| 1 | 1 | Reading | Reading for Fluency | By the end of the sub strand, the learner should be able to; a) cite key words and phrases using appropriate reading strategies | 1. How can you enhance understanding of texts when reading? | - describe seasons and weather patterns depicted in the pictures using key words and phrases (e.g. 冷 lěng、凉 liáng、暖 nuǎn、 热 rè、炎热 yánrè、 雨季 yǔjì、旱季 hàn jì、冬天 dōngtiān、春天 chūntiān、秋天 qiūtiān、夏天 xiàtiān) - work with peers to circle words and phrases related to different types of clothing items used in various seasons from a word search - scan through a weather report on a newspaper or digital device and highlight words and phrases related to weather and season | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Reading | Reading for Fluency | By the end of the sub strand, the learner should be able to; a) read simple texts on given topics fluently b) appreciate reading silently to enhance fluency | 1. How can you enhance understanding of texts when reading? | - take turns reading simple texts on weather and seasons for fluency - describe the scenes depicted in the pictures given for review by peers on their fluency - create reading groups in class and read texts on various themes of interest to develop their reading fluency | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Reading | Reading for Fluency | By the end of the sub strand, the learner should be able to; a) appreciate reading silently to enhance fluency | 1. How can you enhance understanding of texts when reading? | - create reading groups in class and read texts on various themes of interest to develop their reading fluency | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Reading | Reading for Fluency | By the end of the sub strand, the learner should be able to; a) appreciate reading silently to enhance fluency | 1. How can you enhance understanding of texts when reading? | - create reading groups in class and read texts on various themes of interest to develop their reading fluency | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Reading | Reading for Understanding | By the end of the sub strand, the learner should be able to; a) identify key words and phrases from reading texts | 1. Why is reading important? | - highlight words on common areas or facilities found in their locality from a crossword puzzle ( 医院、教堂、清真 寺、面包店、超市、邮局、饭店、肉 店) - use pictures or drawings to read the location of different areas and facilities in their neighbourhood - take turns reading the location of different areas and facilities in their locality using the location words对面、 后面、附近、前面 and 旁边 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Reading | Reading for Understanding | By the end of the sub strand, the learner should be able to; a) read simple texts on given topics for comprehension b) acknowledge the role of reading in building vocabulary | 1. Why is reading important? | - reading aloud a simple text and respond to related questions - read short texts on areas or facilities in their neighbourhood and assign the correct picture to the appropriate text - read the location of various areas and facilities while their peers draw what they hear - form a reading buddy club to mentor and model reading among peers | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Reading | Reading for Understanding | By the end of the sub strand, the learner should be able to; a) acknowledge the role of reading in building vocabulary | 1. Why is reading important? | - form a reading buddy club to mentor and model reading among peers | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Reading | Reading for Understanding | By the end of the sub strand, the learner should be able to; a) acknowledge the role of reading in building vocabulary | 1. Why is reading important? | - form a reading buddy club to mentor and model reading among peers | 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) compose grammatically correct sentences in writing tasks b) write legibly and neatly in Chinese c) show enthusiasm in writing clearly for effective communication | 1. What role does handwriting play in communication? | - listen to an audio recording and list words and phrases related to informal greetings - fill in the blanks with the appropriate words from a given text - work with peers to decide whether the sentences given in a text are true or false - compose simple texts on introduction of oneself and friends (name, age, place of residence) - collect printed words and phrases from various sources and arrange the letters/words to make unique pieces of art/poetry on introduction of self and others - share the creations with others for peer role modelling | 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) compose grammatically correct sentences in writing tasks b) write legibly and neatly in Chinese c) show enthusiasm in writing clearly for effective communication | 1. What role does handwriting play in communication? | - listen to an audio recording and list words and phrases related to informal greetings - fill in the blanks with the appropriate words from a given text - work with peers to decide whether the sentences given in a text are true or false - compose simple texts on introduction of oneself and friends (name, age, place of residence) - collect printed words and phrases from various sources and arrange the letters/words to make unique pieces of art/poetry on introduction of self and others - share the creations with others for peer role modelling | 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) compose grammatically correct sentences in writing tasks b) write legibly and neatly in Chinese c) show enthusiasm in writing clearly for effective communication | 1. What role does handwriting play in communication? | - listen to an audio recording and list words and phrases related to informal greetings - fill in the blanks with the appropriate words from a given text - work with peers to decide whether the sentences given in a text are true or false - compose simple texts on introduction of oneself and friends (name, age, place of residence) - collect printed words and phrases from various sources and arrange the letters/words to make unique pieces of art/poetry on introduction of self and others - share the creations with others for peer role modelling | 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) use acquired vocabulary to communicate effectively in writing b) write simple descriptions in a logical and coherent manner c) develop a love for writing Chinese Characters | 1. How can you improve your writing of characters? | - team up with peers to write the correct titles of nuclear family members in the given family tree (爸爸、妈妈、哥哥、弟弟、姐 姐、妹妹、外公、外婆、奶奶、爷爷） - write simple sentences about the professions depicted in the pictures (老师、医生、司 机、警察、护士、农民) - complete the sentence starters with the appropriate words - compose short texts about their nuclear family members and their professions - create a scrapbook of their nuclear family members and share with peers - work jointly to join different strokes to form the correct characters related to professions and family members - identify the similarities and differences in characters related to family members ( e.g. 妈 妈 vs 姐姐 vs 妈妈 vs 外婆 etc.) | 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) use acquired vocabulary to communicate effectively in writing b) write simple descriptions in a logical and coherent manner c) develop a love for writing Chinese Characters | 1. How can you improve your writing of characters? | - team up with peers to write the correct titles of nuclear family members in the given family tree (爸爸、妈妈、哥哥、弟弟、姐 姐、妹妹、外公、外婆、奶奶、爷爷） - write simple sentences about the professions depicted in the pictures (老师、医生、司 机、警察、护士、农民) - complete the sentence starters with the appropriate words - compose short texts about their nuclear family members and their professions - create a scrapbook of their nuclear family members and share with peers - work jointly to join different strokes to form the correct characters related to professions and family members - identify the similarities and differences in characters related to family members ( e.g. 妈 妈 vs 姐姐 vs 妈妈 vs 外婆 etc.) | 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) use acquired vocabulary to communicate effectively in writing b) write simple descriptions in a logical and coherent manner c) develop a love for writing Chinese Characters | 1. How can you improve your writing of characters? | - team up with peers to write the correct titles of nuclear family members in the given family tree (爸爸、妈妈、哥哥、弟弟、姐 姐、妹妹、外公、外婆、奶奶、爷爷） - write simple sentences about the professions depicted in the pictures (老师、医生、司 机、警察、护士、农民) - complete the sentence starters with the appropriate words - compose short texts about their nuclear family members and their professions - create a scrapbook of their nuclear family members and share with peers - work jointly to join different strokes to form the correct characters related to professions and family members - identify the similarities and differences in characters related to family members ( e.g. 妈 妈 vs 姐姐 vs 妈妈 vs 外婆 etc.) | 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) distinguish vocabulary in written texts b) write words and sentences with the correct spelling c) value writing clearly for effective communication | 1. How can you spell words correctly? | - watch an audio-visual clip on shops/stores (e.g. 书店、衣服店、食 品店、药店、鞋店、市场) then write down the mentioned names with the correct spelling - work with peers to match pictures of shops/stores to their corresponding appropriate names - read a list of different currencies then rewrite them (e.g. 先令、元/块 ) - use the vocabulary on shops/store to write simple sentences - fill in the blanks with the appropriate words - read the given short dialogue in a store then answer the questions ( e.g. 这个店 卖什么? 男生想买什么? 书多少钱? 笔是多少先令? ) - role-play asking the price of different items in different shops/stores in turns then write the role-plays down - discuss in pairs how to clearly make price inquiries in different shops/stores | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
