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Wk
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Ls n
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Strand/The me
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Sub strand
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Specific learning outcomes
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Key inquiry Questions
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Learning experiences
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Learning Resources
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Assessment methods
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Ref l
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1
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1
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Listening and Speaking
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School
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By the end of the sub strand the learner should be able to:
- describe school activities using appropriate vocabulary and language structures,
- Demonstrate responsible behaviour in taking care of the school.
- Appreciate the importance of school
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What can you do to make your school better?
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Learners
- listen to an audio and match school activities to pictures,
- record each other talking about their favourite school activities and present to peers,
- create and present short poems, raps and songs about their school,
- discuss ways of taking care of their school.
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- Audio and video recordings
- TV
- Projectors
- Smart boards
- DVD players
- Smartphones
- Laptops
- Radios
- Course Books
- Listening texts
- Internet
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- Observations
- Discussions
- Quizzes
- Role play
- Multiple choice
- Questionnaires
- Tests
- Portfolios
- Projects
- Standardized Tests
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2
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Leisure Time Activities
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By the end of the sub strand the learner should be able to:
- discuss leisure time activities using appropriate vocabulary and language structures,
- distinguish between positive and negative leisure time activities for character development,
- Demonstrate appreciation of the role of leisure time activities in developing talent.
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How do you spend your free time?
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Learners
- listen to background sounds of activities and identify the activity,
- pantomime hobbies and their peers guess what they are,
- talk about their likes and dislikes in leisure time activities in pairs/groups,
- research on extra leisure time activities using various sources (dictionaries/online sources/resource persons) and present to peers,
- discuss the importance of engaging in appropriate leisure time activities
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- Audio and video recordings
- TV
- Projectors
- Smart boards
- DVD players
- Smartphones
- Laptops
- Radios
- Course Books
- Listening texts
- Internet
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- Observations
- Discussions
- Quizzes
- Role play
- Multiple choice
- Questionnaires
- Tests
- Portfolios
- Projects
- Standardized Tests
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2
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1
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Leisure Time Activities
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By the end of the sub strand the learner should be able to:
- discuss leisure time activities using appropriate vocabulary and language structures,
- distinguish between positive and negative leisure time activities for character development,
- Demonstrate appreciation of the role of leisure time activities in developing talent.
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How do you spend your free time?
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Learners
- listen to background sounds of activities and identify the activity,
- pantomime hobbies and their peers guess what they are,
- talk about their likes and dislikes in leisure time activities in pairs/groups,
- research on extra leisure time activities using various sources (dictionaries/online sources/resource persons) and present to peers,
- discuss the importance of engaging in appropriate leisure time activities
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- Audio and video recordings
- TV
- Projectors
- Smart boards
- DVD players
- Smartphones
- Laptops
- Radios
- Course Books
- Listening texts
- Internet
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- Observations
- Discussions
- Quizzes
- Role play
- Multiple choice
- Questionnaires
- Tests
- Portfolios
- Projects
- Standardized Tests
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2
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Leisure Time Activities
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By the end of the sub strand the learner should be able to:
- discuss leisure time activities using appropriate vocabulary and language structures,
- distinguish between positive and negative leisure time activities for character development,
- Demonstrate appreciation of the role of leisure time activities in developing talent.
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How do you spend your free time?
|
Learners
- listen to background sounds of activities and identify the activity,
- pantomime hobbies and their peers guess what they are,
- talk about their likes and dislikes in leisure time activities in pairs/groups,
- research on extra leisure time activities using various sources (dictionaries/online sources/resource persons) and present to peers,
- discuss the importance of engaging in appropriate leisure time activities
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- Audio and video recordings
- TV
- Projectors
- Smart boards
- DVD players
- Smartphones
- Laptops
- Radios
- Course Books
- Listening texts
- Internet
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- Observations
- Discussions
- Quizzes
- Role play
- Multiple choice
- Questionnaires
- Tests
- Portfolios
- Projects
- Standardized Tests
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3
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1
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Leisure Time Activities
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By the end of the sub strand the learner should be able to:
- discuss leisure time activities using appropriate vocabulary and language structures,
- distinguish between positive and negative leisure time activities for character development,
- Demonstrate appreciation of the role of leisure time activities in developing talent.
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How do you spend your free time?
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Learners
- listen to background sounds of activities and identify the activity,
- pantomime hobbies and their peers guess what they are,
- talk about their likes and dislikes in leisure time activities in pairs/groups,
- research on extra leisure time activities using various sources (dictionaries/online sources/resource persons) and present to peers,
- discuss the importance of engaging in appropriate leisure time activities
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- Audio and video recordings
- TV
- Projectors
- Smart boards
- DVD players
- Smartphones
- Laptops
- Radios
- Course Books
- Listening texts
- Internet
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- Observations
- Discussions
- Quizzes
- Role play
- Multiple choice
- Questionnaires
- Tests
- Portfolios
- Projects
- Standardized Tests
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2
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Foodstuff
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By the end of the sub strand the learner should be able to:
- describe foodstuff using appropriate vocabulary,
- name the various categories of food items
- appreciate the importance of healthy eating habits
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What is your favorite food and why?
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Learners
- categorize foodstuff (Obst, Gemüse, Getränke, etc.),
- listen and repeat the names of foodstuff according to the gender (der, die, das),
- listen and repeat the plural forms of foodstuff and place them according to categories of plurals (-e, -s, es, - usw.) in pairs/groups,
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- Audio and video recordings
- TV
- Projectors
- Smart boards
- DVD players
- Smartphones
- Laptops
- Radios
- Course Books
- Listening texts
- Internet
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- Observations
- Discussions
- Quizzes
- Role play
- Multiple choice
- Questionnaires
- Tests
- Portfolios
- Projects
- Standardized Tests
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4
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1
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Foodstuff
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By the end of the sub strand the learner should be able to:
- describe foodstuff using appropriate vocabulary,
- name the various categories of food items
- appreciate the importance of healthy eating habits
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What is your favourite food and why?
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Learners
- categorize foodstuff (Obst, Gemüse, Getränke, etc.),
- listen and repeat the names of foodstuff according to the gender (der, die, das),
- listen and repeat the plural forms of foodstuff and place them according to categories of plurals (-e, -s, es, - usw.) in pairs/groups,
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- Audio and video recordings
- TV
- Projectors
- Smart boards
- DVD players
- Smartphones
- Laptops
- Radios
- Course Books
- Listening texts
- Internet
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- Observations
- Discussions
- Quizzes
- Role play
- Multiple choice
- Questionnaires
- Tests
- Portfolios
- Projects
- Standardized Tests
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|
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2
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Foodstuff
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By the end of the sub strand the learner should be able to:
- describe foodstuff using appropriate vocabulary,
- name the various categories of food items
- appreciate the importance of healthy eating habits
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What is your favourite food and why?
|
Learners
- categorize foodstuff (Obst, Gemüse, Getränke, etc.),
- listen and repeat the names of foodstuff according to the gender (der, die, das),
- listen and repeat the plural forms of foodstuff and place them according to categories of plurals (-e, -s, es, - usw.) in pairs/groups,
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- Audio and video recordings
- TV
- Projectors
- Smart boards
- DVD players
- Smartphones
- Laptops
- Radios
- Course Books
- Listening texts
- Internet
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- Observations
- Discussions
- Quizzes
- Role play
- Multiple choice
- Questionnaires
- Tests
- Portfolios
- Projects
- Standardized Tests
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5
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1
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Foodstuff
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By the end of the sub strand the
learner should be able to:
- describe foodstuff using appropriate vocabulary,
- name the various categories of food items
- appreciate the importance of healthy eating habits
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What is your
favourite food and why?
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- describe food using the indefinite article in nominative (Das ist eine Mango/ein Brot/ein Apfel),
- Talk about the foods eaten at different mealtimes (breakfast, lunch, supper), z. B.
- (Ich esse eine Mango/ein Brot/einen Apfel),
- research (online) and find out foodstuff that are foreign to their culture,
- discuss the need for healthy eating habits
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- Audio and video recordings
- TV
- Projectors
- Smart boards
- DVD players
- Smartphones
- Laptops
- Radios
- Course Books
- Listening texts
- Internet
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- Observations
- Discussions
- Quizzes
- Role play
- Multiple choice
- Questionnaires
- Tests
- Portfolios
- Projects
- Standardized Tests
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|
|
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2
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Foodstuff
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By the end of the sub strand the learner should be able to:
- describe foodstuff using appropriate vocabulary,
- name the various categories of food items
- appreciate the importance of healthy eating habits
|
What is your favourite food and why?
|
- describe food using the indefinite article in nominative (Das ist eine Mango/ein Brot/ein Apfel),
- Talk about the foods eaten at different mealtimes (breakfast, lunch, supper), z. B.
- (Ich esse eine Mango/ein Brot/einen Apfel),
- research (online) and find out foodstuff that are foreign to their culture,
- discuss the need for healthy eating habits
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- Audio and video recordings
- TV
- Projectors
- Smart boards
- DVD players
- Smartphones
- Laptops
- Radios
- Course Books
- Listening texts
- Internet
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- Observations
- Discussions
- Quizzes
- Role play
- Multiple choice
- Questionnaires
- Tests
- Portfolios
- Projects
- Standardized Tests
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6
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1
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READING
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Greetings, introduction
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By the end of the sub strand the learner should be able to:
- read simple texts at an appropriate speed,
- read aloud short texts with the correct pronunciation and intonation,
- Develop reading skills for enjoyment.
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1. What do you read?
2. Why is reading important?
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Learners
- read along to recorded texts on informal greetings based on dialects from German speaking countries,
- match greetings to specific Germanspeaking countries (regions) and readaloud,
- read conversations in pairs/groups on informal greeting and introduction.
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- Magazines
- Course and work books
- Cross word puzzles
- Maps
- Reading texts
- Charts
- Posters
- Flash Cards
- Drawings
- Pictures
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- Reading for fluency
- Filling in crossword puzzles
- Observations
- Discussions
- Quizzes
- Multiple choice
- Questionnaires
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|
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2
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Greetings, introduction
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By the end of the sub strand the learner should be able to:
- read simple texts at an appropriate speed,
- read aloud short texts with the correct pronunciation and intonation,
- Develop reading skills for enjoyment.
|
1. What do you read?
2. Why is reading important?
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Learners
- read along to recorded texts on informal greetings based on dialects from German speaking countries,
- match greetings to specific Germanspeaking countries (regions) and readaloud,
- read conversations in pairs/groups on informal greeting and introduction.
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- Magazines
- Course and work books
- Cross word puzzles
- Maps
- Reading texts
- Charts
- Posters
- Flash Cards
- Drawings
- Pictures
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- Reading for fluency
- Filling in crossword puzzles
- Observations
- Discussions
- Quizzes
- Multiple choice
- Questionnaires
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7
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1
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Greetings, introduction
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By the end of the sub strand the learner should be able to:
- read simple texts at an appropriate speed,
- read aloud short texts with the correct pronunciation and intonation,
- Develop reading skills for enjoyment.
|
1. What do you read?
2. Why is reading important?
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Learners
- read along to recorded texts on informal greetings based on dialects from German speaking countries,
- match greetings to specific Germanspeaking countries (regions) and readaloud,
- read conversations in pairs/groups on informal greeting and introduction.
|
- Magazines
- Course and work books
- Cross word puzzles
- Maps
- Reading texts
- Charts
- Posters
- Flash Cards
- Drawings
- Pictures
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- Reading for fluency
- Filling in crossword puzzles
- Observations
- Discussions
- Quizzes
- Multiple choice
- Questionnaires
|
|
|
|
2
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Greetings, introduction
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By the end of the sub strand the learner should be able to:
- read simple texts at an appropriate speed,
- read aloud short texts with the correct pronunciation and intonation,
- Develop reading skills for enjoyment.
|
1. What do you read?
2. Why is reading important?
|
Learners
- read along to recorded texts on informal greetings based on dialects from German speaking countries,
- match greetings to specific Germanspeaking countries (regions) and readaloud,
- read conversations in pairs/groups on informal greeting and introduction.
|
- Magazines
- Course and work books
- Cross word puzzles
- Maps
- Reading texts
- Charts
- Posters
- Flash Cards
- Drawings
- Pictures
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- Reading for fluency
- Filling in crossword puzzles
- Observations
- Discussions
- Quizzes
- Multiple choice
- Questionnaires
|
|
|
8
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1
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Numbers, months of the year
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By the end of the sub strand, the learner should be able to:
- read simple texts at an appropriate speed,
- read aloud short texts with the correct pronunciation and intonation,
- Develop reading skills for enjoyment.
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Why is it important to read numbers correctly?
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Learners
- read out aloud numbers up to one hundred (100),
- read flash cards with numbers (in numerals and words),
- read out any numbers to a partner who writes them down,
- read and sequence jumbled up months of the year in pairs/ groups,
- find the months of the year hidden in a puzzle and read out aloud
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- Magazines
- Course and work books
- Cross word puzzles
- Maps
- Reading texts
- Charts
- Posters
- Flash Cards
- Drawings
- Pictures
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- Reading for fluency
- Filling in crossword puzzles
- Observations
- Discussions
- Quizzes
- Multiple choice
- Questionnaires
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|
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2
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Phonological Awareness
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By the end of the sub strand the learner should be able to:
- combine syllables correctly while reading,
- articulate sounds and words correctly while reading aloud
- Appreciate the role correct articulation plays in communication.
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Why is correct pronunciation of words and sounds important?
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Learners
- read out aloud in turns words with typical German sound combinations (eu, ei, au, ai, th…),
- listen and read along to recorded audio words with long and short sounds (i, ie,etc.),
- search in the dictionary/online for words
- with long/short sounds, write them down and read them aloud,
- identify individual areas of difficulty in pronunciation and practice in pairs.
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- Magazines
- Course and work books
- Cross word puzzles
- Maps
- Reading texts
- Charts
- Posters
- Flash Cards
- Drawings
- Pictures
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- Reading for fluency
- Filling in crossword puzzles
- Observations
- Discussions
- Quizzes
- Multiple choice
- Questionnaires
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|
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9
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1
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Describing people, food and
drinks
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By the end of the sub strand the learner should be able to:
- read simple texts at an appropriate speed,
- read aloud short texts with the correct pronunciation and intonation,
- Develop reading skills for enjoyment.
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How do you describe people, food and drinks?
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Learners
- read simple texts on descriptions of people, food and drinks and share with peers the main information,
- read texts and underline unfamiliar words,
- read texts and isolate sentences that describe people, food and drinks,
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- Magazines
- Course and work books
- Cross word puzzles
- Maps
- Reading texts
- Charts
- Posters
- Flash Cards
- Drawings
- Pictures
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- Reading for fluency
- Filling in crossword puzzles
- Observations
- Discussions
- Quizzes
- Multiple choice
- Questionnaires
|
|
|
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2
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Describing people, food and
drinks
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By the end of the sub strand the learner should be able to:
- read simple texts at an appropriate speed,
- read aloud short texts with the correct pronunciation and intonation,
- Develop reading skills for enjoyment.
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How do you describe people, food and drinks?
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- read descriptions of people, food and drinks with the correct pronunciation and intonation (z.B. der Apfel ist grün),
- draw, colour/paint, people, food and drinks and describe them in pairs/groups.
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- Magazines
- Course and work books
- Cross word puzzles
- Maps
- Reading texts
- Charts
- Posters
- Flash Cards
- Drawings
- Pictures
s
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- Reading for fluency
- Filling in crossword puzzles
- Observations
- Discussions
- Quizzes
- Multiple choice
- Questionnaires
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|
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10
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1
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|
School
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By the end of the sub strand the learner should be able to:
- read simple texts at an appropriate speed,
- read aloud short texts with the correct pronunciation and intonation,
- Develop reading skills for enjoyment.
|
What do you like/not like in your school?
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Learners
- read words, simple sentences and short texts on favourite school activities and answer questions,
- read aloud with correct pronunciation and intonation,
- search for and read hidden school activities in a puzzle,
- read short simple poems and sing songs about taking care of their school in pairs/groups,
- search online for school activities learners in schools in Germany engage in.
|
- Magazines
- Course and work books
- Cross word puzzles
- Maps
- Reading texts
- Charts
- Posters
- Flash Cards
- Drawings
- Pictures
|
- Reading for fluency
- Filling in crossword puzzles
- Observations
- Discussions
- Quizzes
- Multiple choice
- Questionnaires
|
|
|
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2
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|
School
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By the end of the sub strand the learner should be able to:
- read simple texts at an appropriate speed,
- read aloud short texts with the correct pronunciation and intonation,
- Develop reading skills for enjoyment.
|
What do you like/not like in your school?
|
Learners
- read words, simple sentences and short texts on favourite school activities and answer questions,
- read aloud with correct pronunciation and intonation,
- search for and read hidden school activities in a puzzle,
- read short simple poems and sing songs about taking care of their school in pairs/groups,
- search online for school activities learners in schools in Germany engage in.
|
- Magazines
- Course and work books
- Cross word puzzles
- Maps
- Reading texts
- Charts
- Posters
- Flash Cards
- Drawings
- Pictures
|
- Reading for fluency
- Filling in crossword puzzles
- Observations
- Discussions
- Quizzes
- Multiple choice
- Questionnaires
|
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11
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ASSESSMENT
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