1
Strand 1.0
Listening and Speaking
9 Sub-strands18 Lessons in Term 1
1.1 Listening for Information
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify target words (names of people, things and places) from an oral text for information
- paraphrase the main ideas in an oral text for comprehension
- acknowledge the important role of effective listening in learning
Key Inquiry Questions (KIQs)
- How do get information from an oral text?
- Why are some individuals considered community heroes or heroines?
Learning Experiences
- work jointly with peers to pick out nouns (names of people, things and places) in a text
- list the nouns on charts for display in the language corner
- discuss with peers the various ways of listening for information
- listen to an audio recording on community heroes and heroines
- pick out the main ideas from the recording
- make notes on the qualities of an ethical leader from the text
- share their findings with peers for review
- work collaboratively to role-play a news report on a community hero or heroine of choice
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.2 Listening for Comprehension
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify the main idea and specific details in a text for comprehension
- respond to texts on the theme for information
- acknowledge the importance of listening for comprehension
Key Inquiry Questions (KIQs)
- Why is it important to identify the main idea in a text?
- How can you benefit from technology?
Learning Experiences
- listen to recordings of stories based on the theme
- work with peers to identify pronouns from the listened to recordings
- create a list of the pronouns identified and list them on a chart for display
- work collaboratively to use the pronouns to construct sentences
- discuss the main ideas from the recordings
- answer direct and inferential questions from the texts listened to
- conduct a debate on the advantages and disadvantages of the internet
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.3 Pronunciation
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify commonly mispronounced words for effective communication
- pronounce target words correctly for fluency
- apply correct intonation in words for accurate communication
- acknowledge the role of accentuation in indigenous language speech
Key Inquiry Questions (KIQs)
- How can we tell the difference between one indigenous language and another?
- Why should we take part in community service?
Learning Experiences
- work with peers to identify words that are commonly mispronounced
- list the words on a chart and display in class
- conduct a gallery walk to read the words in turns
- read words displayed on flashcards using correct intonation
- watch a pre-recorded audio clip on the theme and identify vocabulary used
- prepare a short talk on community service using correct intonation and accentuation
- present the talk to peers for review
- hold a discussion forum on instances in which wrong intonation on words affects meaning implied in a language
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.4 Conversation skills- Negotiation
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- recognise words used to interrupt politely during conversations for effective communication
- apply turn-taking skills and interrupting politely during a conversation for effective communication
- embrace good negotiation skills in communication
Key Inquiry Questions (KIQs)
- How can we interrupt another speaker during a conversation?
- Why is it important to take safety precautions in public places?
Learning Experiences
- listen to an audio recording of a conversation between people negotiating over an issue
- identify words that the speakers use to interrupt each other
- work in partnership with peers to list the words on flashcards
- search from online and offline sources for words used to interrupt politely in a conversation
- display the words on the language corner for a gallery walk
- work collaboratively to conduct a mock group interview on the theme (safety in public places) using proper turn-taking skills and interrupting politely
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.5 Presentation Skills – Public speaking
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- recognise non-verbal cues in oral presentations for effective communication
- pick out key messages from a speech for information
- make a speech on cultural heritage
- desire to enhance conversational skills to improve their communication
Key Inquiry Questions (KIQs)
- How would you present an impromptu speech to an audience?
- Why should we preserve aspects of our cultures?
Learning Experiences
- watch a video recording of a speech and identify non-verbal cues (e.g. gestures, facial expressions, appearance, tonal variations, body movements) used
- work jointly with peers to identify what the non-verbal cues imply or communicate
- discuss the importance of non- verbal cues in public presentations
- paraphrase the key issues of discussion from the speech listened to
- work collaboratively to make/customise their own simple attire and ornaments as a way of appreciating their cultural heritage
- prepare a short presentation on cultural heritage
- use their customised attire and ornaments when presenting a short speech on the theme
- peer review each other’s presentation by assessing the use of non-verbal cues and relevance of message
- conduct a photo gallery walk to appreciate various cultures as part of cultural heritage
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.6 Intensive Listening
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- recite tongue twisters for language acquisition
- solve riddles for comprehension
- use tongue twisters and riddles appropriately in oral texts for communication
- acknowledge the role of tongue twisters and riddles in language acquisition
Key Inquiry Questions (KIQs)
- How can we ensure we say tongue twisters correctly?
- Why are riddles important in a community?
Learning Experiences
- work with peers to collect varied tongue twisters and riddles from the community
- take turns to recite the tongue twisters
- work with peers to conduct a speed game to recite the tongue twisters within the shortest time possible
- work jointly with peers to discuss the riddling process
- collaborate with peers to solve riddles
- compose a spoken word piece (utterance) with relevant tongue twisters and riddles
- perform the spoken word piece during club activities
- organise the riddles and tongue twisters in a portfolio
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.7 Presentation Skills- Debate
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- outline the qualities of an effective debater for information
- participate in a debate on the theme for effective communication
- acknowledge the role debates play in language acquisition
Key Inquiry Questions (KIQs)
- How can we be more persuasive during a debate?
- Why is first aid important?
Learning Experiences
- listen to an online or recorded public presentation on the theme
- discuss qualities of an effective public speaker from the presentation
- use adverbs to describe the actions of the presenters from the recording
- list the adverbs on manila paper for display
- work with peers to discuss the qualities of an effective debater
- collaborate with peer and allocate roles to hold a debating session on a topic of choice
- peer review each other’s performance
- discuss with peers some of the best debaters in various fields
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.8 Story telling-Legends
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- explain the characteristics of a good story teller for information
- retell a legend from a community for effective communication
- acknowledge the role of legends in the preservation of culture
Key Inquiry Questions (KIQs)
- How can one listen to get information?
- How does a community preserve its culture?
Learning Experiences
- work with peers to discuss modern day legends in the society
- collect a variety of legend stories from the community
- organise the collection of legends in the class portfolio
- collaborate with peers to identify features that make a story telling session interesting (e.g. songs, audience involvement, tonal variation)
- take turns to conduct a story telling session on legends from African communities
- work jointly with peers to record the story telling session
- peer assess each other’s presentation
- listen to a resource person retell a legend
- discuss moral lessons learnt from the legend and relate them to real life
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.9 Presentation Skills
2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- outline the qualities of an effective presenter for information
- present a short talk on Kenyan cultures for effective communication
- acknowledge the Kenyan cultures as a source of pride for its people
Key Inquiry Questions (KIQs)
- How can you hold an audience’s attention when making a presentation?
- Why are all the Kenyan communities important?
Learning Experiences
- conduct a research on how other Kenyan communities say common greetings and words like thank you and welcome
- create a word bank for the common greetings and words identified from other communities
- discuss with peers the qualities that make an effective presenter
- prepare a short talk on the topic Kenyan cultures as a source of the people’s pride
- make the presentation during club activities while engaging the audience and applying the public presentation skills
- work collaboratively with peers to peer review each other’s presentation
- stage the best presentations during an interclass festival
- work jointly with peers to record the presentations
- compose a song on the theme and present it in a school or community function
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.