1
Strand 1.0
Listening and Speaking
7 Sub-strands21 Lessons in Term 1
1.1 Active Listening
3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- repeat words and phrases from audio and textual sources
- articulate sounds and words with proper pronunciation
- acknowledge the importance of proper language usage in formal and polite contexts
Key Inquiry Questions (KIQs)
- What should we focus on to improve speaking fluency?
Learning Experiences
- listen to an audio recording on Chinese formal greetings（e.g. 您好、早上好、 下午好、晚上好、老师好、幸会）and repeat after it
- watch a simple video conversation on informal Chinese greetings in polite contexts and practise saying them aloud in turns
- listen to an audio recording related to introduction of self and others (name, age, origin, residence and languages spoken) and answer the questions
- role-play introduction of self and one’s friends (name, age, origin, residence and languages spoken) collaboratively (您好/ 早上好/下午好/晚上好/老师好，我 叫......，来自肯尼亚的西部， 我住 在……，我今年......岁，我会说英语。 他是我的朋友，他叫......，来自肯尼亚 的中部，他住在......，他今年......岁， 他会说斯瓦希里语（Kiswahili），您 呢？/您贵姓？) in turns
- practise use of “来自......”in basic introductions to denote where one comes from (e.g. 我来自肯尼亚的西部)
- discuss the role of formal/polite greetings in enhancing oral communication collaboratively
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.2 Active Listening
3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- replicate vocabulary from various oral texts
- apply appropriate tone and intonation in sentences
- appreciate the role of active listening in communication
Key Inquiry Questions (KIQs)
- How can we enhance pronunciation skills?
Learning Experiences
- listen and chant after an audio text the names of extended family members (e.g. 叔叔Shūshu , 姑姑 Gūgu, 舅舅 Jiùjiu, 阿姨 Āyí, 堂弟 Tángdì, 表妹 Biǎomèi , 姐夫 Jiěfū, 嫂子 Sǎo zǐ etc.)，
- say the English equivalents of different professions in turns (e.g. 厨师 Chúshī- Cook , 护士 Hùshì- Nurse, 记者 Jìzhě- Reporter, 会计师 Kuàijìshī- Accountant, 律师 Lǜshī- Lawyer, 老师 Lǎoshī- Teacher , 医生 Yīshēng- Doctor)
- talk about members of their extended family members (name, age, profession and occupation (e.g. 我表妹叫安娜。 她今年25岁。她是护士。)
- ask peers specific details about members of their extended family in a dialogue in terms of name, age and profession in turns (e.g. A:你有叔叔吗？B：是的， 我有一个叔叔， 他叫大卫，你呢？ A：我没有叔叔，我有两个姑姑。你 的叔叔做什么工作？B：我的叔叔是 汉语老师。你的姑姑们呢？A：一个 是护士，一个是英语老师...)
- discuss what professions they would like to pursue when they grow up with peers
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.3 Interactive Speaking
3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- restate key words and phrases in varied listening contexts
- apply non-verbal cues appropriately to enhance communication
- exhibit interest in speaking clearly while interacting with others
Key Inquiry Questions (KIQs)
- How do you interact effectively with others?
Learning Experiences
- listen to an audio source on essential places in town (车站、派出所、学 校、邮局、医院、银行、商场) and repeat the words
- search online for an audio visual narration of a town, and point out the places identified collaboratively
- talk about what happens in the essential places provided in the given pictures with peers
- practise the using “要去” and “做什 么?” in simple sentences in turns (e.g. 我要去商场，你要去商场做什么?)
- listen to a short dialogue then answer the questions (e.g.女生要去哪里?女 生要去医院，女生要去做什么? 女 生要去看病)
- take turns constructing simple sentences about where one going and what they are going to do in town with peers (e.g. 我要去商场买鞋 子，我要去医院看病，我要去车站 坐车)
- present a short skit on how they can observe safety while undertaking various activities in their surroundings
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.4 Oral Expression
3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- distinguish information based on key words and phrases
- respond to simple questions clearly and logically
- appreciate the importance of listening attentively while communicating
Key Inquiry Questions (KIQs)
- How can one practise attentive listening?
Learning Experiences
- look at a watch/ clock on the 12 hour clock and say the exact time with the focus on 点 diǎn and 分 fēn
- compare telling the time in English, Kiswahili and Chinese collaboratively and make presentations
- tell the time using半，刻 and差 (e.g. 8:30 八点半；6:15 六点一刻；4:45 差 一刻五点)
- say specific time with respect to a.m. and p.m. using 早上 , 上午 , 下午, 晚上 with peers (e.g. 7:30 p.m. 晚上7点半) in turns
- role play asking for specific time with peers (e.g. 现在几点？现在 9点55 分。)
- talk about the specific times they undertake various subjects at their school with peers (e.g. 我们几点上汉语课？我 们明天8点中上汉语。
- discuss the importance of having a to-do list to enable them effectively meet their set goals collaboratively
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.5 Oral Expression
3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- repeat words and phrases from varied oral texts
- use appropriate vocabulary and language for different contexts
- appreciate the importance of expressing ideas clearly in oral communication
Key Inquiry Questions (KIQs)
- What techniques can enhance speaking clarity?
Learning Experiences
- look at pictures of recreational activities and say their names out loud (爬山、游 泳、钓鱼、散步、跑步、骑自行车、徒 步旅行、看动物)
- match recreational activities with the most suitable places/scenic spots where they can occur (公园、动物园、游泳池、沙 滩、湖、山、河) then say out loud the names of the scenic spots
- play a pyramid game collaboratively (learners build sentences from a word e.g.) 喜欢 我喜欢游泳 我周末喜欢游泳 我周末喜欢去游泳池游泳)
- listen to an audio clip on descriptions of recreational activities and answer the questions
- explain which places they intend to go to over the weekend and what recreational activities they will engage in with peers (我周末去Naivasha 湖游泳、钓鱼、来 看动物）
- share with peers the importance of mental health care while pursuing varied recreational activities
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.6 Oral Expression
3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- highlight intended vocabulary in the defined context
- construct simple sentences on varied topics in Chinese
- acknowledge the importance of clarity of ideas when communicating
Key Inquiry Questions (KIQs)
- What strategies can you use to ensure clarity of ideas during oral communication?
Learning Experiences
- say out a list of kitchen items (烤箱、冰 箱、菜板、刀、锅、铲子、木勺) and common ingredients used in the kitchen （糖、盐、油、葱、西红柿、蒜）
- listen to a recording and match different foods (鸡蛋、鱼、样、牛、猪、鸡肉、 乌加利、米饭、蔬菜、菠菜）with how they are normally cooked (煮、炒、炸、 煎、蒸、炖、烤）
- categorise kitchen items with their usage collaboratively
- look at images of different food items cooked in different ways （炒鸡蛋、煎 鸡蛋、煮鸡蛋、蒸鸡蛋） and take turns to say their preferences (我最喜欢吃炒鸡 蛋）
- talk about things one needs to prepare a meal with peers (做炖牛肉要用油、 葱、西红柿、蒜、水、锅、刀、菜板和 木勺）
- listen to a conversation of two friends making a simple meal and answer the subsequent questions
- research online or in various sources meal preparation and kitchen items in Kenya and China and present their findings in class
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.7 Listening for Information
3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- mention keywords and phrases in the depicted context
- examine verbal and non-verbal cues to comprehend information
- acknowledge the importance of listening actively to retain information
Key Inquiry Questions (KIQs)
- What strategies can you use while listening to enhance comprehension?
Learning Experiences
- say out the names of different emotions displayed on flashcards
- take turns expressing different emotions and needs as their peers guess what emotion it is (快乐 (kuàilè) 、伤心 (shāngxīn)、生气 (shēngqì)、兴奋 (xīngfèn)、惊讶 (jīngyà)、 疲倦 (píjuàn)、无聊 (wúliáo)、紧张 (jǐnzhāng)、 自豪 (zìháo) 、困惑 (kùnhuò)
- talk about the emotions they had from a past experience with peers
- point out a song they like that brings out a given emotion in them then share it in class
- listen to a story and identify the emotion associated with it
- play the broken telephone game with vocabulary acquired to underscore the importance of listening keenly for information
- work collaboratively and make creative presentations to educate peers about the importance of emotional health
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.