2026 KICD CBC Curriculum Design3 Strands · 27 Sub-strands52 Suggested Lessons

Grade 9 Mandarin 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 Mandarin. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 9 Mandarin Curriculum Facts

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

Class / Level: Grade 9
Major Strands: 3 Strands
Annual Lessons: 52 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 9 Mandarin Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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65 Lessons · Weeks Merged← Swipe horizontally to see all columns →

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Listening and Speaking	Oral Expression	By the end of the sub strand, the learner should be able to; a) recite key words and phrases from audio texts	1. How is oral expression important in enhancing communication skills?	- listen to an audio recording on Chinese formal greetings（e.g. 您好、早上好、下午好、您贵姓、您怎么称呼?）and repeat after it - repeat saying tongue twisters related to the greetings and introductions collaboratively	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Oral Expression	By the end of the sub strand, the learner should be able to; a) articulate sounds, words and phrases correctly in different contexts	1. How is oral expression important in enhancing communication skills?	- sing along to songs on countries and nationalities while focussing on enunciating each word correctly - take turns introducing self and others on their name, age, origin, place of residence, nationality and language spoken (e.g. 您贵姓? 叫什么名字?, 你怎么称呼? 你家有几口人? 你家在哪儿? 你是哪国人? 你朋友是哪国人? )	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Oral Expression	By the end of the sub strand, the learner should be able to; a) exhibit interest in articulating words clearly during oral communication	1. How is oral expression important in enhancing communication skills?	- practise using “......哪国人? ”to introduce one’s nationality with peers - record themselves reading passages, then listen to the recording to pinpoint areas of improvement	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Listening and Speaking	Oral Expression	By the end of the sub strand, the learner should be able to; a) exhibit interest in articulating words clearly during oral communication	1. How is oral expression important in enhancing communication skills?	- record themselves reading passages, then listen to the recording to pinpoint areas of improvement	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Listening and Speaking	Oral Expression	By the end of the sub strand, the learner should be able to; a) exhibit interest in articulating words clearly during oral communication	1. How is oral expression important in enhancing communication skills?	- record themselves reading passages, then listen to the recording to pinpoint areas of improvement	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Listening and Speaking	Oral Expression	By the end of the sub strand, the learner should be able to; a) exhibit interest in articulating words clearly during oral communication	1. How is oral expression important in enhancing communication skills?	- record themselves reading passages, then listen to the recording to pinpoint areas of improvement	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Listening and Speaking	Oral Expression	By the end of the sub strand, the learner should be able to; a) exhibit interest in articulating words clearly during oral communication	1. How is oral expression important in enhancing communication skills?	- record themselves reading passages, then listen to the recording to pinpoint areas of improvement	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Listening and Speaking	Oral Expression	By the end of the sub strand, the learner should be able to; a) exhibit interest in articulating words clearly during oral communication	1. How is oral expression important in enhancing communication skills?	- record themselves reading passages, then listen to the recording to pinpoint areas of improvement	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) utilize the words learnt appropriately in conversations	1. What strategies can you use to capture key information while speaking interactively?	- look at an illustration of a family tree and say sentences using the names of members of the nuclear and extended family after a listening prompt (e.g. 叔叔、表格、姑姑、堂妹 etc.) - repeat singing ‘the family song’ on members of nuclear and extended family members collaboratively	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) make use of probing to get more information while speaking	1. What strategies can you use to capture key information while speaking interactively?	- take turns to orally introduce their nuclear and extended family members on their names, age, and professions (e.g. 我家有三口人。我爸爸妈妈都是老师。爸爸今年 40岁，妈妈 35 岁。) - work with peers to ask and respond to questions about family members on their names, age, profession and places of work in turns (e.g. A:你有爸爸妈妈做什么工作? B: 我爸爸是医生，妈妈是工程师，你的爸爸妈妈呢? A：他们都是老师，在内罗毕大学工作……）	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Listening and Speaking	Interactive Speaking	By the end of the sub strand, the learner should be able to; a) appreciate the importance of attentive listening in communication	1. What strategies can you use to capture key information while speaking interactively?	- listen to audio recordings about the workplaces of the different family members , take notes and formulate questions for their peers to answer - team up with peers to play “Simon says” game where peers listen carefully to instructions and respond accordingly - provide feedback to their peers on their listening skills and suggest areas of improvement	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) appreciate the importance of attentive listening in communication	1. What strategies can you use to capture key information while speaking interactively?	- provide feedback to their peers on their listening skills and suggest areas of improvement	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) appreciate the importance of attentive listening in communication	1. What strategies can you use to capture key information while speaking interactively?	- provide feedback to their peers on their listening skills and suggest areas of improvement	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) appreciate the importance of attentive listening in communication	1. What strategies can you use to capture key information while speaking interactively?	- provide feedback to their peers on their listening skills and suggest areas of improvement	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) appreciate the importance of attentive listening in communication	1. What strategies can you use to capture key information while speaking interactively?	- provide feedback to their peers on their listening skills and suggest areas of improvement	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

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

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

Strand 1.0

Listening and Speaking

9 Sub-strands25 Lessons

1.1 Oral Expression

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

recite key words and phrases from audio texts
articulate sounds, words and phrases correctly in different contexts
exhibit interest in articulating words clearly during oral communication

Key Inquiry Questions (KIQs)

How is oral expression important in enhancing communication skills?

Suggested Experiences

listen to an audio recording on Chinese formal greetings（e.g. 您好、早上好、下午好、您贵姓、您怎么称呼?）and repeat after it
repeat saying tongue twisters related to the greetings and introductions collaboratively
sing along to songs on countries and nationalities while focussing on enunciating each word correctly
take turns introducing self and others on their name, age, origin, place of residence, nationality and language spoken (e.g. 您贵姓? 叫什么名字?, 你怎么称呼? 你家有几口人? 你家在哪儿? 你是哪国人? 你朋友是哪国人? )
practise using “......哪国人? ”to introduce one’s nationality with peers
record themselves reading passages, then listen to the recording to pinpoint areas of improvement

Teaching Resources

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

1.2 Interactive Speaking

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

utilize the words learnt appropriately in conversations
make use of probing to get more information while speaking
appreciate the importance of attentive listening in communication

Key Inquiry Questions (KIQs)

What strategies can you use to capture key information while speaking interactively?

Suggested Experiences

look at an illustration of a family tree and say sentences using the names of members of the nuclear and extended family after a listening prompt (e.g. 叔叔、表格、姑姑、堂妹 etc.)
repeat singing ‘the family song’ on members of nuclear and extended family members collaboratively
take turns to orally introduce their nuclear and extended family members on their names, age, and professions (e.g. 我家有三口人。我爸爸妈妈都是老师。爸爸今年 40岁，妈妈 35 岁。)
work with peers to ask and respond to questions about family members on their names, age, profession and places of work in turns (e.g. A:你有爸爸妈妈做什么工作? B: 我爸爸是医生，妈妈是工程师，你的爸爸妈妈呢? A：他们都是老师，在内罗毕大学工作……）
listen to audio recordings about the workplaces of the different family members , take notes and formulate questions for their peers to answer
team up with peers to play “Simon says” game where peers listen carefully to instructions and respond accordingly
provide feedback to their peers on their listening skills and suggest areas of improvement

Teaching Resources

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

1.3 Phonological Awareness

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

distinguish sounds in spoken words and phrases
make simple descriptions with the appropriate words on the given theme
display enthusiasm in using appropriate language for effective communication

Key Inquiry Questions (KIQs)

How can you make clear descriptions in oral communication?

Suggested Experiences

listen to an audio on different farm and wild animals (e.g. 狗、猫、兔子、牛、羊、猪、骆驼、鸡、驴子、狮子、豹子、斑马、水牛、长颈鹿、大象、犀牛、河马) then repeat the vocabulary
listen and repeat words depicting various animals’ sizes and character (e.g. 小 small、大big、高tall、可怕scary、友好friendly、乐于助人 helpful、快fast、可爱adorable、凶猛 ferocious、顽皮 playful、温柔 gentle、忠诚 loyal、胖fat
take turns mentioning the various animals they know, then construct simple sentences describing their size and character
collaboratively identify the different animal categories from the audio in terms of pets 宠物,farm animals家畜 and wild animals 野生动物 and make short descriptions with the vocabulary (e.g. 宠物:猫、狗、兔子、家畜: 牛、羊、鸡、猪、骆驼、驴子、野生动物: 狮子、豹子、斑马、水牛、长颈鹿、大象、犀牛、河马)
listen to a short passage on the different categories of animals then answer the questions (e.g. 水牛大不大 ? 水牛很大)
research online/offline to compare and contrast the different views about animals in Kenya and China
collaboratively give their thoughts on the importance of taking care of the different kinds of animals in their surroundings

Teaching Resources

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

1.4 Oral Expression

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

pronounce different words with the correct Chinese tones
express ideas coherently and logically in varied speaking scenarios
value the importance of schedules in daily life

Key Inquiry Questions (KIQs)

Why is correct pronunciation important in communication?

Suggested Experiences

listen to an audio on moments of the day and repeat the words (早上、上午、下午、晚上）
take turns looking at a clock face and telling each other the time indicated
play a charades game on verbs related to activities they undertake at home（起床、睡觉、洗衣服、打扫、打水、做饭、吃早、午、晚饭、做作业、玩儿、洗澡）
listen to an audio recording on routine/schedules in relation to time at home and answer the related questions
talk about how they plan for activities during the week with peers
work jointly to create a schedule online or offline of what they intend to do over the weekend and present in class for feedback

Teaching Resources

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

1.5 Interactive Speaking

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

recall key vocabulary from the given text
apply appropriate turn taking in a conversation
exhibit good communication skills in oral communication

Key Inquiry Questions (KIQs)

How do you take turns appropriately in conversations?

Suggested Experiences

work jointly to list vocabulary on fun activities and places where they undertake these activities orally
listen to an audio clip on leisure /fun activities and match the images appropriately to their names (游、散步、跑步、骑自行车、徒步旅行、看动物、做饭、吃饭)
create a word pyramid using different words with peers, 看动物去看动物去公园看动物我去公园看动物我跟朋友去公园看动物我星期一跟朋友去公园看动物
work with peers to ask and respond to questions on their intentions to undertake a fun activity at a specific time using the verbs 请、打算、要
take turn to talk about 3 fun activities they would do with their friends in the given places (你的家、朋友的家、公园、商场、动物园）
share on fun activities that they intend to do in future using 什么时候? 、去哪儿? 、打算做什么?”
talk about how peers influence one’s choice of fun/leisure time activities

Teaching Resources

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

1.6 Oral Expression

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

recognize the words used within a specific context
articulate words and phrases meaningfully in spoken contexts
appreciate the role of oral expression in communication

Key Inquiry Questions (KIQs)

How does articulation of words influence communication?

Suggested Experiences

listen to a recording and repeat saying the vocabulary related to eating out (e.g. 餐馆、菜品、餐具、点菜、买单 etc.)
take turns saying the names of cutlery and utensils found in a restaurant from pictures (酒杯、杯子、盘、碗、刀、叉子、勺子、筷子)
play a flashcard game on measure words with the corresponding quantities of food or drinks in a restaurant (一顿、一份、一双、一杯、一瓶、一碗、一块、一盆） and say them out aloud
work jointly to simulate ordering food from a restaurant using the key words and phrases/polite words点菜、菜单、我想要……、请问、麻烦你、请给我......、请慢用、加一点......、结账、我们要买单、多少钱?)
watch an audio-visual clip on restaurant conversations or dialogues and answer comprehension questions
take turns undertaking a vocabulary challenge on ordering preferred healthy foods in a restaurant

Teaching Resources

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

1.7 Oral Expression

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

express ideas logically using acquired vocabulary
use varied and appropriate language structures to convey messages effectively
acknowledge the role of using appropriate language for communication

Key Inquiry Questions (KIQs)

What role does vocabulary play in enhancing oral communication?

Suggested Experiences

take turns sharing acquired vocabulary by giving definitions , examples and contexts in which they should be used
listen to a recording and highlight vocabulary about a visit to the doctor’s (e.g. 身体部位、症状、医生、护士 )
simulate dialogues with keywords and phrases related to the doctor’s visit ‘(e.g. 头痛、发烧、咳嗽、胃痛、牙痛、背痛、关节痛、恶心 ) with peers
watch an audio-visual dialogue on expressing one’s state of health and answer the corresponding questions
jointly create and share stories related to visiting the doctor
watch a video clip on a visit to the doctors in Kenya and China and share the similarities and differences

Teaching Resources

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

1.8 Oral Expression

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

extract keywords and expressions from oral presentations
explain the main ideas in different communicative contexts
value the importance of articulating ideas logically

Key Inquiry Questions (KIQs)

How important is the logical articulation of ideas in communicating?

Suggested Experiences

listen to a recording and mark off the keywords they hear related to activities people undertake in relation to weather and environment (钓鱼、游泳、农业、水稻种植、滑雪、沙滩沙排、阳光浴、冰钓)
work with peers to create word clouds using the key words and expressions they remember from the recording
use key points to paraphrase the information from varied texts in their own words
listen to an audio clip and answer the corresponding questions
create short role-plays where they discuss activities or plans based on the given weather in turns
research online/ offline different climatic conditions and the activities associated with them then share their findings collaboratively

Teaching Resources

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

1.9 Active Listening

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

apply vocabulary from oral texts across diverse contexts
summarise the key ideas in varied texts
recognise the importance of active listening in communication. 很近、远、很远、在、方在哪

Key Inquiry Questions (KIQs)

How do you pick out vital information during oral communication?
listen to a recording and retell th main information to their peers using drawings, listening when asking and giving directions, explore the safety measures they should consider when asking for directions?

Suggested Experiences

create a concept map on vocabulary related to location and directions (e.g. 地方/地点、附近、最近、近、很近、远、很远、在、方向、向，朝，往、前、后、左、右、拐/转)
work jointly to explore how each of the words can be used in various situations and contexts
compose sentences using vocabulary related to cardinal points for peer feedback
take turns asking and giving directions in turns using the key words 请问……, 请告诉我……., 从......到......，怎么去，去……怎么走，……离这儿有多远?, 在哪儿?,往前走,一直走 and 向右转/向左转/向右拐/向左拐/往右转/往左转/往右拐/往左拐

Teaching Resources

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

Strand 2.0

Reading

9 Sub-strands18 Lessons

2.1 Reading for Information

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

articulate words with the correct tones in varied contexts
summarise key information from texts
exhibit interest in extracting key information from texts. 、

Key Inquiry Questions (KIQs)

How can we effectively summarise information from texts?

Suggested Experiences

read out formal greetings and their responses
match countries (肯尼亚、乌干达、坦桑尼亚、中国、美国、英国、法国、德国、阿拉伯) with the languages spoken （英语、斯瓦希里语、德语、法语）and read them out
read a text on introduction of self and others (formal greeting, name, age, place of origin, residence, nationality and language spoken) and answer the given question
take turns paraphrasing the texts on introduction of self and others
read short paragraphs and assign them appropriate titles from the options given
work with peers to play a scavenger hunt game by searching for specific information from texts

Teaching Resources

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

2.2 Reading for Fluency

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

decode the meaning of words in texts
read simple texts fluently in Chinese
acknowledge the role of reading fluently in enhancing comprehension

Key Inquiry Questions (KIQs)

How can reading fluently enhance our understanding of a text?

Suggested Experiences

listen and repeat reading out words on names, age, profession and places of work of nuclear and extended family members (学校、医院、商场、派出所、农场、饭店、老师、医生、警察、护士、农民、商人、服务员)
read short texts and match images of different professions with their places of work and read them out to peers
read along a text related to nuclear and extended family members with appropriate intonation and pronunciation
team up with peers perform a reader’s theatre
collaborate with peers to form reading groups for peer feedback and support
search online /offline different professions and share with peers those they would love to pursue giving reasons for their choice

Teaching Resources

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

2.3 Reading for Understanding

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

outline vocabulary related to the theme from texts
paraphrase the key points from a reading text
appreciate the role of active reading for comprehension

Key Inquiry Questions (KIQs)

What strategies can you use to actively read texts?

Suggested Experiences

underline the names of pets, farm and wild animals from texts (e.g. 宠物 :猫、狗、家畜 :牛、羊、鸡、猪、野生动物: 水牛、狮子、犀牛、大象、花豹 )
read shorts stories on their favourite animals and point out the key words
work with peers to categorise different animals appropriately and read them out (宠物、家畜、野生的 )
read short descriptions of animals and rephrase the information using different adjectives provided on size and character (大、小、胖、瘦、快、慢、调皮)
rearrange the jumbled up words to form correct sentences
create talking walls in the classroom on the importance of taking care of animals in the community

Teaching Resources

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

2.4 Reading for Comprehension

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

explain the meaning of key words and phrases in texts
respond appropriately to questions in a reading text
propose strategies to enhance their reading skills

Key Inquiry Questions (KIQs)

How can you improve your reading comprehension skills?

Suggested Experiences

create a word map on vocabulary related to activities they undertake every day at home (起床、洗衣服、打扫、打水、做饭、吃早、午、晚饭、做作业、玩儿、洗澡、睡觉)
circle words and phrases on daily routines from a crossword puzzle collaboratively
use a dictionary to find the meaning of the words identified in turns
work jointly to ask and answer questions on their plan of activities for the week, ( e.g. 你每天洗衣服吗? 我每个星期日洗衣服。)
match two sets of sentences appropriately and then ask and answer the questions with peers
discuss challenges they experience while reading comprehension and share ways of addressing them with their peers

Teaching Resources

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

2.5 Reading for Understanding

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify various reading strategies for information
apply various reading strategies in reading texts for information
appreciate using appropriate strategies when reading for understanding

Key Inquiry Questions (KIQs)

How can we infer meaning of words from the context?
challenges and insights gained, discuss with peers the significance of time management in making plans?

Suggested Experiences

team up with peers to brainstorm various reading strategies
identify examples of fun activities from short paragraphs (e.g. 看电影、吃饭、散步、爬山、游泳、骑自行车、旅行、看动物)
read sentences expressing intentions to do something at a given time using “打算”, “要” ,“会” and “请 and identify the key ideas
apply the strategies given (predicting and summarising) to read texts on making plans and dates
keep reflective journals on their reading experiences i.e. strategies they used

Teaching Resources

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

2.6 Reading for Fluency

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify key words and phrases in reading texts
read short texts in a given context with correct intonation
acknowledge the role of reading fluently in enhancing communication

Key Inquiry Questions (KIQs)

How can we read short texts in a given context fluently?

Suggested Experiences

solve a simple crossword puzzle on food items found in a restaurant
read out the corresponding Chinese vocabulary of the food items
read sentences and underline commonly used quantifiers in the restaurant (e.g. 份、碗、杯、瓶、双、个)
rearrange jumble up words related to cutlery used in a restaurant and read out the correct word for peer feedback (e.g. 菜单、酒杯、杯子、盘子、碗、刀、叉子、勺子、筷子、服务员、老板)
practise using commonly used action words when ordering food in a restaurant (e.g. 点菜、打包/带走、买单)
practise using commonly used polite expressions when ordering food in a restaurant (e.g. 我想要、请来……、请问、有没有……、请问，有…… 吗?、……可以……吗、请给我……、谢谢)
read the short text on restaurant etiquette and answer the questions
use the structure “我想要 + number + quantifier+ dish” to role-play making orders in a restaurant with peers
discuss how to politely ask for food recommendations in a restaurant

Teaching Resources

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

2.7 Reading for Understanding

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

recall key words and phrases related to the theme from texts
respond to questions from a text for comprehension
exhibit increased confidence in their reading abilities

Key Inquiry Questions (KIQs)

How does silent reading enhance understanding of texts?

Suggested Experiences

read out flashcards of common body ailments and match them to the corresponding pictures (e.g. 头疼、恶心、发烧、感冒 etc.)
fill in the missing gaps with the correct words
read sentences related to ailments and share the meaning with peers (e.g. 我感觉不舒服，想去看病; 你身体怎么样? 我想吃药 etc.)
read a passage about expressing one’s state of health and respond to the questions
team up with peers to read a text about a visit to the doctor and assign them to their appropriate questions
simulate a visit to the doctor and check the symptoms they are experiencing on the symptoms checklist collaboratively (e.g. 发烧 ✔️、头疼 ❌、肚子疼✔️、恶心 ✔️、呕吐 ✔️etc.)

Teaching Resources

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

2.8 Reading Fluency

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

infer the meaning of given vocabulary in various contexts
articulate sentences clearly when reading
acknowledge the importance of paying attention to punctuation marks when reading

Key Inquiry Questions (KIQs)

How can we articulate sentences clearly when reading?

Suggested Experiences

identify vocabulary related to activities that are undertaken during different weather conditions (游泳、钓鱼、买东西、爬山、散步、骑自行车、播种、收获、看到动物、做饭) and give their meaning
work with peers to create a word wall with the acquired vocabulary
repeat reading sentences on the various activities undertaken during different weather conditions and seasons (下雨天、晴天、旱季、雨季)
rearrange jumbled up sentences and read them out loud in turns
play a reading marathon with peers to read the short passages given with the correct and give each other feedback
read aloud a text paying attention to the punctuation marks for critique by peer

Teaching Resources

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

2.9 Reading for Fluency

Term 32 Lessons

Specific Learning Outcomes (SLOs)

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

read vocabulary related to direction and location at an appropriate pace
read texts fluently for comprehension
exhibit interest in reading texts with appropriate pace and expression to convey meaning

Key Inquiry Questions (KIQs)

How does reading fluently effectively improve communication skills?

Suggested Experiences

read out vocabulary on locations and directions to each other with a consistent pace (e.g. 地方/地点、附近、最近、近，很近、远、很远、在、方向、向，朝、往、前、后、左、右、拐/转)
work jointly to describe the direction and location of things/places using cardinal points 北方、南方、东方、西方、东北方、西北方、东南方、西南方at an appropriate pace
read short texts on direction and location and answer the corresponding questions
take turns to role play asking and giving directions in their locality using phrases 从......到...... 、怎么去、去……怎么走、……离这儿有多远? 、在哪儿? 、在哪里?
play follow the leader game by reading instructions for peers to get to specific directions using the vocabulary acquired
discuss and share how directional vocabulary are used in their day to day life

Teaching Resources

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

Strand 3.0

Writing

9 Sub-strands9 Lessons

3.1 Guided Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

list words and phrases related to the theme from texts
write simple sentences on various contexts using clear and legible handwriting
value the role of legible handwriting in communication

Key Inquiry Questions (KIQs)

How can we enhance handwriting in Chinese?
make scrap book of one’s best friend and share with peers for feedback, jointly discuss and outline the role of formal, polite greetings in improving communication?

Suggested Experiences

listen to an audio recording on formal Chinese greetings and write them down (您好、早上好、下午好、晚上好、老师好、幸会)
match pictures with descriptions on introduction of self and other’s (name, age, origin, place of residence, nationality and language spoken)
work jointly to write sentence using 来自...... (e.g. 我来自肯尼亚的西部)
introduce oneself and friend in writing mentioning name, age, origin, place of residence , nationality and language spoken ( e.g. 您好/早上好/下午好/晚上好/老师好，我朋友叫......，来自肯尼亚的西部，她住在……，她今年......岁，她会说英语。很高兴认识您/幸会!)

Teaching Resources

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

3.2 Guided Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

outline the rules of writing Chinese characters
apply rules of writing Chinese characters in simple texts
appreciate the role of using rules of writing for consistency and readability of texts

Key Inquiry Questions (KIQs)

Why is it important to follow the rules of writing Chinese characters?

Suggested Experiences

search online or offline the rules of writing Chinese characters and list them down
watch an audio visual clip modelling the rules of writing and practise writing the given words
work together to categorise titles of nuclear and extended family into paternal and maternal members
match pictures of various profession to their places of work (e.g. 老师 to 学校 etc.)
fill a crossword puzzle with the names of different professions collaboratively
describe their nuclear and extended family members in writing ( names, age , profession and places of work)
create online presentations of the family descriptions and share their creative works with peers
discuss how to address the challenges they faced while creating the presentations using digital devices

Teaching Resources

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

3.3 Guided Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

distinguish meaning of key words and phrases in texts
apply acquired vocabulary appropriately in written texts
exhibit interest in using acquired vocabulary accurately for effective communication

Key Inquiry Questions (KIQs)

How can writing fluency be enhanced?

Suggested Experiences

fill in the word puzzle with the appropriate names of pets, farm and wild animals collaboratively
complete the sentences on pets, farm and wild animals with the correct words and phrases collaboratively
match descriptions of animals to corresponding pictures with peers
use the pictures provide to write short descriptions of the animals in terms of their physical appearance, size and characters (e.g. 我小狗的眼睛很大，牙齿很白。）
describe their favourite animal/pet and combine their writing with visual arts to create mixed media displays
present their artworks in a gallery wall for peer mentorship and feedback
brainstorm and present their findings on how animals are valuable in the community

Teaching Resources

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

3.4 Guided Writing

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

spell vocabulary related to the theme correctly in writing
apply punctuation marks appropriately in written texts
appreciate the importance of using punctuation marks in writing

Key Inquiry Questions (KIQs)

Why are punctuation marks important?

Suggested Experiences

list vocabulary related to time of the day accurately from texts (凌晨、早上、上午、中午、下午、晚上、半夜）
listen to a dictation and write down the verbs they hear related to daily routines/ schedules ( 起床、刷牙、吃早饭、上班、上学、午饭、休息、上课、下课、下班、锻炼身体、吃完、洗澡、睡觉)
create word searches or puzzles on daily routines/ schedules at home using digital devices and fill them out collaboratively
indicate whether the punctuation marks used in the given passages are correct or incorrect
write simple sentences on planning for activities during the week and punctuate them correctly ( 你今天早上八点做什么?，你明天晚上做什么? 昨天下午两点去哪儿了?
write their weekly routines/schedules and take turns sharing with their peers
work with peers to create awareness on the importance of time management using various mediums

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:

construct simple sentences using the vocabulary on the theme
write, clear, coherent and organised texts in varied contexts
appreciate the role of writing as a communication tool

Key Inquiry Questions (KIQs)

What techniques can one employ to ensure coherence of a text?

Suggested Experiences

team up with peers to conduct a simple online search on their preferred fun activities and write them down
write simple sentences using key words and phrases that show intention/ making plans to do something for fun ( e.g.打算、和朋友玩、去操场踢足球、一起回家、玩游戏 etc.)
collaboratively examine pictures and write down the suitable activity that can be undertaken there (e.g. 我家 - 请朋友吃饭；操场 - 踢足球；游泳池 - 游泳 )
take turns rearranging sentences and writing them in the correct order to form complete texts
write about a fun activity that you plan to undertake during the school holidays
create audio recordings or podcasts of the writing and identify areas for improvement
write a simple note to a friend , inviting them to a fun activity or special occasion at a particular place and time

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:

list words and phrases with the correct spelling
employ correct word order when writing texts
exhibit an interest in using Chinese language for communication

Key Inquiry Questions (KIQs)

How does one articulate their thoughts clearly when communicating in writing?

Suggested Experiences

listen to a dictation / recording and write down the polite language used while at the restaurant ( 我想要 ,请问、有没有……、请问.......、…… 可以……吗?、请给我……)
brainstorm and list cutlery used while at the restaurant with correct spelling collaboratively ( 酒杯、杯子、盘、碗、刀、叉子、勺子、筷子)
match the pictures on food and drinks with their correct measure words/quantities (份、碗、杯、瓶、顿、双、块、盆)
categorise the dishes provided into healthy and unhealthy foods
write a simple dialogue about ordering their favourite food from a restaurant using the given words (请来……、菜单、点菜、我想要 + number + 份+ dish、打包/带走、……可以……吗?、请给我……)
create simple posters to sensitise their school community on the importance of eating healthy food for wellness

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:

express ideas in an organised manner
write simple descriptive texts on one’s state of health
appreciate the importance of conveying one’s thoughts and ideas clearly and effectively in writing

Key Inquiry Questions (KIQs)

What strategies can you use to write clear descriptive texts?

Suggested Experiences

complete a story using the given prompts/ opening sentences
use images of common body ailments/discomforts (e.g. 头疼、恶心、发烧、感冒 etc.) to write simple descriptions of what they see
fill in the blanks in the sentences with the appropriate words/ phrases (e.g. 我脚疼。老师去医院看病。)
write short descriptive texts on their personal experiences while visiting the doctor and share them with peers
simulate a doctor-patient interaction collaboratively where the patient expresses specific discomforts as the doctor writes them down
team up with peers to pick from the provided writing prompts / tasks related to a doctor’s visit and write short descriptions about them
present their writing for self and peer assessment

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:

infer the meaning of vocabulary used in the texts
write short passages related to the theme using correct sentence structures
exhibit confidence in independently writing sentences and short passages related to the theme

Key Inquiry Questions (KIQs)

How do you infer the meaning of words in texts?

Suggested Experiences

use context clues to complete the blanks with the correct words/phrases related to activities undertaken in different weather conditions (e.g., 农业、渔业、运动、旅游、钓鱼、游泳、农业、水稻种植、滑雪、沙滩沙排、阳光浴、冰钓)
give the meaning of underlined key words and phrases related to weather as used in the given sentences collaboratively (e.g. 晴天、阴天、下雨、下雪、刮风)
write short passages describing their favourite weather and the activities they enjoy doing during that time
use the pictures provided to write short descriptions with the correct sentence structures
take a virtual tour to different regions in the world to explore how weather varies and affects the activities undertaken
discuss with peers how weather affects various aspects of life

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:

recall vocabulary used in the given texts
organise ideas coherently in simple texts
reflect on areas of improvement in writing

Key Inquiry Questions (KIQs)

How can writing fluency be enhanced?

Suggested Experiences

look at word cards of direction words and phrases and fill in the missing gaps (e.g.一直往前走、坐出租车）
indicate the cardinal points on the given map correctly
listen to an audio recording and indicate the correct location of the highlighted places and locations in their neighbourhood
use maps to describe how to get to different places in their locality using the appropriate words and phrases with peers
read a short passage on asking and giving directions and fill in the gaps using the given words and phrases.(e.g. 怎么走、往右拐、一直走、过马路 etc.)
write a short passage describing how to go to school, starting from their home collaboratively
discuss the importance of paying attention to safety when asking for and giving directions to others with peers

Teaching Resources

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

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

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

Term 1 Scheme13 Weeks

Listening and Speaking

View Term 1

Term 2 Scheme14 Weeks

Listening and Speaking
Reading

View Term 2

Term 3 Scheme9 Weeks

Reading
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 French 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 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 Mandarin?

The official KICD strands for Grade 9 Mandarin 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 Mandarin?

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 Mandarin 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 Mandarin?

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.