CBE · Junior School
Grade 8 Foreign Language Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Foreign Language 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
- Foreign Language
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 8 Foreign Language scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
LISTENING AND SPEAKING
Interactive Speaking Basic greetings in Formal and Polite Context · Active listening Extended Family · Listening for understanding My Town · Active Listening Telling Time · Interactive Speaking · Interactive speaking In the kitchen · Oral Expression Feelings and emotions · Listening for information Physical Features in the Environment · Interactive speaking Transport
| 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 Basic greetings in Formal and Polite Context | 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: participate in “Repeat-after-me” exercise to acquire vocabulary on formal greetings. (Bonjour Monsieur/ Madame/ Mademoiselle, Comment allez-vous ; Je vais bien, merci : Comment vous appelez-vous, Monsieur ?). | How else do you communicate without use of speech? | 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 Basic greetings in Formal and Polite Context | 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: listen to and sing songs with vocabulary on formal greetings and introductions. | How else do you communicate without use of speech? | 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 Basic greetings in Formal and Polite Context | 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: play mimicry games to acquire non-verbal communication skills; source and watch video clips with authentic dialogues on introductions in formal settings. (Vous habitez où ? Où êtes-vous né ? Vous parlez … ?). | How else do you communicate without use of speech? | 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 Basic greetings in Formal and Polite Context | 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 simple skits on formal greetings and introductions. | How else do you communicate without use of speech? | 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 | Active listening Extended Family | By the end of the lesson, the learner should be able to: recall information accurately from oral interactions. | The learner is guided to: listen to audiovisual materials to identify members of the extended family by relation. (grand parent,oncle, tante, neveu, beaux parents…). | Why is family important? | 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 | Active listening Extended Family | By the end of the lesson, the learner should be able to: interpret verbal cues from audio stimuli. | The learner is guided to: listen to audio documents as they complete information on a set of family trees. | Why is family important? | 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 | Active listening Extended Family | By the end of the lesson, the learner should be able to: use specific vocabulary and expressions to engage in simple conversations. | The learner is guided to: participate in language games to improve their scope of vocabulary on extended family; use the acquired vocabulary and grammatical structures (voici + adjectif possessif + nom. Il / Elle est le / la ... frère / sœur de …etc) to talk about members of their extended families and others. | Why is family important? | 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 | Active listening Extended Family | By the end of the lesson, the learner should be able to: show enthusiasm to engage in conversations. | The learner is guided to: Listen to random flash card games and select the appropriate card in class. | Why is family important? | 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 for understanding My Town | 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 with vocabulary and expressions on how to get to various places in town. (à gauche, à droite, devant, derrière…); tell where one is going and what is going to do. | How do you know where you are going?; What do you do when get lost? | 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 | Listening for understanding My Town | By the end of the lesson, the learner should be able to: recall important details from audio stimuli. | The learner is guided to: use the appropriate vocabulary to ask for and give directions. | How do you know where you are going?; What do you do when get lost? | 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 | Listening for understanding My Town | By the end of the lesson, the learner should be able to: demonstrate focused listening for optimal information retrieval. | The learner is guided to: role play on describing locations and giving directions on where something is found. | How do you know where you are going?; What do you do when get lost? | 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 | Listening for understanding My Town | By the end of the lesson, the learner should be able to: cultivate awareness on the importance of paying attention to details when listening for information. | The learner is guided to: simulate simple dialogues on asking and giving directions of a place; play games on giving directions of some objects in simulated town. | How do you know where you are going?; What do you do when get lost? | 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 Telling Time | 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: recite poems about time; play number games to work on time in the 12-hour clock system. | Why is the importance of time? | 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 | Active Listening Telling Time | By the end of the lesson, the learner should be able to: interpret verbal cues from audio stimuli. | The learner is guided to: watch audio-visual clips on telling time; practice asking and giving time (Quelle heure est-il ? Il est 11h00, Il est 5h30). | Why is the importance of time? | 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 | Active Listening Telling Time | 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: participate in rhyming games to acquire vocabulary; discuss jointly on the importance of keeping time. | Why is the importance of time? | 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 Foreign Language scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
LISTENING AND SPEAKING
Interactive speaking Transport
READING
Reading for fluency · Reading for fluency Extended family · Reading for understanding My Town · Reading for understanding Travel · Reading for understanding · Reading for understanding Feelings and emotions · Reading for understanding Physical Features
| 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 Transport | By the end of the lesson, the learner should be able to: respond to questions and prompts to show comprehension and engagement; use vocabulary and expressions appropriately to probe and engage in oral interactions. | The learner is guided to: participate in “Repeat-after-me” exercise to acquire vocabulary on transport. (Le chameau, l’âne, la moto, la bicyclette, le vélo, l’auto, le bus, le taxi, le train, le métro, le tramway, la trottinette, le scooter, le bateau, le canoë, le bac/ferry); listen to and sing songs on transport around them. | Why do we have different means of transport? | 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 Transport | By the end of the lesson, the learner should be able to: use non-verbal communication cues to enhance communication; exhibit confidence to contribute actively in conversations. | The learner is guided to: play mimicry games in pairs to practice non-verbal interactive communication skills; source and watch video clips with authentic dialogues on means of transport using digital devices; do simple skits collaboratively on transport means and how to move around (Comment va-t-on en ville? On prend un bus/ On utilise la moto ; Où sont les bus ? A la gare.). | Why do we have different means of transport? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | READING | Reading for fluency | By the end of the lesson, the learner should be able to: infer meaning of words from simple texts. | The learner is guided to: echo read texts on formal greetings and introductions in class with the teacher for pronunciation practice, in small groups. | What is the importance of reading texts? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | READING | Reading for fluency | By the end of the lesson, the learner should be able to: read simple texts fluently using the right intonation and pace. | The learner is guided to: source for texts on formal greetings and introductions from digital devices and pick out vocabulary. (Bonjour Monsieur/ Madame/ Mademoiselle, Comment allez-vous ; Je vais bien, merci : Comment vous appelez-vous, Monsieur?); respond to simple questions from reading texts on formal greetings. | What is the importance of reading texts? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | READING | Reading for fluency | By the end of the lesson, the learner should be able to: show enthusiasm in reading through exposure to simple varied texts. | The learner is guided to: use dramatic reading of simple texts in small groups for developing fluency. | What is the importance of reading texts? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | READING | Reading for fluency Extended family | By the end of the lesson, the learner should be able to: understand the meaning of words and phrases while reading aloud written texts. | The learner is guided to: read aloud selected texts based on the extended family members; articulate words, phrases and sentences correctly, audibly and with the correct intonation. | 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 fluency Extended family | By the end of the lesson, the learner should be able to: refine their articulation and pronunciation. | The learner is guided to: practice echo and speed reading with peers to test their accuracy. | 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 fluency Extended family | By the end of the lesson, the learner should be able to: develop a sense of joy and enjoyment in reading aloud selected texts. | The learner is guided to: recite poems and pick out lexical on family; study family trees for better understanding. | 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 My Town | 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: give directions to a certain location. | Why do we ask for direction? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | READING | Reading for understanding My Town | 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: locate a place on a map from a given text; use a map to identify places where one intends go. | Why do we ask for direction? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | READING | Reading for understanding My Town | By the end of the lesson, the learner should be able to: read texts for understanding. | The learner is guided to: play mind games on directions. | Why do we ask for direction? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | READING | Reading for fluency | 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 on time and practice fluency; use the clock and watches in reading time. | What role does time play in ours lives? | 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 fluency | 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: recite poems on time. | What role does time play in ours lives? | 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 fluency | By the end of the lesson, the learner should be able to: display a sense of enjoyment and satisfaction when reading. | The learner is guided to: use the internet to source for and read vocabulary on time; source for reading articles on time, using digital devices. | What role does time play in ours lives? | 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 Travel | 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: read a variety of written texts about travel; match questions with their answers in the context of travel. | What excites you when one talks about fun? | 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 Foreign Language scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
WRITING
Guided Writing · Guided Writing - My Town · Guided Writing - The 12-hour clock 3. 5 Guided Writing · Guided Writing - Travel · Guided Writing Emotions and Feelings
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | WRITING | Guided Writing | By the end of the lesson, the learner should be able to: write common words with correct orthography. | The learner is guided to: fill crosswords and word puzzles using cues from texts on formal greetings and introductions. | How do you locate items in class? Inquiry Question(s) What makes written texts have a wide readership? Key Inquiry Why do we make shopping lists? | 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 - My Town | By the end of the lesson, the learner should be able to: create simple sentences using correct structures. | The learner is guided to: fill gaps in simple dialogues using simple vocabulary of formal greetings and introductions. (Salut, (Bonjour Monsieur/ Madame/ Mademoiselle, Comment allez-vous ; Je vais bien, merci : Comment vous appelez-vous, Monsieur ? Enchanté); write down dictated vocabulary on formal greetings and introductions. | How do you locate items in class? Inquiry Question(s) What makes written texts have a wide readership? Key Inquiry Why do we make shopping lists? | 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 | By the end of the lesson, the learner should be able to: appreciate the role of writing in interactive communication contexts. Outcome By the end of the sub strand, the learner should be able to:. | The learner is guided to: use visual prompts like pictures and illustrations to write simple texts on formal greetings and introductions collaboratively. The learner is guided to:. | How do you locate items in class? Inquiry Question(s) What makes written texts have a wide readership? Key Inquiry Why do we make shopping lists? | 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 | By the end of the lesson, the learner should be able to: write words accurately as per given contexts. | The learner is guided to: write keenly and accurately by copying down written phrases, sentences and paragraphs. | How do you locate items in class? Inquiry Question(s) What makes written texts have a wide readership? Key Inquiry Why do we make shopping lists? | 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 | By the end of the lesson, the learner should be able to: construct short essays on common, familiar themes. | The learner is guided to: select topics and thematic areas (preferably on both nuclear and extended family) to write compositions on, with the aid of flash cards, sequenced photos, or well selected audio-visual materials; participate in collaborative writing projects using learning apps. The learner is guided to:. | How do you locate items in class? Inquiry Question(s) What makes written texts have a wide readership? Key Inquiry Why do we make shopping lists? | 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 | By the end of the lesson, the learner should be able to: display a sense of pride and ownership in their written work. Outcome By the end of the sub strand, the learner should be able to:. | The learner is guided to: write correct description of places in an urban set-up. | How do you locate items in class? Inquiry Question(s) What makes written texts have a wide readership? Key Inquiry Why do we make shopping lists? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | WRITING | Guided Writing | By the end of the lesson, the learner should be able to: write common words with correct orthography. | The learner is guided to: write texts on where items can be found in a town. | How do you locate items in class? Inquiry Question(s) What makes written texts have a wide readership? Key Inquiry Why do we make 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 | By the end of the lesson, the learner should be able to: create simple sentences using correct structures. | The learner is guided to: draw maps from texts indicating described locations in a town; write a grammatically correct texts to colleagues describing where to meet. (Au café, au restaurant, ……). | How do you locate items in class? Inquiry Question(s) What makes written texts have a wide readership? Key Inquiry Why do we make 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 | 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: guide friends and colleagues on how to use digital devices that give directions. | How do you locate items in class? Inquiry Question(s) What makes written texts have a wide readership? Key Inquiry Why do we make 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 | 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 the 12-hour clock; fill in gaps in short texts relating to time. | How do you know time is different at different moments of the day?; What interesting things do you do as you travel?; Why is it important to follow rules and regulations while travelling? | 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 - The 12-hour clock 3. 5 Guided Writing | By the end of the lesson, the learner should be able to: create simple sentences using correct structures. | The learner is guided to: make a clock using readily available material; match time with important activities in the school timetable. | How do you know time is different at different moments of the day?; What interesting things do you do as you travel?; Why is it important to follow rules and regulations while travelling? | 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 - Travel | 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: fill word puzzles with vocabulary on time; write down simple dictated words on time. | How do you know time is different at different moments of the day?; What interesting things do you do as you travel?; Why is it important to follow rules and regulations while travelling? | 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 | By the end of the lesson, the learner should be able to: identify meaning of words and expressions as used in written texts. | The learner is guided to: write simple sentences about time The learner is guided to:. | How do you know time is different at different moments of the day?; What interesting things do you do as you travel?; Why is it important to follow rules and regulations while travelling? | 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 | By the end of the lesson, the learner should be able to: write short narratives using vocabulary and grammar structures learned. | The learner is guided to: complete paragraphs by filling in blanks with the correct words or expressions; write short narratives with peers about their travel experiences. | How do you know time is different at different moments of the day?; What interesting things do you do as you travel?; Why is it important to follow rules and regulations while travelling? | 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 | By the end of the lesson, the learner should be able to: display enthusiasm in composing texts on familiar topics. | The learner is guided to: compose written dialogues using a lexical on travel; participate in writing projects that will produce texts based on travel and tours, to be posted on class noticeboards. | How do you know time is different at different moments of the day?; What interesting things do you do as you travel?; Why is it important to follow rules and regulations while travelling? | 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 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.