | 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 7 Foreign Language scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
WRITING
Guided Writing Informal and Other Forms of Greetings · Guided Writing Nuclear Family · Guided Writing The Market · Guided Writing Important Dates 3. 5 Guided Writing Leisure Time · Guided Writing Shopping for Food · Guided Writing Physical Appearance · Guided Writing Seasons · Guided Writing In the neighborhood
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | WRITING | Guided Writing Informal and Other Forms of Greetings | By the end of the lesson, the learner should be able to: write common words with the correct orthography. | The learner is guided to: fill crosswords and word puzzles using cues from other texts on greetings and introductions; fill gaps in simple dialogues using simple vocabulary on greetings and introductions (salut, coucou, ça marche, ça roule, ça gaze ! quoi de neuf ?). | Why do you greet visitors who come to class? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | WRITING | Guided Writing Informal and Other Forms of Greetings | By the end of the lesson, the learner should be able to: create simple sentences using correct structures. | The learner is guided to: make sentences from jumbled words to write about greetings and introductions in group activities. | Why do you greet visitors who come to class? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | WRITING | Guided Writing Informal and Other Forms of Greetings | By the end of the lesson, the learner should be able to: appreciate the role of writing in interactive communication. | The learner is guided to: write down dictated simple vocabulary on greetings and introductions; use visual prompts like pictures and illustrations to write simple texts. | Why do you greet visitors who come to class? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | WRITING | Guided Writing Nuclear Family | By the end of the lesson, the learner should be able to: use language to convey short written interactive messages. | The learner is guided to: fill out forms seeking information on names, nationality, date and place of birth, marital status, residence etc. | What documents require information about your family? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | WRITING | Guided Writing Nuclear Family | By the end of the lesson, the learner should be able to: construct relatively long simple texts. | The learner is guided to: write short emails to friends and classmates about family members and what they do (work) and what they like. | What documents require information about your family? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | WRITING | Guided Writing Nuclear Family | By the end of the lesson, the learner should be able to: appreciate the role of writing in interactive communication contexts. | The learner is guided to: write chats or information on social media platforms using their parents’ or teachers’ phones. | What documents require information about your family? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | WRITING | Guided Writing The Market | By the end of the lesson, the learner should be able to: decode the meaning of words from texts. | The learner is guided to: write correct texts on amounts and pricing from texts given in different contexts write shopping lists. | Why should we write shopping lists? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | WRITING | Guided Writing The Market | By the end of the lesson, the learner should be able to: construct simple, coherent sentences and short paragraphs. | The learner is guided to: correctly match specific items in terms of names, quantities and where in the market they are sold. | Why should we write shopping lists? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | WRITING | Guided Writing The Market | By the end of the lesson, the learner should be able to: appreciate the role of writing in varied contexts. | The learner is guided to: fill in appropriate words/expressions when shopping at the market to make complete texts and grammatically correct texts. | Why should we write shopping lists? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | WRITING | Guided Writing Important Dates 3. 5 Guided Writing Leisure Time | By the end of the lesson, the learner should be able to: write common words with correct orthography. | The learner is guided to: write texts on important dates. | Which dates are important to you? Why do have Breaks in school? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | WRITING | Guided Writing Important Dates 3. 5 Guided Writing Leisure Time | By the end of the lesson, the learner should be able to: create simple sentences using correct structures. | The learner is guided to: fill in gaps in short texts relating to important dates; make a calendar of events in groups. | Which dates are important to you? Why do have Breaks in school? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | WRITING | Guided Writing Important Dates 3. 5 Guided Writing Leisure Time | By the end of the lesson, the learner should be able to: appreciate the role of writing in interactive communication contexts By the end of the sub strand, the learner should be able to:. | The learner is guided to: match picture stimuli of important days and dates. | Which dates are important to you? Why do have Breaks in school? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | WRITING | Guided Writing Important Dates 3. 5 Guided Writing Leisure Time | By the end of the lesson, the learner should be able to: apply basic spelling and punctuation rules in simple written communication. | The learner is guided to: fill word puzzles with vocabulary on important dates The learner is guided to:. | Which dates are important to you? Why do have Breaks in school? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | WRITING | Guided Writing Important Dates 3. 5 Guided Writing Leisure Time | By the end of the lesson, the learner should be able to: write texts on leisure, games and sporting activities. | The learner is guided to: accurately write dictated passages based on familiar topics (sports and leisure) with correct punctuation and orthography; write short compositions on leisure activities that they engage in with peers. | Which dates are important to you? Why do have Breaks in school? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | WRITING | Guided Writing Important Dates 3. 5 Guided Writing Leisure Time | By the end of the lesson, the learner should be able to: display increased interest to express ideas and information in a coherent and organized manner through writing. | The learner is guided to: correctly use vocabulary and grammatical structures learned in written texts that express interests, likes and dislikes, / preferences…verbes en ER use the negation ne + verbe + pas and adjectives (possessif, démonstratif, qualificatif). | Which dates are important to you? Why do have Breaks in school? | 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 7 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 7 Foreign Language 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.