| 1 | 1 | Reading | Reading Fluency | By the end of the sub strand, the learner should be able to; a) infer the meaning of given vocabulary in various contexts | 1. How can we articulate sentences clearly when reading? | - identify vocabulary related to activities that are undertaken during different weather conditions (游泳、钓鱼、买东 西、爬山、散步、骑自行车、播种、 收获、看到动物、做饭) and give their meaning - work with peers to create a word wall with the acquired vocabulary - repeat reading sentences on the various activities undertaken during different weather conditions and seasons (下雨 天、晴天、旱季、雨季) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Reading | Reading Fluency | By the end of the sub strand, the learner should be able to; a) articulate sentences clearly when reading b) acknowledge the importance of paying attention to punctuation marks when reading | 1. How can we articulate sentences clearly when reading? | - rearrange jumbled up sentences and read them out loud in turns - play a reading marathon with peers to read the short passages given with the correct and give each other feedback - read aloud a text paying attention to the punctuation marks for critique by peer | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Reading | Reading Fluency | By the end of the sub strand, the learner should be able to; a) acknowledge the importance of paying attention to punctuation marks when reading | 1. How can we articulate sentences clearly when reading? | - read aloud a text paying attention to the punctuation marks for critique by peer | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Reading | Reading Fluency | By the end of the sub strand, the learner should be able to; a) acknowledge the importance of paying attention to punctuation marks when reading | 1. How can we articulate sentences clearly when reading? | - read aloud a text paying attention to the punctuation marks for critique by peer | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Reading | Reading for Fluency | By the end of the sub strand, the learner should be able to; a) read vocabulary related to direction and location at an appropriate pace | 1. How does reading fluently effectively improve communication skills? | - read out vocabulary on locations and directions to each other with a consistent pace (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) - work jointly to describe the direction and location of things/places using cardinal points 北方、南方、东方、西方、东北 方、西北方、东南方、西南方at an appropriate pace - read short texts on direction and location and answer the corresponding questions | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Reading | Reading for Fluency | By the end of the sub strand, the learner should be able to; a) read texts fluently for comprehension b) exhibit interest in reading texts with appropriate pace and expression to convey meaning | 1. How does reading fluently effectively improve communication skills? | - take turns to role play asking and giving directions in their locality using phrases 从......到...... 、怎么 去、去……怎么走、……离这儿 有多远? 、 在哪儿? 、 在哪里? - play follow the leader game by reading instructions for peers to get to specific directions using the vocabulary acquired - discuss and share how directional vocabulary are used in their day to day life | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Reading | Reading for Fluency | By the end of the sub strand, the learner should be able to; a) exhibit interest in reading texts with appropriate pace and expression to convey meaning | 1. How does reading fluently effectively improve communication skills? | - discuss and share how directional vocabulary are used in their day to day life | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Reading | Reading for Fluency | By the end of the sub strand, the learner should be able to; a) exhibit interest in reading texts with appropriate pace and expression to convey meaning | 1. How does reading fluently effectively improve communication skills? | - discuss and share how directional vocabulary are used in their day to day life | 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) list words and phrases related to the theme from texts b) write simple sentences on various contexts using clear and legible handwriting c) value the role of legible handwriting in communication | 1. How can we enhance handwriting in Chinese? 2. make scrap book of one’s best friend and share with peers for feedback, jointly discuss and outline the role of formal, polite greetings in improving communication? | - listen to an audio recording on formal Chinese greetings and write them down (您 好、早上好、下午好、晚上好、老师 好、幸会) - match pictures with descriptions on introduction of self and other’s (name, age, origin, place of residence, nationality and language spoken) - work jointly to write sentence using 来 自...... (e.g. 我来自肯尼亚的西部) - introduce oneself and friend in writing mentioning name, age, origin, place of residence , nationality and language spoken ( e.g. 您好/早上好/下午好/晚上好/老师 好，我朋友叫......，来自肯尼亚的西部， 她住在……，她今年......岁，她会说英 语。很高兴认识您/幸会!) | 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) list words and phrases related to the theme from texts b) write simple sentences on various contexts using clear and legible handwriting c) value the role of legible handwriting in communication | 1. How can we enhance handwriting in Chinese? 2. make scrap book of one’s best friend and share with peers for feedback, jointly discuss and outline the role of formal, polite greetings in improving communication? | - listen to an audio recording on formal Chinese greetings and write them down (您 好、早上好、下午好、晚上好、老师 好、幸会) - match pictures with descriptions on introduction of self and other’s (name, age, origin, place of residence, nationality and language spoken) - work jointly to write sentence using 来 自...... (e.g. 我来自肯尼亚的西部) - introduce oneself and friend in writing mentioning name, age, origin, place of residence , nationality and language spoken ( e.g. 您好/早上好/下午好/晚上好/老师 好，我朋友叫......，来自肯尼亚的西部， 她住在……，她今年......岁，她会说英 语。很高兴认识您/幸会!) | 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) list words and phrases related to the theme from texts b) write simple sentences on various contexts using clear and legible handwriting c) value the role of legible handwriting in communication | 1. How can we enhance handwriting in Chinese? 2. make scrap book of one’s best friend and share with peers for feedback, jointly discuss and outline the role of formal, polite greetings in improving communication? | - listen to an audio recording on formal Chinese greetings and write them down (您 好、早上好、下午好、晚上好、老师 好、幸会) - match pictures with descriptions on introduction of self and other’s (name, age, origin, place of residence, nationality and language spoken) - work jointly to write sentence using 来 自...... (e.g. 我来自肯尼亚的西部) - introduce oneself and friend in writing mentioning name, age, origin, place of residence , nationality and language spoken ( e.g. 您好/早上好/下午好/晚上好/老师 好，我朋友叫......，来自肯尼亚的西部， 她住在……，她今年......岁，她会说英 语。很高兴认识您/幸会!) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Writing | Guided Writing | By the end of the sub strand, the learner should be able to; a) outline the rules of writing Chinese characters b) apply rules of writing Chinese characters in simple texts c) appreciate the role of using rules of writing for consistency and readability of texts | 1. Why is it important to follow the rules of writing Chinese characters? | - search online or offline the rules of writing Chinese characters and list them down - watch an audio visual clip modelling the rules of writing and practise writing the given words - work together to categorise titles of nuclear and extended family into paternal and maternal members - match pictures of various profession to their places of work (e.g. 老师 to 学校 etc.) - fill a crossword puzzle with the names of different professions collaboratively - describe their nuclear and extended family members in writing ( names, age , profession and places of work) - create online presentations of the family descriptions and share their creative works with peers - discuss how to address the challenges they faced while creating the presentations using digital devices | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Writing | Guided Writing | By the end of the sub strand, the learner should be able to; a) outline the rules of writing Chinese characters b) apply rules of writing Chinese characters in simple texts c) appreciate the role of using rules of writing for consistency and readability of texts | 1. Why is it important to follow the rules of writing Chinese characters? | - search online or offline the rules of writing Chinese characters and list them down - watch an audio visual clip modelling the rules of writing and practise writing the given words - work together to categorise titles of nuclear and extended family into paternal and maternal members - match pictures of various profession to their places of work (e.g. 老师 to 学校 etc.) - fill a crossword puzzle with the names of different professions collaboratively - describe their nuclear and extended family members in writing ( names, age , profession and places of work) - create online presentations of the family descriptions and share their creative works with peers - discuss how to address the challenges they faced while creating the presentations using digital devices | 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) outline the rules of writing Chinese characters b) apply rules of writing Chinese characters in simple texts c) appreciate the role of using rules of writing for consistency and readability of texts | 1. Why is it important to follow the rules of writing Chinese characters? | - search online or offline the rules of writing Chinese characters and list them down - watch an audio visual clip modelling the rules of writing and practise writing the given words - work together to categorise titles of nuclear and extended family into paternal and maternal members - match pictures of various profession to their places of work (e.g. 老师 to 学校 etc.) - fill a crossword puzzle with the names of different professions collaboratively - describe their nuclear and extended family members in writing ( names, age , profession and places of work) - create online presentations of the family descriptions and share their creative works with peers - discuss how to address the challenges they faced while creating the presentations using digital devices | 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) distinguish meaning of key words and phrases in texts b) apply acquired vocabulary appropriately in written texts c) exhibit interest in using acquired vocabulary accurately for effective communication | 1. How can writing fluency be enhanced? | - fill in the word puzzle with the appropriate names of pets, farm and wild animals collaboratively - complete the sentences on pets, farm and wild animals with the correct words and phrases collaboratively - match descriptions of animals to corresponding pictures with peers - use the pictures provide to write short descriptions of the animals in terms of their physical appearance, size and characters (e.g. 我小狗的眼睛很大， 牙齿很白。） - describe their favourite animal/pet and combine their writing with visual arts to create mixed media displays - present their artworks in a gallery wall for peer mentorship and feedback - brainstorm and present their findings on how animals are valuable in the community | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
