| 1 | 1 | Reading | Reading for Understanding | By the end of the sub strand, the learner should be able to; a) outline targeted vocabulary from written texts | 1. What reading strategies can you use to improve comprehension of texts? | - look at flashcards on physical features within their environment (e.g. 山、湖、 河、洋、海、大裂谷、沙漠，森 林),and read out the words - read simple sentences, taking note of the vocabulary related to physical features mentioned - read a short passage and answer the related questions | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Reading | Reading for Understanding | By the end of the sub strand, the learner should be able to; a) respond to questions from a written text b) propose methods to improve one’s reading comprehension | 1. What reading strategies can you use to improve comprehension of texts? | - read short descriptions of various physical features and match them to the appropriate pictures displayed with peers - research physical features found in Kenya and China, highlighting the one’s found in your locality with peers - read on ways to take care of physical features in their community and share in turns - discuss challenges and solutions to problems they face when reading comprehension texts | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Reading | Reading for Understanding | By the end of the sub strand, the learner should be able to; a) propose methods to improve one’s reading comprehension | 1. What reading strategies can you use to improve comprehension of texts? | - discuss challenges and solutions to problems they face when reading comprehension texts | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Reading | Reading for Understanding | By the end of the sub strand, the learner should be able to; a) propose methods to improve one’s reading comprehension | 1. What reading strategies can you use to improve comprehension of texts? | - discuss challenges and solutions to problems they face when reading comprehension texts | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Reading | Reading for Fluency | By the end of the sub strand, the learner should be able to; a) highlight key words and phrases in a written text | 1. What strategies can be used to correct improper pronunciation? | - categorise words related to transport into land, water and air transport and read them aloud (e.g. 小汽车 xiǎo qìchē, 出租 车 chūzūchē, 公交车 gōngjiāochē, 自行 车 zìxíngchē, 摩托车 mótuōchē, 火车 huǒchē, 驴子 lǘzi, 骆驼 luòtuó e.t.c.) - match names of common means of transport to their appropriate action word with peers ( e.g. 坐出租车 zuò chūzūchē, 骑自行车 qí zìxíngchē, 坐飞机 zuò fēijī, 走路 zǒulù e.t.c) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Reading | Reading for Fluency | By the end of the sub strand, the learner should be able to; a) read simple texts fluently b) acknowledge the importance of reading fluently for communication | 1. What strategies can be used to correct improper pronunciation? | - rearrange jumbled up words to form correct sentences on use of means of transport with peers (e.g. 我坐车回家 Wǒ zuò chē huí jiā；奶奶骑自行车去市场。 Nǎinai qí zìxíngchē qù shìchǎng) - take turns to read a passage on safe use of means of transport and evaluate peers’ articulation of words and sentences | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Reading | Reading for Fluency | By the end of the sub strand, the learner should be able to; a) acknowledge the importance of reading fluently for communication | 1. What strategies can be used to correct improper pronunciation? | - take turns to read a passage on safe use of means of transport and evaluate peers’ articulation of words and sentences | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Reading | Reading for Fluency | By the end of the sub strand, the learner should be able to; a) acknowledge the importance of reading fluently for communication | 1. What strategies can be used to correct improper pronunciation? | - take turns to read a passage on safe use of means of transport and evaluate peers’ articulation of words and sentences | 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) write words and phrases from an audio text b) compose simple texts in Chinese on various topics c) appreciate the role of handwriting in communication | 1. How can handwriting be enhanced? | - listen to an audio text and write down the words and phrases related to basic greetings in formal and polite contexts, (e.g. 早上好、上午好、晚上好 etc.) - rearrange jumbled up greetings correctly with peers ( 您好、早上好、 下午好、晚上好、老师好) - write the responses for the formal greetings provided collaboratively ( 您 好、早上好、下午好、晚上好、老 师好、大家好) - write a brief self-introduction of themselves and their friend that includes (name, age, origin, residence and languages spoken) for peer assessment (我来自 (西部，北部，南 部，东部）、我住在......(place) | 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) write words and phrases from an audio text b) compose simple texts in Chinese on various topics c) appreciate the role of handwriting in communication | 1. How can handwriting be enhanced? | - listen to an audio text and write down the words and phrases related to basic greetings in formal and polite contexts, (e.g. 早上好、上午好、晚上好 etc.) - rearrange jumbled up greetings correctly with peers ( 您好、早上好、 下午好、晚上好、老师好) - write the responses for the formal greetings provided collaboratively ( 您 好、早上好、下午好、晚上好、老 师好、大家好) - write a brief self-introduction of themselves and their friend that includes (name, age, origin, residence and languages spoken) for peer assessment (我来自 (西部，北部，南 部，东部）、我住在......(place) | 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) write words and phrases from an audio text b) compose simple texts in Chinese on various topics c) appreciate the role of handwriting in communication | 1. How can handwriting be enhanced? | - listen to an audio text and write down the words and phrases related to basic greetings in formal and polite contexts, (e.g. 早上好、上午好、晚上好 etc.) - rearrange jumbled up greetings correctly with peers ( 您好、早上好、 下午好、晚上好、老师好) - write the responses for the formal greetings provided collaboratively ( 您 好、早上好、下午好、晚上好、老 师好、大家好) - write a brief self-introduction of themselves and their friend that includes (name, age, origin, residence and languages spoken) for peer assessment (我来自 (西部，北部，南 部，东部）、我住在......(place) | 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) compile key words and phrases from varied texts b) compose simple sentences in various contexts c) appreciate the importance of self- evaluation in improving writing | 1. What strategies can you use to write effectively? | - listen to a dictation and list the titles of members of the extended family - trace words and phrases of members of the extended family in Chinese (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.) - match pictures of professions with corresponding names collaboratively - re arrange jumbled up words to make correct sentences on descriptions of members of the extended family based on name, age and profession collaboratively (e.g. 我姑姑是护 士；她今年30岁，她叫玛丽。) - write sentences describing one member of their extended family based on name, age and profession - discuss areas of difficulty in writing Chinese characters and pinyin and give practical interventions | 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) compile key words and phrases from varied texts b) compose simple sentences in various contexts c) appreciate the importance of self- evaluation in improving writing | 1. What strategies can you use to write effectively? | - listen to a dictation and list the titles of members of the extended family - trace words and phrases of members of the extended family in Chinese (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.) - match pictures of professions with corresponding names collaboratively - re arrange jumbled up words to make correct sentences on descriptions of members of the extended family based on name, age and profession collaboratively (e.g. 我姑姑是护 士；她今年30岁，她叫玛丽。) - write sentences describing one member of their extended family based on name, age and profession - discuss areas of difficulty in writing Chinese characters and pinyin and give practical interventions | 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) compile key words and phrases from varied texts b) compose simple sentences in various contexts c) appreciate the importance of self- evaluation in improving writing | 1. What strategies can you use to write effectively? | - listen to a dictation and list the titles of members of the extended family - trace words and phrases of members of the extended family in Chinese (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.) - match pictures of professions with corresponding names collaboratively - re arrange jumbled up words to make correct sentences on descriptions of members of the extended family based on name, age and profession collaboratively (e.g. 我姑姑是护 士；她今年30岁，她叫玛丽。) - write sentences describing one member of their extended family based on name, age and profession - discuss areas of difficulty in writing Chinese characters and pinyin and give practical interventions | 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) enumerate vocabulary relevant to the topic from written texts b) write simple texts on varied topics with appropriate word order c) recognize the importance of writing neatly and legibly | 1. Why should we write legibly and neatly? | - listen to an audio clip on essential places in town and list the words and phrases (车站、 派出所、学校、邮局、医院、银行、商 场) - listen to an audio clip and form sentences on where one is going in relation to the town (... 在哪儿? …怎么去？ 去哪儿?) - circle words and phrases depicting different essential places in town from a cross word puzzle collaboratively - match images of essential places to their names in characters and pinyin - construct sentences using “要去” and “做什 么” - draw and label essential places found in their town collaboratively and share on the school noticeboard - explore and share with peers how one can develop effective time management skills in the writing process | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
