1
Strand 1.0
Listening and Speaking
6 Sub-strands36 Lessons in Term 1
1.1 Sub-strand 13
6 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
Demonstrate understanding, values and foundational skills in Sub-strand 13.
Key Inquiry Questions (KIQs)
- (s) I. Why do we greet one another9?
- How do letters differ from sounds ?
Learning Experiences
- work with peers to match sounds to letters to form syllables, combine syllables to syllables to form meaningful words, pronounce words with sound baa, mim, [am, dal from a given display In pairs, imitate using the pronouns hadaa, hadhihi , practise using Arabic greetings such as assalamu
- alaikum, keifhaluka/halaki, collaborate with peers to role-play formal and informal
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.2 Sub-strand 15
6 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
Demonstrate understanding, values and foundational skills in Sub-strand 15.
Key Inquiry Questions (KIQs)
- (s) Why is it good to pronounce words correctly?
Learning Experiences
- learner is work jointly to identify nuclear family members from a given display, practice pronouncing words containing sounds Of nuun, raa, Saad, faa, with correct articulation in groups
- take turns to practise using the pronouns of huwa and hiya orally, talk about their immediate fami members in
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.3 Sub-strand 19
6 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- articulate
- words On
- parts of the day
- using
- accurate s
- equence
- respond to
- questions on
- activities
- done at
- different
- parts of the
- appreciate the
- essence of
- time
- management for
- lifelong
- learning
Key Inquiry Questions (KIQs)
- (s) I . Why are some activities carried Out only at specific times Of the ?
- How does pronunciation affect meaning Of texts?
Learning Experiences
- listen to an audio presentation On various greetings used at different times of the day (e.g. MorningGood morning, Afternoon-Good afternoon, Evening-Good evening), collaborate with peers to participate in singing games describing the times of the day in correct sequence, work jointly to match daily activities to the specific time of the day they happen, organize activities On Sentence strips in the order in which they occur in a take turns to dramatize activities carried out at different times Of the
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.4 Sub-strand 25
6 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
Demonstrate understanding, values and foundational skills in Sub-strand 25.
Key Inquiry Questions (KIQs)
- (s) I _ How do you take care of your body?
- Why is pronunciation and intonation key in deriving locating the parts of their body and text mean ing?
- their function, play a language game involving listening to simple instructions on functions of the parts of the body and respond to the instructions?
Learning Experiences
- work jointly to practice pronouncing selected words with sound qaf, raa, haa, siin,daa, name parts of the body and ask simple questions in groups, collaborate to sing a song on use appropriate pronunciation and intonation to describe the parts of the body for information , respond to given instructions correctly, advocate for good hygiene practices for lifelong learning
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.5 Sub-strand 27
6 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- describe
- weather
- patterns for
- information
- apply
- appropriate
- turn
- taking and
- etiquette in a
- discussion
- appreciate the
- role of
- conversational
- skills for
- effective
- commun
- icat ion
Key Inquiry Questions (KIQs)
- (s) I . How can we take care of ourselves in different weather conditions?
- How can we ensure etiquette when holding conversations ?
Learning Experiences
- work jointly to describe different weather patterns (e.g. sunny, rainy, windy, cold), collaborate to play a language game where one uses non-verbal cues to describe a weather pattern and others try to guess which one it is, role play a dialogue using turn taking skills to describe the weather patterns
- watch a video recording of a discussion illustrating etiquette In conversations, conduct singing games On various weather patterns with
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.6 Sub-strand 29
6 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- recognise Objects in the
- environment for
- comprehension
- describe
- positions Of
- objects in the
- environment for
- comprehension
- appreciate
- vocabulary
- build ing for
- language
- acquisition
Key Inquiry Questions (KIQs)
- (s) I _ How can you Improve your speaking skill?
- Why is the position of objects key in descript ion?
Learning Experiences
- work jointly to identify Objects found in their class or immediate envi ronment, listen to a video presentation on common items in the classroom attentively and repeat what the presenter is saying correctly, describe the position of one object in relation to another using words like in, on, undel
- behind, make sentences using vocabularies related to locating items in the classroom (e.&, where is the book?) work jointly to play the 'Treasure Hunt' game to locate positions of 0b -ects in the surround'
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.