| 1 | 1 | Listening and Speaking | Listening for Information | By the end of the sub strand, the learner should be able to; a) acknowledge the importance of listening actively to retain information | 1. What strategies can you use while listening to enhance comprehension? | - 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 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Listening and Speaking | Listening for Information | By the end of the sub strand, the learner should be able to; a) acknowledge the importance of listening actively to retain information | 1. What strategies can you use while listening to enhance comprehension? | - work collaboratively and make creative presentations to educate peers about the importance of emotional health | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Listening and Speaking | Listening for Information | By the end of the sub strand, the learner should be able to; a) highlight intended vocabulary from an audio-visual source | 1. How can you improve your ability to retain information while listening? | - watch a video clip and list the physical features highlighted with peers (山、 湖、河、洋、海、大裂谷、沙漠、森 林) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Listening and Speaking | Listening for Information | By the end of the sub strand, the learner should be able to; a) summarise the key information from various oral texts | 1. How can you improve your ability to retain information while listening? | - play a bingo game on physical features in class (learners listen to vocabulary related to physical features on their bingo card, they mark it off, the first person to mark off all the words must call out: ‘zhòng le!’) - listen to an audio on physical features and summarise the key points | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Listening and Speaking | Listening for Information | By the end of the sub strand, the learner should be able to; a) show an interest in understanding key information in an aural context | 1. How can you improve your ability to retain information while listening? | - listen to simple descriptions of physical features and say out the physical feature that matches the description （它很 高，上面有雪) - research and present challenges facing physical features within their environment and propose solutions to address them collaboratively | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Listening and Speaking | Listening for Information | By the end of the sub strand, the learner should be able to; a) show an interest in understanding key information in an aural context | 1. How can you improve your ability to retain information while listening? | - research and present challenges facing physical features within their environment and propose solutions to address them collaboratively | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Listening and Speaking | Listening for Information | By the end of the sub strand, the learner should be able to; a) show an interest in understanding key information in an aural context | 1. How can you improve your ability to retain information while listening? | - research and present challenges facing physical features within their environment and propose solutions to address them collaboratively | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Listening and Speaking | Listening for Information | By the end of the sub strand, the learner should be able to; a) show an interest in understanding key information in an aural context | 1. How can you improve your ability to retain information while listening? | - research and present challenges facing physical features within their environment and propose solutions to address them collaboratively | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Listening and Speaking | Listening for Information | By the end of the sub strand, the learner should be able to; a) show an interest in understanding key information in an aural context | 1. How can you improve your ability to retain information while listening? | - research and present challenges facing physical features within their environment and propose solutions to address them collaboratively | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Listening and Speaking | Listening for Information | By the end of the sub strand, the learner should be able to; a) show an interest in understanding key information in an aural context | 1. How can you improve your ability to retain information while listening? | - research and present challenges facing physical features within their environment and propose solutions to address them collaboratively | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Listening and Speaking | Interactive Speaking | By the end of the sub strand, the learner should be able to; a) recall words, phrases and expressions from varied texts | 1. Why is active listening essential in interactive speaking? | - listen to an audio on common means of transport and repeat the vocabulary (e.g. 小汽车、出租车、公交车、自行车、摩 托车、火车、驴子、骆驼、走路、飞 机) - listen to a short text and identify the means of transport mentioned collaboratively | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Listening and Speaking | Interactive Speaking | By the end of the sub strand, the learner should be able to; a) talk about familiar topics using appropriate volume, tone and pronunciation | 1. Why is active listening essential in interactive speaking? | - practise using “......怎么去......” to inquire about the means of transport used (e.g. 你 怎么去学校？我走路去学校) - make sentences using suitable action words appropriate for the various the means of transport ( e.g. 坐出租车、骑自行车、坐 飞机 、走路） | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Listening and Speaking | Interactive Speaking | By the end of the sub strand, the learner should be able to; a) exhibit interest in speaking clearly and confidently on various topics | 1. Why is active listening essential in interactive speaking? | - listen to a dialogue and answer the questions appropriately (e.g. Nuru今天怎 么去商场？Nuru 今天坐公交车去商场； Nuru上个星期怎么去公园？Nuru上个星 期骑自行车去公园) - simulate a dialogue from flashcards of different places and means of transport on “how to go somewhere (你怎么去......？)” with peers - prepare presentations on how they observe safety when using the various means of transport and make presentations | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Listening and Speaking | Interactive Speaking | By the end of the sub strand, the learner should be able to; a) exhibit interest in speaking clearly and confidently on various topics | 1. Why is active listening essential in interactive speaking? | - prepare presentations on how they observe safety when using the various means of transport and make presentations | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Listening and Speaking | Interactive Speaking | By the end of the sub strand, the learner should be able to; a) exhibit interest in speaking clearly and confidently on various topics | 1. Why is active listening essential in interactive speaking? | - prepare presentations on how they observe safety when using the various means of transport and make presentations | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
