1
Strand 1.0
Listening and Speaking
9 Sub-strands36 Lessons
1.1 Selective Listening, Imitative speaking
Term 13 Lessons
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify specific information from given texts
- apply appropriate language structures In communication
- appreciate the value of greetings in fostering respect
Key Inquiry Questions (KIQs)
- (s) How do you get all thc needed in formation themselves and saying their from a listening ages and answer given q uestions, listen/watch audio-visual text of people introducing others using name and agc (Z.B. Das ist ; Er/sie ist Jahm ait) and match to given pictures, research on how formal greetings are donc in?
Suggested Experiences
- listen to audio texts of people introducing
Teaching Resources
Approved course books, concrete realia, charts, manipulatives & digital devices.
1.2 Listening for gist
Term 13 Lessons
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify general information from given texts
- listen to given texts for comprehension
- value the role of listening comprehension in commumcat10 n
Key Inquiry Questions (KIQs)
- (s) How can one Wrong pron unciation Impair understanding?
Suggested Experiences
- Learner is guided to: compare how numbers 20-100 arc spoken in their various languages
- discuss the differences in counting numbers above 20 in various languages, listcn/watch audiovisual texts on people talking about their family members (Z.B. Das ist mein Vater/meine Mutter. Er/sie ist fiinfzig Jahm alto, talk about their families With peers (Z.B. Wie alt bist du? Wie alt isr dein/e Vater/Mutter? usw)
Teaching Resources
Approved course books, concrete realia, charts, manipulatives & digital devices.
1.3 Sub-strand 16
Term 16 Lessons
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify main infor mation from given texts
- imitate given language structures for effective commumcati on
- show appreciation for phonological awareness m a language
Key Inquiry Questions (KIQs)
- (s) What is thc best way to learn new vocab ulary?
Suggested Experiences
- Learner is guided to: mention all the facilities in the school , discuss the functions of thc facilities, listen to audio texts about school facilities, speak aloud the names of various school facilities, play an oral matching game where one person says a word (an aspect of the facility) and the partner guesses the facility (Z.B. lesen
- spielen/Fußball — Sportplatz
Teaching Resources
Approved course books, concrete realia, charts, manipulatives & digital devices.
1.4 Selective Listening, Imitative speaking
Term 13 Lessons
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify specific in formation from given texts
- use learnt structures for commumcatl on
- appreciate thc role of mutation m language
Key Inquiry Questions (KIQs)
- Ques tion(s) Why is it important to Words during listening?
Suggested Experiences
- Learner is guided to: say aloud thc months of thc year, say which months of thc year are important to them and why
- discuss what seasons they have in their region
- discuss when they have school holidays, listen to audio of peers talking about When they have their school holidays, listen to audio about people talking about holidays, listen and repeat how Words about holidays are pronounced (Z.B. Weihnachten, Ostern, Schulferien, Osterferien, usw)
Teaching Resources
Approved course books, concrete realia, charts, manipulatives & digital devices.
1.5 Sub-strand 20
Term 16 Lessons
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify typical Ger man sounds from given
- articulate typical German sounds for commumcatl o n
- appreciate thc importance of fluency in a language
Key Inquiry Questions (KIQs)
- Quest ion(s) How docs awareness for sounds influence language learning?
Suggested Experiences
- Learner is guided to: talk about what they like doing, compare favourite activities With listen to background sounds of various activities and identify pantomime favourite activities with peers, listen to audio texts of peers talking about their like and dislikes, speak to peers about favourite activities using thc word gern (z. B. Ich spiele gern Fußball
- ich lese gern, etc), 9
Teaching Resources
Approved course books, concrete realia, charts, manipulatives & digital devices.
1.6 Sub-strand 22
Term 16 Lessons
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify str uctures for communication
- use acquired str uctures for communication
- demonstrate appreciation for str uctures m language learning
Key Inquiry Questions (KIQs)
- (s) What do you do get information from a listening text ?
Suggested Experiences
- Learner is guided to: list various foods from different mealtimes, talk to peers about favourite foods, talk about favourite flavours, listen to/watch recorded audio/vidco about various foods, listen and imitate sounds (Z.B. suß, salzig, schmecken, usw), listen to people talking about their favour itc foods (z. B. Was isst du gern? Ich esse gern Bmt
- usw), talk about favourite foods With peers, listen to people describing various foods (z.B_ Der Kuchen ist suß
- Die Suppe ist salzig
Teaching Resources
Approved course books, concrete realia, charts, manipulatives & digital devices.
1.7 Interactive speaking
Term 13 Lessons
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- By thc end of thc sub-strand, thc learner should bc able to:
Key Inquiry Questions (KIQs)
- (s) How do We make our c on versations interactive ?
Suggested Experiences
- Learner is guided to: discuss what they do routinely throughout thc day
- discuss with peers how one talks about personal grcuynung activities, listen to audio about people talking about grooming activities, talk about own grcuynung activities in pairs, talk to peers about groommg activities (z. R Ich putze mir die Zühne/lch kämme mir die Haare/lch wasche mir die Hände, etc) , 13
Teaching Resources
Approved course books, concrete realia, charts, manipulatives & digital devices.
1.8 Oral expressions
Term 13 Lessons
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- relate concepts in given contexts
- employ oral express Ion strategies for commun n
- appreciate interactive speaking skills in everyday commumcat10 n
Key Inquiry Questions (KIQs)
- (s) How docs one build their vocabulary ?
Suggested Experiences
- Learner is guided to: talk about favourite Weather in pairs
- discuss weather conditions in pairs/groups, listen to simple texts on Weather conditions, listen to a simplified Weather forecast, listen and take note of Weatherrelated terms, talk about the Weather (Z.B. Es scheint/regnet, Es ist warm in Kisum u/Es ist kalt in Nyeri, us"')
Teaching Resources
Approved course books, concrete realia, charts, manipulatives & digital devices.
1.9 Interactive speaking
Term 13 Lessons
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify information for communication
- use oral express Ions appropriately in given contexts
- value the role of vocabulary in every day Interac hons
Key Inquiry Questions (KIQs)
- (s) How do you describe thc location of things?
Suggested Experiences
- Learner is guided to: name facilities found in school, name items found within the school in pairs/ groups, listen to a text about facilities and items found in a school
- discuss where thc facilities and items arc found in the school, listen to audio about people talking on where items arc located in the classroom (Z.B. Wo liegt das Deutsch buch ? Das Deutschbuch liegt aufdem Stuhl, ILSM'), ask peers about thc location of classroom items, listen to audio texts about people talking on facilities in thc school
Teaching Resources
Approved course books, concrete realia, charts, manipulatives & digital devices.