| 1 | 1 | Reading | Reading Comprehension | By the end of the sub strand, the learner should be able to; a) identify key information from reading texts for comprehension | 1. How do we get the needed information from a reading text? | - read texts on weather and seasons and answer given questions - read descriptions on the different seasons in Germany and match to given flashcards | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Reading | Reading Comprehension | By the end of the sub strand, the learner should be able to; a) read texts for comprehension b) recognize the role of reading comprehension in language | 1. How do we get the needed information from a reading text? | - research and discuss with peers on which clothes go with which seasons - read cloze texts about the different seasons and changing weather patterns in Kenya and Germany, fill in the missing information and share in plenary for feedback | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Reading | Reading Comprehension | By the end of the sub strand, the learner should be able to; a) recognize the role of reading comprehension in language | 1. How do we get the needed information from a reading text? | - read cloze texts about the different seasons and changing weather patterns in Kenya and Germany, fill in the missing information and share in plenary for feedback | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Reading | Reading Comprehension | By the end of the sub strand, the learner should be able to; a) recognize the role of reading comprehension in language | 1. How do we get the needed information from a reading text? | - read cloze texts about the different seasons and changing weather patterns in Kenya and Germany, fill in the missing information and share in plenary for feedback | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Reading | Reading aloud | By the end of the sub strand, the learner should be able to; a) identify sentence melody in reading for fluency | 1. Why do we read aloud? | - read sentences aloud in German and highlight high and low melody - read aloud dialogues on describing the route and note down prepositions of location | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Reading | Reading aloud | By the end of the sub strand, the learner should be able to; a) read texts aloud for fluency b) recognize the value of reading aloud for building fluency | 1. Why do we read aloud? | - read aloud texts on giving directions and answer given questions - read aloud simulations of giving directions around their neighborhood with peers using expressions such as wie komme ich..? Wo finde ich..? | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Reading | Reading aloud | By the end of the sub strand, the learner should be able to; a) recognize the value of reading aloud for building fluency | 1. Why do we read aloud? | - read aloud simulations of giving directions around their neighborhood with peers using expressions such as wie komme ich..? Wo finde ich..? | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Reading | Reading aloud | By the end of the sub strand, the learner should be able to; a) recognize the value of reading aloud for building fluency | 1. Why do we read aloud? | - read aloud simulations of giving directions around their neighborhood with peers using expressions such as wie komme ich..? Wo finde ich..? | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Writing | Guided Writing | By the end of the sub strand, the learner should be able to; a) identify various steps of writing a text b) write a logical text using provided guidelines c) appreciate the role of writing in learning | 1. Why do we write things down? | - write down important stages of writing (research, plan, draft, edit.) - write down phrases like ‚, wie geht’s? Woher kommst du? Mir geht es prima, danke gut “usw - write simple dialogues role- play greetings and introducing oneself with peers while observing social etiquette rules - research on greetings from German speaking countries from various sources (online/ offline), write them down and make presentations to peers | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Writing | Guided Writing | By the end of the sub strand, the learner should be able to; a) identify various steps of writing a text b) write a logical text using provided guidelines c) appreciate the role of writing in learning | 1. Why do we write things down? | - write down important stages of writing (research, plan, draft, edit.) - write down phrases like ‚, wie geht’s? Woher kommst du? Mir geht es prima, danke gut “usw - write simple dialogues role- play greetings and introducing oneself with peers while observing social etiquette rules - research on greetings from German speaking countries from various sources (online/ offline), write them down and make presentations to peers | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Writing | Guided Writing | By the end of the sub strand, the learner should be able to; a) identify various steps of writing a text b) write a logical text using provided guidelines c) appreciate the role of writing in learning | 1. Why do we write things down? | - write down important stages of writing (research, plan, draft, edit.) - write down phrases like ‚, wie geht’s? Woher kommst du? Mir geht es prima, danke gut “usw - write simple dialogues role- play greetings and introducing oneself with peers while observing social etiquette rules - research on greetings from German speaking countries from various sources (online/ offline), write them down and make presentations to peers | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Writing | Guided Writing | By the end of the sub strand, the learner should be able to; a) identify rules of orthography in writing b) write texts observing rules of German orthography c) value the role of orthography in writing | 1. Why is punctuation important? | - underline expressions referring to family (Vater, Mutter, Schwester, Bruder usw) - write down members of their nuclear family and present to classmates by their name, age and profession in plenary - draw and present to peers a family tree indicating their family members - research about dynamics of family in German-speaking countries, write them down and present in plenary | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Writing | Guided Writing | By the end of the sub strand, the learner should be able to; a) identify rules of orthography in writing b) write texts observing rules of German orthography c) value the role of orthography in writing | 1. Why is punctuation important? | - underline expressions referring to family (Vater, Mutter, Schwester, Bruder usw) - write down members of their nuclear family and present to classmates by their name, age and profession in plenary - draw and present to peers a family tree indicating their family members - research about dynamics of family in German-speaking countries, write them down and present in plenary | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Writing | Guided Writing | By the end of the sub strand, the learner should be able to; a) identify rules of orthography in writing b) write texts observing rules of German orthography c) value the role of orthography in writing | 1. Why is punctuation important? | - underline expressions referring to family (Vater, Mutter, Schwester, Bruder usw) - write down members of their nuclear family and present to classmates by their name, age and profession in plenary - draw and present to peers a family tree indicating their family members - research about dynamics of family in German-speaking countries, write them down and present in plenary | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Writing | Guided writing | By the end of the sub strand, the learner should be able to; a) identify appropriate vocabulary for writing various texts b) write texts using appropriate format for communication c) value the role of writing in various contexts of communication | 1. Which aspects should one consider in writing? | - write down food items and categorise them into various groups - write down shopping lists of commodities to buy at the market - research on markets in Germany, write them down and present findings in plenary - discuss with peers the need of following a budget while shopping at the market | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
