2026 KICD CBC Curriculum Design3 Strands · 27 Sub-strands27 Suggested Lessons

Grade 9 French Strands, Sub-strands & Schemes of Work (2026)

Access the complete curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and downloadable schemes of work for Grade 9 French. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 9 French Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 9 French under the Kenya CBC curriculum framework.

Class / Level: Grade 9
Major Strands: 3 Strands
Annual Lessons: 27 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 9 French Term 1 Scheme Table

13-week teaching 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	Listening and Speaking	Interactive Speaking	By the end of the sub strand, the learner should be able to; a) respond to questions and prompts to show comprehension and engagement b) use vocabulary and expressions appropriately to probe and engage in oral interactions c) use non-verbal communication cues to enhance communication d) exhibit confidence to contribute actively in conversations	1. How can we maintain formal relationships in greetings and introductions?	- 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) - listen to and sing songs with vocabulary on formal greetings, introductions and taking leave. (Quelle est votre nationalité ? Vous parlez français ?) - play mimicry games to acquire non-verbal communication skills - 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Interactive Speaking	By the end of the sub strand, the learner should be able to; a) respond to questions and prompts to show comprehension and engagement b) use vocabulary and expressions appropriately to probe and engage in oral interactions c) use non-verbal communication cues to enhance communication d) exhibit confidence to contribute actively in conversations	1. How can we maintain formal relationships in greetings and introductions?	- 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) - listen to and sing songs with vocabulary on formal greetings, introductions and taking leave. (Quelle est votre nationalité ? Vous parlez français ?) - play mimicry games to acquire non-verbal communication skills - 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Interactive Speaking	By the end of the sub strand, the learner should be able to; a) respond to questions and prompts to show comprehension and engagement b) use vocabulary and expressions appropriately to probe and engage in oral interactions c) use non-verbal communication cues to enhance communication d) exhibit confidence to contribute actively in conversations	1. How can we maintain formal relationships in greetings and introductions?	- 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) - listen to and sing songs with vocabulary on formal greetings, introductions and taking leave. (Quelle est votre nationalité ? Vous parlez français ?) - play mimicry games to acquire non-verbal communication skills - 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Interactive Speaking	By the end of the sub strand, the learner should be able to; a) respond to questions and prompts to show comprehension and engagement b) use vocabulary and expressions appropriately to probe and engage in oral interactions c) use non-verbal communication cues to enhance communication d) exhibit confidence to contribute actively in conversations	1. How can we maintain formal relationships in greetings and introductions?	- 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) - listen to and sing songs with vocabulary on formal greetings, introductions and taking leave. (Quelle est votre nationalité ? Vous parlez français ?) - play mimicry games to acquire non-verbal communication skills - 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Interactive Speaking	By the end of the sub strand, the learner should be able to; a) respond to questions and prompts to show comprehension and engagement b) use vocabulary and expressions appropriately to probe and engage in oral interactions c) use non-verbal communication cues to enhance communication d) exhibit confidence to contribute actively in conversations	1. How can we maintain formal relationships in greetings and introductions?	- 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) - listen to and sing songs with vocabulary on formal greetings, introductions and taking leave. (Quelle est votre nationalité ? Vous parlez français ?) - play mimicry games to acquire non-verbal communication skills - 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening and Speaking	Listening for information	By the end of the sub strand, the learner should be able to; a) identify key points from audio stimuli b) recall important details from audio stimuli c) demonstrate focused listening for optimal information retrieval d) cultivate awareness on the importance of paying attention to details when listening for information	1. What would you consider if you were to choose a profession?	- 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 - role play on various aspects of the family (descriptions, professions…) - use the vocabulary, expressions and grammatical structures learned to describe their family members to peers / classmates in short dialogues and in turns - Use the vocabulary acquired to tell where the various professionals work	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Listening for information	By the end of the sub strand, the learner should be able to; a) identify key points from audio stimuli b) recall important details from audio stimuli c) demonstrate focused listening for optimal information retrieval d) cultivate awareness on the importance of paying attention to details when listening for information	1. What would you consider if you were to choose a profession?	- 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 - role play on various aspects of the family (descriptions, professions…) - use the vocabulary, expressions and grammatical structures learned to describe their family members to peers / classmates in short dialogues and in turns - Use the vocabulary acquired to tell where the various professionals work	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Listening for information	By the end of the sub strand, the learner should be able to; a) identify key points from audio stimuli b) recall important details from audio stimuli c) demonstrate focused listening for optimal information retrieval d) cultivate awareness on the importance of paying attention to details when listening for information	1. What would you consider if you were to choose a profession?	- 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 - role play on various aspects of the family (descriptions, professions…) - use the vocabulary, expressions and grammatical structures learned to describe their family members to peers / classmates in short dialogues and in turns - Use the vocabulary acquired to tell where the various professionals work	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Listening for information	By the end of the sub strand, the learner should be able to; a) identify key points from audio stimuli b) recall important details from audio stimuli c) demonstrate focused listening for optimal information retrieval d) cultivate awareness on the importance of paying attention to details when listening for information	1. What would you consider if you were to choose a profession?	- 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 - role play on various aspects of the family (descriptions, professions…) - use the vocabulary, expressions and grammatical structures learned to describe their family members to peers / classmates in short dialogues and in turns - Use the vocabulary acquired to tell where the various professionals work	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Listening for information	By the end of the sub strand, the learner should be able to; a) identify key points from audio stimuli b) recall important details from audio stimuli c) demonstrate focused listening for optimal information retrieval d) cultivate awareness on the importance of paying attention to details when listening for information	1. What would you consider if you were to choose a profession?	- 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 - role play on various aspects of the family (descriptions, professions…) - use the vocabulary, expressions and grammatical structures learned to describe their family members to peers / classmates in short dialogues and in turns - Use the vocabulary acquired to tell where the various professionals work	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Listening and Speaking	Listening for information	By the end of the sub strand, the learner should be able to; a) identify key points from audio stimuli b) recall important details from audio stimuli c) demonstrate focused listening for optimal information retrieval d) cultivate awareness on the importance of paying attention to details when listening for information	1. Why do you think it is important to prepare well when visiting the countryside?	- listen to audio-visual materials with vocabulary and expressions about common Kenyan domestic and wild animals - listen to audio clips with different sounds of animals and identify their names - describe different animals by their attributes - discuss on which animals they and their friends and acquaintances like and why - tell how to best take care of the different animals	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Listening for information	By the end of the sub strand, the learner should be able to; a) identify key points from audio stimuli b) recall important details from audio stimuli c) demonstrate focused listening for optimal information retrieval d) cultivate awareness on the importance of paying attention to details when listening for information	1. Why do you think it is important to prepare well when visiting the countryside?	- listen to audio-visual materials with vocabulary and expressions about common Kenyan domestic and wild animals - listen to audio clips with different sounds of animals and identify their names - describe different animals by their attributes - discuss on which animals they and their friends and acquaintances like and why - tell how to best take care of the different animals	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Listening for information	By the end of the sub strand, the learner should be able to; a) identify key points from audio stimuli b) recall important details from audio stimuli c) demonstrate focused listening for optimal information retrieval d) cultivate awareness on the importance of paying attention to details when listening for information	1. Why do you think it is important to prepare well when visiting the countryside?	- listen to audio-visual materials with vocabulary and expressions about common Kenyan domestic and wild animals - listen to audio clips with different sounds of animals and identify their names - describe different animals by their attributes - discuss on which animals they and their friends and acquaintances like and why - tell how to best take care of the different animals	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Listening for information	By the end of the sub strand, the learner should be able to; a) identify key points from audio stimuli b) recall important details from audio stimuli c) demonstrate focused listening for optimal information retrieval d) cultivate awareness on the importance of paying attention to details when listening for information	1. Why do you think it is important to prepare well when visiting the countryside?	- listen to audio-visual materials with vocabulary and expressions about common Kenyan domestic and wild animals - listen to audio clips with different sounds of animals and identify their names - describe different animals by their attributes - discuss on which animals they and their friends and acquaintances like and why - tell how to best take care of the different animals	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Listening for information	By the end of the sub strand, the learner should be able to; a) identify key points from audio stimuli b) recall important details from audio stimuli c) demonstrate focused listening for optimal information retrieval d) cultivate awareness on the importance of paying attention to details when listening for information	1. Why do you think it is important to prepare well when visiting the countryside?	- listen to audio-visual materials with vocabulary and expressions about common Kenyan domestic and wild animals - listen to audio clips with different sounds of animals and identify their names - describe different animals by their attributes - discuss on which animals they and their friends and acquaintances like and why - tell how to best take care of the different animals	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 9 French Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 9 French. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Listening and Speaking

9 Sub-strands9 Lessons

1.1 Interactive Speaking

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, 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
use non-verbal communication cues to enhance communication
exhibit confidence to contribute actively in conversations

Key Inquiry Questions (KIQs)

How can we maintain formal relationships in greetings and introductions?

Suggested Experiences

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)
listen to and sing songs with vocabulary on formal greetings, introductions and taking leave. (Quelle est votre nationalité ? Vous parlez français ?)
play mimicry games to acquire non-verbal communication skills
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

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.2 Listening for information

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

identify key points from audio stimuli
recall important details from audio stimuli
demonstrate focused listening for optimal information retrieval
cultivate awareness on the importance of paying attention to details when listening for information

Key Inquiry Questions (KIQs)

What would you consider if you were to choose a profession?

Suggested Experiences

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
role play on various aspects of the family (descriptions, professions…)
use the vocabulary, expressions and grammatical structures learned to describe their family members to peers / classmates in short dialogues and in turns
Use the vocabulary acquired to tell where the various professionals work

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.3 Listening for information

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

identify key points from audio stimuli
recall important details from audio stimuli
demonstrate focused listening for optimal information retrieval
cultivate awareness on the importance of paying attention to details when listening for information

Key Inquiry Questions (KIQs)

Why do you think it is important to prepare well when visiting the countryside?

Suggested Experiences

listen to audio-visual materials with vocabulary and expressions about common Kenyan domestic and wild animals
listen to audio clips with different sounds of animals and identify their names
describe different animals by their attributes
discuss on which animals they and their friends and acquaintances like and why
tell how to best take care of the different animals

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.4 Active Listening Routine

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

recall details and information accurately from oral interactions
interpret verbal cues from audio stimuli
demonstrate willingness to be receptive to new ideas in oral interactions

Key Inquiry Questions (KIQs)

Why is it important to plan for daily activities?

Suggested Experiences

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)
participate in rhyming games to acquire vocabulary on routine
discuss jointly on different routines
talk about planned activities across the week

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.5 Oral expression

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

demonstrate comprehension and engagement in oral interactions
use verbal cues to probe and engage in oral interactions
exhibit great interest to participate actively in conversations

Key Inquiry Questions (KIQs)

What do you consider when making plans for a fun activity?

Suggested Experiences

watch and listen to audio-visual materials to acquire vocabulary and grammar related to making plans for fun and enjoyment
talk about future plans with the use of verbs conjugated in future tense (le futur proche) and use of adverbs of time (dans deux jours / un mois,etc.; la semaine / l’année prochaine, ce soir, ce weekend
engage in oral interactions: question- answer on personal plans to have fun
participate in simple role plays collaboratively

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.6 Interactive Speaking Eating out

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, 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
exhibit confidence to contribute actively in conversations

Key Inquiry Questions (KIQs)

What do you think happens when people go to eat out?

Suggested Experiences

listen to audio-visual material relating to ordering food in the restaurant to pick out vocabulary. (Je voudrais du poulet s’il vous plait ! Excusez-moi, j’aimerais du café s’il vous plait ! Je voudrais/aimerais + repas)
listen to and repeat names of different vocabularies about ordering food in the restaurant/utensils/quantities (J’ai besoin d’un couteau, Avoir besoin de + ustensile/ingrédient)
role plays at the restaurant
engage in conversation about ordering food in the restaurant

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.7 Listening for Information At the doctor’s

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

recall important details from audio stimuli
demonstrate focused listening for information retrieval
cultivate awareness on the importance of paying attention to details when listening for information

Key Inquiry Questions (KIQs)

How can one avoid falling sick?

Suggested Experiences

Listen to audio materials to pick out vocabulary on expressing state of health
Listen to and repeat sentences related to expressing state of health
Play word puzzle games on expressing one’s state of health
Engage in miming activities for expressing state of health
Fill in gaps orally in shorty audio texts about expressing one’s health
Answer questions from audio stimuli relating to expressing one’s state of health
Engage in a role play on “at the doctor’s.”

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.8 Listening for information

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

identify key points from audio stimuli
use information from audio stimuli to respond to questions or prompts
cultivate awareness on the importance of paying attention to details when listening for information

Key Inquiry Questions (KIQs)

How do weather conditions affect human life?

Suggested Experiences

watch audio-visual clips with activities related to particular environments and respond to questions jointly
use the Internet to source and watch audio-visual materials on the positive and negative effects of weather on environment and pick out new vocabulary: Search engine is set with “Safe Search ON”
participate in “Headline creation” activity in small groups where they listen to audio clips on seasons and capture the essence of the content
play games on vocabulary search in groups using digital devices

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.9 Interactive Speaking

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, 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
use non-verbal communication cues to enhance communication
exhibit confidence to contribute actively in conversations The learner uses all targeted vocabulary and expressions in oral interactions; employs a variety of vocabulary and expressions. The learner maintains correct pronunciation, intonation, rhythm and pacing at all times in oral expression. The communication is clear and error free. of Meets Expectation The learner employs appropriate gestures and facial expressions to complement oral expressions. The learner is always willing to participate in meaningful oral interactions with people in their surroundings

Key Inquiry Questions (KIQs)

How can one avoid getting lost in a new place?
Approaches Expectation The learner uses most of the targeted vocabulary and expressions in oral interactions The learner responds to most of the questions and prompts to show comprehension and engagement Below Expectation The learner employs very few gestures and facial expressions to complement oral expressions. The learner is mostly hesitant to participate in meaningful oral interactions with people in their surroundings?

Suggested Experiences

participate in “Repeat-after- me” exercise to acquire vocabulary on asking and giving directions
listen to and sing songs on transport around them
play mimicry games in pairs to practice non-verbal cues like gestures of giving directions
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 Meets Expectation The learner uses all targeted vocabulary and expressions in oral interactions The learner maintains correct pronunciation, intonation, rhythm and pacing most of the time in oral expression. The learner responds to all questions and prompts to show comprehension and engagement. Approaches Expectation The learner employs most of the gestures and facial expressions to complement oral expressions. The learner is at times hesitant to participate in meaningful oral interactions with people in their surroundings

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 2.0

Reading

9 Sub-strands9 Lessons

2.1 Reading for fluency

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

infer meaning of words from simple texts
read simple texts fluently using the right intonation and pace
show enthusiasm in reading through exposure to simple varied texts

Key Inquiry Questions (KIQs)

How do you think greetings between people who are unfamiliar to one another go?

Suggested Experiences

echo read texts on formal greetings and introductions in class with the teacher for pronunciation practice in small groups
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?)
use dramatic reading of simple texts in small groups for developing fluency

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.2 Reading for understanding Nuclear and Extended Family

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify key details and facts from read texts
use information from read texts to respond to questions and prompts
build confidence in one's ability to comprehend and interpret written material

Key Inquiry Questions (KIQs)

What do you think people consider when choosing a place to work?

Suggested Experiences

highlight key details and information about family members and their professions in selected texts
read selected passages to extract grammatical structures and key information, through simple interactive exercises done in groups
practice reading texts with right intonation and pace to bring out correct meaning in text

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.3 Reading for understanding My surrounding

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify key details and facts from read texts
use information from read texts to respond to questions and prompts
build confidence in one's ability to comprehend and interpret written material

Key Inquiry Questions (KIQs)

Why do you think some people keep pets?

Suggested Experiences

identify animals and their locales from written texts
match animals with their descriptions in texts
in groups or pairs use digital devices to search for and build vocabulary and expressions about basic care of animals

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.4 Reading for fluency

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

infer meaning of words from simple texts
read simple texts fluently using the right intonation and pace
show enthusiasm in reading through exposure to simple varied texts

Key Inquiry Questions (KIQs)

What makes our daily routines differ from one person’s to another’s?

Suggested Experiences

read short texts on routine and practice fluency
use the clock and watches in reading time
recite poems on daily routine in pairs
use the internet to source for and read vocabulary on routine
Play games in groups on daily routine activities

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.5 Reading for understanding

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify key details and facts from texts
use information from texts to respond to questions and prompts
build confidence in one's ability to comprehend and interpret written material

Key Inquiry Questions (KIQs)

What would happen if we plan for activities without considering time?

Suggested Experiences

read silently as well as aloud a wide variety of written texts on plans and programs for various activities (sports, games, leisure entertainment activities, tours and travel, etc.)
interpret programs (cinema, film schedules, sporting events, TV programs…) travel schedules (arrivals and departures of trains, planes, buses…) school timetables and routine
answer with accuracy written comprehension questions based on making plans for fun and enjoyment

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.6 Reading for understanding Eating Out

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify key details and facts from read texts
use information from read texts to respond to questions and prompts
build confidence in one's ability to comprehend and interpret written material

Key Inquiry Questions (KIQs)

Why is it important to plan well when going to eat out?

Suggested Experiences

read short texts on the eating out and ordering food in the restaurant
respond to questions from read material on eating out
play word search games on vocabulary related to the restaurant and ordering for food
Source for information on ordering food in the restaurant from the internet
Read menus of food in different restaurants online

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.7 Reading for understanding

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

identify key details and facts from read texts
use information from read texts to respond to questions and prompts
build confidence in one's ability to comprehend and interpret written material

Key Inquiry Questions (KIQs)

Why is it important to be honest when talking about your state of health?

Suggested Experiences

echo read short texts on expressing state of health in small groups or with the teacher
source for and read short texts about expressing state of health from the internet
respond to questions from read material on expressing one’s state of health
play word search games on vocabulary related to expressing state of health
use emojis and charts to read about state of health

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.8 Reading for understanding

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

Identify key points and facts from read texts
use information from read texts to respond to questions and prompts
build confidence in one's ability to comprehend and interpret written material

Key Inquiry Questions (KIQs)

How do you think weather and climate are connected to disasters natural calamities?

Suggested Experiences

echo read texts about the environment, related weather and activities in small groups for vocabulary
use the internet to search for texts on the effects of weather on environment for reading in groups; search engine is set on “safe search”
engage in interactive read- aloud activities where reading is paused for “question and answer breaks”
read texts and respond to simple questions about effects of weather on environment

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.9 Reading for Understanding

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

infer meaning of words from simple texts
read simple texts fluently using the right intonation and pace
show enthusiasm in reading through exposure to simple varied texts. Meets Expectation The learner pronounces words in simple texts to convey the intended meaning. The learner articulates words well while reading smoothly with correct intonation, rhythm and pace The learner interprets and responds to questions in context

Key Inquiry Questions (KIQs)

What makes a tour of a place interesting?
Below Expectation The learner pronounces a few words in simple texts to convey the intended meaning. The learner occasionally articulates words well while reading smoothly with correct intonation, rhythm and pace The learner interprets and responds to a few questions in context?

Suggested Experiences

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)
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, ). Approaches Expectation The learner pronounces most words in simple texts to convey the intended meaning. The learner frequently articulates words well while reading smoothly with correct intonation, rhythm and pace The learner interprets and responds to most of the questions in context

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 3.0

Writing

9 Sub-strands9 Lessons

3.1 Guided Writing

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

write common words with correct orthography
create simple sentences using correct structures
appreciate the role of writing in interactive communication contexts

Key Inquiry Questions (KIQs)

What do you need to do to prepare for writing texts?

Suggested Experiences

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)
write down dictated simple vocabulary on formal greetings and introductions
use visual prompts like pictures and illustrations to write simple texts on formal greetings and introductions

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.2 2 Guided writing

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

write common words with correct orthography
create simple sentences using correct structures
appreciate the role of writing in interactive communication contexts

Key Inquiry Questions (KIQs)

Why would you choose to write as a means of communicating with others?

Suggested Experiences

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 variety of learning resources
Match texts with illustrations of various aspects of the family learnt
Fill in appropriate words/expressions theme of family to make complete texts

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.3 Guided writing

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

write common words with correct orthography
create simple sentences using correct structures
appreciate the role of writing in interactive communication contexts

Key Inquiry Questions (KIQs)

How do you thing written materials like posters and signboards can be important when visiting the countryside?

Suggested Experiences

write grammatically correct short texts using acquired vocabulary and phrases to describe animals
match vocabulary to categorize animals into domestic and wild in group activities
write short texts about basic care of animals

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.4 Guided writing Routine

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

write common words with correct orthography
create simple sentences using correct structures
appreciate the role of writing in interactive communication contexts

Key Inquiry Questions (KIQs)

Why is writing a routine schedule important?

Suggested Experiences

write texts on routine
fill in gaps in short texts relating to routine
create a weekly routine
fill word puzzles with vocabulary on routine
write down simple dictated words on routine
write simple sentences on daily routine

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.5 Guided writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

write common words with correct orthography
create simple sentences using correct structures
appreciate the role of writing in interactive communication contexts

Key Inquiry Questions (KIQs)

Why do you think it is important to write down a plan of activities?

Suggested Experiences

note down key words and expressions used to talk about programs and plans for the near future on fun and enjoyment
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.)
draw programs for entertainment events in school and post them on school notice boards

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.6 Guided Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

write common words with correct orthography
create simple sentences using correct structures
appreciate the role of writing in interactive communication contexts

Key Inquiry Questions (KIQs)

Why is it important to make early decisions before ordering food and drinks in a restaurant?

Suggested Experiences

fill in gaps in short texts relating to ordering for food in the restaurant to pick out vocabulary
write down short simple sentences on ordering for food
write down simple dictated vocabulary on things at the restaurant
work jointly to create a menu

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.7 Guided Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

write common words with correct orthography
create simple sentences using correct structures
appreciate the role of writing in interactive communication contexts

Key Inquiry Questions (KIQs)

Why do you think it is important to communicate early when unwell?

Suggested Experiences

write short texts on state of health
draw and label different emojis related to state of health
fill in gaps in short texts relating to state of health
source for and write down information on state of health from the internet
match images on state of health to their descriptions

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.8 Guided Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

write common words with correct orthography
create simple sentences using correct structures
appreciate the role of writing in interactive communication contexts

Key Inquiry Questions (KIQs)

How can writing skills be useful in promoting environmental awareness?

Suggested Experiences

write down dictated simple vocabulary on activities related to the environment: (L’agriculture, la pêche dans les lacs, la natation, le camping, la randonnée, ?)
rearrange letters to make words for vocabulary mastery
fill crosswords and word puzzles with vocabulary on effects of weather on environment (le tourisme, le sport, ) (érosion du sol, les inondations, la sècheresse, irruption de maladies, la famine )
make sentences from jumbled words to practice word order; (Trop de pluie cause les inondations)
use picture writing prompts to write about different effects of weather on environment

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.9 Guided Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

write common words with correct orthography
create simple sentences using correct structures
appreciate the role of writing in interactive communication contexts. Meets Expectation The learner writes texts paying attention to neatness and proper spacing all through. The learner writes simple texts while using correct sentence structures and vocabulary

Key Inquiry Questions (KIQs)

How do you think writing can be helpful in guiding people when getting around?
Below Expectation The learner writes texts paying attention to neatness and spacing in very few parts of the text. The learner writes simple texts but is unable to maintain spelling and grammatical accuracy all through. Sentence structures are incorrect most of the time. Uses very limited vocabulary appropriate to the context?

Suggested Experiences

fill crosswords and word puzzles with vocabulary on asking and giving directions. (qller; continuer; tourner; prendre; traverser; trouver; à droite, à gauche, tout droit, vers l’est, l’ouest, le nord, le sud ; la rue, le pont, l’avenue)
rearrange letters to make words on vocabulary of transport and moving around in small groups activities
make sentences from jumbled words to practice language structures
write down simple instructions on directions to a given place in group activities
use picture writing prompts to write simple texts about asking and giving directions. Approaches Expectation The learner writes texts paying attention to neatness and spacing in most parts of the text. The learner writes simple texts while using correct sentence structures and vocabulary

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Grade 9 French Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 9 French.

Term 1 Scheme13 Weeks

Listening and Speaking
Reading

View Term 1

Term 2 Scheme14 Weeks

Reading
Writing

View Term 2

Term 3 Scheme9 Weeks

Writing

View Term 3

Other Grade 9 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 9.

Arabic Hub Creative Arts & Sports Hub Agriculture & Nutrition Hub Pre-Technical Studies Hub Christian Religious Education Hub English Hub Integrated Science Hub Islamic Religious Education Hub Mathematics Hub German Hub Hindu Religious Education Hub Indigenous Languages Hub Kiswahili Hub Mandarin Hub Social Studies Hub

Explore Schemes for Other CBC Classes

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 8 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

What are the main strands in Grade 9 French?

The official KICD strands for Grade 9 French are: Listening and Speaking, Reading, Writing. Each strand is broken down into structured sub-strands with specific learning outcomes, inquiry questions, and suggested lesson periods.

Which sub-strands are taught across Term 1, Term 2, and Term 3 in Grade 9 French?

The curriculum is systematically distributed across all three terms based on Ministry of Education term durations. Term 1 covers foundational strands, Term 2 advances core competencies, and Term 3 focuses on measurement, geometry, application, and revision. Review the curriculum breakdown above for the term-by-term allocation.

Are specific learning outcomes and inquiry questions included in these schemes?

Yes, every lesson in our Grade 9 French schemes contains exact KICD specific learning outcomes (knowledge, skills, and attitudes), key inquiry questions, learning experiences, and assessment methods.

Can I download editable Word (.docx) and PDF schemes for Grade 9 French?

Yes! You can instantly download formatted, editable Microsoft Word files (.docx) or print-ready PDFs for Term 1, Term 2, and Term 3, or customize them with your school name, TSC number, and term dates.