| 1 | 1 | Greetings and Introduction Str and Lis Tening Speaking | Sub-strand 15 | By the end of the sub strand, the learner should be able to; a) discriminate initial and final sounds in Chinese syllables | 1. Why is correct articulation of words important communication? | - listen and repeat saying initials and finals from a recording (z, c, s, zh, Ch, s", r, w, y,ai ,ei, ui ,iu, ic,ü ,un, an, en, ang, eng ing Ong) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Greetings and Introduction Str and Lis Tening Speaking | Sub-strand 15 | By the end of the sub strand, the learner should be able to; a) discriminate initial and final sounds in Chinese syllables | 1. Why is correct articulation of words important communication? | - listen and repeat saying initials and finals from a recording (z, c, s, zh, Ch, s", r, w, y,ai ,ei, ui ,iu, ic,ü ,un, an, en, ang, eng ing Ong) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Greetings and Introduction Str and Lis Tening Speaking | Sub-strand 15 | By the end of the sub strand, the learner should be able to; a) compose simple sentences on various | 1. Why is correct articulation of words important communication? | - listen and repeat saying initials and finals from a recording (z, c, s, zh, Ch, s", r, w, y,ai ,ei, ui ,iu, ic,ü ,un, an, en, ang, eng ing Ong) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Greetings and Introduction Str and Lis Tening Speaking | Sub-strand 15 | By the end of the sub strand, the learner should be able to; a) compose simple sentences on various | 1. Why is correct articulation of words important communication? | - identify initials and finals from the given syllables and say them introduce themselves with the correct tones (hello+ name +age+ gender i.e. listen to an introduction of a friend and respond to the questions ELILIftZZ-7-? take turns introducing their friend by their name, age and gender (e.g. Enq......o ) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Greetings and Introduction Str and Lis Tening Speaking | Sub-strand 15 | By the end of the sub strand, the learner should be able to; a) exhibit confidence in manipulating sounds in spoken language | 1. Why is correct articulation of words important communication? | - identify initials and finals from the given syllables and say them introduce themselves with the correct tones (hello+ name +age+ gender i.e. listen to an introduction of a friend and respond to the questions ELILIftZZ-7-? take turns introducing their friend by their name, age and gender (e.g. Enq......o ) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Greetings and Introduction Str and Lis Tening Speaking | Sub-strand 15 | By the end of the sub strand, the learner should be able to; a) exhibit confidence in manipulating sounds in spoken language | 1. Why is correct articulation of words important communication? | - identify initials and finals from the given syllables and say them introduce themselves with the correct tones (hello+ name +age+ gender i.e. listen to an introduction of a friend and respond to the questions ELILIftZZ-7-? take turns introducing their friend by their name, age and gender (e.g. Enq......o ) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Greetings and Introduction Str and Lis Tening Speaking | Sub-strand 15 | By the end of the sub strand, the learner should be able to; a) exhibit confidence in manipulating sounds in spoken language | 1. Why is correct articulation of words important communication? | - identify initials and finals from the given syllables and say them introduce themselves with the correct tones (hello+ name +age+ gender i.e. listen to an introduction of a friend and respond to the questions ELILIftZZ-7-? take turns introducing their friend by their name, age and gender (e.g. Enq......o ) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Listening and Speaking | Phonol ogical Awareness | - | 1. What strategies can you use to apply new words effectively? | - listen to a group of words and indicate rhyming and non | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Listening and Speaking | Phonol ogical Awareness | - | 1. What strategies can you use to apply new words effectively? | - listen to a group of words and indicate rhyming and non | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Listening and Speaking | Phonol ogical Awareness | - | 1. What strategies can you use to apply new words effectively? | - rhyming words cooperative Iy, repeat saying the group of words that rhyme aloud, create new words and phrases from the initials, finals and tones given, repeat the vocabulrary related to nuclear family members from a recording, use vocabulary acquired to introduce different family members using simple sentences (e.g. ask and respond to questions on the titles and names of their nuclear family members in tums (e.g. ?äUHwq......), research the similarities and differences in the family units in Kenya and China and | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Listening and Speaking | Imitative Speaking | By the end of the sub strand, the learner should be able to; a) identify key b) words c) from d) oral e) texts in f) varied g) contexts h) apply | 1. Why is it important to articulate words clearly and co rrectly? | - listen and repeat saying simple words and sentences related to various meals of the day use pictures of the different times of the day to say what they eat at the given times say out a tongue twister on food (AZNj "j) with the appropriate intonation and stress patterns collaboratively, combine different food items from the list provided to make a healthy meal and form simple sentences bring pictures/ images/ drawings of their favourite meals and talk about them in tums | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Listening and Speaking | Imitative Speaking | By the end of the sub strand, the learner should be able to; a) intonation and b) stress c) pattems in d) spoken e) language to f) convey g) meamng h) exhibit | 1. Why is it important to articulate words clearly and co rrectly? | - listen and repeat saying simple words and sentences related to various meals of the day use pictures of the different times of the day to say what they eat at the given times say out a tongue twister on food (AZNj "j) with the appropriate intonation and stress patterns collaboratively, combine different food items from the list provided to make a healthy meal and form simple sentences bring pictures/ images/ drawings of their favourite meals and talk about them in tums | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Listening and Speaking | Imitative Speaking | By the end of the sub strand, the learner should be able to; a) interest in b) using c) intonation and d) stress e) pattems f) appropriately g) during h) oral i) interactions | 1. strategies can one use to imprcwe clarity when speaking? | - listen and repeat saying simple words and sentences related to various meals of the day use pictures of the different times of the day to say what they eat at the given times say out a tongue twister on food (AZNj "j) with the appropriate intonation and stress patterns collaboratively, combine different food items from the list provided to make a healthy meal and form simple sentences bring pictures/ images/ drawings of their favourite meals and talk about them in tums | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Listening and Speaking | Imitative Speaking | By the end of the sub strand, the learner should be able to; a) interactions | 1. strategies can one use to imprcwe clarity when speaking? | - listen and repeat saying simple words and sentences related to various meals of the day use pictures of the different times of the day to say what they eat at the given times say out a tongue twister on food (AZNj "j) with the appropriate intonation and stress patterns collaboratively, combine different food items from the list provided to make a healthy meal and form simple sentences bring pictures/ images/ drawings of their favourite meals and talk about them in tums | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Listening and Speaking | Sub-strand 27 | By the end of the sub strand, the learner should be able to; a) identify vocabulary related to the | 1. How do you pick out the main ideas from a listening text? | - listen to an audio recording and repeat words related to parts of the body listen to names of parts of the body and match them to their appropriate functions collaboratively (e.g. Uetc.), sing along to the body parts Myng ( y) using the appropriate gestures with peers, listen as their peers mention the functions of different body parts and point out the part of the body related to it, listen to a riddle on the use of different body parts and solve it (e.g. discuss the importance of different 13 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
