| 1 | 1 | Reading | Reading Comprehension | By the end of the sub strand, the learner should be able to; a) identify useful phrases in reading texts | 1. How can different language skills complement each other? | - match given weather/environmental conditions to given activities - listen and read along a simplified weather forecast, write and read about the weather in their surrounding | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Reading | Reading Comprehension | By the end of the sub strand, the learner should be able to; a) employ vocabulary and useful phrases appropriately for reading comprehension b) appreciate the role of other language skills in developing the reading skill | 1. How can different language skills complement each other? | - read a short text on people talking about weather related activities (z.B. Die Sonne scheint. Ich gehe schwimmen; Es regnet. Ich pflanze Blumen; usw),and carry out given tasks - read and role play a short dialogue (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 | Reading | Reading Comprehension | By the end of the sub strand, the learner should be able to; a) appreciate the role of other language skills in developing the reading skill | 1. How can different language skills complement each other? | - read and role play a short dialogue (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 | Reading | Reading Comprehension | By the end of the sub strand, the learner should be able to; a) appreciate the role of other language skills in developing the reading skill | 1. How can different language skills complement each other? | - read and role play a short dialogue (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 | Reading | Scanning for information | By the end of the sub strand, the learner should be able to; a) identify key information for comprehension | 1. How can we ensure detailed understanding of a reading text? | - read out a list of essential facilities found in the locality - look at a map and read out the names of various facilities (e.g. school, church, mosques, market, hospital, etc.),indicated by pictograms - listen to and read along 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),and carry out given tasks | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Reading | Scanning for information | By the end of the sub strand, the learner should be able to; a) apply vocabulary and language structures appropriately for comprehension b) appreciate the value of vocabulary and language structures in reading comprehension | 1. How can we ensure detailed understanding of a reading text? | - read short texts about locations of different places - listen to and read along audio texts of people giving directions using; z.B. nach rechts, nach links, geradeaus, links abbiegen, rechts abbiegen, usw. and answer given questions - read short texts of peers writing about where facilities are located in their locality | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Reading | Scanning for information | By the end of the sub strand, the learner should be able to; a) appreciate the value of vocabulary and language structures in reading comprehension | 1. How can we ensure detailed understanding of a reading text? | - read short texts of peers writing about where facilities are located in their locality | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Reading | Scanning for information | By the end of the sub strand, the learner should be able to; a) appreciate the value of vocabulary and language structures in reading comprehension | 1. How can we ensure detailed understanding of a reading text? | - read short texts of peers writing about where facilities are located in their locality | 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) identify appropriate vocabulary for writing b) write texts using appropriate register and language structures c) appreciate the role of writing skills in understanding texts | 1. Why is writing important in communication? | - create a profile with name, age, hometown, place of residence,(Steckbrief) - write short texts about themselves using such phrases(z.B. Ich heiße___/Ich bin___/Mein Name ist___; Ich bin ___ Jahre alt/Ich komme aus___/Ich wohne in___), and share with peers - write short texts introducing others (z.B. Er/Sie heißt____/Er/Sie ist____/Sein/ihr Name ist____; Er/Sie ist ____Jahre alt/Er/Sie kommt aus____ /Er/Sie wohnt in_____) - listen to and read along audio texts of people taking leave of one another (z.B. Tchüss, Bis dann/bald!, Ciao, Auf Wiedersehen),write a short dialogue with peers - fill in cloze tests | 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) identify appropriate vocabulary for writing b) write texts using appropriate register and language structures c) appreciate the role of writing skills in understanding texts | 1. Why is writing important in communication? | - create a profile with name, age, hometown, place of residence,(Steckbrief) - write short texts about themselves using such phrases(z.B. Ich heiße___/Ich bin___/Mein Name ist___; Ich bin ___ Jahre alt/Ich komme aus___/Ich wohne in___), and share with peers - write short texts introducing others (z.B. Er/Sie heißt____/Er/Sie ist____/Sein/ihr Name ist____; Er/Sie ist ____Jahre alt/Er/Sie kommt aus____ /Er/Sie wohnt in_____) - listen to and read along audio texts of people taking leave of one another (z.B. Tchüss, Bis dann/bald!, Ciao, Auf Wiedersehen),write a short dialogue with peers - fill in cloze tests | 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) identify appropriate vocabulary for writing b) write texts using appropriate register and language structures c) appreciate the role of writing skills in understanding texts | 1. Why is writing important in communication? | - create a profile with name, age, hometown, place of residence,(Steckbrief) - write short texts about themselves using such phrases(z.B. Ich heiße___/Ich bin___/Mein Name ist___; Ich bin ___ Jahre alt/Ich komme aus___/Ich wohne in___), and share with peers - write short texts introducing others (z.B. Er/Sie heißt____/Er/Sie ist____/Sein/ihr Name ist____; Er/Sie ist ____Jahre alt/Er/Sie kommt aus____ /Er/Sie wohnt in_____) - listen to and read along audio texts of people taking leave of one another (z.B. Tchüss, Bis dann/bald!, Ciao, Auf Wiedersehen),write a short dialogue with peers - fill in cloze tests | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Writing | Creative writing | By the end of the sub strand, the learner should be able to; a) identify elements of creative writing in a given text b) write entertaining and informative texts in varied contexts c) appreciate the role of creativity in writing | 1. Which is the hardest part of writing in a foreign language? | - make a list of family members (Vater, Mutter, Eltern, Kind, Sohn, Tochter, Bruder, Schwester, Oma, Opa, Onkel, usw) - write profiles of their family members and share with peers to read (Vater-Name- Alter/Mutter-Name-Alter) - write profiles of professions of their family members and share with peers (z.B. Vater-Beruf-Ort/Arbeitsplatz; Mutter- Beruf-Ort/Arbeitsplatz, usw) - write short sentences about their family members; (name, age, profession, place of work); (z.B. Mein Großvater heißt Matangi. Er ist 50 Jahre alt. Er ist Machaniker und arbeitet in Nairobi. usw) - develop short texts from writen sentences about family and share with peers - make a flash card, on one side write the name of a family member, on the other side provide details about relationship (Tante, Bruder, usw), age, profession, etc | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Writing | Creative writing | By the end of the sub strand, the learner should be able to; a) identify elements of creative writing in a given text b) write entertaining and informative texts in varied contexts c) appreciate the role of creativity in writing | 1. Which is the hardest part of writing in a foreign language? | - make a list of family members (Vater, Mutter, Eltern, Kind, Sohn, Tochter, Bruder, Schwester, Oma, Opa, Onkel, usw) - write profiles of their family members and share with peers to read (Vater-Name- Alter/Mutter-Name-Alter) - write profiles of professions of their family members and share with peers (z.B. Vater-Beruf-Ort/Arbeitsplatz; Mutter- Beruf-Ort/Arbeitsplatz, usw) - write short sentences about their family members; (name, age, profession, place of work); (z.B. Mein Großvater heißt Matangi. Er ist 50 Jahre alt. Er ist Machaniker und arbeitet in Nairobi. usw) - develop short texts from writen sentences about family and share with peers - make a flash card, on one side write the name of a family member, on the other side provide details about relationship (Tante, Bruder, usw), age, profession, etc | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Writing | Creative writing | By the end of the sub strand, the learner should be able to; a) identify elements of creative writing in a given text b) write entertaining and informative texts in varied contexts c) appreciate the role of creativity in writing | 1. Which is the hardest part of writing in a foreign language? | - make a list of family members (Vater, Mutter, Eltern, Kind, Sohn, Tochter, Bruder, Schwester, Oma, Opa, Onkel, usw) - write profiles of their family members and share with peers to read (Vater-Name- Alter/Mutter-Name-Alter) - write profiles of professions of their family members and share with peers (z.B. Vater-Beruf-Ort/Arbeitsplatz; Mutter- Beruf-Ort/Arbeitsplatz, usw) - write short sentences about their family members; (name, age, profession, place of work); (z.B. Mein Großvater heißt Matangi. Er ist 50 Jahre alt. Er ist Machaniker und arbeitet in Nairobi. usw) - develop short texts from writen sentences about family and share with peers - make a flash card, on one side write the name of a family member, on the other side provide details about relationship (Tante, Bruder, usw), age, profession, etc | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Writing | Coherence writing | By the end of the sub strand, the learner should be able to; a) identify coherence markers in writing b) write coherent texts using guided writing strategies c) develop appreciation for the role of writing skills in communication | 1. How do we ensure our writing is coherent? | - write a list of animals they have at home - write a list of domestic/wild animals in their locality - write names of animals heard in texts and compare with peers - write the names of animals they have around the school and discuss with peers - listen to audio texts about animals and note down their descriptions - make a profile of favourite animals and share with peers - write brief descriptions of their favorite animals (z.B. Die Kuh ist braun und groß; Die Maus ist klein, usw) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
