1
Strand 1.0
Listening and Speaking
9 Sub-strands18 Lessons in Term 1
1.1 Listening for information
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- respond to information from oral texts for communication
- use appropriate vocabulary to construct sentences
- recognise listening for information as a crucial aspect of communication
Key Inquiry Questions (KIQs)
- How should we listen for specific information from a text?
Learning Experiences
- listen to readings of texts or recorded audio clips in a group and respond to questions
- take notes from oral texts or audio clip texts
- share notes with peers in class for peer review
- work collaboratively to make a list of new vocabulary from the listened to texts
- construct simple sentences using the new vocabulary from the texts
- team up to prepare a creative mosaic of a typical indigenous home design
- display their mosaic designs during the class exhibitions and festivals
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.2 Listening for comprehension
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- find specific information from a text by listening
- infer the meaning of vocabulary from a text
- recognise the importance of Information Communication Technologies in life
Key Inquiry Questions (KIQs)
- How is internet important in communication?
- Why is it important to note down main points from an oral text?
Learning Experiences
- listen to a story on the theme of internet access and use from a digital device and discuss with peers
- narrate key events in the story, in pairs
- list pronouns from sentences and share
- use the pronouns to write sentences
- infer the meaning of new vocabulary as used in the story
- use the vocabulary to construct sentences
- observe pictures of digital devices and discuss their use
- discuss the importance of internet in communication
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.3 Attentive listening
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- listen carefully to pick out the main ideas from a comprehension passage
- respond to questions from an aural text
- realise the importance of listening attentively for information
Key Inquiry Questions (KIQs)
- How can we listen attentively?
- Why is it important to observe safety at home?
Learning Experiences
- team up to play the ‘broken telephone’ game to practice attentive listening
- listen to an oral or watch an audio-visual story or passage on the theme of safety at home
- discuss the various key ideas from the story or passage
- identify words that denote actions (verbs) from the story or passage
- team up to compose a song on the theme and sing with peers
- answer questions from the song orally
- debate the importance of safety at home
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.4 Conversational Skills
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify the common ways of beginning and ending an oral conversation for self-expression
- take part in a conversation for effective communication
- value the importance of conserving the environment
Key Inquiry Questions (KIQs)
- How can we make conversations respectful?
- Why is it important to conserve environment?
Learning Experiences
- watch a conversation to identify common ways of beginning and ending a conversation
- use digital devices to view presentations/interviews on environmental conservation
- discuss the main issues focused on
- role-play a face-to-face conversation between two strangers while observing etiquette
- work jointly to pick out the key words and phrases that have been used to begin and end a conversation
- create or join an environmental club in school or the community to discuss practical ways to engage in environmental conservation
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.5 Conversational skills – Tongue Twisters and Riddles
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify commonly used tongue twisters and riddles in the community
- take part in the performance of riddles and tongue twisters
- recognise the importance of riddles and tongue twisters in enhancing communication skills
Key Inquiry Questions (KIQs)
- Why are tongue twisters important in language development?
- How do riddles help in enhancing communication?
Learning Experiences
- take turns to perform common riddles
- work jointly to discuss the process of riddling
- practise turn-taking, negotiation and interjection as part of the riddling process
- brainstorm the features of a riddle
- compete with peers to say tongue twisters and record them
- listen to recorded audio clips of tongue twisters and peer review
- compose tongue twisters and take turns to perform them
- work with peers to create a collection of riddles and tongue twisters and organize in a class portfolio
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.6 Listening for information
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify vocabulary and adverbs from an oral text
- use vocabulary and adverbs learnt in a variety of contexts
- respond to questions from an oral text for comprehension
- desire to promote active listening for information
Key Inquiry Questions (KIQs)
- Why should we be keen when listening to a text?
- How do we listen for specific information?
Learning Experiences
- listen to an audio recording and pick out vocabulary items based on the theme – The Farm
- work jointly to create a vocabulary bank on the words picked out from the texts
- collaborate with peers to answer comprehension questions based on the text
- work jointly to read adverbs aloud from flash cards
- collaboratively role play various adverbs from a chart
- compose a song related to the theme- the farm with relevant vocabulary and adverbs
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.7 Intensive listening: Transcription
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- outline target words related to the theme from an oral text for comprehension
- transcribe a short listening paragraph from a digital device for effective communication
- acknowledge the role of transcription in the growth of Indigenous Languages
Key Inquiry Questions (KIQs)
- How can we transcribe oral texts accurately?
- Why do we transcribe texts in indigenous languages?
Learning Experiences
- listen to an oral text on talents and gifts and pick out specific talents and gifts
- write a paragraph by transcribing an audio recorded story based on the theme and share with peers
- peer review each other’s transcription for accuracy
- organize the transcribed work in a portfolio
- work with peers to discuss talents and gifts they have seen or they possess
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.8 Storytelling – Fables
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify features of fables from their community for comprehension
- narrate a fable from their community for enjoyment
- advocate for audience awareness skills in storytelling for self- expression
Key Inquiry Questions (KIQs)
- How does storytelling enhance communication?
- Why are fables important to the community?
Learning Experiences
- observe pictures stories of animals
- work with peers to collect fables (animal stories) from the community
- organise the collection of fables in a portfolio
- work collaboratively to discuss the features of animal stories (fables)
- conduct a story telling session to narrate animal stories
- watch fables from a digital device and talk about the character traits of animals
- discuss moral lessons learnt from the fables
- work collaboratively with peers to stage a narrative on fables
- peer review each other’s performance for audience awareness
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.9 Presentation Skills
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- outline issues to consider when preparing a short talk on the theme for self- expression
- present a short talk on the theme for effective communication
- appreciate the importance of good presentation skills in communication
Key Inquiry Questions (KIQs)
- How can we make a compelling presentation?
- Why should we appreciate bodies charged with maintenance of our roads?
Learning Experiences
- watch a recorded presentation and list key points discussed
- brainstorm with peers the issues to consider before and during a presentation
- work jointly with peers to select a sub-topic on patriotism and prepare a presentation on the role of the government agencies (Kenya Roads Board and Kenya Rural Roads Authority) in construction and maintenance of roads
- conduct a public speaking contest to present a short talk on the topic selected
- collaborate with peers to record themselves when making the presentations
- organise the collection of recorded presentations in a digital portfolio
- engage the presenter in a question and answer session on the topic presented
- peer review each other’s presentation for improvement
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.