2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons2 Strands in Term 2

Grade 8 English Schemes of Work & Strands (Term 2 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 8 English Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 8 English Term 2 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 8 English in Term 2.

Class / Grade: Grade 8
Learning Area: English
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 8 English Term 2 Scheme of Work Table

Week-by-week lesson matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Reading	Intensive Reading: Visuals	By the end of the sub strand, the learner should be able to; a) identify different visuals in given contexts correctly b) make a connection between visuals and the written text	1. What information do we obtain from visuals?	- study information presented in optical illusions in print/ electronic devices and discuss findings - make inference of implied meaning from the visuals	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Intensive Reading: Visuals	By the end of the sub strand, the learner should be able to; a) interpret visuals correctly for meaning b) appreciate the role of visuals in simplifying representation	1. How can one interpret a visual correctly?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Intensive Reading: Visuals	By the end of the sub strand, the learner should be able to; a) appreciate the role of visuals in simplifying representation	1. How can one interpret a visual correctly?	- present a piece of written information on wildlife in form of a visual and share in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Intensive Reading: Short story	By the end of the sub strand, the learner should be able to; a) identify the characters in a given short story	1. How does one identify qualities of characters in a short story?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Intensive Reading: Short story	By the end of the sub strand, the learner should be able to; a) explain the relationship between the characters in the short story b) appreciate the role of the characters in the short story in depicting real- life experiences	1. How does one identify qualities of characters in a short story?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Reading	Intensive Reading: Short story	By the end of the sub strand, the learner should be able to; a) appreciate the role of the characters in the short story in depicting real- life experiences	1. How does one identify qualities of characters in a short story?	- display the tree diagram via power point or manila paper in class	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Intensive Reading: Poem	By the end of the sub strand, the learner should be able to; a) select required information from a text b) use nonverbal cues to bring out the message in a poem	1. How can one tell the meaning of unfamiliar words used in a text?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Intensive Reading: Poem	By the end of the sub strand, the learner should be able to; a) make judgement on the information in a text b) infer the meaning of unfamiliar words using contextual clues c) acknowledge the importance comprehension in life	1. Why should one support an opinion about a story or person with evidence?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Intensive Reading: Poetry	By the end of the sub strand, the learner should be able to; a) identify inanimate characters in a given poem	1. How do you describe the characters in a poem?	- find out the meaning of inanimate characters from print and digital texts - identify inanimate characters in a poem - discuss the likely inanimate characters in a poem and their traits	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Intensive Reading: Poetry	By the end of the sub strand, the learner should be able to; a) describe traits of inanimate characters present in a given poem b) appreciate the role of inanimate characters in poetry	1. Why are the characters in a poem important?	- recite a poem related to the theme using appropriate non-verbal cues - role play an inanimate character in a given poem - relate inanimate characters with individuals in real life	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Reading	Extensive Reading: Grade appropriate fiction Materials - Characters	By the end of the sub strand, the learner should be able to; a) identify the characters in a given fiction text	1. What makes reading enjoyable?	- search online and offline for words that can be used to describe character traits - read a given fiction material on African heroes/heroines and list the characters in the text - role play the different characters identified - dramatise the text and video record the performance	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Reading	Extensive Reading: Grade appropriate fiction Materials - Characters	By the end of the sub strand, the learner should be able to; a) describe the traits of a given character in a fictional text b) appreciate the role of characters in fiction	1. How can the characters in a story be described? 2. Which stories are the most enjoyable to read?	- choose a character and discuss what the character does or says - use flash cards to describe the traits of the given character - work with peers to relate the characters in the fiction text to real life - identify the character that they like most and explain why	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Reading	Intensive Reading: Similes and metaphors	By the end of the sub strand, the learner should be able to; a) list the similes and metaphors in a given short story b) use similes and metaphors in their own sentences	1. What makes short stories interesting?	- search online and offline for meanings of simile and metaphor - read a given short story and identify the similes and metaphors present - discuss the meanings of the similes and metaphors identified	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Reading	Intensive Reading: Similes and metaphors	By the end of the sub strand, the learner should be able to; a) explain the similes and metaphors used in the short story b) acknowledge the importance of similes and metaphors in communication	1. Why should short stories be read? 2. How can one write a short story?	- discuss the relevance of the similes and metaphors in the short story - list the similes and metaphors they know - construct sentences using the similes and metaphors in the context of African heroes and heroines	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Reading	Study Skills: Note Making	By the end of the sub strand, the learner should be able to; a) identify key points in a text	1. How do we determine what to include in our notes during note making?	- work with peers to search online and offline on how to make notes - read a given text on art and identify the key points - identify verbal sign posts and share with peers - make notes on the margin and peer review	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 8 English Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 8 English. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Reading

18 Sub-strands36 Lessons in Term 2

1.1 Intensive Reading: Visuals

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify different visuals in given contexts correctly
make a connection between visuals and the written text
interpret visuals correctly for meaning
appreciate the role of visuals in simplifying representation

Key Inquiry Questions (KIQs)

What information do we obtain from visuals?
How can one interpret a visual correctly?

Learning Experiences

study information presented in optical illusions in print/ electronic devices and discuss findings
make inference of implied meaning from the visuals
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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.2 Intensive Reading: Short story

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify the characters in a given short story
explain the relationship between the characters in the short story
appreciate the role of the characters in the short story in depicting real- life experiences

Key Inquiry Questions (KIQs)

How does one identify qualities of characters in a short story?

Learning Experiences

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
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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.3 Intensive Reading: Poem

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

select required information from a text
use nonverbal cues to bring out the message in a poem
make judgement on the information in a text
infer the meaning of unfamiliar words using contextual clues
acknowledge the importance comprehension in life

Key Inquiry Questions (KIQs)

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?

Learning Experiences

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
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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.4 Intensive Reading: Poetry

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify inanimate characters in a given poem
describe traits of inanimate characters present in a given poem
appreciate the role of inanimate characters in poetry

Key Inquiry Questions (KIQs)

How do you describe the characters in a poem?
Why are the characters in a poem important?

Learning Experiences

find out the meaning of inanimate characters from print and digital texts
identify inanimate characters in a poem
discuss the likely inanimate characters in a poem and their traits
recite a poem related to the theme using appropriate non-verbal cues
role play an inanimate character in a given poem
relate inanimate characters with individuals in real life

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.5 Extensive Reading: Grade appropriate fiction Materials - Characters

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify the characters in a given fiction text
describe the traits of a given character in a fictional text
appreciate the role of characters in fiction

Key Inquiry Questions (KIQs)

What makes reading enjoyable?
How can the characters in a story be described?
Which stories are the most enjoyable to read?

Learning Experiences

search online and offline for words that can be used to describe character traits
read a given fiction material on African heroes/heroines and list the characters in the text
role play the different characters identified
dramatise the text and video record the performance
choose a character and discuss what the character does or says
use flash cards to describe the traits of the given character
work with peers to relate the characters in the fiction text to real life
identify the character that they like most and explain why

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.6 Intensive Reading: Similes and metaphors

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

list the similes and metaphors in a given short story
use similes and metaphors in their own sentences
explain the similes and metaphors used in the short story
acknowledge the importance of similes and metaphors in communication

Key Inquiry Questions (KIQs)

What makes short stories interesting?
Why should short stories be read?
How can one write a short story?

Learning Experiences

search online and offline for meanings of simile and metaphor
read a given short story and identify the similes and metaphors present
discuss the meanings of the similes and metaphors identified
discuss the relevance of the similes and metaphors in the short story
list the similes and metaphors they know
construct sentences using the similes and metaphors in the context of African heroes and heroines

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.7 Study Skills: Note Making

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify key points in a text
make notes from a written text
appreciate the importance of note making in learning

Key Inquiry Questions (KIQs)

How do we determine what to include in our notes during note making?
What is the importance of note making?

Learning Experiences

work with peers to search online and offline on how to make notes
read a given text on art and identify the key points
identify verbal sign posts and share with peers
make notes on the margin and peer review
paraphrase the writer’s words
create own abbreviations and display on a chart
jot down any ideas that a writer repeats
discuss some of the words that are used to introduce key points in a piece of writing
rewrite or re-read their notes and reorganize into categories

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.8 Intensive Reading: Short story

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

highlight the main events in the story
relate the events in the short story to real life
identify the setting in the short story
appreciate the importance of literature in life

Key Inquiry Questions (KIQs)

How do events flow logically in a story?
Why is the setting of a story important to the reader?

Learning Experiences

read a given short story
discuss with peers the main events
use a graphic organizer to highlight the events in the story
research the meaning of setting from online and offline sources and make notes
discuss the setting of the short story they have read
work with peers to discuss how the events in the short story relate to real life

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.9 Extensive Reading: Non- fiction

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, 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
appreciate the importance of reading for information

Key Inquiry Questions (KIQs)

What is the importance of reading widely?
What do you consider when selecting a reading text?

Learning Experiences

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
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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.10 Intensive Reading: Lessons Learnt

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, 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
appreciate the role of stories in addressing societal issues

Key Inquiry Questions (KIQs)

What issues in the society are addressed by stories?
How can one derive lessons from a short story?

Learning Experiences

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
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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.11 Intensive Reading: Comprehension Strategies

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, 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
acknowledge the role of comprehension in effective communication

Key Inquiry Questions (KIQs)

What do you remember most after reading a text?
How do we get information from a text?

Learning Experiences

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
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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.12 Short Story: Characters

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify the characters in the short story
write a paragraph on the characters in the short story
appreciate the role of characters in stories

Key Inquiry Questions (KIQs)

What qualities do you admire in people?
How can character traits be described?

Learning Experiences

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
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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.13 Intensive Reading: Comprehension strategies

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, 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
summarise the key points in the text
appreciate the role of reading in lifelong learning

Key Inquiry Questions (KIQs)

How do you identify the key points while reading a text?
Which words can bring out the five senses in a text?

Learning Experiences

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
fill out the summary maps/charts with the key ideas on characters, problems or solutions
write a paragraph that summarises the key points in the story in own words
use information from the maps to write out correct sentences

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.14 Short Story: Style

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify personification and flashback in a short story
read and dramatise selected parts of a short story featuring personification and flashback
appreciate the creative use of language in short stories

Key Inquiry Questions (KIQs)

How does a writer make a story interesting?
Which qualities of a person can be given to animals?

Learning Experiences

read in turns the selected short story
narrate the sequence of events in the selected short story
identify personification and flashback in the selected short story
dramatise in groups the selected parts of the story containing personification and flashback
make short notes on personification and flashback with examples from the short story

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.15 Study Skills

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify the main ideas in a descriptive text
make notes from a descriptive text
summarise a descriptive text in a paragraph of stated number of words
acknowledge the role of note making and summarise texts

Key Inquiry Questions (KIQs)

Why is it important to summarise information?
How can key points be identified in a text?

Learning Experiences

discuss steps to follow when making notes and writing summaries
search for and read samples of well written summaries and notes
share ideas on qualities of well written notes and summaries
read a descriptive text on safety in sports and identify the key points
make notes from a descriptive text
in groups, combine the points into a coherent paragraph using connectors to make a summary in a specified number of words
display the paragraphs in class for peer review

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.16 Extensive reading: Short story

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify the ideas in the short story
relate the ideas from the short story to real life experiences
appreciate the value of short stories in reflecting social issues

Key Inquiry Questions (KIQs)

Where does a writer get what to write about?
How are stories related to what happens in real life?

Learning Experiences

read a short story and identify ideas it conveys
discuss the events and characters in a short story and the issues the writer brings out through them
work with peers to make connections between the ideas in the short story and their own experiences and those of the people they know
dramatise and record sections of the short story that reflect real life experiences

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.17 Reading Fluency

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

outline reading fluency aspects and strategies observed while reading aloud
read texts accurately, with expressions and at the right speed
apply fluency strategies when reading a text
Appreciate the significance of poems in communication

Key Inquiry Questions (KIQs)

What emotions or feelings can we display when reading a text?
Why should we read a text at the right speed?

Learning Experiences

brainstorm on the reading fluency aspects such as accuracy, speed and reading with expression, and display them in a chart
work with peers to find online or offline sample stories and choral verses on different subjects such as tourist attraction in Africa and read them aloud in turns
practice the following fluency strategies as they read
preview a text before reading
skim a text to obtain the main idea
scan a text to obtain specific details, and
ignore unknown words when reading a text
engage in a reader’s theatre in small groups
recite the choral poem in small groups

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.18 Poems

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify the ideas in the Poems
derive the lessons learnt in the poem
recognise the role of poems in addressing societal issues

Key Inquiry Questions (KIQs)

Which lessons have you learnt from poems before?
How can you say what is in the poem in your own words?

Learning Experiences

recite and dramatize the given poems for enjoyment in groups
outline the subject matter and share with peers
identify the messages conveyed in the poems and make notes
highlight lessons learnt from the poems and discuss the lessons brought out through the relationship between characters in the poem
present them in posters to be displayed in the notice boards for peer review

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

Strand 2.0

Grammar in Use

11 Sub-strands22 Lessons in Term 2

2.1 Word classes: Compound Nouns

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify compound nouns in a text
use compound nouns in their singular and plural forms
appreciate the importance of compound nouns in communication

Key Inquiry Questions (KIQs)

Why should we use compound nouns when communicating?

Learning Experiences

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
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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.2 Word classes: Collective Nouns

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify collective nouns from a text
use singular and plural forms of collective nouns correctly in sentences
appreciate the importance of collective nouns in communication

Key Inquiry Questions (KIQs)

How do collective nouns form their plurals?

Learning Experiences

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
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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.3 Word Classes: Primary Auxiliaries

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify primary auxiliary verbs in a text
use primary auxiliary verbs in sentences correctly
appreciate the importance of primary auxiliary verbs in communication

Key Inquiry Questions (KIQs)

What are the functions of verbs in sentences?

Learning Experiences

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
read out the paragraphs to the rest of the class
fill in blank spaces in sentences given using the correct form of the primary auxiliary verbs
engage in a question and answer session using primary auxiliary verbs

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.4 Verbs and Tense

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify verbs in the simple present and simple past tense in a text
write sentences using the simple present tense
write sentences using the simple past tense
advocate for appropriate use of tense in communication

Key Inquiry Questions (KIQs)

Why is correct use of tense important?

Learning Experiences

underline verbs in simple present and simple past tense in a text on consumer rights and responsibilities
reflect on the formation of simple present and simple past tense form of verbs
construct and share sentences on a variety of issues including consumer rights and responsibilities
type the constructed sentences using a digital device or write them down in their exercise books
search online or offline for verbs used in simple present and simple past tense from texts on consumer rights and responsibilities
complete sentences using the correct tense of the given verbs
create and display charts showing words in their simple present and past tense forms
play language games using verbs in the present and past tense

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.5 Word Classes: adjectives

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify gradable and non- gradable adjectives from a text
use gradable and the non- gradable adjectives in sentences
value the need for correct use of adjectives in communication

Key Inquiry Questions (KIQs)

When is it necessary to describe a noun?

Learning Experiences

search for and identify gradable and non- gradable adjectives from digital and print texts
complete sentences on adjectives from a substitution table
recite a poem featuring gradable and non-gradable adjectives
construct sentences using gradable and non-gradable adjectives, with peers
work with peers to fill crossword puzzles featuring gradable and non-gradable adjectives

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.6 Word Classes: Adverbs

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, 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
appreciate the importance of using adverbs correctly in communication

Key Inquiry Questions (KIQs)

Why should one use adverbs correctly?

Learning Experiences

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
hold conversations using the adverbs of frequency and degree
fill in crossword puzzles
search online for more examples of adverbs of frequency and degree

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.7 Word Classes: Pronouns

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify indefinite and reflexive pronouns correctly
use indefinite and reflexive pronouns in sentences correctly
appreciate the role of indefinite and reflexive pronouns in communication

Key Inquiry Questions (KIQs)

What are indefinite and reflexive pronouns?
Why do we use indefinite pronouns?

Learning Experiences

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
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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.8 Word Classes: Simple prepositions

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify prepositions of position, time and place correctly
use prepositions of position, time and place in sentences correctly
appreciate the role of prepositions of position, place and time in communication

Key Inquiry Questions (KIQs)

How do we show where a person or thing is?
How do you show the position of a thing or the time something happens?

Learning Experiences

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
fill in gaps in given sentences using of prepositions of position, time and place
search for sentences featuring simple prepositions from newspapers, magazines and the internet
create crossword puzzles using simple prepositions, with peers

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.9 Word Classes: Conjunctions – because, that, when, if, unless, and since

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify the listed conjunctions from a group of words
use the listed conjunctions correctly in sentences
appreciate the correct use of conjunctions in communication

Key Inquiry Questions (KIQs)

Why should we join sentences correctly?
Why do we use conjunctions?
How can one join two or more sentences?

Learning Experiences

work with peers to read a text
identify conjunctions such as because, that, when, if, unless, and since from the text individualy
fill in blanks in sentences using the listed conjunctions individually
make sentences using the listed conjunctions
collaborate to create dialogues using the listed conjunctions
search online and offline for examples of the listed conjunctions
create crossword puzzles and code words featuring conjunctions
create posters on heroes/heroines using sentences with conjunctions and display them on the walls
search for sentences with conjunctions from the internet
recite poems featuring conjunctions/ listen to songs and identify the conjunctions used

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.10 Word Classes: Demonstratives and Quantifiers

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify demonstratives and quantifiers in a given text
use demonstratives in sentences for clarity of communication
appreciate the importance of demonstratives and quantifiers communication

Key Inquiry Questions (KIQs)

Why do we use demonstratives and quantifiers?
When do we use demonstratives and quantifiers?

Learning Experiences

identify quantifiers (few and many) and demonstratives (this, these and that and those)
point out various items that are at different distances
determine the correct demonstratives to use in different circumstances
generate the plural forms of the demonstrative pronouns, with peers
demonstrate practically the differences in meaning in quantifiers such as little and a little amount of water
generate sentences using various demonstratives and quantifiers
construct sentences using demonstrative and quantifiers from a substitution table

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.11 Word Classes: Adverbs

2 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify adverbs formed from adjectives in sentences or a group of words
form adverbs from adjectives
use adverbs formed from adjectives in sentences
appreciate the value of adverbs in communication

Key Inquiry Questions (KIQs)

Why do we form words from other words?
What are the functions of adverbs?

Learning Experiences

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
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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

Grade 8 English Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 8 English showing the term-by-term distribution of all 4 strands.

Term 1View Term 1 →

Listening and Speaking
Reading

Term 2Current

Reading
Grammar in Use

Term 3View Term 3 →

Grammar in Use
Writing

Other Grade 8 Schemes of Work for Term 2

Download complete, editable schemes of work and explore strands for all learning areas in Grade 8.

Arabic (Term 2)Christian Religious Education (Term 2)French (Term 2)Creative Arts & Sports (Term 2)Agriculture & Nutrition (Term 2)Pre-Technical Studies (Term 2)German (Term 2)Hindu Religious Education (Term 2)Indigenous Languages (Term 2)Integrated Science (Term 2)Islamic Religious Education (Term 2)Kiswahili (Term 2)Mandarin (Term 2)Mathematics (Term 2)Social Studies (Term 2)

Explore Schemes for Other CBC Grades

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

PP1 Schemes PP2 Schemes Grade 1 Schemes Grade 2 Schemes Grade 3 Schemes Grade 4 Schemes Grade 5 Schemes Grade 6 Schemes Grade 7 Schemes Grade 9 Schemes

Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Kenya Institute of Curriculum Development (KICD) ↗
Syllabus designs, strands, specific learning outcomes, and inquiry questions.
Ministry of Education Kenya (MoE) ↗
2026 school calendar dates, term durations, and mid-term break schedules.
Teachers Service Commission (TSC) ↗
Compliant with TPAD pedagogical records, professional records, and assessment rubrics.

Help & Answers

Frequently Asked Questions: Grade 8 English Term 2

What strands and sub-strands are covered in Grade 8 English Term 2?

In Term 2, Grade 8 English covers the following main strands: Reading, Grammar in Use. Each strand is broken down into specific sub-strands with allocated lesson periods across the 14-week term.

What are the specific learning outcomes for Grade 8 English in Term 2?

Each sub-strand defines measurable learning outcomes covering knowledge, psychomotor skills, and values. Learners engage in hands-on activities, realia observation, and collaborative problem-solving as outlined in the syllabus breakdown above.

How is Grade 8 English Term 2 structured across weeks?

This scheme spans 14 calendar weeks (70 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 14, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 2 scheme in Microsoft Word or PDF?

Yes. You can instantly download a completely editable Microsoft Word document (.docx) or print-ready PDF, or open it directly in the online scheme builder to customize teacher name, school name, and TSC details.