| 1 | 1 | Listening and Speaking | Conversational Skills: Family and Friends | By the end of the sub strand, the learner should be able to; a) demonstrate appreciation for family | 1. How do you introduce your family members in German? | - recite German family poems and rhymes | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Listening and Speaking | Conversational Skills: Family and Friends | By the end of the sub strand, the learner should be able to; a) demonstrate appreciation for family | 1. How do you introduce your family members in German? | - recite German family poems and rhymes | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Listening and Speaking | Conversational Skills: Family and Friends | By the end of the sub strand, the learner should be able to; a) demonstrate appreciation for family | 1. How do you introduce your family members in German? | - recite German family poems and rhymes | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Listening and Speaking | Listening Comprehension: Surroundings and School | By the end of the sub strand, the learner should be able to; a) identify names of objects in the classroom and home (Buch, Stift, Tisch, Stuhl) | 1. How do you name everyday items in German? | - listen to commands and perform corresponding actions with classmates | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Listening and Speaking | Listening Comprehension: Surroundings and School | By the end of the sub strand, the learner should be able to; a) identify names of objects in the classroom and home (Buch, Stift, Tisch, Stuhl) | 1. How do you name everyday items in German? | - listen to commands and perform corresponding actions with classmates | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Listening and Speaking | Listening Comprehension: Surroundings and School | By the end of the sub strand, the learner should be able to; a) respond to classroom instructions in German (Steh auf, Setz dich, Hör zu) | 1. How do you name everyday items in German? | - match German label cards with classroom furniture and stationery | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Listening and Speaking | Listening Comprehension: Surroundings and School | By the end of the sub strand, the learner should be able to; a) respond to classroom instructions in German (Steh auf, Setz dich, Hör zu) | 1. How do you name everyday items in German? | - match German label cards with classroom furniture and stationery | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Listening and Speaking | Listening Comprehension: Surroundings and School | By the end of the sub strand, the learner should be able to; a) appreciate German vocabulary describing the immediate environment | 1. How do you name everyday items in German? | - play 'Ich sehe was, was du nicht siehst' (I spy) using German colour and object words | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Listening and Speaking | Listening Comprehension: Surroundings and School | By the end of the sub strand, the learner should be able to; a) appreciate German vocabulary describing the immediate environment | 1. How do you name everyday items in German? | - play 'Ich sehe was, was du nicht siehst' (I spy) using German colour and object words | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Listening and Speaking | Listening Comprehension: Surroundings and School | By the end of the sub strand, the learner should be able to; a) appreciate German vocabulary describing the immediate environment | 1. How do you name everyday items in German? | - play 'Ich sehe was, was du nicht siehst' (I spy) using German colour and object words | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Listening and Speaking | Listening Comprehension: Surroundings and School | By the end of the sub strand, the learner should be able to; a) appreciate German vocabulary describing the immediate environment | 1. How do you name everyday items in German? | - play 'Ich sehe was, was du nicht siehst' (I spy) using German colour and object words | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Listening and Speaking | Listening Comprehension: Surroundings and School | By the end of the sub strand, the learner should be able to; a) appreciate German vocabulary describing the immediate environment | 1. How do you name everyday items in German? | - play 'Ich sehe was, was du nicht siehst' (I spy) using German colour and object words | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Listening and Speaking | Listening Comprehension: Surroundings and School | By the end of the sub strand, the learner should be able to; a) appreciate German vocabulary describing the immediate environment | 1. How do you name everyday items in German? | - play 'Ich sehe was, was du nicht siehst' (I spy) using German colour and object words | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Listening and Speaking | Listening Comprehension: Surroundings and School | By the end of the sub strand, the learner should be able to; a) appreciate German vocabulary describing the immediate environment | 1. How do you name everyday items in German? | - play 'Ich sehe was, was du nicht siehst' (I spy) using German colour and object words | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Listening and Speaking | Listening Comprehension: Surroundings and School | By the end of the sub strand, the learner should be able to; a) appreciate German vocabulary describing the immediate environment | 1. How do you name everyday items in German? | - play 'Ich sehe was, was du nicht siehst' (I spy) using German colour and object words | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
