1
Strand 1.0
Listening and Speaking
7 Sub-strands21 Lessons in Term 1
1.1 Active Listening Interactive speaking
3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- explain expressions used in listening texts
- interact with others in varied contexts using appropriate expressions
- appreciate the use of correct language structures in greetings and introductions
Key Inquiry Questions (KIQs)
- Why is it important to communicate in turns?
Learning Experiences
- talk about different greetings forms from their cultures
- talk with peers about oneself, age, where they come from and where they live
- listen to audio texts of people introducing themselves and highlight important expressions (z.B. Ich heiße___/Ich bin ___ /Mein Name ist___; Ich bin ____Jahre alt /ich komme aus___/Ich wohne in___ )
- introduce him/herself using the expressions above
- listen to audio texts of people introducing others (z.B. Er/Sie heißt ___ /Er/Sie ist__ /Sein/ihr Name ist___; Er/Sie ist ___Jahre alt/ErSie kommt aus_____/Er/Sie wohnt in____)
- imitate and introduce their friends
- listen to audio texts of people taking leave of one another (z.B. Tchüss, Bis dann/ bald!, Ciao, Auf Wiedersehen)
- role play meeting, greetings, introduction and taking leave with peers
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.2 Listening for information, Oral Expression
3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify essential information from given texts
- employ appropriate language structures for oral expression
- appreciate the role correct language structures in oral expression
Key Inquiry Questions (KIQs)
- What can you do to improve your oral expression?
Learning Experiences
- listen to/watch a simple audio/video on nuclear and extended family (Vater, Mutter, Eltern, Kind, Sohn, Tochter, Bruder, Schwester, Oma, Opa, Onkel, usw) introducing each other by name
- ask and respond to questions on names of nuclear and extended family members with peers (z.B Wie heißt dein/e____? Mein/e ____ heißt____.)
- listen/watch audio-visual texts on people talking about their family members (z.B. Das ist mein Vater/meine Mutter. Er/sie ist fünfzig Jahre alt.)
- ask and respond to questions about how old members of family are
- listen/watch audio-visual texts on people talking about the professions of family members (z.B. Mein Vater ist Lehrer. Er arbeitet in Narok; Meine Mutter ist Ärztin. Sie arbeitet in Maralal; Mein Onkel ist Bauer. Er arbeitet in Nyahururu; Meine Schwester ist Verkäuferin. Sie arbeitet in Mombasa. usw)
- take turns talking about their family members (name, age, profession, place of work) in pairs or groups
- pick a flash card and introduce the family member written on it
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.3 Active Listening, Interactive speaking
3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- explain the language structures and vocabulary in given listening contexts
- employ appropriate language structures and vocabulary in dialogues
- show appreciation for turn taking in dialogues
Key Inquiry Questions (KIQs)
- What do you do to show you are listening actively?
Learning Experiences
- mention the domestic animals they know
- mention the wild animals in their locality in pairs/groups
- listen to sounds made by different animals and name the animal
- role play the characteristics of various animals and peers guess the name
- play an oral matching game where one person says a word (an aspect of the animal) and the other guesses the animal (z.B. miaut – Katze; lange Nase – Elefant; Eier – Huhn, usw)
- describe an animal and the rest guess (z.B. Ich bin groß und habe große Ohren – Elefant; Ich bin braun, stark und habe viele Haare - Löwe; Ich gebe Milch – Kuh; usw)
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.4 Listening for information, Oral Expression
3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify specific information from given texts
- use learnt expressions for oral expression
- appreciate the role of appropriate oral expression in everyday communication
Key Inquiry Questions (KIQs)
- How do you communicate what you feel/do every day?
Learning Experiences
- discuss with peers about their daily routine at home/school
- discuss with peers about favourite routines
- listen to audio of peers talking about daily routine at home (z.B. Ich stehe um 7 Uhr auf; ich esse um 7.30 mein Frühstück; usw), and answer given questions
- ask and respond to peers: “Was macht er/sie am ____?”
- demonstrates/pantomimes an activity to peers and asks, “was mache ich am..?”, peers guess
- listen to audio texts of peers talking about their daily routines at school, (z.B. Ich lerne um/ab 9.20 Mathe; Ich spiele am Nachmittag Fußball; usw)
- talk to peers about plans for the week
- listen to people planning their week (z.B. Ich will am Samstag Tennis spielen; ich will am Sonntag in die Kirche; usw)
- ask and respond to peers: “Was will __ am _____ Machen/tun?”
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.5 Active Listening, Interactive speaking
3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify appropriate expressions in specific contexts for communication
- apply appropriate grammar structures and vocabulary for communication
- appreciate the importance of active listening in communication
Key Inquiry Questions (KIQs)
- What role does active listening play in communication?
Learning Experiences
- talk with peers about when and what they do for leisure
- compare favourite activities with peers
- listen to people talking about plans wth friends and highlight important expressions/answer questions (z.B. Ich treffe am Sonntag meine Freundin; Ich spiele heute Nachmittag Fußball; usw. OR: Ich möchte heute Abend tanzen; Ich möchte später mein Buch lesen, usw)
- ask and respond to questions about what activities from peers (z.B. Was machst du heute Abend? Was möchtest du heute Abend machen? usw)
- ask and respond to questions asking about the time (when) to do something with peers, (z.B. Wann spielst du Fußball? Wann möchtest du Musik hören? usw)
- ask and respond to questions about where to meet with peers (z.B. Wo spielst du heute Nachmittag Fußball? Wo möchtest du heute tanzen? usw)
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.6 Listening for information, Oral Expression
3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify specific information from given texts
- use acquired grammar structures for oral expression and communication
- appreciate the role of appropriate oral expression in everyday communication
Key Inquiry Questions (KIQs)
- Why is it important to use polite language?
Learning Experiences
- mention various foods one can order from their local restaurant
- talk to peers about favourite meals in restaurants
- listen to/watch audio/video about situations in restaurant(bestellen,bezahlen) and answer questions
- discuss with peers about foods and about language used
- listen to/watch audio-visual texts and pay attention to the language structures (z.B. Ich möchte bitte…; Darf ich…. bestellen/haben?; Danke; Bitte schön, usw)
- ask and respond to questions from peers using the language structures above (z.B. Ich möchte bitte…; Darf ich…. bestellen/haben?; Danke; Bitte schön, usw)
- role play ordering for food in a restaurant
- listen to/watch people in a restaurant situation ordering for foods/drinks using specific quantities (z.B. Ich möchte eine TasseTee, bitte; Darf ich bitte eine Tasse Tee?; Ich möchte eine Flasche Wasser, bitte, usw)
- ask and respond to questions from peers using the language structures above (z.B. Ich möchte eine TasseTee, bitte; Darf ich bitte eine Tasse Tee?; Ich möchte eine Flasche Wasser, bitte, usw)
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.7 Active Listening, Interactive speaking
3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify useful phrases for communication
- employ appropriate phrases in dialogues
- appreciate the role of active listening in communicative interactions
Key Inquiry Questions (KIQs)
- How can one maximise active listening as a skill?
Learning Experiences
- discuss with peers, what kind of illnesses they do suffer from
- discuss with peers, what they do when they fall sick
- discuss with peers, how one talks about illness or being ill
- listen to audio texts about people talking about being ill and highlight useful phrases(z.B. Ich bin krank; ich habe Kopfweh/Kopfschmerzen; Ich gehe zum Arzt; Ich gehe ins Krankenhaus; usw)
- listen to dialogues and role play
- look at illustrations and speculate about the health problem(z.B. Sein Kopf tut ihm weh; Er hat Rückenschmerzen; usw)
- ask and respond to questions about health (z.B. Was tut dir weh? – Mein Hand tut mir weh; Wo hast du Schmerzen? Ich habe Schmerzen am Hals, usw)
- mime having pain on any body part and the rest guess
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.