TOURISM

Listening and Speaking

Oral Presentation - Learning vocabulary for tourist attractions and unique features

By the end of the lesson, the learner should be able to:

- Listen to and repeat vocabulary related to tourist attractions accurately
- Articulate words for unique features and tourist destinations clearly
- Show interest in learning vocabulary about tourism

In groups, learners are guided to:

- Listen to an audio clip and repeat saying vocabulary related to unique features and tourist attractions (e.g. 河、山、博物馆、动物保护区、动物园、沙漠 etc.)
- Practise pronunciation of tourism vocabulary with correct tones
- Create flashcards with tourism vocabulary
- Match vocabulary with corresponding images

How does speaking clearly enhance effective communication about tourism?

- Audio recordings
- Digital devices
- Flashcards
- Pictures of attractions
- Charts

- Oral questions - Pronunciation tests - Observation

Listening and Speaking

Oral Presentation - Describing tourist attractions from pictures

By the end of the lesson, the learner should be able to:

- Describe tourist attractions displayed in pictures accurately
- Use acquired vocabulary to talk about unique features
- Appreciate the diversity of tourist attractions

In groups, learners are guided to:

- Look at pictures and describe the tourist attractions and destinations displayed collaboratively
- Use descriptive vocabulary to explain features of attractions
- Compare different tourist destinations
- Present descriptions to peers for feedback

What vocabulary is useful for describing tourist attractions?

- Pictures of attractions
- Flashcards
- Digital devices
- Charts
- Vocabulary lists

- Oral descriptions - Peer assessment - Observation

Listening and Speaking

Oral Presentation - Making coherent presentations using cue cards

By the end of the lesson, the learner should be able to:

- Make coherent presentations about tourist attractions using cues
- Organise information logically in oral presentations
- Value clear organisation in effective communication

In groups, learners are guided to:

- Take turns to pick cards with cues about various tourist attractions and make a coherent presentation (e.g. 内罗毕国家公园: 1. 有很多动物、比如狮子、长颈鹿、斑马 2. 在内罗毕市内)
- Structure presentations with introduction, body and conclusion
- Use transition words for logical flow
- Receive feedback on coherence and organisation

How can you organise information for a coherent oral presentation?

- Cue cards
- Pictures
- Digital devices
- Presentation rubrics
- Flashcards

- Oral presentations - Peer assessment - Self-reflection

Listening and Speaking

Oral Presentation - Telling stories about tourist destinations using non-verbal cues

By the end of the lesson, the learner should be able to:

- Tell stories about visited tourist destinations using appropriate non-verbal cues
- Demonstrate fluency when narrating travel experiences
- Acknowledge the importance of non-verbal communication

In groups, learners are guided to:

- Use pictures to tell a story about a tourist destination they visited for peers to give feedback on the use of non-verbal cues and fluency
- Incorporate gestures, facial expressions and body language
- Maintain eye contact with audience
- Adjust pace and volume for effect

How do non-verbal cues enhance storytelling about travel experiences?

- Pictures
- Recording devices
- Digital devices
- Feedback forms
- Rubrics

- Storytelling assessment - Peer feedback - Observation

Listening and Speaking

Oral Presentation - Undertaking virtual tours and presenting research

By the end of the lesson, the learner should be able to:

- Undertake virtual tours of tourist destinations in Kenya and China
- Research and present information about local tourist attractions
- Show enthusiasm for exploring and sharing tourism knowledge

In groups, learners are guided to:

- Team up with peers to undertake an online or offline virtual tour of tourist destinations and unique features in Kenya and China
- Research a local tourist attraction of their choice
- Make a logical oral presentation for peer feedback
- Compare tourism features between Kenya and China

What can we learn from virtual tours about tourist destinations in Kenya and China?

- Digital devices
- Internet access
- Virtual tour platforms
- Research materials
- Presentation rubrics

- Research presentations - Virtual tour participation - Peer assessment

Reading

Reading Fluency - Reading words and phrases about tourist attractions

By the end of the lesson, the learner should be able to:

- Read words and phrases about tourist attractions with correct pronunciation
- Pronounce Chinese characters and Pinyin accurately
- Show confidence in reading tourism vocabulary aloud

In groups, learners are guided to:

- Look at flashcards of tourist attractions and unique features with characters and corresponding Pinyin and read the words and phrases aloud (e.g. 河、山、博物馆、动物保护区、动物园、沙漠 etc.)
- Practise reading with correct tones
- Match characters with their Pinyin
- Record and evaluate own pronunciation

How can you improve reading fluency when learning tourism vocabulary?

- Flashcards
- Pinyin charts
- Audio recordings
- Digital devices
- Recording devices

- Reading aloud - Pronunciation tests - Self-assessment

Reading

Reading Fluency - Reading words and phrases about tourist attractions

By the end of the lesson, the learner should be able to:

- Read words and phrases about tourist attractions with correct pronunciation
- Pronounce Chinese characters and Pinyin accurately
- Show confidence in reading tourism vocabulary aloud

In groups, learners are guided to:

- Look at flashcards of tourist attractions and unique features with characters and corresponding Pinyin and read the words and phrases aloud (e.g. 河、山、博物馆、动物保护区、动物园、沙漠 etc.)
- Practise reading with correct tones
- Match characters with their Pinyin
- Record and evaluate own pronunciation

How can you improve reading fluency when learning tourism vocabulary?

- Flashcards
- Pinyin charts
- Audio recordings
- Digital devices
- Recording devices

- Reading aloud - Pronunciation tests - Self-assessment

Reading

Reading Fluency - Arranging story sequences and reading aloud

By the end of the lesson, the learner should be able to:

- Arrange jumbled-up story sequence cards in correct order
- Read sequenced stories aloud with fluency
- Appreciate the importance of logical sequence in narratives

In groups, learners are guided to:

- Collaboratively arrange jumbled-up story sequence cards on tourist attractions and unique features in the correct order and read aloud
- Identify clue words that indicate sequence
- Practise reading the arranged story smoothly
- Discuss how sequence affects comprehension

Why is understanding sequence important when reading about tourist destinations?

- Sequence cards
- Story texts
- Digital devices
- Charts
- Worksheets

- Sequencing activities - Reading aloud - Peer assessment

Reading

Reading Fluency - Reading with proper articulation and expression

By the end of the lesson, the learner should be able to:

- Repeat key sentences for proper articulation
- Read texts with appropriate tone, facial expression and gestures
- Value expressive reading for audience engagement

In groups, learners are guided to:

- Repeat the key sentences from the text several times for proper articulation
- Role-play reading aloud texts related to tourist attractions and unique features with the appropriate tone, facial expression, and gestures for different emotions
- Practise varying expression for different text types
- Record expressive reading for evaluation

How does expressive reading enhance comprehension and engagement?

- Reading texts
- Recording devices
- Digital devices
- Rubrics
- Role-play guides

- Articulation practice - Role-play assessment - Recording evaluation

Reading

Reading Fluency - Reviewing peers' reading and providing feedback

By the end of the lesson, the learner should be able to:

- Review peers' reading using specific criteria
- Provide constructive feedback on reading performance
- Appreciate the role of feedback in improving reading skills

In groups, learners are guided to:

- Work together to review peers' reading and give constructive feedback
- Use evaluation rubrics to assess pronunciation, fluency and expression
- Discuss specific strengths and areas for improvement
- Implement feedback in subsequent reading practice

How can peer review help improve reading fluency?

- Evaluation rubrics
- Feedback forms
- Reading passages
- Digital devices
- Notebooks

- Peer assessment - Feedback sessions - Observation

Reading

Reading Fluency - Reading passages and summarising key details

By the end of the lesson, the learner should be able to:

- Read passages describing tourist attractions fluently
- Summarise key details from reading texts
- Acknowledge the role of reading fluently in improving comprehension

In groups, learners are guided to:

- Read a short passage describing tourist attractions, then summarise the key details highlighted in the text
- Read short texts about tourist attractions and unique features and answer the questions based on the passage
- Identify main ideas and supporting details
- Present summaries to peers for discussion

How does fluent reading support comprehension of tourism texts?

- Reading passages
- Comprehension questions
- Notebooks
- Digital devices
- Summary templates

- Comprehension tests - Summary writing - Oral questions

Writing

Writing Mechanics - Matching words to correct Pinyin and characters

By the end of the lesson, the learner should be able to:

- Listen to recordings and match words to correct Pinyin and characters
- Spell Pinyin accurately for tourism vocabulary
- Show interest in accurate Pinyin spelling

In groups, learners are guided to:

- Listen to a recording related to unique features and tourist attractions and match the words to their correct Pinyin and characters
- Practise writing Pinyin with correct tone marks
- Verify spelling against reference materials
- Create vocabulary cards with Pinyin and characters

Why is accurate Pinyin spelling important in learning Chinese?

- Audio recordings
- Matching worksheets
- Pinyin guides
- Digital devices
- Vocabulary cards

- Matching exercises - Spelling tests - Observation

Writing

Writing Mechanics - Filling blanks and punctuating sentences correctly

By the end of the lesson, the learner should be able to:

- Fill in blanks with correct Pinyin
- Punctuate sentences correctly using Chinese punctuation marks
- Value the importance of punctuation in written communication

In groups, learners are guided to:

- Fill in the blanks with the correct Pinyin and punctuate the sentences correctly (e.g. Dōngfēi Dàliègǔ zài Fēizhōu)
- Identify Chinese full stops (。) and commas (，)
- Practise using punctuation in various sentences
- Compare Chinese and English punctuation marks

Why is punctuation important in writing Chinese sentences?

- Worksheets
- Punctuation guides
- Digital devices
- Sample texts
- Notebooks

- Gap filling - Punctuation exercises - Written assignments

Writing

Writing Mechanics - Researching attractions and writing punctuated sentences

By the end of the lesson, the learner should be able to:

- Research unique features and tourist attractions in Kenya and China
- Write well-punctuated sentences about favourite attractions
- Appreciate the connection between research and writing

In groups, learners are guided to:

- Research online or from various sources unique features and tourist attractions in Kenya and China
- Write well-punctuated sentences about their favourite attraction
- Use proper Chinese punctuation throughout
- Share sentences with peers for feedback

How does research enhance writing about tourist destinations?

- Online resources
- Reference materials
- Digital devices
- Notebooks
- Punctuation guides

- Research tasks - Written assignments - Peer feedback

Writing

Writing Mechanics - Researching attractions and writing punctuated sentences

By the end of the lesson, the learner should be able to:

- Research unique features and tourist attractions in Kenya and China
- Write well-punctuated sentences about favourite attractions
- Appreciate the connection between research and writing

In groups, learners are guided to:

- Research online or from various sources unique features and tourist attractions in Kenya and China
- Write well-punctuated sentences about their favourite attraction
- Use proper Chinese punctuation throughout
- Share sentences with peers for feedback

How does research enhance writing about tourist destinations?

- Online resources
- Reference materials
- Digital devices
- Notebooks
- Punctuation guides

- Research tasks - Written assignments - Peer feedback

Writing

Writing Mechanics - Inserting missing punctuation and correcting errors

By the end of the lesson, the learner should be able to:

- Insert missing punctuation in texts about tourist attractions
- Identify and correct punctuation errors in texts
- Recognise the importance of punctuation in readability

In groups, learners are guided to:

- Work collaboratively to insert missing punctuation on the text about local unique tourist attractions and features
- Read a text related to tourist attractions with punctuation errors, then identify and correct the punctuation errors
- Discuss common punctuation mistakes
- Create correctly punctuated model texts

How can you identify and correct punctuation errors in Chinese texts?

- Texts with missing punctuation
- Error-filled texts
- Digital devices
- Worksheets
- Correction guides

- Error correction - Punctuation exercises - Peer review

Writing

Writing Mechanics - Using digital devices and designing posters

By the end of the lesson, the learner should be able to:

- Use digital devices to write about favourite attractions with correct punctuation
- Design posters for tourist attractions creatively
- Show enthusiasm for creative writing about tourism

In groups, learners are guided to:

- Safely use digital devices to write about their favourite attraction or unique feature and punctuate the text correctly
- Design a poster for a tourist attraction in Kenya and present it for peer feedback
- Include key information and attractive design elements
- Display posters for class appreciation

How can digital tools enhance writing about tourist attractions?

- Digital devices
- Poster materials
- Design software
- Display boards
- Rubrics

- Digital writing - Poster assessment - Peer feedback

Grammar

Word Classes - Understanding and using the conjunction 和

By the end of the lesson, the learner should be able to:

- Identify the conjunction 和 in texts about tourist attractions
- Understand the function of 和 in listing items
- Show interest in using conjunctions for effective communication

In groups, learners are guided to:

- Identify conjunctions in texts about tourist attractions
- Discuss the meaning and function of 和
- Find examples of 和 in reading passages
- Create example sentences using 和

How does the conjunction 和 help connect ideas in Chinese sentences?

- Reading passages
- Flashcards
- Charts
- Digital devices
- Worksheets

- Identification exercises - Oral questions - Observation

Grammar

Word Classes - Using 和 to list multiple tourist attractions

By the end of the lesson, the learner should be able to:

- Use conjunction 和 to list multiple tourist attractions in sentences
- Connect nouns and phrases correctly using 和
- Appreciate the role of conjunctions in sentence fluency

In groups, learners are guided to:

- Use conjunction 和 to list multiple tourist attractions in sentences
- Practise connecting two or more items with 和
- Write sentences listing attractions in Kenya and China
- Compare usage of 和 with English conjunctions

When and how do we use 和 to list items in Chinese?

- Sentence templates
- Flashcards
- Digital devices
- Worksheets
- Charts

- Sentence construction - Written assignments - Peer review

Grammar

Word Classes - Using the 是...的 structure for emphasis

By the end of the lesson, the learner should be able to:

- Identify the 是...的 structure in sentences
- Construct sentences using 是...的 to emphasise specific information
- Value the use of emphasis structures in communication

In groups, learners are guided to:

- Identify sentence structures 是...的 in texts about tourist attractions
- Construct sentences using the 是...的 structure to emphasise specific information about attractions
- Practise emphasising time, place and manner
- Compare sentences with and without 是...的

How does the 是...的 structure help emphasise information in Chinese?

- Reading passages
- Sentence templates
- Digital devices
- Worksheets
- Charts

- Sentence construction - Identification exercises - Oral practice

Grammar

Word Classes - Completing sentences and writing paragraphs about tourism

By the end of the lesson, the learner should be able to:

- Complete sentences with appropriate conjunctions and structures
- Write short paragraphs about tourist destinations using grammar points
- Show confidence in applying grammar in extended writing

In groups, learners are guided to:

- Complete sentences with appropriate conjunctions and structures
- Write short paragraphs about tourist destinations using 和 and 是...的
- Ensure logical flow and correct grammar usage
- Exchange paragraphs with peers for review

How can you apply grammar points effectively in writing about tourism?

- Worksheets
- Writing materials
- Digital devices
- Rubrics
- Notebooks

- Gap filling - Paragraph writing - Peer assessment

Grammar

Word Classes - Discussing challenges and reviewing grammar usage

By the end of the lesson, the learner should be able to:

- Identify personal challenges in using selected grammar points
- Discuss strategies for addressing grammar difficulties
- Value collaborative learning in improving grammar accuracy

In groups, learners are guided to:

- Discuss challenges in using the selected grammar points with peers
- Share strategies for overcoming difficulties
- Create a grammar reference guide for 和 and 是...的
- Practise with additional exercises for reinforcement

What strategies can help overcome challenges in using conjunctions and sentence structures?

- Notebooks
- Grammar guides
- Digital devices
- Practice worksheets
- Feedback forms

- Discussion participation - Self-assessment - Portfolio assessment

HEALTH

Listening and Speaking

Oral Presentations - Analysing images of emotions and describing feelings

By the end of the lesson, the learner should be able to:

- Analyse images of different emotions and describe possible feelings
- Use appropriate vocabulary to express states and feelings
- Show interest in understanding emotional expressions

In groups, learners are guided to:

- Analyse images of different emotions and describe the possible feelings or states they represent
- Identify facial expressions associated with various health states
- Match emotions with appropriate Chinese vocabulary
- Discuss how emotions relate to health conditions

How can you make an oral presentation more engaging when describing emotions?

- Emotion images
- Flashcards
- Digital devices
- Charts
- Vocabulary lists

- Image analysis - Oral descriptions - Observation

Listening and Speaking

Oral Presentations - Analysing images of emotions and describing feelings

By the end of the lesson, the learner should be able to:

- Analyse images of different emotions and describe possible feelings
- Use appropriate vocabulary to express states and feelings
- Show interest in understanding emotional expressions

In groups, learners are guided to:

- Analyse images of different emotions and describe the possible feelings or states they represent
- Identify facial expressions associated with various health states
- Match emotions with appropriate Chinese vocabulary
- Discuss how emotions relate to health conditions

How can you make an oral presentation more engaging when describing emotions?

- Emotion images
- Flashcards
- Digital devices
- Charts
- Vocabulary lists

- Image analysis - Oral descriptions - Observation

Listening and Speaking

Oral Presentations - Mimicking symptoms for peers to guess conditions

By the end of the lesson, the learner should be able to:

- Mimic symptoms while peers guess and describe conditions
- Use appropriate phrases to describe health conditions
- Appreciate the use of non-verbal cues in health communication

In groups, learners are guided to:

- Mimic symptoms while peers guess and describe the conditions or diseases using appropriate phrases
- Use gestures and facial expressions to convey symptoms
- Learn vocabulary for common symptoms and conditions
- Provide accurate descriptions of guessed conditions

What strategies can help you communicate health symptoms effectively?

- Symptom cards
- Flashcards
- Digital devices
- Health vocabulary lists
- Charts

- Guessing games - Oral descriptions - Peer assessment

Listening and Speaking

Oral Presentations - Using verbal and non-verbal cues to express health state

By the end of the lesson, the learner should be able to:

- Express one's state of health using appropriate verbal and non-verbal cues
- Combine words and gestures effectively in health communication
- Value clear communication when expressing health concerns

In groups, learners are guided to:

- Take turns expressing one's state of health using appropriate verbal and non-verbal cues
- Practise using health-related vocabulary in context
- Demonstrate appropriate body language for different health states
- Receive feedback on verbal and non-verbal expression

How can verbal and non-verbal cues work together to communicate health status?

- Health vocabulary cards
- Digital devices
- Feedback forms
- Charts
- Recording devices

- Oral presentations - Peer feedback - Observation

Listening and Speaking

Oral Presentations - Describing symptoms using effective presentation skills

By the end of the lesson, the learner should be able to:

- Describe symptoms or health conditions from flashcards effectively
- Apply key elements of oral presentations to health topics
- Show confidence in presenting health information

In groups, learners are guided to:

- Work collaboratively to describe symptoms or health conditions from flashcards while applying effective oral presentation skills
- Organise descriptions logically with clear introduction and details
- Use appropriate medical vocabulary
- Present with clarity and appropriate pace

What makes an effective oral presentation about health conditions?

- Symptom flashcards
- Presentation rubrics
- Digital devices
- Charts
- Health vocabulary lists

- Flashcard presentations - Peer assessment - Self-reflection

Listening and Speaking

Oral Presentations - Role-playing conversations between patients and doctors

By the end of the lesson, the learner should be able to:

- Role-play conversations between patients and doctors effectively
- Use clear verbal expressions and non-verbal cues in medical scenarios
- Appreciate the importance of clear communication in healthcare

In groups, learners are guided to:

- Role-play a conversation between a patient and a doctor using clear verbal expressions and non-verbal cues
- Practise asking about symptoms and giving advice
- Use appropriate register for medical consultations
- Switch roles to experience both perspectives

How can clear communication improve doctor-patient interactions?

- Role-play scripts
- Medical vocabulary cards
- Digital devices
- Props
- Rubrics

- Role-play assessment - Peer feedback - Observation

Listening and Speaking

Oral Presentations - Asking questions and discussing communication strategies

By the end of the lesson, the learner should be able to:

- Ask and respond to questions expressing state of health effectively
- Discuss strategies for communicating health concerns
- Value effective communication skills for health advocacy

In groups, learners are guided to:

- Ask and respond clearly to questions expressing one's state of health effectively in turns
- Discuss strategies to effectively communicate their health concerns
- Present findings on effective health communication
- Create a guide for communicating with healthcare providers

What strategies can help you communicate your health concerns effectively?

- Question templates
- Discussion guides
- Digital devices
- Notebooks
- Presentation materials

- Q&A practice - Discussion participation - Presentation assessment

Reading

Reading for Information - Extracting key ideas from health-related texts

By the end of the lesson, the learner should be able to:

- Extract key ideas from health-related texts collaboratively
- Identify main points in health information texts
- Show interest in reading for health information

In groups, learners are guided to:

- Extract key ideas from health-related texts collaboratively
- Identify topic sentences and supporting details
- Highlight important health information
- Summarise key ideas in own words

How can skimming and scanning enhance reading comprehension and efficiency?

- Health-related texts
- Highlighters
- Digital devices
- Notebooks
- Worksheets

- Key idea identification - Summary writing - Peer discussion

Reading

Reading for Information - Highlighting and reading symptoms of diseases

By the end of the lesson, the learner should be able to:

- Highlight and read aloud symptoms of common diseases accurately
- Build vocabulary related to disease symptoms
- Appreciate the importance of accurate pronunciation in medical contexts

In groups, learners are guided to:

- Highlight and read aloud symptoms of common diseases in turns
- Practise pronunciation of medical vocabulary
- Match symptoms with corresponding diseases
- Create symptom vocabulary cards

Why is accurate reading of medical terms important?

- Health texts
- Highlighters
- Audio recordings
- Digital devices
- Flashcards

- Reading aloud - Vocabulary building - Peer assessment

Reading

Reading for Information - Skimming texts to identify disease names

By the end of the lesson, the learner should be able to:

- Skim texts to identify names of different diseases quickly
- Recognise Chinese characters for common diseases
- Value skimming as an efficient reading strategy

In groups, learners are guided to:

- Skim texts to identify the names of different diseases (e.g. 艾滋病、癌症、霍乱、疟疾、肺痨、黄热病、伤寒、精神病 etc.)
- Practise rapid identification of disease names
- Create a disease vocabulary list with characters and Pinyin
- Time skimming exercises to improve speed

How does skimming help locate specific health information quickly?

- Health texts
- Timer
- Disease vocabulary lists
- Digital devices
- Worksheets

- Timed skimming - Vocabulary tests - Observation

Reading

Reading for Information - Skimming texts to identify disease names

By the end of the lesson, the learner should be able to:

- Skim texts to identify names of different diseases quickly
- Recognise Chinese characters for common diseases
- Value skimming as an efficient reading strategy

In groups, learners are guided to:

- Skim texts to identify the names of different diseases (e.g. 艾滋病、癌症、霍乱、疟疾、肺痨、黄热病、伤寒、精神病 etc.)
- Practise rapid identification of disease names
- Create a disease vocabulary list with characters and Pinyin
- Time skimming exercises to improve speed

How does skimming help locate specific health information quickly?

- Health texts
- Timer
- Disease vocabulary lists
- Digital devices
- Worksheets

- Timed skimming - Vocabulary tests - Observation

Reading

Reading for Information - Scanning texts for specific health information

By the end of the lesson, the learner should be able to:

- Scan texts on health advice to locate specific information
- Answer comprehension questions based on scanned information
- Appreciate scanning as a targeted reading strategy

In groups, learners are guided to:

- Scan a text on health advice for a patient to locate specific information and answer comprehension questions (多喝水、打针、照片子、X光、检查、吃药)
- Practise locating key terms rapidly
- Answer questions based on scanned details
- Compare scanning effectiveness with different text types

When is scanning more effective than reading word by word?

- Health advice texts
- Comprehension questions
- Digital devices
- Worksheets
- Timer

- Scanning exercises - Comprehension tests - Self-assessment

Reading

Reading for Information - Researching ways to promote personal health

By the end of the lesson, the learner should be able to:

- Research online or offline about ways to promote personal health
- Evaluate reliability of health information sources
- Show responsibility for personal health and wellbeing

In groups, learners are guided to:

- Research online or offline about ways to promote personal health and wellbeing
- Identify credible sources of health information
- Take notes on key health promotion strategies
- Organise findings for presentation

How can you evaluate health information from different sources?

- Online resources
- Reference materials
- Digital devices
- Notebooks
- Research guides

- Research tasks - Note-taking - Source evaluation

Reading

Reading for Information - Sharing research findings using collaborative platforms

By the end of the lesson, the learner should be able to:

- Share research findings using collaborative platforms
- Engage in peer discussion about health and wellbeing
- Appreciate collaborative learning in health education

In groups, learners are guided to:

- Share findings using collaborative platforms for peer discussion
- Present research in organised manner
- Respond to peers' questions and comments
- Synthesise information from multiple presentations

How can collaborative sharing enhance understanding of health topics?

- Digital platforms
- Presentation materials
- Digital devices
- Discussion guides
- Feedback forms

- Presentation assessment - Peer discussion - Collaborative participation

Writing

Creative Writing - Using health vocabulary to write meaningful texts

By the end of the lesson, the learner should be able to:

- Use vocabulary on health to write short, meaningful texts
- Construct coherent sentences about health topics
- Show interest in expressing health ideas in writing

In groups, learners are guided to:

- Use vocabulary on health to write short, meaningful texts
- Incorporate new health vocabulary into sentences
- Ensure logical flow of ideas
- Share texts with peers for feedback

How can you use health vocabulary effectively in writing?

- Health vocabulary lists
- Writing materials
- Digital devices
- Notebooks
- Sample texts

- Written assignments - Peer feedback - Vocabulary use assessment

Writing

Creative Writing - Composing songs or poems on health themes

By the end of the lesson, the learner should be able to:

- Compose songs or poems collaboratively on health themes
- Express health messages creatively through poetry and song
- Appreciate creative writing as a tool for health education

In groups, learners are guided to:

- Compose songs or poems collaboratively on health themes (staying healthy, hygiene)
- Use rhyme and rhythm to create memorable health messages
- Incorporate health vocabulary meaningfully
- Perform compositions for the class

How can songs and poems help spread health awareness?

- Sample poems/songs
- Writing materials
- Digital devices
- Musical instruments (optional)
- Performance space

- Creative composition - Performance assessment - Peer feedback

Writing

Creative Writing - Creating charts on diseases, symptoms and prevention

By the end of the lesson, the learner should be able to:

- Create informational charts raising awareness of diseases
- Organise health information visually and clearly
- Value the role of informational writing in health education

In groups, learners are guided to:

- Work collaboratively to create informational charts raising awareness of diseases, symptoms, prevention and treatment
- Design clear and visually appealing layouts
- Include accurate health information
- Display charts for class appreciation

How can informational charts effectively communicate health messages?

- Chart materials
- Markers/colours
- Health information sources
- Digital devices
- Display boards

- Chart creation - Information accuracy - Design assessment

Writing

Creative Writing - Documenting feelings and health experiences

By the end of the lesson, the learner should be able to:

- Keep reflective journals documenting daily feelings and health experiences
- Express personal health reflections in writing
- Appreciate journaling for self-awareness and wellbeing

In groups, learners are guided to:

- Keep a reflective journal to document daily feelings and health experiences
- Write regular entries about physical and emotional health
- Reflect on patterns in health and wellbeing
- Share selected entries with peers (optional)

How can keeping a health journal support personal wellbeing?

- Journals
- Writing materials
- Digital devices
- Journal prompts
- Reflection guides

- Journal entries - Self-reflection - Portfolio assessment

Writing

Creative Writing - Displaying texts on various platforms

By the end of the lesson, the learner should be able to:

- Display texts on various platforms to foster positive writing culture
- Share health writing with wider audiences
- Value the impact of sharing health messages through writing

In groups, learners are guided to:

- Display texts on various platforms to foster a positive writing culture
- Select best work for public display
- Use digital and physical platforms for sharing
- Receive and respond to feedback on displayed work

How can sharing writing foster a positive health communication culture?

- Display boards
- Digital platforms
- Digital devices
- Writing samples
- Feedback forms

- Display quality - Platform participation - Peer feedback

Writing

Creative Writing - Displaying texts on various platforms

By the end of the lesson, the learner should be able to:

- Display texts on various platforms to foster positive writing culture
- Share health writing with wider audiences
- Value the impact of sharing health messages through writing

In groups, learners are guided to:

- Display texts on various platforms to foster a positive writing culture
- Select best work for public display
- Use digital and physical platforms for sharing
- Receive and respond to feedback on displayed work

How can sharing writing foster a positive health communication culture?

- Display boards
- Digital platforms
- Digital devices
- Writing samples
- Feedback forms

- Display quality - Platform participation - Peer feedback

Grammar

Sentence Structures - Identifying and understanding the 被 passive structure

By the end of the lesson, the learner should be able to:

- Identify passive sentences using the 被 structure in texts
- Distinguish passive from active sentences
- Show interest in learning passive voice in Chinese

In groups, learners are guided to:

- Identify passive sentences using the 被 structure and distinguish them from active ones in texts related to expressing one's state of health
- Analyse the structure O + 被 + S + V + ...
- Compare passive and active sentence meanings
- Find examples in health-related texts

Why do you employ passive voice in communication?

- Health texts
- Grammar guides
- Digital devices
- Worksheets
- Charts

- Identification exercises - Sentence analysis - Oral questions

Grammar

Sentence Structures - Finding and using the 多 + Verb structure

By the end of the lesson, the learner should be able to:

- Read passages to find and highlight 多 + Verb structure usage
- Understand the function of 多 + V for suggestions
- Appreciate the use of this structure in health advice

In groups, learners are guided to:

- Read a passage to find and highlight instances of the usage of 多 + Verb structure
- Discuss how 多 + V is used to give health suggestions
- Identify common verbs used with 多
- Create a list of 多 + V health expressions

How does the 多 + V structure help give health suggestions?

- Reading passages
- Highlighters
- Digital devices
- Grammar guides
- Worksheets

- Identification exercises - Highlighting accuracy - Oral questions

Grammar

Sentence Structures - Constructing sentences using 被 and 多 + V structures

By the end of the lesson, the learner should be able to:

- Construct correct health-related sentences using both structures
- Apply 被 and 多 + V structures accurately
- Value accurate grammar in health communication

In groups, learners are guided to:

- Use the structures O + 被 + S + V... and 多+V... to construct correct health-related sentences
- Use 多 + V structure to complete health suggestions or instructions (e.g. 多喝水 etc.)
- Practise with various health scenarios
- Check sentences for grammatical accuracy

How can you use sentence structures to give effective health advice?

- Sentence templates
- Health scenarios
- Digital devices
- Worksheets
- Grammar guides

- Sentence construction - Gap filling - Peer review

Grammar

Sentence Structures - Rewriting active sentences into passive voice using 被

By the end of the lesson, the learner should be able to:

- Rewrite active sentences into passive voice using 被
- Transform sentence structures accurately
- Appreciate the different emphasis created by passive voice

In groups, learners are guided to:

- Rewrite the given active sentences into passive voice using 被 with peers
- Compare meaning and emphasis in both versions
- Practise with various health-related sentences
- Discuss when passive voice is preferred

When is it more appropriate to use passive voice in health communication?

- Active sentences
- Worksheets
- Digital devices
- Grammar guides
- Peer review forms

- Sentence transformation - Peer assessment - Written tests

Grammar

Sentence Structures - Writing texts and reflecting on grammar challenges

By the end of the lesson, the learner should be able to:

- Write short texts on health matters incorporating the sentence structures
- Reflect on personal challenges using the structures
- Value continuous improvement in grammar accuracy

In groups, learners are guided to:

- Write short texts on health matters affecting their community incorporating the given sentence structures
- Reflect on personal challenges on the use of the given sentence structures
- Discuss strategies for improvement with peers
- Create a personal grammar improvement plan

How can reflecting on grammar challenges help improve accuracy?

- Writing materials
- Reflection guides
- Digital devices
- Notebooks
- Peer discussion guides

- Written texts - Self-reflection - Peer discussion

SCHOOL AND WORLD OF WORK

Listening and Speaking

Oral Expression - Watching clips and identifying non-verbal cues in classroom scenarios

By the end of the lesson, the learner should be able to:

- Watch audio-visual clips and identify non-verbal cues displayed
- Distinguish appropriate non-verbal cues in classroom interactions
- Show interest in understanding non-verbal communication

In groups, learners are guided to:

- Watch an audio-visual clip of various classroom-related scenarios and identify the non-verbal cues displayed collaboratively
- List different types of non-verbal cues observed
- Discuss the meaning and impact of each cue
- Categorise cues as positive or negative

How can non-verbal cues be used effectively in communication?

- Audio-visual clips
- Digital devices
- Charts
- Notebooks
- Discussion guides

- Observation - Oral discussions - Cue identification

Listening and Speaking

Oral Expression - Researching and comparing non-verbal cues across cultures

By the end of the lesson, the learner should be able to:

- Research positive and negative non-verbal cues in Kenya and China
- Compare cultural differences in non-verbal communication
- Appreciate intercultural awareness in communication

In groups, learners are guided to:

- Research online or offline on the positive and negative non-verbal cues in Kenya and China
- Share their findings for peer feedback
- Create comparison charts showing cultural differences
- Discuss implications for cross-cultural communication

How do non-verbal cues differ between Kenyan and Chinese cultures?

- Online resources
- Reference materials
- Digital devices
- Comparison charts
- Presentation materials

- Research presentations - Peer feedback - Chart creation

Listening and Speaking

Oral Expression - Giving appropriate instructions for classroom situations

By the end of the lesson, the learner should be able to:

- Give appropriate instructions for classroom situations
- Use clear and precise language for instructions
- Value clarity in giving directions

In groups, learners are guided to:

- Look at the classroom situations and give the appropriate instruction to use
- Practise giving instructions with correct pronunciation
- Use imperative forms appropriately
- Receive feedback on clarity and appropriateness

Why is it important to use appropriate language when communicating instructions?

- Classroom situation cards
- Instruction vocabulary
- Digital devices
- Flashcards
- Charts

- Instruction giving - Role plays - Peer assessment

Listening and Speaking

Oral Expression - Describing activities at different times using pictures

By the end of the lesson, the learner should be able to:

- Describe activities undertaken at different times in the classroom
- Use suitable language for different classroom contexts
- Show confidence in describing daily routines

In groups, learners are guided to:

- Use the pictures to describe the activities undertaken at different times in the classroom using suitable language
- Incorporate time expressions in descriptions
- Practise with various classroom scenarios
- Present descriptions to peers

How can pictures help describe classroom activities effectively?

- Classroom activity pictures
- Time expression charts
- Digital devices
- Flashcards
- Vocabulary lists

- Oral descriptions - Picture-based tasks - Peer assessment

Listening and Speaking

Oral Expression - Describing activities at different times using pictures

By the end of the lesson, the learner should be able to:

- Describe activities undertaken at different times in the classroom
- Use suitable language for different classroom contexts
- Show confidence in describing daily routines

In groups, learners are guided to:

- Use the pictures to describe the activities undertaken at different times in the classroom using suitable language
- Incorporate time expressions in descriptions
- Practise with various classroom scenarios
- Present descriptions to peers

How can pictures help describe classroom activities effectively?

- Classroom activity pictures
- Time expression charts
- Digital devices
- Flashcards
- Vocabulary lists

- Oral descriptions - Picture-based tasks - Peer assessment

Listening and Speaking

Oral Expression - Discussing preferred subjects for peer feedback

By the end of the lesson, the learner should be able to:

- Talk about preferred or favourite subjects at school clearly
- Express preferences using appropriate vocabulary and structures
- Appreciate constructive feedback from peers

In groups, learners are guided to:

- Take turns to talk about their preferred or favourite subjects at school for constructive feedback from peers
- Explain reasons for preferences
- Use appropriate expressions for likes and dislikes
- Receive and respond to peer feedback

How can you express your subject preferences clearly in Chinese?

- Subject vocabulary cards
- Feedback forms
- Digital devices
- Charts
- Recording devices

- Oral presentations - Peer feedback - Self-reflection

Listening and Speaking

Oral Expression - Listening to presentations and participating in role-plays

By the end of the lesson, the learner should be able to:

- Listen to peers' presentations and provide honest, constructive feedback
- Participate in classroom role-plays using appropriate non-verbal cues
- Exhibit confidence in delivering oral presentations

In groups, learners are guided to:

- Listen to peers' presentations and provide honest and constructive feedback
- Participate in classroom role-plays using appropriate non-verbal cues
- Demonstrate active listening skills
- Apply feedback received to improve own presentations

How does active listening improve communication in classroom settings?

- Role-play scenarios
- Feedback forms
- Digital devices
- Rubrics
- Recording devices

- Role-play assessment - Feedback quality - Active listening observation

Reading

Reading Comprehension - Reading sentences and inferring meanings of unfamiliar words

By the end of the lesson, the learner should be able to:

- Read simple sentences on classroom activities and identify unfamiliar words
- Infer the meaning of words from the context
- Show interest in vocabulary building through reading

In groups, learners are guided to:

- Read simple sentences on activities undertaken at different times in the classroom, highlight unfamiliar words, and discuss the possible meaning of the words
- Use context clues to make educated guesses
- Verify inferences with dictionary or teacher
- Record new vocabulary with meanings

What strategies can you use to improve comprehension of texts?

- Reading passages
- Highlighters
- Dictionaries
- Digital devices
- Vocabulary notebooks

- Word identification - Inference exercises - Vocabulary tests