CBE · Junior School
Grade 9 Foreign Language Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Foreign Language scheme of work for Grade 9 covering Terms 1, 2 and 3 2026: strands and sub-strands mapped week by week with specific learning outcomes, key inquiry questions, suggested learning experiences, resources and assessment methods.
- Level
- Grade 9
- Subject
- Foreign Language
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 9 Foreign Language scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
LISTENING AND SPEAKING
Interactive Speaking · Listening for information · Active Listening Routine · Oral expression · Interactive Speaking Eating out · Listening for Information At the doctor’s
| 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 | 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 clips on formal greetings, introductions and taking leave to respond to questions; participate in “Repeat-after-me” exercise to acquire vocabulary on formal greetings and taking leave; (Comment allez-vous Monsieur? A la prochaine Madame). | How can we maintain formal relationships in greetings and introductions? | 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 | 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, introductions and taking leave. (Quelle est votre nationalité ? Vous parlez français ?). | How can we maintain formal relationships in greetings and introductions? | 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 | 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. | How can we maintain formal relationships in greetings and introductions? | 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 | By the end of the lesson, the learner should be able to: exhibit confidence to contribute actively in conversations. | The learner is guided to: source and watch video clips with authentic dialogues on greetings, introductions and taking leave in formal settings (Bonsoir Madame ! Comment vous appelez-vous madame ? Au revoir, à bientôt ! Vous êtes kenyan ?); participate in simple skits in small groups on formal greetings; introductions and taking leave. | How can we maintain formal relationships in greetings and introductions? | 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 | Listening for information | 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 used to describe members of the family, types of family (famille nuclaire et famille elargie), professions and places of work. | What would you consider if you were to choose a profession? | 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 | Listening for information | By the end of the lesson, the learner should be able to: recall important details from audio stimuli. | The learner is guided to: role play on various aspects of the family (descriptions, professions…). | What would you consider if you were to choose a profession? | 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 information | By the end of the lesson, the learner should be able to: demonstrate focused listening for optimal information retrieval. | The learner is guided to: use the vocabulary, expressions and grammatical structures learned to describe their family members to peers / classmates in short dialogues and in turns. | What would you consider if you were to choose a profession? | 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 information | 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: Use the vocabulary acquired to tell where the various professionals work. | What would you consider if you were to choose a profession? | 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 information | 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 about common Kenyan domestic and wild animals. | Why do you think it is important to prepare well when visiting the countryside? | 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 information | By the end of the lesson, the learner should be able to: recall important details from audio stimuli. | The learner is guided to: listen to audio clips with different sounds of animals and identify their names. | Why do you think it is important to prepare well when visiting the countryside? | 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 information | By the end of the lesson, the learner should be able to: demonstrate focused listening for optimal information retrieval. | The learner is guided to: describe different animals by their attributes; discuss on which animals they and their friends and acquaintances like and why. | Why do you think it is important to prepare well when visiting the countryside? | 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 information | 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: tell how to best take care of the different animals. | Why do you think it is important to prepare well when visiting the countryside? | 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 Routine | 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: watch audio-visual clips with vocabulary on routine and time; practice talking about the daily routine in relation to time (A 5h00 je me lève, je prends mon petit-déjeuner à 7h30, je dors a 10h45). | Why is it important to plan for daily activities? | 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 Routine | By the end of the lesson, the learner should be able to: interpret verbal cues from audio stimuli. | The learner is guided to: participate in rhyming games to acquire vocabulary on routine. | Why is it important to plan for daily activities? | 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 Routine | 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: discuss jointly on different routines; talk about planned activities across the week. | Why is it important to plan for daily activities? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 9 Foreign Language scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
LISTENING AND SPEAKING
Interactive Speaking
READING
Reading for fluency · Reading for understanding Nuclear and Extended Family · Reading for understanding My surrounding · Reading for understanding · Reading for understanding Eating Out
| 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 | 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 asking and giving directions; listen to and sing songs on transport around them. | How can one avoid getting lost in a new place? | 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 | By the end of the lesson, the learner should be able to: use vocabulary and expressions appropriately to probe and engage in oral interactions; use non-verbal communication cues to enhance communication. | The learner is guided to: play mimicry games in pairs to practice non-verbal cues like gestures of giving directions. | How can one avoid getting lost in a new place? | 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 | By the end of the lesson, the learner should be able to: exhibit confidence to contribute actively in conversations. | The learner is guided to: source and watch video clips with authentic dialogues on asking and giving directions using digital devices; do simple skits in small groups on asking and giving directions. | How can one avoid getting lost in a new place? | 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: 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. | How do you think greetings between people who are unfamiliar to one another go? | 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: 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?). | How do you think greetings between people who are unfamiliar to one another go? | 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 | 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. | How do you think greetings between people who are unfamiliar to one another go? | 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 Nuclear and Extended Family | By the end of the lesson, the learner should be able to: identify key details and facts from read texts. | The learner is guided to: highlight key details and information about family members and their professions in selected texts. | What do you think people consider when choosing a place to work? | 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 Nuclear and Extended Family | By the end of the lesson, the learner should be able to: use information from read texts to respond to questions and prompts. | The learner is guided to: read selected passages to extract grammatical structures and key information, through simple interactive exercises done in groups. | What do you think people consider when choosing a place to work? | 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 Nuclear and Extended Family | By the end of the lesson, the learner should be able to: build confidence in one's ability to comprehend and interpret written material. | The learner is guided to: practice reading texts with right intonation and pace to bring out correct meaning in text. | What do you think people consider when choosing a place to work? | 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 surrounding | By the end of the lesson, the learner should be able to: identify key details and facts from read texts. | The learner is guided to: identify animals and their locales from written texts. | Why do you think some people keep pets? | 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 surrounding | By the end of the lesson, the learner should be able to: use information from read texts to respond to questions and prompts. | The learner is guided to: match animals with their descriptions in texts. | Why do you think some people keep pets? | 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 understanding My surrounding | By the end of the lesson, the learner should be able to: build confidence in one's ability to comprehend and interpret written material. | The learner is guided to: in groups or pairs use digital devices to search for and build vocabulary and expressions about basic care of animals. | Why do you think some people keep pets? | 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: infer meaning of words from simple texts. | The learner is guided to: read short texts on routine and practice fluency; use the clock and watches in reading time. | What makes our daily routines differ from one person’s to another’s? | 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: read simple texts fluently using the right intonation and pace. | The learner is guided to: recite poems on daily routine in pairs. | What makes our daily routines differ from one person’s to another’s? | 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 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 the internet to source for and read vocabulary on routine; Play games in groups on daily routine activities. | What makes our daily routines differ from one person’s to another’s? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 9 Foreign Language scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
READING
Reading for Understanding
WRITING
Guided Writing · Guided Writing - Nuclear and Extended Family · Guided writing Routine
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | READING | Reading for Understanding | 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: engage in interactive read-aloud activity where reading is paused for question and answer breaks; source for texts on means of transport from digital devices in small groups and read for vocabulary (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). | What makes a tour of a place interesting? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | READING | Reading for Understanding | 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: echo read texts in small groups to practice intonation and pace in reading; engage in dramatic reading activities to practice vocabulary and fluency; matching picture stimuli to given vocabulary about means of transport (la gare, la station de metro, le billet, ). | What makes a tour of a place interesting? | 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: 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; 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). | What do you need to do to prepare for writing texts? Inquiry Why would you choose to write as a means of communicating with others? | 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 and Extended Family | By the end of the lesson, the learner should be able to: create simple sentences using correct structures. | The learner is guided to: write down dictated simple vocabulary on formal greetings and introductions. | What do you need to do to prepare for writing texts? Inquiry Why would you choose to write as a means of communicating with others? | 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: 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. The learner is guided to:. | What do you need to do to prepare for writing texts? Inquiry Why would you choose to write as a means of communicating with others? | 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: write common words with correct orthography. | The learner is guided to: write short and coherent texts through dictation related to the theme of family; write short texts about the various aspects of the theme family from a. | What do you need to do to prepare for writing texts? Inquiry Why would you choose to write as a means of communicating with others? | 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 grammatically correct short texts using acquired vocabulary and phrases to describe animals. | How do you thing written materials like posters and signboards can be important when visiting the countryside? | 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: match vocabulary to categorize animals into domestic and wild in group activities. | How do you thing written materials like posters and signboards can be important when visiting the countryside? | 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: write short texts about basic care of animals. | How do you thing written materials like posters and signboards can be important when visiting the countryside? | 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 Routine | 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 routine; fill in gaps in short texts relating to routine. | Why is writing a routine schedule important? | 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 Routine | By the end of the lesson, the learner should be able to: create simple sentences using correct structures. | The learner is guided to: create a weekly routine; fill word puzzles with vocabulary on routine. | Why is writing a routine schedule important? | 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 Routine | 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 down simple dictated words on routine; write simple sentences on daily routine. | Why is writing a routine schedule important? | 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: write common words with correct orthography. | The learner is guided to: note down key words and expressions used to talk about programs and plans for the near future on fun and enjoyment. | Why do you think it is important to write down a plan of activities? | 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: create simple sentences using correct structures. | The learner is guided to: do transformation of selected verbs to form nouns (la nominalization des verbes visiter, arriver, danser, chanter, écouter, partir); accurately write short narratives with peers about their future plans for fun and enjoyment activities to be carried out within the school, such as swimming gala, beauty pageant, face painting, watching movies, playing video-games, etc.). | Why do you think it is important to write down a plan of activities? | 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: appreciate the role of writing in interactive communication contexts. | The learner is guided to: draw programs for entertainment events in school and post them on school notice boards. | Why do you think it is important to write down a plan of activities? | Course book, charts, flashcards, audio recordings, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
More Grade 9 schemes of work
Questions about this scheme of work
Does this page cover all the terms?
It carries Terms 1, 2 and 3 of 2026 — every term published for Grade 9 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.