1
Strand 1.0
Writing
5 Sub-strands30 Lessons in Term 3
1.1 Guided W riting
6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
Demonstrate understanding, values and foundational skills in Guided W riting.
Key Inquiry Questions (KIQs)
- (s) How can we write an effective description?
Learning Experiences
- fill in a crossword puzzle with words related to food items and their tastes, look at pictures with facial expressions and guess which taste is associated with the facial expression (E&. match different food items with their respective tastes
- write a simple description of the food that they like or dislike using -g with correct punctuation, work with peers to indicate if the given sentences are punctuated appropriately, create a scrapbook for foods that they have eaten from their community and
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.2 Guided Writing
6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- list down key
Key Inquiry Questions (KIQs)
- (s) Why should we write sentences correctly?
- What is the importance of journaling in communi cati on?
Learning Experiences
- play a vocabulary charades game On parts of the body (e.g- yå. -F shöu. töufa etc) as their peers guess and list down the identified word, work jointly to circle words and phrases related to grooming items m a word square/ word search (e_g_ Shui. Shüzi. Yågäo. Yåshuä. JJ Jiändäo etc.), look at word cards on different personal grooming activities and match them to their respective grooming items with peers (e.g. shuä yå. xi Iiän. xi shöu. iftäxizäo. shü töufä. jiän töufä etc.)
- write down simple sentences on the uses of the various self-grooming
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.3 Guided Writing
6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- compile key vocabulary from
Key Inquiry Questions (KIQs)
- Inquir y' Question(s) How can we clearly communicate through written communication?
Learning Experiences
- list down vocabulary On weather conditions (e.g. qingtiän. yütiän. k yrntiän), listen to an audio Ofa given area then write down the weather conditions mentioned, look at flashcards on different weather conditions then use simple sentences to describe them, go through a short passage then extract and write down complete sentences describing weather conditions at the given locality
- watch an audio-visual clip and summarise the information using simple and clear sentences
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.4 Guided W riting
6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
Demonstrate understanding, values and foundational skills in Guided W riting.
Key Inquiry Questions (KIQs)
- (s) What role does handwriting play in c cation?
- a) b) c) list vocabulary from texts neatly and legibly, compose paragraphs on various topics in a logical and coherent manner, underscore the importance of writing neatly and legibly?
Learning Experiences
- fill in the gaps with the correct names of school facilities listen to a recording and write down the appropriate I(kation words to be used in the context 'äifii)
- write a role play on asking and guing the location of people, items and school facilities in a logical and coherent manner (e.g. (E listen to a narration and rearrange the sentences in the right order for meaning with peers
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.5 Sub-strand 74
6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
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 leamers, parents\caregivers/guardians, school administration, teachers and other relevant stakeholders in the school community Identify and develop assessment tools Implementation CSL Activity Assign roles to learners Ensure every leamer actively participates in the activity observe learners as they carry out the CSL activity and record feedback Use an appropriate assessment tool to assess both the process and the product (Assess leamer's work from the beginning to the end product) Assess the targeted core competencies, values and subject skills
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.