| 1 | 1 | Listening and Speaking | Oral Expression | By the end of the sub strand, the learner should be able to; a) enhance self- esteem through communication. 、 | 1. How can fluency be enhanced in communication? | - 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. 、 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Listening and Speaking | Oral Expression | By the end of the sub strand, the learner should be able to; a) enhance self- esteem through communication. 、 | 1. How can fluency be enhanced in communication? | - discuss how the choice of words when making descriptions can be used to foster positive self- image. 、 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Listening and Speaking | Interactive Speaking | By the end of the sub strand, the learner should be able to; a) use appropriate intonation and pace in oral communication | 1. Why is vocabulary important? | - listen to a poem on weather patterns and express the words and phrases with the correct intonation and pace ( 晴天、雨天 、 风天 、阴天、 晴天、 雨天、风天、阴 天 ) - present pictures of the different seasons and name them orally in turns (秋天、冬天、夏 天、春天、旱季、雨季） | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Listening and Speaking | Interactive Speaking | By the end of the sub strand, the learner should be able to; a) apply appropriate vocabulary for specific communicative functions | 1. Why is vocabulary important? | - collaborate with peers to sing a song on the various seasons - watch a video clip of the clothes worn in various seasons and answer the related questions (T 恤、短裤、毛衣、 外套、大 衣、雨衣、帽子、手套、围巾、靴子、凉 鞋、太阳镜、游泳衣 ) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Listening and Speaking | Interactive Speaking | By the end of the sub strand, the learner should be able to; a) appreciate the role of interactive speaking for effective communication | 1. How do you articulate your thoughts clearly when communicating? | - research on seasons and weather patterns in Kenya and China and share the findings - take turns to play seasons vocabulary charades for their peers to guess the correct season based on the actions | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Listening and Speaking | Interactive Speaking | By the end of the sub strand, the learner should be able to; a) appreciate the role of interactive speaking for effective communication | 1. How do you articulate your thoughts clearly when communicating? | - take turns to play seasons vocabulary charades for their peers to guess the correct season based on the actions | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Listening and Speaking | Interactive Speaking | By the end of the sub strand, the learner should be able to; a) appreciate the role of interactive speaking for effective communication | 1. How do you articulate your thoughts clearly when communicating? | - take turns to play seasons vocabulary charades for their peers to guess the correct season based on the actions | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Listening and Speaking | Interactive Speaking | By the end of the sub strand, the learner should be able to; a) appreciate the role of interactive speaking for effective communication | 1. How do you articulate your thoughts clearly when communicating? | - take turns to play seasons vocabulary charades for their peers to guess the correct season based on the actions | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Listening and Speaking | Interactive Speaking | By the end of the sub strand, the learner should be able to; a) appreciate the role of interactive speaking for effective communication | 1. How do you articulate your thoughts clearly when communicating? | - take turns to play seasons vocabulary charades for their peers to guess the correct season based on the actions | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Listening and Speaking | Interactive Speaking | By the end of the sub strand, the learner should be able to; a) appreciate the role of interactive speaking for effective communication | 1. How do you articulate your thoughts clearly when communicating? | - take turns to play seasons vocabulary charades for their peers to guess the correct season based on the actions | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Listening and Speaking | Listening for Information | By the end of the sub strand, the learner should be able to; a) identify key vocabulary from a listening context | 1. How can we avoid distractions in a listening context? | - list the names of common areas or facilities in their locality after the recording (e.g. 医院、教堂、清真寺、 面包店、超市、邮局、饭店、肉店) - listen to descriptions and give the correct name of area/facility (e.g. 买饭的地方 叫......，看病的地方叫.....) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Listening and Speaking | Listening for Information | By the end of the sub strand, the learner should be able to; a) organize their ideas logically and coherently in conversations | 1. How can we avoid distractions in a listening context? | - listen to a recording and fill in the gaps with the correct location words (对面、 后面、附近、前面、旁边 ) - listen to the given short text and answer the subsequent questions | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Listening and Speaking | Listening for Information | By the end of the sub strand, the learner should be able to; a) acknowledge the significance of effective listening in communication | 1. How can we avoid distractions in a listening context? | - take turns to use the given map to describe the locations of different areas and facilities in the neighbourhood - work jointly to give the locations of hidden treasures in their classroom | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Listening and Speaking | Listening for Information | By the end of the sub strand, the learner should be able to; a) acknowledge the significance of effective listening in communication | 1. How can we avoid distractions in a listening context? | - work jointly to give the locations of hidden treasures in their classroom | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Listening and Speaking | Listening for Information | By the end of the sub strand, the learner should be able to; a) acknowledge the significance of effective listening in communication | 1. How can we avoid distractions in a listening context? | - work jointly to give the locations of hidden treasures in their classroom | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
