1
Strand 1.0
Listening and Speaking
9 Sub-strands18 Lessons in Term 1
1.1 Listening for information
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify gender roles from aural texts for information
- respond to questions on gender roles in the community from texts for comprehension
- recognise the importance of listening purposefully for comprehension
Key Inquiry Questions (KIQs)
- How do we listen to get information from an aural text?
- Why should some opportunities be equal among both girls and boys?
Learning Experiences
- collaborate with peers to hold a discussion forum on gender roles in communities
- listen to a recording or talk on the theme
- identify vocabulary related to the theme
- prepare a vocabulary list with the words related to the theme
- work with peers to identify the meaning of new words and words related to them (e.g. synonyms and opposites)
- make simple sentences using the vocabulary identified
- answer direct and inferential questions from a text related to the theme
- work collaboratively to conduct a debate on the theme - gender roles
- team up with peers to record the debate session
- organise the recorded session in a digital portfolio
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.2 Listening for comprehension
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- outline the advantages and disadvantages of the internet for information
- identify future tense from aural texts for information
- value the importance of listening attentively as a way of acquiring information
Key Inquiry Questions (KIQs)
- How do we listen to acquire information?
- Why is it important to observe netiquette when using the internet?
Learning Experiences
- brainstorm the uses and dangers of the internet with peers
- list on separate charts the advantages and disadvantages of the internet and display in class
- listen to a passage on the proper use of the internet and take notes
- discuss the do’s and don’ts of the use of the internet with peers
- create a glossary of new words related to the theme from the text listened to
- conduct a discussion on how to describe actions in future tense
- work with peers to make sentences related to the theme with verbs in their future tense
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.3 Attentive listening
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify common conversational errors for information
- respond to questions from an aural text for comprehension
- acknowledge the role of conversational skills in day-to-day communication
Key Inquiry Questions (KIQs)
- Why is it important to interrupt politely in a conversation?
- How do we avoid conflict with wild animals?
Learning Experiences
- discuss with peers common conversational errors among speakers
- listen to a conversation on human-wildlife conflict between a game warden and a farmer (complaining about wild animals destroying crops in his or her farm)
- identify conversational errors that may be as a result of poor turn- taking and interrupting impolitely
- role play the conversation again while correcting the conversational errors made
- respond to questions from texts
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.4 Public speaking – Impromptu speech
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify the non-verbal cues in communication
- present a short talk on the theme using appropriate non-verbal cues for effective communication
- recognise the value of non-verbal cues in enhancing communication
Key Inquiry Questions (KIQs)
- How do non- verbal cues enhance understanding?
- Why is it important to follow the appropriate steps of first aid in case of an accident?
Learning Experiences
- watch and listen to a video recording of a story on safety at school
- identify the non-verbal cues (e.g. gestures, facial expressions, movement) used in presentation of the story
- discuss how the cues help to enhance understanding in speaking
- present the short talk using appropriate non-verbal cues at a class assembly or during club activities
- visit an institution that provides first aid services (hospital, the Red Cross, St. John’s Ambulance or the Kenya Police) and listen keenly to a talk on how to give first aid in case of a school emergency
- conduct a discussion forum in clubs and societies on safety measures to be taken in school to avoid accidents. Outcomes
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.5 Storytelling
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- re-tell a short story on the theme for expression
- explain proverbs and wise sayings used in oral presentations for information
- embrace the common community values for lifelong learning
Key Inquiry Questions (KIQs)
- Why is it important to pass culture from one generation to another?
Learning Experiences
- listen to a story from a good narrator or a digital or electronic device on the African community values (respect, unity and hard work)
- discuss the lessons learnt from the story
- identify the features that made the story telling session interesting
- work with peers to put together a collection of proverbs and wise sayings
- discuss the meaning of the proverbs and wise sayings
- write the proverbs and wise sayings on sentence strips and display them in class
- create a proverbs and sayings basket and randomly pick the proverbs to explain the meaning to peers
- create short stories using proverbs and wise sayings focusing on good values of their community and narrate during community events, drama and music festivals
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.6 Self-expression – interviews
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify the characteristics of a good oral presentation for information
- apply audience awareness in a mock interview session for expression
- observe the skills of turn- taking and interrupting politely in a dialogue for expression
- value the need for confidence in oral presentation for self- expression
Key Inquiry Questions (KIQs)
- How do we apply audience awareness in public speaking?
- Why is it important to take turns and interrupt politely in dialogues?
Learning Experiences
- work with peers to listen to a recording of an interview panel on the theme
- identify vocabulary used in the interview
- work in partnership with peers to find out the meaning of the new words identified
- conduct a mock interview with peers on a topic related to the theme
- apply turn taking and interrupting politely in the mock interview
- peer review peers’ performance
- discuss with peers on effects of poor turn taking or interruption modes in an interview
- role play two contrasting panel interviews and establish the distinguishing factors regarding turn taking and interrupting politely
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.7 Presentation skills – Debate
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify vocabulary related to sports and games for information
- organise ideas logically for communication for comprehension
- apply appropriate audience awareness skills during debate for expression
- acknowledge audience awareness skills in effective public presentations
Learning Experiences
- By the end of the Sub Strand, the learner should be able to: a) identify vocabulary related to sports and games for information, b) organise ideas logically for communication for comprehension, c) apply appropriate audience awareness skills during debate for expression, d) acknowledge audience awareness skills in effective public presentations
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.8 Story telling – Ogre narrative
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- explain the characteristics of a good story teller for information
- retell an ogre narrative from the community for effective communication
- acknowledge the role of ogre narratives in the preservation of culture
Key Inquiry Questions (KIQs)
- Why are ogre stories important?
- How can we make a storytelling session more captivating?
Learning Experiences
- work with peers to collect a variety of ogre stories from the community and organize in a class portfolio
- collaborate with peers to identify features that make a story telling session interesting (e.g. gestures, audience involvement, tonal variation, dramatization)
- work with peers to draw ogres based on their mental perception
- team up to prepare traditional attire, ornaments or instruments that can be used in a storytelling session
- take turns to conduct a story telling session on ogre stories from African communities
- work jointly to record the story telling session
- peer assess each other’s presentation
- discuss moral lessons learnt from the ogre story and relate them to real life
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.9 Presentation skills – Songs
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify intonation used in speech for information
- use acquired vocabulary to present a song
- acknowledge the importance of audience awareness in presentation
Key Inquiry Questions (KIQs)
- How can we make a presentation more appealing?
- Why is correct intonation a key aspect in oral presentations?
Learning Experiences
- take turns to read target words with correct intonation to bring out meaning
- work collaboratively to sing songs related to the theme
- identify vocabulary from the songs
- create a list of the vocabulary identified
- use the vocabulary to compose a song on the theme One Kenya, One Nation
- present the song and work jointly with peers to record the performances
- organise an indigenous languages festival and exhibition to present the songs in the session
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.