Writing
1.1 Guided writing
By the end of this sub-strand, the learner should be able to:
- identify rules Of sentence construction for learning
- comm'se short texts for language learning
- appreciate role of writing in interactive communication texts
- (s) Why do you write things down?
- The leamer is guided to: write list of hobbies and read to peers, match appropriate hobby to text, fill missing letter to hobbies and write on likes and dislikes On hobbies and interests by use of emojis, research on hobbies in Germany
- write them down and share with peers
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.2 Sub-strand 60
By the end of this sub-strand, the learner should be able to:
- create compound words with correct orthography
- construct short simple
- (s) How does wrong spelling affect co ication?
- write meals eaten at different mealtimes at home/school (Z.B Frühstück, Mi tragessen, Abendessen, Tee/kaffeepause) and share in class, combine two parts of words to form a meaningful word (Z.B Abend + Essen + das A bendessen), sketch a menu Of favourite mealtime with peers, find dishes in a puzzle, match meals to specific pictures, fill in missing letters to meals
- discuss appropriate foods for each mealtime in groups
- read simple menus from Kenya/Germany
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.3 Guided w riting
By the end of this sub-strand, the learner should be able to:
- identify vocabulary in writing for learning
- create short simple sentences for co mmunicatio n
- appreciate the role of writing in
- (s) How do you find words in a puzzle?
- fill in missing in short simple texts o LB die H nd, dasBe n a Ich brauche meine H Schreiben) find activities in a puzzle, choose the correct activity for the body part from a given list, link activities to body part and vice versa, research from various sources the functions of body parts
- write sentences about them and share with Ewers for
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.4 Guided writing
By the end of this sub-strand, the learner should be able to:
Demonstrate understanding, values and foundational skills in Guided writing.
- (s) How important is labelling of pictures?
- label pictures of weather features and weather patterns and read out aloud to peers, match phrases to appropriate picture of weather pattern, organise jumbled up sentences in the right order,'logically, colour sketches of weather features and patterns _
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.5 Guided writing
By the end of this sub-strand, the learner should be able to:
- identify German orthography rules in writing
- Qu estio n(s) How do you write correctly?
- write names of things m the classroom (2B der Bleistifi, die Tafel)
- write short simple sentences on location of things in the classroom, fill blank spaces with an appropriate location word (2B das Buch isr dem Pull) as in the picture, match the suitable sentence to the picture, colour the location of where things are placed in the classroom
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.6 Sub-strand 69
By the end of this sub-strand, the learner should be able to:
- areas skills for the CSL activity Identify resources required for the activity (locally available materials)
- Stagger the activities across the term (set dates and time for the activities) Communicate to learners, parents/caregivers/guardians, school administration, teachers and other relevant stakeholders in the school community Identify and develop assessment tools
Approved textbooks, realia, counters, flashcards, charts & digital devices.