| 1 | 1 | Listening and Speaking | Active Listening, Interactive speaking | By the end of the sub strand, the learner should be able to; a) appreciate the role of active listening in communicative interactions | 1. How can one maximise active listening as a skill? | - 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 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Listening and Speaking | Active Listening, Interactive speaking | By the end of the sub strand, the learner should be able to; a) appreciate the role of active listening in communicative interactions | 1. How can one maximise active listening as a skill? | - mime having pain on any body part and the rest guess | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Listening and Speaking | Listening for information, Oral Expression | By the end of the sub strand, the learner should be able to; a) identify essential vocabulary in a listening text | 1. How can vocabulary affect communication? | - discuss with peers how their environment looks like | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Listening and Speaking | Listening for information, Oral Expression | By the end of the sub strand, the learner should be able to; a) employ appropriate vocabulary and language structures in oral expression | 1. How can vocabulary affect communication? | - discuss with peers about prevalent weather in their locality and what they do during different weather patterns - listen to a simplified weather forecast and talk about what they do in such a weather | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Listening and Speaking | Listening for information, Oral Expression | By the end of the sub strand, the learner should be able to; a) appreciate the role of appropriate vocabulary in effective communication | 1. How can vocabulary affect communication? | - listen to an audio text of people talking about weather related activities (z.B. Die Sonne scheint. Ich gehe schwimmen; Es regnet. Ich pflanze Blumen; usw) and answer questions - ask and respond to questions from peers (z.B. Die Sonne scheint. Was machst du?; Es ist kalt. Was machst du?, usw) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Listening and Speaking | Listening for information, Oral Expression | By the end of the sub strand, the learner should be able to; a) appreciate the role of appropriate vocabulary in effective communication | 1. How can vocabulary affect communication? | - ask and respond to questions from peers (z.B. Die Sonne scheint. Was machst du?; Es ist kalt. Was machst du?, usw) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Listening and Speaking | Listening for information, Oral Expression | By the end of the sub strand, the learner should be able to; a) appreciate the role of appropriate vocabulary in effective communication | 1. How can vocabulary affect communication? | - ask and respond to questions from peers (z.B. Die Sonne scheint. Was machst du?; Es ist kalt. Was machst du?, usw) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Listening and Speaking | Listening for information, Oral Expression | By the end of the sub strand, the learner should be able to; a) appreciate the role of appropriate vocabulary in effective communication | 1. How can vocabulary affect communication? | - ask and respond to questions from peers (z.B. Die Sonne scheint. Was machst du?; Es ist kalt. Was machst du?, usw) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Listening and Speaking | Listening for information, Oral Expression | By the end of the sub strand, the learner should be able to; a) appreciate the role of appropriate vocabulary in effective communication | 1. How can vocabulary affect communication? | - ask and respond to questions from peers (z.B. Die Sonne scheint. Was machst du?; Es ist kalt. Was machst du?, usw) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Listening and Speaking | Listening for information, Oral Expression | By the end of the sub strand, the learner should be able to; a) appreciate the role of appropriate vocabulary in effective communication | 1. How can vocabulary affect communication? | - ask and respond to questions from peers (z.B. Die Sonne scheint. Was machst du?; Es ist kalt. Was machst du?, usw) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Listening and Speaking | Active Listening, Interactive speaking | By the end of the sub strand, the learner should be able to; a) identify key information for communication | 1. How do you get directions to new destinations? | - name essential facilities found in the locality - look at a map and take note of the various facilities (e.g. school, church, mosques, market, hospital, etc) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Listening and Speaking | Active Listening, Interactive speaking | By the end of the sub strand, the learner should be able to; a) use vocabulary and language structures appropriately in communication | 1. How do you get directions to new destinations? | - discuss where the facilities are and how to get to each - listen to audio texts of people talking about locations of different places (z.B. Das Krankenhaus liegt auf der Hauptstraße; Die Kirche liegt hinter dem Markt; Die Schule ist ein Kilometer entfernt; usw) - ask and respond to questions about the location of places | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Listening and Speaking | Active Listening, Interactive speaking | By the end of the sub strand, the learner should be able to; a) appreciate the need to listen actively in communicative contexts | 1. How do you get directions to new destinations? | - listen to audio texts about people giving directions using; z.B. nach rechts, nach links, geradeaus, links abbiegen, rechts abbiegen, usw, and answer questions - use a map to give each other directions (z.B. wie komme ich in die Kirche? Geh von dem Markt geradeus, bieg an der Kirche links ab…, usw) - ask each other about where facilities are located in their locality | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Listening and Speaking | Active Listening, Interactive speaking | By the end of the sub strand, the learner should be able to; a) appreciate the need to listen actively in communicative contexts | 1. How do you get directions to new destinations? | - ask each other about where facilities are located in their locality | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Listening and Speaking | Active Listening, Interactive speaking | By the end of the sub strand, the learner should be able to; a) appreciate the need to listen actively in communicative contexts | 1. How do you get directions to new destinations? | - ask each other about where facilities are located in their locality | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
