| 1 | 1 | Reading | Reading Comprehension | By the end of the sub strand, the learner should be able to; a) identify specific words for comprehension | 1. How do we ensure we get all the required information from a text? | - read short simple texts on physical features and identify them with peers | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Reading | Reading Comprehension | By the end of the sub strand, the learner should be able to; a) read texts for comprehension b) appreciate the role of vocabulary in comprehension | 1. How do we ensure we get all the required information from a text? | - read texts on activities people do in varying weather conditions and match to given pictures - read online texts on physical features in Kenya and Germany and share findings with peers | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Reading | Reading Comprehension | By the end of the sub strand, the learner should be able to; a) appreciate the role of vocabulary in comprehension | 1. How do we ensure we get all the required information from a text? | - read online texts on physical features in Kenya and Germany and share findings with peers | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Reading | Reading Comprehension | By the end of the sub strand, the learner should be able to; a) appreciate the role of vocabulary in comprehension | 1. How do we ensure we get all the required information from a text? | - read online texts on physical features in Kenya and Germany and share findings with peers | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Reading | Reading Aloud | By the end of the sub strand, the learner should be able to; a) recognize specific sound combinations for pronunciation | 1. What is the role of consonants in reading texts? | - read names of means of transport and select the appropriate pictures in groups - read short texts on description of means of transport and answer the questions in pairs | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Reading | Reading Aloud | By the end of the sub strand, the learner should be able to; a) extract specific information from reading comprehension texts b) read texts for enjoyment | 1. What is the role of consonants in reading texts? | - read short simple texts on people travelling to different places and answer simple questions in groups - read short simple texts on giving directions on places to travel and discuss with peers | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Reading | Reading Aloud | By the end of the sub strand, the learner should be able to; a) read texts for enjoyment | 1. What is the role of consonants in reading texts? | - read short simple texts on giving directions on places to travel and discuss with peers | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Reading | Reading Aloud | By the end of the sub strand, the learner should be able to; a) read texts for enjoyment | 1. What is the role of consonants in reading texts? | - read short simple texts on giving directions on places to travel and discuss with 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) identify specific words and phrases for enhancing language learning b) write dialogues for communication c) appreciate the role of words and phrases in writing | 1. Why is writing important? | - match basic greetings appropriately (z.B. Hallo, guten Tag, guten Morgen, guten Abend) - fill missing word in incomplete spaces of a dialogue (z.B. Wie heißen ____? Wie geht es ____?, etc.) - write/complete in the space the correct form of the verb (z.B. Frau Amani w_____ in Bungoma) - bring up jumbled up sentences to a logical dialogue - write short simple dialogues with peers and present in plenary for feedback | 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) identify specific words and phrases for enhancing language learning b) write dialogues for communication c) appreciate the role of words and phrases in writing | 1. Why is writing important? | - match basic greetings appropriately (z.B. Hallo, guten Tag, guten Morgen, guten Abend) - fill missing word in incomplete spaces of a dialogue (z.B. Wie heißen ____? Wie geht es ____?, etc.) - write/complete in the space the correct form of the verb (z.B. Frau Amani w_____ in Bungoma) - bring up jumbled up sentences to a logical dialogue - write short simple dialogues with peers and present in plenary for feedback | 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) identify specific words and phrases for enhancing language learning b) write dialogues for communication c) appreciate the role of words and phrases in writing | 1. Why is writing important? | - match basic greetings appropriately (z.B. Hallo, guten Tag, guten Morgen, guten Abend) - fill missing word in incomplete spaces of a dialogue (z.B. Wie heißen ____? Wie geht es ____?, etc.) - write/complete in the space the correct form of the verb (z.B. Frau Amani w_____ in Bungoma) - bring up jumbled up sentences to a logical dialogue - write short simple dialogues with peers and present in plenary for feedback | 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) recognize appropriate vocabulary for communication b) write texts for effective communication c) write texts for enjoyment | 1. Why is it important to be guided in writing? | - write nouns of family members with correct definite articles (der Vater, die Oma, der Onkel, der Cousin…) - match the opposites of family members and read aloud to peers - fill in the blank space an appropriate family member (z.B. Vater von meinem Vater ist ________) - fill blank spaces with a suitable profession from a provided list - find family members/professions in a puzzle and read out to peers - fill a cross word with family members/professions with peers - research online on professions in Germany and share information with peers | 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) recognize appropriate vocabulary for communication b) write texts for effective communication c) write texts for enjoyment | 1. Why is it important to be guided in writing? | - write nouns of family members with correct definite articles (der Vater, die Oma, der Onkel, der Cousin…) - match the opposites of family members and read aloud to peers - fill in the blank space an appropriate family member (z.B. Vater von meinem Vater ist ________) - fill blank spaces with a suitable profession from a provided list - find family members/professions in a puzzle and read out to peers - fill a cross word with family members/professions with peers - research online on professions in Germany and share information with 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) recognize appropriate vocabulary for communication b) write texts for effective communication c) write texts for enjoyment | 1. Why is it important to be guided in writing? | - write nouns of family members with correct definite articles (der Vater, die Oma, der Onkel, der Cousin…) - match the opposites of family members and read aloud to peers - fill in the blank space an appropriate family member (z.B. Vater von meinem Vater ist ________) - fill blank spaces with a suitable profession from a provided list - find family members/professions in a puzzle and read out to peers - fill a cross word with family members/professions with peers - research online on professions in Germany and share information with peers | 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) identify appropriate language patterns for communication b) write words in varied contexts for learning c) appreciate the role spelling plays in writing | 1. Why is good handwriting important? | - fill blank places in a word and read out to peers (z.B. S-PER_AR___T) - fill blank space with the correct noun e (z.B. wo kaufst du Milch? ____________wo kaufst du Fleisch? __________) and read to peers - match text to appropriate picture of place with peers - colour pictures of own favourite place in town - combine 2 parts of a word to form one (z.B. Super+ Markt = Supermarkt) - match 2 sentences logically with peers (z.B. Ich gehe ins Hotel, denn ich will Pommes essen) - watch video-clips/sketches/ newspaper cuttings of people going to/ or working in important places in town and write the name of place/activity in groups (z.B. man selling fruits – der Markt / der Verkäufer) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
