1
Strand 1.0
Listening and Speaking
9 Sub-strands9 Lessons in Term 1
1.1 Interactive Speaking
1 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- respond to questions and prompts to show comprehension and engagement
- use vocabulary and expressions appropriately to probe and engage in oral interactions
- use non-verbal communication cues to enhance communication
- exhibit confidence to contribute actively in conversations
Key Inquiry Questions (KIQs)
- How can we maintain formal relationships in greetings and introductions?
Learning Experiences
- listen to audio clips on formal greetings, introductions and taking leave to respond to questions
- participate in “Repeat-after-me” exercise to acquire vocabulary on formal greetings and taking leave; (Comment allez-vous Monsieur? A la prochaine Madame)
- listen to and sing songs with vocabulary on formal greetings, introductions and taking leave. (Quelle est votre nationalité ? Vous parlez français ?)
- play mimicry games to acquire non-verbal communication skills
- source and watch video clips with authentic dialogues on greetings, introductions and taking leave in formal settings (Bonsoir Madame ! Comment vous appelez-vous madame ? Au revoir, à bientôt ! Vous êtes kenyan ?)
- participate in simple skits in small groups on formal greetings; introductions and taking leave
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.2 Listening for information
1 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify key points from audio stimuli
- recall important details from audio stimuli
- demonstrate focused listening for optimal information retrieval
- cultivate awareness on the importance of paying attention to details when listening for information
Key Inquiry Questions (KIQs)
- What would you consider if you were to choose a profession?
Learning Experiences
- listen to audio-visual materials with vocabulary and expressions used to describe members of the family, types of family (famille nuclaire et famille elargie), professions and places of work
- role play on various aspects of the family (descriptions, professions…)
- use the vocabulary, expressions and grammatical structures learned to describe their family members to peers / classmates in short dialogues and in turns
- Use the vocabulary acquired to tell where the various professionals work
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.3 Listening for information
1 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify key points from audio stimuli
- recall important details from audio stimuli
- demonstrate focused listening for optimal information retrieval
- cultivate awareness on the importance of paying attention to details when listening for information
Key Inquiry Questions (KIQs)
- Why do you think it is important to prepare well when visiting the countryside?
Learning Experiences
- listen to audio-visual materials with vocabulary and expressions about common Kenyan domestic and wild animals
- listen to audio clips with different sounds of animals and identify their names
- describe different animals by their attributes
- discuss on which animals they and their friends and acquaintances like and why
- tell how to best take care of the different animals
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.4 Active Listening Routine
1 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- recall details and information accurately from oral interactions
- interpret verbal cues from audio stimuli
- demonstrate willingness to be receptive to new ideas in oral interactions
Key Inquiry Questions (KIQs)
- Why is it important to plan for daily activities?
Learning Experiences
- watch audio-visual clips with vocabulary on routine and time
- practice talking about the daily routine in relation to time (A 5h00 je me lève, je prends mon petit- déjeuner à 7h30, je dors a 10h45)
- participate in rhyming games to acquire vocabulary on routine
- discuss jointly on different routines
- talk about planned activities across the week
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.5 Oral expression
1 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- demonstrate comprehension and engagement in oral interactions
- use verbal cues to probe and engage in oral interactions
- exhibit great interest to participate actively in conversations
Key Inquiry Questions (KIQs)
- What do you consider when making plans for a fun activity?
Learning Experiences
- watch and listen to audio-visual materials to acquire vocabulary and grammar related to making plans for fun and enjoyment
- talk about future plans with the use of verbs conjugated in future tense (le futur proche) and use of adverbs of time (dans deux jours / un mois,etc.; la semaine / l’année prochaine, ce soir, ce weekend
- engage in oral interactions: question- answer on personal plans to have fun
- participate in simple role plays collaboratively
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.6 Interactive Speaking Eating out
1 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- respond to questions and prompts to show comprehension and engagement
- use vocabulary and expressions appropriately to probe and engage in oral interactions
- exhibit confidence to contribute actively in conversations
Key Inquiry Questions (KIQs)
- What do you think happens when people go to eat out?
Learning Experiences
- listen to audio-visual material relating to ordering food in the restaurant to pick out vocabulary. (Je voudrais du poulet s’il vous plait ! Excusez-moi, j’aimerais du café s’il vous plait ! Je voudrais/aimerais + repas)
- listen to and repeat names of different vocabularies about ordering food in the restaurant/utensils/quantities (J’ai besoin d’un couteau, Avoir besoin de + ustensile/ingrédient)
- role plays at the restaurant
- engage in conversation about ordering food in the restaurant
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.7 Listening for Information At the doctor’s
1 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- recall important details from audio stimuli
- demonstrate focused listening for information retrieval
- cultivate awareness on the importance of paying attention to details when listening for information
Key Inquiry Questions (KIQs)
- How can one avoid falling sick?
Learning Experiences
- Listen to audio materials to pick out vocabulary on expressing state of health
- Listen to and repeat sentences related to expressing state of health
- Play word puzzle games on expressing one’s state of health
- Engage in miming activities for expressing state of health
- Fill in gaps orally in shorty audio texts about expressing one’s health
- Answer questions from audio stimuli relating to expressing one’s state of health
- Engage in a role play on “at the doctor’s.”
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.8 Listening for information
1 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify key points from audio stimuli
- use information from audio stimuli to respond to questions or prompts
- cultivate awareness on the importance of paying attention to details when listening for information
Key Inquiry Questions (KIQs)
- How do weather conditions affect human life?
Learning Experiences
- watch audio-visual clips with activities related to particular environments and respond to questions jointly
- use the Internet to source and watch audio-visual materials on the positive and negative effects of weather on environment and pick out new vocabulary: Search engine is set with “Safe Search ON”
- participate in “Headline creation” activity in small groups where they listen to audio clips on seasons and capture the essence of the content
- play games on vocabulary search in groups using digital devices
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.9 Interactive Speaking
1 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- respond to questions and prompts to show comprehension and engagement
- use vocabulary and expressions appropriately to probe and engage in oral interactions
- use non-verbal communication cues to enhance communication
- exhibit confidence to contribute actively in conversations The learner uses all targeted vocabulary and expressions in oral interactions; employs a variety of vocabulary and expressions. The learner maintains correct pronunciation, intonation, rhythm and pacing at all times in oral expression. The communication is clear and error free. of Meets Expectation The learner employs appropriate gestures and facial expressions to complement oral expressions. The learner is always willing to participate in meaningful oral interactions with people in their surroundings
Key Inquiry Questions (KIQs)
- How can one avoid getting lost in a new place?
- Approaches Expectation The learner uses most of the targeted vocabulary and expressions in oral interactions The learner responds to most of the questions and prompts to show comprehension and engagement Below Expectation The learner employs very few gestures and facial expressions to complement oral expressions. The learner is mostly hesitant to participate in meaningful oral interactions with people in their surroundings?
Learning Experiences
- participate in “Repeat-after- me” exercise to acquire vocabulary on asking and giving directions
- listen to and sing songs on transport around them
- play mimicry games in pairs to practice non-verbal cues like gestures of giving directions
- source and watch video clips with authentic dialogues on asking and giving directions using digital devices
- do simple skits in small groups on asking and giving directions Meets Expectation The learner uses all targeted vocabulary and expressions in oral interactions The learner maintains correct pronunciation, intonation, rhythm and pacing most of the time in oral expression. The learner responds to all questions and prompts to show comprehension and engagement. Approaches Expectation The learner employs most of the gestures and facial expressions to complement oral expressions. The learner is at times hesitant to participate in meaningful oral interactions with people in their surroundings
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.