CBE · Junior School
Grade 8 English Scheme of Work — Terms 1, 2 and 3, 2026
A CBE English scheme of work for Grade 8 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 8
- Subject
- English
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 8 English scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Listening and Speaking
Polite Language: Telephone Etiquette · Oral Presentations: Songs · Listening Comprehension · Listening Comprehension: Selective Listening · Pronunciation
Reading
Extensive Reading: Independent Reading · Intensive Reading: Short Stories (Class Reader) · Intensive Reading: Simple poems · Intensive Reading: Short story (Class Reader) · Intensive Reading · Intensive reading: Poetry · Study Skills- Reference Materials
Grammar in Use
Word classes: Compound Nouns · Word classes: Collective Nouns. · Word Classes: Primary Auxiliaries · Verbs and Tense · Word Classes: adjectives
Writing
Writing legibly and neatly · Mechanics of Writing: Punctuation · Paragraphing: Sequencing of Ideas · Paragraphing: Connectors of sequence
| 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: Telephone Etiquette | By the end of the lesson, the learner should be able to: identify polite words and phrases in telephone conversations; conduct a telephone conversation using polite words and expressions. | The learner is guided to: listen and identify words and phrases that indicate polite language in a telephone conversation from a digital device; role-play a telephone dialogue on human rights using polite language. | Why should one be polite when speaking over telephone?; How do we ensure politeness in a telephone conversation? | 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: Telephone Etiquette | By the end of the lesson, the learner should be able to: acknowledge the significance of etiquette in telephone conversations. | The learner is guided to: match polite telephone conversation expressions with appropriate responses from the cards provided; practise leaving and taking telephone messages over the phone using polite language on a caller card. | Why should one be polite when speaking over telephone?; How do we ensure politeness in a telephone conversation? | 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: Independent Reading | By the end of the lesson, the learner should be able to: identify print and non-print texts that are interesting to read; read a range of texts for information. | The learner is guided to: skim through grade-appropriate print and electronic reading materials; scan grade-appropriate print and electronic reading materials; read materials on human rights at their pace within a specified period; discuss what they have read. | Why should one read widely?; What should one consider when selecting a reading text? | 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: Independent Reading | By the end of the lesson, the learner should be able to: appreciate the importance of reading for enjoyment. | The learner is guided to: write down the main ideas in the texts they have read; use a dictionary to look up the meaning of vocabulary acquired from independent reading; infer the meaning of words as used in the texts. | Why should one read widely?; What should one consider when selecting a reading text? | 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: Compound Nouns | By the end of the lesson, the learner should be able to: identify compound nouns in a text; use compound nouns in their singular and plural forms. | The learner is guided to: listen to an audio recording on human rights; identify the compound nouns used in the text; work with peers to categorise compound nouns into two-word or three-word nouns from a given list; form separate and hyphenated compound nouns by combining two or more words. | Why should we use compound nouns when communicating? | 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: Compound Nouns | By the end of the lesson, the learner should be able to: appreciate the importance of compound nouns in communication. | The learner is guided to: form plurals of compound nouns from a completion table; write sentences using compound nouns in their singular and plural forms; search online and offline for more examples of compound nouns; use compound nouns to form sentences from a substitution table; assess the correctness of the sentences with peers. | Why should we use compound nouns when communicating? | 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: Short Stories (Class Reader) | By the end of the lesson, the learner should be able to: outline the sequence of events in a short story that they have read; use contextual clues to infer the meanings of words. | The learner is guided to: predict events by focusing on the title and illustrations in a text; silently read the short story; infer contextual meanings of words based on the events in the story. | How can you predict the outcome of a story even before you read it?; How do you tell the meaning of unfamiliar words in a story? | 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: Short Stories (Class Reader) | By the end of the lesson, the learner should be able to: answer direct and inferential questions from a short story; acknowledge the role of reading in communication. | The learner is guided to: retell the story while citing issues on human rights; role-play selected events and characters in the story; work with peers to discuss the relationships between their own lives and those of characters in the text. | How can you predict the outcome of a story even before you read it?; How do you tell the meaning of unfamiliar words in a story? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Writing | Writing legibly and neatly | By the end of the lesson, the learner should be able to: classify letters according to height differentials; write a text, legibly and neatly. | The learner is guided to: copy a provided passage and shape upper and lower case lettters appropriately; copy a provided passage and space letters, words and sentences correctly; rewrite a provided text legibly and neatly; cancel words or sentences neatly when composing a text. | Why should one write legibly and neatly?; What are the qualities of a good handwriting? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Writing | Writing legibly and neatly | By the end of the lesson, the learner should be able to: advocate the need for legibility and neatness in writing. | The learner is guided to: split words that are joined appropriately; write dictated sentences legibly and neatly; write a narrative composition on human rights legibly and neatly; cancel neatly upon making mistakes as they listen to the excerpt that is dictated. | Why should one write legibly and neatly?; What are the qualities of a good handwriting? | 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 Presentations: Songs | By the end of the lesson, the learner should be able to: identify features of songs in the locality; use performance techniques when singing. | The learner is guided to: watch recordings of songs from the Kenya drama and music festivals; discuss the performance techniques that make the presentations appealing and make notes; identify songs of their choice and present them to the rest of the class. | How can one improve the presentation of a song to make it interesting? | 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 Presentations: Songs | By the end of the lesson, the learner should be able to: write songs on a scientific innovation; appreciate the role of songs in the society. | The learner is guided to: write songs on scientific innovations; collaborate to recite and record the songs or poems; watch the recordings and discuss the non-verbal aspects of the performance. | How can one improve the presentation of a song to make it interesting? | 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 the persona in a given poem; identify instances of repetition in a given poem. | The learner is guided to: read a given poem for enjoyment; recite/rap and dramatise the given poem; discuss the voice that speaks in the poem (the persona); explain the words, phrases and sentences that help them to decipher the surface and deeper meaning of a poem. | How is a poem different from a passage?; How can you say what is in the poem in your own words? | 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: explain what the poem is about; appreciate the role of poems in communication. | The learner is guided to: relate the message in the poem with real life experiences; work with peers to compose, type and share poems related to scientific innovations; display their poems on a chart, a poster in class or on the school notice board. | How is a poem different from a passage?; How can you say what is in the poem in your own words? | 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 | Word classes: Collective Nouns. | By the end of the lesson, the learner should be able to: identify collective nouns from a text; use singular and plural forms of collective nouns correctly in sentences. | The learner is guided to: list the collective nouns as they listen to an audio text; identify collective nouns in a print text; classify collective nouns according to people, animals or things; discuss the plural forms of these nouns. | How do collective nouns form their plurals? | 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 | Word classes: Collective Nouns. | By the end of the lesson, the learner should be able to: appreciate the importance of collective nouns in communication. | The learner is guided to: write correct sentences using collective nouns from substitution tables; fill in blank spaces using the correct collective nouns; fill in crossword puzzles using collective nouns; search for more examples of collective nouns from print or non-print text; collaborate to construct sentences using the collective nouns they have identified. | How do collective nouns form their plurals? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Reading | Intensive Reading: Short story (Class Reader) | By the end of the lesson, the learner should be able to: identify the setting - time and place-of a short story; highlight the episodes in the short story chronologically. | The learner is guided to: watch different places and times of the day and night from a digital device or written text; read a short story and retell what they have read; tease out the geographical setting, the historical period and the culture from which the story is based by looking at the words and elements used in the story. | Which places in the short stories would you like to visit?; Which time in history would you desire to live? | 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: Short story (Class Reader) | By the end of the lesson, the learner should be able to: appreciate the differences in culture and setting. | The learner is guided to: work with peers to compare the setting and places in the short story to their own real life setting; use their surroundings to describe the setting and place; draw or take pictures of different settings at different times. | Which places in the short stories would you like to visit?; Which time in history would you desire to live? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Writing | Mechanics of Writing: Punctuation | By the end of the lesson, the learner should be able to: punctuate a given text using commas, apostrophes, and capital letters correctly; use an apostrophe, commas and capital letters appropriately in composition writing. | The learner is guided to: search online and offline on uses of the comma, apostrophe and capital letter; read a given text and take note of the commas, apostrophes and capital letters used; explain how the commas and the apostrophes are used in the text; discuss the role of capital letters as used in various words or sentences in the passage. | Why should a text be well punctuated?; How does wrong punctation affect writing? | 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: advocate the use of correct punctuation in writing. | The learner is guided to: punctuate a passage correctly using commas, apostrophes, or capital letters where necessary; write a short composition on scientific innovations using capital letters, commas and apostrophes correctly; assess each other’s composition and discuss how the punctuation marks and capital letters have been used; search for more uses of the apostrophe and brackets from books or the internet. | Why should a text be well punctuated?; How does wrong punctation affect 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 | Listening Comprehension | By the end of the lesson, the learner should be able to: identify the main idea from a cause and effect text; pinpoint specific information from a cause and effect text. | The learner is guided to: listen to a cause and effect text on pollution being read by the teacher or from a digital device; pick out the main idea from that cause and effect text; respond to oral questions based on the text correctly; identify and write down the ideas presented in the text. | What should one look for when listening to a text? | 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 | By the end of the lesson, the learner should be able to: infer the meanings of unfamiliar words using context clues; acknowledge the importance of listening for detail. | The learner is guided to: orally answer questions based on the text; make a list of unfamiliar words and practise pronouncing them; give the meaning of specific words using context clues; look up the meanings of unfamiliar words from an online or offline dictionary; use given words to construct sentences. | What should one look for when listening to a text? | 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 | By the end of the lesson, the learner should be able to: answer questions based on a given text correctly; infer meanings of words in a given text correctly. | The learner is guided to: predict events by focusing on the title and illustrations in a text; individually, silently read a passage on pollution so as to internalize the information; read the passage aloud in turns as they answer oral questions that are asked. | How can one improve the way they read?; Which skills should one use in order to read effectively? | 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 | By the end of the lesson, the learner should be able to: acknowledge the importance of good reading skills reading in life. | The learner is guided to: infer the meaning of given words using synonyms, contexts among others; work with peers to recapture events in the text as they role play; write answers to the questions given after the passage correctly. | How can one improve the way they read?; Which skills should one use in order to read effectively? | 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 | Word Classes: Primary Auxiliaries | By the end of the lesson, the learner should be able to: identify primary auxiliary verbs in a text; use primary auxiliary verbs in sentences correctly. | The learner is guided to: identify primary auxiliary verbs from a text; search for the functions of primary auxiliary verbs from the internet or text books; individually write down sentences using each of the primary auxiliary verbs identified; collaborate to write a short paragraph on environmental conservation using primary auxiliary verbs. | What are the functions of verbs in sentences? | 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 8 English scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Listening and Speaking
Functional Writing: Apology Letters · Listening for Detail · Listening and Responding: Oral Narratives - Myths · Pronunciation · Oral Presentations
Reading
Reading Fluency: Poem · Intensive Reading: short story (Class Reader) · Intensive Reading: Visuals · Intensive Reading: Poem · Intensive Reading: Poetry · Extensive Reading: Grade appropriate fiction Materials - Characters · Intensive Reading: Similes and metaphors · Study Skills: Note Making
Grammar in Use
Word Classes: Adverbs · Word Classes: Pronouns · Word Classes: Simple prepositions · Word Classes: Conjunctions – because, that, when, if, unless, and since · Word Classes: Demonstratives and Quantifiers
Writing
Mechanics of Writing · Composition Writing · Assessment of writing · Creative Writing: Narrative Compositions (240-280 words)
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Listening and Speaking | Functional Writing: Apology Letters | By the end of the lesson, the learner should be able to: list the parts of a letter of apology; write a letter of apology based on a given context; acknowledge the role of letter writing in communication. By the end of the Sub Strand, the learner should be able to:; list ways of disagreeing politely. | The learner is guided to: search online and offline for parts of a letter of apology; listen to two conversations: one that constitutes an apology and another that doesn’t, from a digital device; discuss what makes the two conversations different; read through a letter of apology and identify the different parts; discuss the language and content of a letter of apology; search for sample letters of apology from the internet, newspapers, magazines or books. | Why do people write letters?; Which words or phrases are used to show politeness?; How do you use non-verbal cues to express different moods and feelings? | 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 | Functional Writing: Apology Letters | By the end of the lesson, the learner should be able to: use conversational strategies to disagree appropriately; apply non-verbal cues to express varied moods and feelings; advocate for the need to speak politely during communication. | The learner is guided to: use the elements and layout of a formal letter plan and individually write a letter of apology; collaborate to assess the correctness of the letters written by each learner. The learner is guided to:; watch a short video or read an excerpt in which speakers disagree appropriately and identify polite expressions used; role play the events depicted in the video or excerpt; practise disagreeing politely while incorporating non-verbal cues; listen to a dialogue where characters agree or disagree politely; work with peers to write a short dialogue depicting disagreeing politely and present it to the rest of the class. | Why do people write letters?; Which words or phrases are used to show politeness?; How do you use non-verbal cues to express different moods and feelings? | 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: Poem | By the end of the lesson, the learner should be able to: identify techniques of reading fast; read a text accurately, with expression and at the right speed. | The learner is guided to: preview a text before reading; skim a text to obtain the main idea; Scan a text to obtain specific details; ignore unknown words when reading a text. | Why should we display appropriate expressions when reading a text? | 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: Poem | By the end of the lesson, the learner should be able to: apply fluency strategies when reading a text; appreciate the value of fluency in reading to enhance understanding. | The learner is guided to: practice reading a text at the right speed while displaying the right feelings; pronounce words and sounds accurately; work with peers to engage in a reader’s theatre; recite the poems aloud in class; work with peers to download sample texts from the internet and read them. | Why should we display appropriate expressions when reading a text? | 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: Adverbs | By the end of the lesson, the learner should be able to: identify adverbs of frequency and degree correctly from a text; use adverbs of frequency and degree correctly in sentences. | The learner is guided to: watch a short video and pick out the adverbs of frequency and degree used by the speakers; identify the adverbs of frequency and degree from a text; construct sentences using adverbs of frequency and degree. | Why should one use adverbs correctly? | 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: Adverbs | By the end of the lesson, the learner should be able to: appreciate the importance of using adverbs correctly in communication. | The learner is guided to: hold conversations using the adverbs of frequency and degree; fill in crossword puzzles; search online for more examples of adverbs of frequency and degree. | Why should one use adverbs correctly? | 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: short story (Class Reader) | By the end of the lesson, the learner should be able to: identify the main ideas in the short story; summarise the key events in the short story. | The learner is guided to: read a prescribed section of the short story discuss the storyline; present findings in a talking tree. | Why do people read short stories? | 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: short story (Class Reader) | By the end of the lesson, the learner should be able to: relate the main ideas in the short story to real life situations; appreciate the relevance of the short story in addressing real life issues. | The learner is guided to: summarise the main idea in the short story; act out a section of the short story, with peers. | Why do people read short stories? | 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 | By the end of the lesson, the learner should be able to: spell commonly misspelt words correctly; use prefixes and suffixes correctly in writing. | The learner is guided to: Read a digital or print passage on drug abuse and pick out the misspelt words; make a list of words with prefixes and suffixes used in a passage; write the correct spellings of words with prefixes and suffixes from a dictation; pick out words with silent vowels from a list; rewrite correctly a piece of writing in which words with prefixes, suffixes, or silent letters are misspelt; construct sentences using words with silent vowels. | Why should words be spelt 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 | By the end of the lesson, the learner should be able to: write words with silent vowels (-ie and -ei) correctly; make connections between spelling and meaning in suffixed and prefixed words; acknowledge the importance of correct spellings in writing. | The learner is guided to: work with peers to search for more examples of words with prefixes, suffixes and silent vowels from the internet, newspapers, or magazines; select the correct form of prefix or suffix for given words from a table; create and display charts showing different words with prefixes and suffixes; write short compositions based on the theme using words with prefixes, suffixes, and silent (-ie -ei) vowels; collaborate to assess each other’s writing for correct spelling of prefixed and suffixed words as well as words with silent vowels. | Why should words be spelt 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 for Detail | By the end of the lesson, the learner should be able to: identify main ideas in a listening text; respond appropriately to questions based on the listening text. | The learner is guided to: listen to a recorded text on wild life and answer questions from the text, and discuss the main ideas; listen to a passage read by peers or the teacher and outline the main ideas from the text individually. | How should one listen for detail? | 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 for Detail | By the end of the lesson, the learner should be able to: acknowledge the importance of listening for details in life. | The learner is guided to: discuss with peers answers based on a given text. | How should one listen for detail? | 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: Visuals | By the end of the lesson, the learner should be able to: identify different visuals in given contexts correctly; make a connection between visuals and the written text. | The learner is guided to: study information presented in optical illusions in print/ electronic devices and discuss findings; make inference of implied meaning from the visuals. | What information do we obtain from visuals?; How can one interpret a visual 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: Visuals | By the end of the lesson, the learner should be able to: interpret visuals correctly for meaning; appreciate the role of visuals in simplifying representation. | The learner is guided to: work with peers to make connections of the visuals such as pictures, graphs, illustrations, charts and videos provided with written texts; write a summary of what has been viewed in the visuals which may depict human-wildlife conflict; present a piece of written information on wildlife in form of a visual and share in class. | What information do we obtain from visuals?; How can one interpret a visual 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 | Word Classes: Pronouns | By the end of the lesson, the learner should be able to: identify indefinite and reflexive pronouns correctly; use indefinite and reflexive pronouns in sentences correctly. | The learner is guided to: study a chart displaying the indefinite and reflexive pronouns to distinguish between them; listen to an audio on wildlife from a digital device and write down the indefinite and reflexive pronouns from the audio text. | What are indefinite and reflexive pronouns?; Why do we use indefinite pronouns? | 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 | Word Classes: Pronouns | By the end of the lesson, the learner should be able to: appreciate the role of indefinite and reflexive pronouns in communication. | The learner is guided to: collaborate to construct sentences using indefinite and reflexive pronouns; choose an appropriate indefinite and reflexive pronoun to fill in gaps in given sentences; construct correct sentences using reflexive and indefinite pronouns from a substitution table. | What are indefinite and reflexive pronouns?; Why do we use indefinite pronouns? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Reading | Intensive Reading: Short story (Class Reader) | By the end of the lesson, the learner should be able to: identify the characters in a given short story; explain the relationship between the characters in the short story. | The learner is guided to: read the short story and pick out the characters; discuss the things done by the characters in the short story; dramatise different characters in a short story in order to bring out their traits. | How does one identify qualities of characters in a short story? | 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: Short story (Class Reader) | By the end of the lesson, the learner should be able to: appreciate the role of the characters in the short story in depicting real-life experiences. | The learner is guided to: distinguish between the main characters and the minor characters; work with peers to use relationship tree diagrams, character map or any other diagrammatic tool to show how the characters relate to each other; display the tree diagram via power point or manila paper in class. | How does one identify qualities of characters in a short story? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Writing | Composition Writing | By the end of the lesson, the learner should be able to: identify the steps in the writing process; write a dialogue on a given topic. | The learner is guided to: discuss the steps in the writing process; use a digital device to search for information and ideas on the topic-wildlife, from the internet; braisntorm with peers and outline the ideas to include in a dilaogue; write a rough draft of the dialogue on a topic based on the theme-wildlife. | How would you ensure that you make your composition clear and interesting? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Writing | Composition Writing | By the end of the lesson, the learner should be able to: appreciate the importance of the writing process in enhancing clear communication. | The learner is guided to: revise the dialogue by adding, rearranging, removing and replacing ideas, words, phrases and sentences; edit the dialogue to check for repetition, clarity, grammar, spelling and punctuation; evaluate each other’s dialogue; share the final dialogues with others by posting them on the talking walls. | How would you ensure that you make your composition clear and interesting? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Listening and Speaking | Listening and Responding: Oral Narratives - Myths | By the end of the lesson, the learner should be able to: identify the characters in a given myth; narrate the key events in a given myth. | The learner is guided to: predict events in a myth from the title or pictures in the story; listen to a narration of a myth from your community then retell the myth to their peers; watch a video recording of a myth; identify the characters in the myth. | How can you tell what is going to happen in a story?; How are the characters or events in the story related to the people or happenings around us? | 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 and Responding: Oral Narratives - Myths | By the end of the lesson, the learner should be able to: explain the moral lesson in a set myth; relate the characters in a myth to real life; acknowledge the role/importance of oral literature in lifelong learning. | The learner is guided to: collaborate answer questions from the story; discuss the lessons learnt from a myth; discuss the relevance of the story to real life. | How can you tell what is going to happen in a story?; How are the characters or events in the story related to the people or happenings around us? | 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: Poem | By the end of the lesson, the learner should be able to: select required information from a text; use nonverbal cues to bring out the message in a poem. | The learner is guided to: identify the characters, themes and aspects of style such as repetition from a poem; infer the meaning of words from the context; use visuals, synonyms, antonyms among others to infer the meaning of words; rap/recite the poem in turns using relevant non-verbal cues. | How can one tell the meaning of unfamiliar words used in a text?; Why should one support an opinion about a story or person with evidence? | 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: Poem | By the end of the lesson, the learner should be able to: make judgement on the information in a text; infer the meaning of unfamiliar words using contextual clues; acknowledge the importance comprehension in life. | The learner is guided to: answer direct and inferential questions based on the poem; retell events depicted in the poem in own words; make evidence supported judgements about the events and the message in a poem; conduct debates based on the poem elaborating on what you like or do not like about the poem; use prior experience and previous knowledge when giving an opinion. | How can one tell the meaning of unfamiliar words used in a text?; Why should one support an opinion about a story or person with evidence? | 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 | Word Classes: Simple prepositions | By the end of the lesson, the learner should be able to: identify prepositions of position, time and place correctly; use prepositions of position, time and place in sentences correctly. | The learner is guided to: identify the prepositions of position, place and time from print or digital texts; construct sentences using prepositions of position, place and time and display on charts. | How do we show where a person or thing is?; How do you show the position of a thing or the time something happens? | 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 8 English scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Writing
Functional Writing: Thank you and Congratulatory notes · Mechanics of Writing: Prefixes and Suffixes · The writing process · Creative Narrative Composition: Idioms · Extensive reading: Short story (Class Reader) · Functional Writing: Personal Journals
Listening and Speaking
Conversational Skills: interviews · Listening to Respond: Attitude · Extensive Listening: Poems · Pronunciation and Intonation · Oral Reports: Events
Reading
Extensive Reading: Non-fiction · Intensive Reading: Lessons Learnt (Class Reader) · Intensive Reading: Comprehension Strategies · Short Story: Characters (Class Reader) · Short Story: Style (Class Reader) · Reading Fluency · Poems
Grammar in Use
Word Classes: Adverbs · Phrasal Verbs · Word Classes: Compound Sentences · Study Skills · Types of Sentences: Interrogative sentences
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Writing | Functional Writing: Thank you and Congratulatory notes | By the end of the lesson, the learner should be able to: recognise the key elements and layout of a thank you and a congratulatory note; use the correct format to write a thank you note. | The learner is guided to: list some of the ocassions when we write a thank you and a congratulatory note; write a thank you and a congratulatory note; search for samples of a thank you and a congratulatory note from the internet, newspapers, magazines and textbooks and read through them; download a thank you and a congratulatory note from the internet and read through them. | How are strong emotions expressed in writing?; Why should one write how they feel about something? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Writing | Functional Writing: Thank you and Congratulatory notes | By the end of the lesson, the learner should be able to: write a congratulatory note correctly; critique thank you and congratulatory notes for correctness and relevance. | The learner is guided to: identify the key aspects (components) of a thank you and a congratulatory note; collaborate to write a thank you and a congratulatory note individually; paste the completed work on the wall; conduct a gallery walk and give feedback for each other’s work; share a thank you and a congratulatory note online, through email, or posters. | How are strong emotions expressed in writing?; Why should one write how they feel about something? | 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 | Conversational Skills: interviews | By the end of the lesson, the learner should be able to: identify polite words and expressions in a radio or television interview; use polite words and expressions when conducting an interview. | The learner is guided to: listen to a recorded or a role played interview and identify polite expressions used. For example, “I am sorry but...”; “your point is valid, but...”; watch a video in which the speakers are engaged in a radio or television interview; make a list of the verbal and non-verbal cues used by the speakers to express politeness. | Why is it important to use polite language during an interview?; How do we show respect for other people’s opinion? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Listening and Speaking | Conversational Skills: interviews | By the end of the lesson, the learner should be able to: appreciate the role of interviews in presenting reality. | The learner is guided to: brainstorm and conduct an interview on choosing a career in traffic law enforcement agencies using polite expressions; search online and offline for typical questions and answers in a radio or television interview; conduct a hot seating episode that relates to experiences people go through in their various careers. | Why is it important to use polite language during an interview?; How do we show respect for other people’s opinion? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Reading | Extensive Reading: Non-fiction | By the end of the lesson, the learner should be able to: identify print and non-print non-fiction materials that are interesting to read; read a range of non-fiction materials for general information. | The learner is guided to: skim through print and electronic reading materials on careers; discuss the general ideas with peers; scan print and electronic reading materials and identify key words and phrases. | What is the importance of reading widely?; What do you consider when selecting a reading text? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Reading | Extensive Reading: Non-fiction | By the end of the lesson, the learner should be able to: appreciate the importance of reading for information. | The learner is guided to: use a dictionary to look up the meaning of vocabulary acquired during independent reading; read various texts on risky behaviour by road users and note the key points; share with peers what he or she has read about. | What is the importance of reading widely?; What do you consider when selecting a reading text? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Grammar in Use | Word Classes: Adverbs | By the end of the lesson, the learner should be able to: identify adverbs formed from adjectives in sentences or a group of words; form adverbs from adjectives. | The learner is guided to: select adverbs formed from adjectives from a print and non-print text; read a text on careers and identify the adverbs use; construct sentences on different careers using adverbs formed from adjectives; select the correct forms of adverbs from a substitution table. | Why do we form words from other words?; What are the functions of adverbs? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Grammar in Use | Word Classes: Adverbs | By the end of the lesson, the learner should be able to: use adverbs formed from adjectives in sentences; appreciate the value of adverbs in communication. | The learner is guided to: search the internet, newspapers or magazine for examples of adverbs formed from adjectives, with peers; fill in blanks using adverbs formed from adjectives; compile a list of instructions using adverbs formed from adjectives; make a list of adverbs formed from adjectives and display them on charts and posters; compose short poems using adverbs formed from adjectives. | Why do we form words from other words?; What are the functions of adverbs? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Reading | Intensive Reading: Lessons Learnt (Class Reader) | By the end of the lesson, the learner should be able to: identify the lessons learnt in a short story; relate the lessons learnt in the short story to real life. | The learner is guided to: listen or watch a story and identify moral lessons that are brought out from a digital device; read the short story and retell what they have read; discuss the lessons learnt by looking at the actions and the words used in the story, with peers; discuss how different characters bring out the lessons. | What issues in the society are addressed by stories?; How can one derive lessons from a short story? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Reading | Intensive Reading: Lessons Learnt (Class Reader) | By the end of the lesson, the learner should be able to: appreciate the role of stories in addressing societal issues. | The learner is guided to: role play the episodes that carry the main lessons in the short story; make connections between situations in their own lives and the episodes in the text; use the lessons learnt to write a composition and share it with peers. | What issues in the society are addressed by stories?; How can one derive lessons from a short story? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Writing | Mechanics of Writing: Prefixes and Suffixes | By the end of the lesson, the learner should be able to: identify words with prefixes and suffixes from a text; use prefixes and suffixes correctly in sentences. | The learner is guided to: read a text on careers which features words with prefixes and suffixes from print and non-print sources; write down words with suffixes and prefixes from the text; formulate a table separating words with similar prefixes, roots and suffixes, with peers; infer the meaning of a word from prefixes. | How can you tell the meaning of a word using a prefix?; Which words with suffixes and prefixes are confusing? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Writing | Mechanics of Writing: Prefixes and Suffixes | By the end of the lesson, the learner should be able to: acknowledge the influence of prefixes and suffixes on meaning and formation of words. | The learner is guided to: break down words into prefixes and suffixes; listen to a dictated list of words with prefixes and suffixes and write them down; formulate sentences using words with prefixes and suffixes; fill in blanks in a writing with the correct form of words with prefixes and suffixes; search for more examples of words with prefixes and suffixes from books, newspapers, internet among others, with peers. | How can you tell the meaning of a word using a prefix?; Which words with suffixes and prefixes are confusing? | 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 | Listening to Respond: Attitude | By the end of the lesson, the learner should be able to: explain the message in a given song; use appropriate words and expressions to express their attitude towards a given song. | The learner is guided to: listen to different songs from a digital device or non-electronic sources and describe the messages in them; collaborate with peers to perform the songs and bring out relevant emotions. | What messages are found in songs?; What makes one like or dislike a song? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Listening and Speaking | Listening to Respond: Attitude | By the end of the lesson, the learner should be able to: appreciate how choice of words affects the reader. | The learner is guided to: discuss issues highlighted in the songs with those of their peers; use words and expressions to describe their feelings about various issues in the songs including modern fashion. | What messages are found in songs?; What makes one like or dislike a song? | 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: Comprehension Strategies | By the end of the lesson, the learner should be able to: identify mental images in a text correctly; use contextual clues to infer information and meanings of words correctly in a text. | The learner is guided to: read the passage on modern fashion and underline sentences that create mental images; read the passage on modern fashion in turns as they answer direct and inferential questions. | What do you remember most after reading a text?; How do we get information from a text? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Reading | Intensive Reading: Comprehension Strategies | By the end of the lesson, the learner should be able to: acknowledge the role of comprehension in effective communication. | The learner is guided to: work with peers to infer the meaning of words and expressions using contextual clues; present mental pictures from the text on charts and display them. | What do you remember most after reading a text?; How do we get information from a text? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Grammar in Use | Phrasal Verbs | By the end of the lesson, the learner should be able to: identify phrasal verbs correctly in a text; use the phrasal verbs correctly in sentences. | The learner is guided to: read a text and isolate the phrasal verbs formed from make, pass and look; search the internet for more examples of the given phrasal verbs and list them on different flash cards. | How are phrasal verbs formed?; How can one tell the meaning of a phrasal verb? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Grammar in Use | Phrasal Verbs | By the end of the lesson, the learner should be able to: acknowledge the role of phrasal verbs in making conversations interesting. | The learner is guided to: work with peers to construct sentences on modern fashion using the given phrasal verbs; use print and digital dictionaries of phrasal verbs to check the meaning of the given phrasal verbs, with peers. | How are phrasal verbs formed?; How can one tell the meaning of a phrasal verb? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Reading | Short Story: Characters (Class Reader) | By the end of the lesson, the learner should be able to: identify the characters in the short story; write a paragraph on the characters in the short story. | The learner is guided to: read a story in print or non-print form; identify the characters in the story as they have read; categorize the characters as good or bad based on their actions and words, with peers; read a short story and discuss the actions and words of the characters in the story. | What qualities do you admire in people?; How can character traits be described? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Reading | Short Story: Characters (Class Reader) | By the end of the lesson, the learner should be able to: appreciate the role of characters in stories. | The learner is guided to: write paragraphs describing the traits of the characters in the short story using different words and expressions; work with peers to compare and contrast the traits of the characters in the short story; describe how some characters in the short story are similar to the people they know; role play the different characters in the short story bringing out their traits; make connections between their own lives and those of characters in the text. | What qualities do you admire in people?; How can character traits be described? | 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: explain the process of writing a dialogue; write a dialogue on a given topic correctly. | The learner is guided to: work with peers to search online and offline for the stages of the writing process (i.e. pre-writing, drafting, editing, revising, publishing) and present them on a manila paper; work with peers to brainstorm on possible topics for a dialogue writing on modern fashion; undertake the stages of the writing prosess in creating a dialogue. | How can a good dialogue be written?; Why should one write a dialogue? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Writing | The writing process | By the end of the lesson, the learner should be able to: acknowledge the importance of the writing process. | The learner is guided to: display the dialogues for peer review and revision; edit the dialogues to make corrections for clarity, grammar, spelling and punctuation; work with the teacher to evaluate the individual dialogues. | How can a good dialogue be written?; Why should one write a dialogue? | 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 | Extensive Listening: Poems | By the end of the lesson, the learner should be able to: identify messages in poems; perform poems using appropriate techniques. | The learner is guided to: watch recordings or performances of poems on the need for consumer protection and patriotism for enjoyment; with peers, discuss the different messages in the poems. | How can you improve the presentation of a poem?; What messages are conveyed in poem? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Listening and Speaking | Extensive Listening: Poems | By the end of the lesson, the learner should be able to: acknowledge the role of poems in society. | The learner is guided to: discuss in groups the performance techniques that make the presentations appealing; identify poems on the need for consumer protection and perform them while recording themselves; discuss what stands out in presentation. | How can you improve the presentation of a poem?; What messages are conveyed in poem? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Reading | Intensive Reading: Comprehension strategies | By the end of the lesson, the learner should be able to: identify the key points in a passage; create mental images of the characters, places and events in the text. | The learner is guided to: read a text on the need for consumer protection and identify the key points; underline sentences that help create mental images (visualising) about the characters, places and events; role play events and characters in the passage in groups; answer questions based on the read text. | How do you identify the key points while reading a text?; Which words can bring out the five senses in a 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 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
More Grade 8 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 8 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.
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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.