1
Strand 1.0
Listening and Speaking
7 Sub-strands19 Lessons in Term 1
1.1 Oral Expression
3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- recite key words and phrases from audio texts
- articulate sounds, words and phrases correctly in different contexts
- exhibit interest in articulating words clearly during oral communication
Key Inquiry Questions (KIQs)
- How is oral expression important in enhancing communication skills?
Learning Experiences
- listen to an audio recording on Chinese formal greetings（e.g. 您 好、早上好、下午好、您贵姓、您 怎么称呼?）and repeat after it
- repeat saying tongue twisters related to the greetings and introductions collaboratively
- sing along to songs on countries and nationalities while focussing on enunciating each word correctly
- take turns introducing self and others on their name, age, origin, place of residence, nationality and language spoken (e.g. 您贵姓? 叫什么名字?, 你怎么称呼? 你家有几口人? 你家 在哪儿? 你是哪国人? 你朋友是哪 国人? )
- practise using “......哪国人? ”to introduce one’s nationality with peers
- record themselves reading passages, then listen to the recording to pinpoint areas of improvement
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.2 Interactive Speaking
3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- utilize the words learnt appropriately in conversations
- make use of probing to get more information while speaking
- appreciate the importance of attentive listening in communication
Key Inquiry Questions (KIQs)
- What strategies can you use to capture key information while speaking interactively?
Learning Experiences
- look at an illustration of a family tree and say sentences using the names of members of the nuclear and extended family after a listening prompt (e.g. 叔 叔、表格、姑姑、堂妹 etc.)
- repeat singing ‘the family song’ on members of nuclear and extended family members collaboratively
- take turns to orally introduce their nuclear and extended family members on their names, age, and professions (e.g. 我家有三口人。 我爸爸妈妈都 是老师。爸爸今年 40岁，妈妈 35 岁。)
- work with peers to ask and respond to questions about family members on their names, age, profession and places of work in turns (e.g. A:你有爸爸妈妈 做什么工作? B: 我爸爸是医生，妈妈 是工程师，你的爸爸妈妈呢? A：他 们都是老师，在内罗毕大学工 作……）
- listen to audio recordings about the workplaces of the different family members , take notes and formulate questions for their peers to answer
- team up with peers to play “Simon says” game where peers listen carefully to instructions and respond accordingly
- provide feedback to their peers on their listening skills and suggest areas of improvement
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.3 Phonological Awareness
3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- distinguish sounds in spoken words and phrases
- make simple descriptions with the appropriate words on the given theme
- display enthusiasm in using appropriate language for effective communication
Key Inquiry Questions (KIQs)
- How can you make clear descriptions in oral communication?
Learning Experiences
- listen to an audio on different farm and wild animals (e.g. 狗、猫、兔子、牛、 羊、猪、骆驼、鸡、驴子、狮子、豹 子、斑马、水牛、长颈鹿、大象、犀 牛、河马) then repeat the vocabulary
- listen and repeat words depicting various animals’ sizes and character (e.g. 小 small、大big、高tall、可怕scary、友 好friendly、乐于助人 helpful、快fast、 可爱adorable、凶猛 ferocious、顽皮 playful、温柔 gentle、忠诚 loyal、胖fat
- take turns mentioning the various animals they know, then construct simple sentences describing their size and character
- collaboratively identify the different animal categories from the audio in terms of pets 宠物,farm animals家畜 and wild animals 野生动物 and make short descriptions with the vocabulary (e.g. 宠物:猫、狗、兔子、 家畜: 牛、羊、鸡、猪、骆驼、驴子、野 生动物: 狮子、豹子、斑马、水牛、长颈 鹿、大象、犀牛、河马)
- listen to a short passage on the different categories of animals then answer the questions (e.g. 水牛大不大 ? 水牛很大)
- research online/offline to compare and contrast the different views about animals in Kenya and China
- collaboratively give their thoughts on the importance of taking care of the different kinds of animals in their surroundings
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.4 Oral Expression
3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- pronounce different words with the correct Chinese tones
- express ideas coherently and logically in varied speaking scenarios
- value the importance of schedules in daily life
Key Inquiry Questions (KIQs)
- Why is correct pronunciation important in communication?
Learning Experiences
- listen to an audio on moments of the day and repeat the words (早上、上 午、下午、晚上）
- take turns looking at a clock face and telling each other the time indicated
- play a charades game on verbs related to activities they undertake at home（起床、睡觉、洗衣服、 打扫、打水、做饭、吃早、午、 晚饭、做作业、玩儿、洗澡）
- listen to an audio recording on routine/schedules in relation to time at home and answer the related questions
- talk about how they plan for activities during the week with peers
- work jointly to create a schedule online or offline of what they intend to do over the weekend and present in class for feedback
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.5 Interactive Speaking
1 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- recall key vocabulary from the given text
- apply appropriate turn taking in a conversation
- exhibit good communication skills in oral communication
Key Inquiry Questions (KIQs)
- How do you take turns appropriately in conversations?
Learning Experiences
- work jointly to list vocabulary on fun activities and places where they undertake these activities orally
- listen to an audio clip on leisure /fun activities and match the images appropriately to their names (游、散 步、跑步、骑自行车、徒步旅 行、看动物、做饭、吃饭)
- create a word pyramid using different words with peers, 看动物 去看动物 去公园看动物 我去公园看动物 我跟朋友去公园看动物 我星期一跟朋友去公园看动物
- work with peers to ask and respond to questions on their intentions to undertake a fun activity at a specific time using the verbs 请、打算、要
- take turn to talk about 3 fun activities they would do with their friends in the given places (你的 家、朋友的家、公园、商场、动 物园）
- share on fun activities that they intend to do in future using 什么时 候? 、去哪儿? 、 打算做什么?”
- talk about how peers influence one’s choice of fun/leisure time activities
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.6 Oral Expression
3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- recognize the words used within a specific context
- articulate words and phrases meaningfully in spoken contexts
- appreciate the role of oral expression in communication
Key Inquiry Questions (KIQs)
- How does articulation of words influence communication?
Learning Experiences
- listen to a recording and repeat saying the vocabulary related to eating out (e.g. 餐馆、菜品、 餐具、点菜、 买单 etc.)
- take turns saying the names of cutlery and utensils found in a restaurant from pictures (酒杯、杯子、盘、 碗、刀、叉子、勺子、筷子)
- play a flashcard game on measure words with the corresponding quantities of food or drinks in a restaurant (一顿、一份、一双、一 杯、一瓶、一碗、一块、一盆） and say them out aloud
- work jointly to simulate ordering food from a restaurant using the key words and phrases/polite words点 菜、菜单、我想要……、请问、麻 烦你、请给我......、请慢用、加一 点......、结账、我们要买单、多少 钱?)
- watch an audio-visual clip on restaurant conversations or dialogues and answer comprehension questions
- take turns undertaking a vocabulary challenge on ordering preferred healthy foods in a restaurant
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.7 Oral Expression
3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- express ideas logically using acquired vocabulary
- use varied and appropriate language structures to convey messages effectively
- acknowledge the role of using appropriate language for communication
Key Inquiry Questions (KIQs)
- What role does vocabulary play in enhancing oral communication?
Learning Experiences
- take turns sharing acquired vocabulary by giving definitions , examples and contexts in which they should be used
- listen to a recording and highlight vocabulary about a visit to the doctor’s (e.g. 身体 部位、症状、医生、护士 )
- simulate dialogues with keywords and phrases related to the doctor’s visit ‘(e.g. 头 痛、发烧、咳嗽、胃痛、牙 痛、背痛、关节痛、恶心 ) with peers
- watch an audio-visual dialogue on expressing one’s state of health and answer the corresponding questions
- jointly create and share stories related to visiting the doctor
- watch a video clip on a visit to the doctors in Kenya and China and share the similarities and differences
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.