| 1 | 1 | Listening and Speaking | Oral Expression | By the end of the sub strand, the learner should be able to; a) extract keywords and expressions from oral presentations | 1. How important is the logical articulation of ideas in communicating? | - listen to a recording and mark off the keywords they hear related to activities people undertake in relation to weather and environment (钓鱼、游泳、农业、水稻种植、 滑雪、沙滩沙排、阳光浴、冰钓) - work with peers to create word clouds using the key words and expressions they remember from the recording | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Listening and Speaking | Oral Expression | By the end of the sub strand, the learner should be able to; a) explain the main ideas in different communicative contexts | 1. How important is the logical articulation of ideas in communicating? | - use key points to paraphrase the information from varied texts in their own words - listen to an audio clip and answer the corresponding questions | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Listening and Speaking | Oral Expression | By the end of the sub strand, the learner should be able to; a) value the importance of articulating ideas logically | 1. How important is the logical articulation of ideas in communicating? | - create short role-plays where they discuss activities or plans based on the given weather in turns - research online/ offline different climatic conditions and the activities associated with them then share their findings collaboratively | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Listening and Speaking | Oral Expression | By the end of the sub strand, the learner should be able to; a) value the importance of articulating ideas logically | 1. How important is the logical articulation of ideas in communicating? | - research online/ offline different climatic conditions and the activities associated with them then share their findings collaboratively | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Listening and Speaking | Oral Expression | By the end of the sub strand, the learner should be able to; a) value the importance of articulating ideas logically | 1. How important is the logical articulation of ideas in communicating? | - research online/ offline different climatic conditions and the activities associated with them then share their findings collaboratively | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Listening and Speaking | Oral Expression | By the end of the sub strand, the learner should be able to; a) value the importance of articulating ideas logically | 1. How important is the logical articulation of ideas in communicating? | - research online/ offline different climatic conditions and the activities associated with them then share their findings collaboratively | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Listening and Speaking | Oral Expression | By the end of the sub strand, the learner should be able to; a) value the importance of articulating ideas logically | 1. How important is the logical articulation of ideas in communicating? | - research online/ offline different climatic conditions and the activities associated with them then share their findings collaboratively | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Listening and Speaking | Oral Expression | By the end of the sub strand, the learner should be able to; a) value the importance of articulating ideas logically | 1. How important is the logical articulation of ideas in communicating? | - research online/ offline different climatic conditions and the activities associated with them then share their findings collaboratively | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Listening and Speaking | Oral Expression | By the end of the sub strand, the learner should be able to; a) value the importance of articulating ideas logically | 1. How important is the logical articulation of ideas in communicating? | - research online/ offline different climatic conditions and the activities associated with them then share their findings collaboratively | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Listening and Speaking | Active Listening | By the end of the sub strand, the learner should be able to; a) apply vocabulary from oral texts across diverse contexts | 1. How do you pick out vital information during oral communication? | - create a concept map on vocabulary related to location and directions (e.g. 地方/地点、附近、最近、 近、很近、远、很远、在、方 向、向，朝，往、前、后、左、 右、拐/转) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Listening and Speaking | Active Listening | By the end of the sub strand, the learner should be able to; a) summarise the key ideas in varied texts | 1. How do you pick out vital information during oral communication? | - work jointly to explore how each of the words can be used in various situations and contexts | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Listening and Speaking | Active Listening | By the end of the sub strand, the learner should be able to; a) recognise the importance of active listening in communication. 很近、远、很远、在、方 在哪 | 1. listen to a recording and retell th main information to their peers using drawings, listening when asking and giving directions, explore the safety measures they should consider when asking for directions? | - compose sentences using vocabulary related to cardinal points for peer feedback - take turns asking and giving directions in turns using the key words 请问……, 请告诉我……., 从......到......，怎么去，去……怎 么走，……离这儿有多远?, 在哪 儿?,往前走,一直走 and 向右转/向 左转/向右拐/向左拐/往右转/往左 转/往右拐/往左拐 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Listening and Speaking | Active Listening | By the end of the sub strand, the learner should be able to; a) recognise the importance of active listening in communication. 很近、远、很远、在、方 在哪 | 1. listen to a recording and retell th main information to their peers using drawings, listening when asking and giving directions, explore the safety measures they should consider when asking for directions? | - take turns asking and giving directions in turns using the key words 请问……, 请告诉我……., 从......到......，怎么去，去……怎 么走，……离这儿有多远?, 在哪 儿?,往前走,一直走 and 向右转/向 左转/向右拐/向左拐/往右转/往左 转/往右拐/往左拐 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Listening and Speaking | Active Listening | By the end of the sub strand, the learner should be able to; a) recognise the importance of active listening in communication. 很近、远、很远、在、方 在哪 | 1. listen to a recording and retell th main information to their peers using drawings, listening when asking and giving directions, explore the safety measures they should consider when asking for directions? | - take turns asking and giving directions in turns using the key words 请问……, 请告诉我……., 从......到......，怎么去，去……怎 么走，……离这儿有多远?, 在哪 儿?,往前走,一直走 and 向右转/向 左转/向右拐/向左拐/往右转/往左 转/往右拐/往左拐 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Listening and Speaking | Active Listening | By the end of the sub strand, the learner should be able to; a) recognise the importance of active listening in communication. 很近、远、很远、在、方 在哪 | 1. listen to a recording and retell th main information to their peers using drawings, listening when asking and giving directions, explore the safety measures they should consider when asking for directions? | - take turns asking and giving directions in turns using the key words 请问……, 请告诉我……., 从......到......，怎么去，去……怎 么走，……离这儿有多远?, 在哪 儿?,往前走,一直走 and 向右转/向 左转/向右拐/向左拐/往右转/往左 转/往右拐/往左拐 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
