| 1 | 1 | Writing | Guided Writing: Descriptive Writing | By the end of the sub strand, the learner should be able to; a) organise ideas coherently to express an opinion, feeling and thought b) apply basic descriptive words in writing a simple paragraph c) appreciate the skill of writing to express feeling and opinion | 1. How can you manage your time well? 2. Why do we organise ideas in a paragraph? | - write sentences from various clock faces to tell time in relation to school events in groups - prepare a mind map displaying events in school or home that happen at different times - share the mind maps with peers for review - collaborate with peers to organise the ideas in a logical sequence and occurence - write a coherent paragraph describing events using the sequenced ideas - collaborate with peers to compete in rearranging jumbled up parts of a paragraph to make a meaningful text on telling time | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Writing | Guided Writing: Descriptive Writing | By the end of the sub strand, the learner should be able to; a) organise ideas coherently to express an opinion, feeling and thought b) apply basic descriptive words in writing a simple paragraph c) appreciate the skill of writing to express feeling and opinion | 1. How can you manage your time well? 2. Why do we organise ideas in a paragraph? | - write sentences from various clock faces to tell time in relation to school events in groups - prepare a mind map displaying events in school or home that happen at different times - share the mind maps with peers for review - collaborate with peers to organise the ideas in a logical sequence and occurence - write a coherent paragraph describing events using the sequenced ideas - collaborate with peers to compete in rearranging jumbled up parts of a paragraph to make a meaningful text on telling time | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Writing | Guided Writing: Descriptive Writing | By the end of the sub strand, the learner should be able to; a) organise ideas coherently to express an opinion, feeling and thought b) apply basic descriptive words in writing a simple paragraph c) appreciate the skill of writing to express feeling and opinion | 1. How can you manage your time well? 2. Why do we organise ideas in a paragraph? | - write sentences from various clock faces to tell time in relation to school events in groups - prepare a mind map displaying events in school or home that happen at different times - share the mind maps with peers for review - collaborate with peers to organise the ideas in a logical sequence and occurence - write a coherent paragraph describing events using the sequenced ideas - collaborate with peers to compete in rearranging jumbled up parts of a paragraph to make a meaningful text on telling time | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Writing | Guided Writing: Descriptive Writing | By the end of the sub strand, the learner should be able to; a) organise ideas coherently to express an opinion, feeling and thought b) apply basic descriptive words in writing a simple paragraph c) appreciate the skill of writing to express feeling and opinion | 1. How can you manage your time well? 2. Why do we organise ideas in a paragraph? | - write sentences from various clock faces to tell time in relation to school events in groups - prepare a mind map displaying events in school or home that happen at different times - share the mind maps with peers for review - collaborate with peers to organise the ideas in a logical sequence and occurence - write a coherent paragraph describing events using the sequenced ideas - collaborate with peers to compete in rearranging jumbled up parts of a paragraph to make a meaningful text on telling time | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Writing | Guided Writing: Descriptive Writing | By the end of the sub strand, the learner should be able to; a) organise ideas coherently to express an opinion, feeling and thought b) apply basic descriptive words in writing a simple paragraph c) appreciate the skill of writing to express feeling and opinion | 1. How can you manage your time well? 2. Why do we organise ideas in a paragraph? | - write sentences from various clock faces to tell time in relation to school events in groups - prepare a mind map displaying events in school or home that happen at different times - share the mind maps with peers for review - collaborate with peers to organise the ideas in a logical sequence and occurence - write a coherent paragraph describing events using the sequenced ideas - collaborate with peers to compete in rearranging jumbled up parts of a paragraph to make a meaningful text on telling time | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Writing | Guided Writing: Mechanics of Writing | By the end of the sub strand, the learner should be able to; a) apply appropriate punctuation marks in a written text b) create a short imaginative writing to express feelings and ideas with correct punctuation c) appreciate different Arabic writing styles | 1. How would texts be if there no punctuation marks? | - create flashcards with the various punctuation marks applied in arabic writing - organise the flashcards in the class portfolio - observe given pictures and write well punctuated sentences about scenic spots and tourist attractions (travel) - write a creative story on travelling with correct punctuation and share with peers - review their own stories and assess for correct punctuation and presentation - submit the best texts for a writing competition or magazine for publishing | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Writing | Guided Writing: Mechanics of Writing | By the end of the sub strand, the learner should be able to; a) apply appropriate punctuation marks in a written text b) create a short imaginative writing to express feelings and ideas with correct punctuation c) appreciate different Arabic writing styles | 1. How would texts be if there no punctuation marks? | - create flashcards with the various punctuation marks applied in arabic writing - organise the flashcards in the class portfolio - observe given pictures and write well punctuated sentences about scenic spots and tourist attractions (travel) - write a creative story on travelling with correct punctuation and share with peers - review their own stories and assess for correct punctuation and presentation - submit the best texts for a writing competition or magazine for publishing | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Writing | Guided Writing: Mechanics of Writing | By the end of the sub strand, the learner should be able to; a) apply appropriate punctuation marks in a written text b) create a short imaginative writing to express feelings and ideas with correct punctuation c) appreciate different Arabic writing styles | 1. How would texts be if there no punctuation marks? | - create flashcards with the various punctuation marks applied in arabic writing - organise the flashcards in the class portfolio - observe given pictures and write well punctuated sentences about scenic spots and tourist attractions (travel) - write a creative story on travelling with correct punctuation and share with peers - review their own stories and assess for correct punctuation and presentation - submit the best texts for a writing competition or magazine for publishing | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Writing | Guided Writing: Mechanics of Writing | By the end of the sub strand, the learner should be able to; a) apply appropriate punctuation marks in a written text b) create a short imaginative writing to express feelings and ideas with correct punctuation c) appreciate different Arabic writing styles | 1. How would texts be if there no punctuation marks? | - create flashcards with the various punctuation marks applied in arabic writing - organise the flashcards in the class portfolio - observe given pictures and write well punctuated sentences about scenic spots and tourist attractions (travel) - write a creative story on travelling with correct punctuation and share with peers - review their own stories and assess for correct punctuation and presentation - submit the best texts for a writing competition or magazine for publishing | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Writing | Guided Writing: Mechanics of Writing | By the end of the sub strand, the learner should be able to; a) apply appropriate punctuation marks in a written text b) create a short imaginative writing to express feelings and ideas with correct punctuation c) appreciate different Arabic writing styles | 1. How would texts be if there no punctuation marks? | - create flashcards with the various punctuation marks applied in arabic writing - organise the flashcards in the class portfolio - observe given pictures and write well punctuated sentences about scenic spots and tourist attractions (travel) - write a creative story on travelling with correct punctuation and share with peers - review their own stories and assess for correct punctuation and presentation - submit the best texts for a writing competition or magazine for publishing | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Writing | Guided Writing: Mechanics of Writing | By the end of the sub strand, the learner should be able to; a) apply appropriate punctuation marks in a written text b) create a short imaginative writing to express feelings and ideas with correct punctuation c) appreciate different Arabic writing styles | 1. How would texts be if there no punctuation marks? | - create flashcards with the various punctuation marks applied in arabic writing - organise the flashcards in the class portfolio - observe given pictures and write well punctuated sentences about scenic spots and tourist attractions (travel) - write a creative story on travelling with correct punctuation and share with peers - review their own stories and assess for correct punctuation and presentation - submit the best texts for a writing competition or magazine for publishing | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Writing | Guided writing: Poetry | By the end of the sub strand, the learner should be able to; a) construct sentences correctly b) use basic descriptive words in writing a simple poem c) appreciate the skill of writing for effective communication | 1. How do we keep our utensils clean? 2. Why should we writie poems? | - team up to create a vocabulary bank with words related to the theme - complete sentences using appropriate vocabulary on kitchen items and meals - work jointly with peers to rearrange jumbled up sentences to make coherent and logic paragraphs - derive words from the vocabulary list based on the theme to compose a simple poem - collaborate with peers to memorise and recite the poem in class or during clubs and societies | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Writing | Guided writing: Poetry | By the end of the sub strand, the learner should be able to; a) construct sentences correctly b) use basic descriptive words in writing a simple poem c) appreciate the skill of writing for effective communication | 1. How do we keep our utensils clean? 2. Why should we writie poems? | - team up to create a vocabulary bank with words related to the theme - complete sentences using appropriate vocabulary on kitchen items and meals - work jointly with peers to rearrange jumbled up sentences to make coherent and logic paragraphs - derive words from the vocabulary list based on the theme to compose a simple poem - collaborate with peers to memorise and recite the poem in class or during clubs and societies | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Writing | Guided writing: Poetry | By the end of the sub strand, the learner should be able to; a) construct sentences correctly b) use basic descriptive words in writing a simple poem c) appreciate the skill of writing for effective communication | 1. How do we keep our utensils clean? 2. Why should we writie poems? | - team up to create a vocabulary bank with words related to the theme - complete sentences using appropriate vocabulary on kitchen items and meals - work jointly with peers to rearrange jumbled up sentences to make coherent and logic paragraphs - derive words from the vocabulary list based on the theme to compose a simple poem - collaborate with peers to memorise and recite the poem in class or during clubs and societies | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Writing | Guided writing: Poetry | By the end of the sub strand, the learner should be able to; a) construct sentences correctly b) use basic descriptive words in writing a simple poem c) appreciate the skill of writing for effective communication | 1. How do we keep our utensils clean? 2. Why should we writie poems? | - team up to create a vocabulary bank with words related to the theme - complete sentences using appropriate vocabulary on kitchen items and meals - work jointly with peers to rearrange jumbled up sentences to make coherent and logic paragraphs - derive words from the vocabulary list based on the theme to compose a simple poem - collaborate with peers to memorise and recite the poem in class or during clubs and societies | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
