| 1 | 1 | Listening and Speaking | Active Listening, Oral Expressions | By the end of the sub strand, the learner should be able to; a) appreciate the role of adjectives in communication | 1. How do we describe someone’s appearance? | - make presentations describing their favourite people by their appearances using adjectives such as nett, freundlich, gross usw - discuss in plenary the appropriate ways of describing one’s physical appearances | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Listening and Speaking | Active Listening, Oral Expressions | By the end of the sub strand, the learner should be able to; a) appreciate the role of adjectives in communication | 1. How do we describe someone’s appearance? | - discuss in plenary the appropriate ways of describing one’s physical appearances | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Listening and Speaking | Listening for information, Interactive speaking | By the end of the sub strand, the learner should be able to; a) identify required information from listening texts | 1. How do we ensure we get all the needed information from a listening text? | - listen to an audio on weather and seasons and answer given questions | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Listening and Speaking | Listening for information, Interactive speaking | By the end of the sub strand, the learner should be able to; a) speak interactively on given topics | 1. How do we ensure we get all the needed information from a listening text? | - watch an audio visual on the different seasons in Germany and match to given flashcards | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Listening and Speaking | Listening for information, Interactive speaking | By the end of the sub strand, the learner should be able to; a) value the role of listening texts in learning | 1. How do we ensure we get all the needed information from a listening text? | - research and discuss with peers on which clothes go with which seasons - record themselves talking about the different seasons and changing weather patterns in Kenya and Germany and share in plenary for feedback | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Listening and Speaking | Listening for information, Interactive speaking | By the end of the sub strand, the learner should be able to; a) value the role of listening texts in learning | 1. How do we ensure we get all the needed information from a listening text? | - record themselves talking about the different seasons and changing weather patterns in Kenya and Germany and share in plenary for feedback | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Listening and Speaking | Listening for information, Interactive speaking | By the end of the sub strand, the learner should be able to; a) value the role of listening texts in learning | 1. How do we ensure we get all the needed information from a listening text? | - record themselves talking about the different seasons and changing weather patterns in Kenya and Germany and share in plenary for feedback | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Listening and Speaking | Listening for information, Interactive speaking | By the end of the sub strand, the learner should be able to; a) value the role of listening texts in learning | 1. How do we ensure we get all the needed information from a listening text? | - record themselves talking about the different seasons and changing weather patterns in Kenya and Germany and share in plenary for feedback | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Listening and Speaking | Listening for information, Interactive speaking | By the end of the sub strand, the learner should be able to; a) value the role of listening texts in learning | 1. How do we ensure we get all the needed information from a listening text? | - record themselves talking about the different seasons and changing weather patterns in Kenya and Germany and share in plenary for feedback | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Listening and Speaking | Listening for information, Interactive speaking | By the end of the sub strand, the learner should be able to; a) value the role of listening texts in learning | 1. How do we ensure we get all the needed information from a listening text? | - record themselves talking about the different seasons and changing weather patterns in Kenya and Germany and share in plenary for feedback | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Listening and Speaking | Active Listening, Oral expressions | By the end of the sub strand, the learner should be able to; a) identify necessary vocabulary for learning | 1. How do you ensure keenness when listening to texts? | - watch a video on someone giving directions in German and note down prepositions of location | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Listening and Speaking | Active Listening, Oral expressions | By the end of the sub strand, the learner should be able to; a) listen actively to texts for learning | 1. How do you ensure keenness when listening to texts? | - listen to an audio on giving directions and answer given questions | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Listening and Speaking | Active Listening, Oral expressions | By the end of the sub strand, the learner should be able to; a) appreciate the role of vocabulary in a language | 1. How do you ensure keenness when listening to texts? | - simulate giving directions around their neighborhood with peers using expressions such as wie komme ich..? Wo finde ich..? - use city/area maps to give directions with peers | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Listening and Speaking | Active Listening, Oral expressions | By the end of the sub strand, the learner should be able to; a) appreciate the role of vocabulary in a language | 1. How do you ensure keenness when listening to texts? | - use city/area maps to give directions with peers | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Listening and Speaking | Active Listening, Oral expressions | By the end of the sub strand, the learner should be able to; a) appreciate the role of vocabulary in a language | 1. How do you ensure keenness when listening to texts? | - use city/area maps to give directions with peers | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
