1
Strand 1.0
Listening and Speaking
7 Sub-strands21 Lessons in Term 1
1.1 Oral Expression
3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- recall key information from audio sources and texts
- apply correct tones, pronunciation and intonation in various contexts
- acknowledge the importance of clear articulation of words in conveying meaning
Key Inquiry Questions (KIQs)
- Why is correct pronunciation and intonation important in oral communication?
Learning Experiences
- watch an audio-visual clip on informal Chinese greetings and numbers (1-100) and repeat saying them with the correct tones（吃了吗 ? 你今天怎么样 ? 你最 近怎么样 ? 最近好吗 ? 大家好）
- work jointly to arrange the words and phrases in the right sequence from the audio clip
- answer questions from the oral text
- introduce oneself (informal greetings, name, age and place of residence) with appropriate pronunciation and intonation (e.g. 大家好，我叫......，我今年......岁, 我住在......)
- take turns to introduce their friends ( name, age and place of residence)
- listen to an authentic text with various accents/speech patterns and repeat what they hear
- discuss the importance of understanding and respecting cultural differences in informal greetings with peers
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.2 Oral Expression
3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify familiar words and phrases in simple conversations
- use varied and appropriate vocabulary in oral communication
- exhibit interest in using vocabulary effectively during interactions
Key Inquiry Questions (KIQs)
- How does varied vocabulary help in effective communication?
Learning Experiences
- mime or gesture different professions as their peers guess the correct title and say them aloud (老 师、医生、司机、警察、护士、 农民 )
- listen to simple descriptions of the various professions and assign the appropriate title for each description
- team up with peers to sing the song on titles and professions of nuclear family members (爸爸、妈妈、哥 哥、弟弟、姐姐、妹妹、外公、 外婆、奶奶、爷爷）
- say numbers work jointly to introduce members of their nuclear family (name, age and profession)
- take turns to answer questions related to the name, age and profession of their nuclear family (e.g. 你们家有几口人? 爷爷做什 么工作 ? )
- make short presentations of their preferred professions to their peers
- explore how parents can provide guidance regarding their future career paths and aspirations
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.3 Oral Expression
3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify familiar and unfamiliar words in a variety of contexts
- express views and opinions using acquired vocabulary
- appreciate the importance of using appropriate words for effective communication
Key Inquiry Questions (KIQs)
- What strategies can you use to make effective oral presentations?
Learning Experiences
- watch an audio visual clip on common places where they buy things and say them out loud ( e.g. 书店、衣服店、食 品店、药店、鞋店、市场)
- categorise items according to the places they can be bought with peers
- listen to a recording and make simple sentences using key expressions and vocabulary on the market place (老 板、要多少? 、多少钱 ? 、零、买、 卖）
- role-play asking the prices of items in the marketplace collaboratively
- use picture or words prompts related to the marketplace (e.g. 水果、蔬菜、 钱、药) to make short oral presentations in turns
- work jointly with peers to research and talk about common places where they buy things in their neighbourhood
- discuss the importance of budgeting while buying items from the marketplace
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.4 Phonological Awareness
3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- articulate words accurately in texts
- express their ideas clearly in spoken language
- appreciate the role of speaking clearly in enhancing communication
Key Inquiry Questions (KIQs)
- How do you enhance clarity when responding to questions?
Learning Experiences
- work jointly to pick random dates on a calendar and say them using the right sequence（年、月、日）
- listen to an audio clip and repeat the names of the holidays and festivities (圣诞节、情人节、 新年、劳动节、 独立日、自治日（zìzhìrì）
- work with peers to discuss why the given dates are celebrated
- take turns to practise counting numbers with peers
- take turns asking each other their dates of birth (e.g. 你的生日是几月几号? )
- play spin a wheel game and answer the questions with peers
- work collaboratively to research online or offline on customs observed during the highlighted dates and share their findings
- reflect on their oral communication skills and identify strengths, weaknesses and areas of improvement
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.5 Phonological Awareness
3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify key words and phrases in varied listening texts
- discuss various topics using appropriate phrases and expressions
- display enthusiasm in using appropriate language for effective communication. 每个月
Key Inquiry Questions (KIQs)
- How can you speak clearly and effectively on various topics?
Learning Experiences
- listen and repeat saying words and phrases related to when they undertake leisure activities (周末、每天、 每个星 期、每个月、 放假的时候)
- team up with peers to recall vocabulary related to leisure time activities and draw a mind map
- use pictures /drawings to make oral presentations on activities they undertake during their leisure time
- take turns responding to questions on when they undertake their leisure activities (e.g. 你什么时候听音乐? 我周 末听音乐 etc.)
- brainstorm and list positive and negative leisure time activities with peers
- collaborate with peers to present a skit on the importance of engaging in positive leisure activities for recreation. 、
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.6 Listening for Information
3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- outline vocabulary related to the theme from a text
- extract key information from a text
- acknowledge the role of grasping key information in communication
Key Inquiry Questions (KIQs)
- How can you obtain the key points in oral communication?
Learning Experiences
- listen to a recording and match pictures of food shopping places to their appropriate names (肉店、面包店、蔬 菜店、超市、饭店)
- take turns saying the items listed in a shopping list (鸡肉、牛肉、羊肉、猪 肉、面包、蛋糕、饼干、米饭、面 条、大饼）
- watch a video clip on shopping for food and answer corresponding questions
- simulate different shopping situations incorporating acquired vocabulary and quantities (斤、公斤) with peers
- arrange the words given in the right sequence after listening to a recording on shopping experiences
- collaborate with peers to research and make presentations on the importance of using a shopping list in the marketplace
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.7 Oral Expression
3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- choose suitable vocabulary for different speaking situations
- make accurate descriptions in interactions
- enhance self- esteem through communication. 、
Key Inquiry Questions (KIQs)
- How can fluency be enhanced in communication?
Learning Experiences
- sing ‘ the body parts song’ while simultaneously pointing to the corresponding part of the body with peers
- repeat saying descriptive words and phrases related to physical attributes after a listening prompt (e.g. 高、矮、 黑、胖、瘦、长、 短、大、小、帅、好看 etc.)
- take turns to describe their peers according to their physical attributes using “很” (e.g. 这是 大卫。大卫很好看。 他不矮， 眼镜很大， 头发很黑。)
- describe their friend’s physical attributes using the negating verb“不” (e.g. 他 不高etc.)
- discuss how the choice of words when making descriptions can be used to foster positive self- image. 、
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.