SOCIAL LIFE

Listening and Speaking

Phonological Awareness - Sound and tone discrimination in kinship terms
Phonological Awareness - Blending syllables and rhyming words

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

- Discriminate syllables in keywords and phrases related to family members
- Identify and articulate initials and finals accurately
- Show interest in learning Chinese sounds for effective communication

- Combine initials, finals and tones to form words and phrases
- Identify rhyming patterns in Chinese words
- Appreciate the role of blending in vocabulary building

In groups, learners are guided to:

- Listen to an audio clip on kinship terms for nuclear and extended family members, then identify and say the initials and finals (e.g. 妈妈、姐妹、奶奶、阿姨)
- Categorise titles of nuclear and extended family members and accurately identify the tones in each word and phrase (e.g. 哥哥、弟弟、外婆)
- Practise pronouncing initials and finals with correct tones
- Peer review pronunciation for accuracy

- Combine flashcards of initials, finals, and tones to form words and phrases related to professions and say them out loud (e.g. yī+shēng= yīshēng; lǎo + shī= lǎoshī)
- Work collaboratively to sort words and phrases, forming compound words related to places of work and read them in turns (e.g. 图书 + 馆 = 图书馆; 办公 + 室 = 办公室)
- Identify words that rhyme in poems about family
- Create word cards showing blending patterns

Why is speaking clearly important in communication?
How does blending syllables help in learning Chinese vocabulary?

- Audio recordings
- Digital devices
- Flashcards
- Charts on initials and finals
- Tone charts

- Flashcards
- Word cards
- Charts
- Digital devices
- Audio recordings

- Oral questions - Observation - Peer assessment
- Word formation exercises - Matching activities - Peer assessment

Listening and Speaking

Phonological Awareness - Composing and reciting poems about family

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

- Compose simple poems about family members using correct tones
- Recite poems with appropriate pronunciation and expression
- Value the beauty of Chinese language in poetry

In groups, learners are guided to:

- Compose and recite a poem about members of their nuclear and extended family with correct tones to convey meaning
- Practise recitation with appropriate tone, rhythm and expression
- Listen to peers recite and provide constructive feedback
- Record recitations for self-assessment

How can poetry help improve pronunciation and tone accuracy?

- Sample poems
- Recording devices
- Digital devices
- Rubrics
- Audio recordings

- Poetry recitation - Peer assessment - Recording assessment

Listening and Speaking

Phonological Awareness - Oral introduction of family members

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

- Introduce family members stating relevant details clearly
- Express ideas clearly in spoken language using acquired vocabulary
- Appreciate the role of speaking clearly to convey different meanings

In groups, learners are guided to:

- Take turns introducing their family members, stating their title, age, nationality, residence, profession, and place of work (e.g. 我叔叔叫__。他今年40岁。他是肯尼亚人,住在美国。他是医生,在医院工作。)
- Describe a family member clearly without revealing the relationship as others guess who it is
- Record themselves on various platforms, focusing on speaking clarity
- Share recordings for peer feedback and review

Why is clear pronunciation important when introducing family members?

- Recording devices
- Digital devices
- Family photos
- Flashcards
- Feedback forms

- Oral presentations - Recording assessment - Peer assessment

Reading

Reading Aloud - Reading kinship terms for family members

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

- Read aloud kinship terms for nuclear and extended family members accurately
- Pronounce Chinese characters and Pinyin correctly
- Show confidence in reading aloud Chinese texts

In groups, learners are guided to:

- Read aloud kinship terms for nuclear and extended family members with correct pronunciation
- Practise reading texts with Pinyin and Chinese characters accurately
- Match kinship terms with their Pinyin and practise reading
- Listen to model readings and imitate pronunciation

How can reading aloud improve pronunciation skills?

- Kinship terms charts
- Pinyin guides
- Audio recordings
- Flashcards
- Digital devices

- Reading aloud - Pronunciation tests - Observation

Reading

Reading Aloud - Reading passages about family members fluently

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

- Read passages describing family members fluently
- Maintain appropriate pace and rhythm when reading
- Value the importance of fluency in reading comprehension

In groups, learners are guided to:

- Read passages describing nuclear and extended family members fluently and confidently
- Practise reading at appropriate pace and speed
- Focus on smooth transitions between phrases and sentences
- Time reading sessions to monitor pace improvement

What strategies can help improve reading fluency in Chinese?

- Reading passages
- Timers
- Audio recordings
- Digital devices
- Coursebooks

- Timed reading - Fluency assessment - Self-assessment

Reading

Reading Aloud - Reading passages about family members fluently
Reading Aloud - Peer reviewing reading for expression and pronunciation

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

- Read passages describing family members fluently
- Maintain appropriate pace and rhythm when reading
- Value the importance of fluency in reading comprehension

- Evaluate peers' reading for rhythm, pace, expression and pronunciation
- Provide constructive feedback on reading performance
- Appreciate the value of peer feedback in improving reading skills

In groups, learners are guided to:

- Read passages describing nuclear and extended family members fluently and confidently
- Practise reading at appropriate pace and speed
- Focus on smooth transitions between phrases and sentences
- Time reading sessions to monitor pace improvement

- Peer review reading aloud for rhythm, pace, expression and pronunciation
- Use evaluation criteria to assess peers' reading
- Provide specific and constructive feedback
- Discuss strategies for improvement based on feedback received

What strategies can help improve reading fluency in Chinese?
How can peer feedback help improve reading aloud skills?

- Reading passages
- Timers
- Audio recordings
- Digital devices
- Coursebooks

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

- Timed reading - Fluency assessment - Self-assessment
- Peer assessment - Feedback sessions - Observation

Reading

Reading Aloud - Recording reading to track progress

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

- Record reading sessions to monitor progress
- Analyse recordings to identify areas for improvement
- Show commitment to continuous improvement in reading

In groups, learners are guided to:

- Record reading to track progress over time
- Listen to recordings and self-evaluate using set criteria
- Compare earlier and later recordings to note improvement
- Create a reading portfolio documenting progress

Why is it important to track and reflect on reading progress?

- Recording devices
- Digital devices
- Portfolio folders
- Self-assessment rubrics
- Audio files

- Recording assessment - Portfolio assessment - Self-assessment

Writing

Orthography - Writing basic strokes of Chinese characters

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

- Identify and write basic strokes of Chinese characters correctly
- Follow proper stroke techniques for character formation
- Show interest in learning Chinese character writing

In groups, learners are guided to:

- Imitate writing the basic strokes of Chinese characters for mastery (横 héng、竖 shù、点 diǎn、撇 piě、捺 nà、提 tí)
- Practise each stroke type multiple times for muscle memory
- Compare strokes with model examples
- Identify strokes in common Chinese characters

What are the basic strokes used in writing Chinese characters?

- Stroke charts
- Writing guides
- Practice sheets
- Digital devices
- Writing brushes/pens

- Stroke practice - Observation - Written assignments

Writing

Orthography - Copying Chinese characters and kinship terms

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

- Copy Chinese characters from model texts accurately
- Write kinship terms following correct stroke order rules
- Value neat and legible handwriting in Chinese

In groups, learners are guided to:

- Copy Chinese characters from a model text related to nuclear and extended family members
- Write kinship terms for nuclear and extended family members following the correct rules of writing Chinese characters (e.g. 妈妈、姐妹、奶奶、阿姨、外婆)
- Check stroke order using character guides
- Practise writing in grid notebooks for proper spacing

Why should you write clearly and legibly in Chinese?

- Model texts
- Grid notebooks
- Stroke order guides
- Flashcards
- Digital devices

- Character writing - Handwriting assessment - Peer review

Writing

Orthography - Arranging words and writing texts about family

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

- Arrange words to form grammatically correct sentences
- Write simple texts introducing family members
- Appreciate the importance of correct word order in Chinese

In groups, learners are guided to:

- Arrange the set of words in Chinese characters to form grammatically correct sentences
- Write simple texts introducing their nuclear and extended family members, stating their title, age, nationality, residence, profession, and place of work
- Use picture prompts to write short descriptions about their family members
- Review sentence structure for accuracy

How do you construct grammatically correct sentences in Chinese?

- Word cards
- Picture prompts
- Writing materials
- Notebooks
- Digital devices

- Sentence construction - Written assignments - Peer assessment

Writing
Grammar

Orthography - Displaying writing and analysing legibility
Word Classes - Using demonstrative pronouns 这 and 那 as attributives

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

- Showcase written work for peer feedback
- Analyse how legibility affects understanding
- Acknowledge the importance of writing legibly for effective communication

- Identify demonstrative pronouns 这 and 那 in texts
- Use 这 and 那 correctly when talking about family members
- Appreciate the role of demonstrative pronouns in communication

In groups, learners are guided to:

- Showcase their writings on the class noticeboard for feedback
- Look at examples of neatly and poorly written character texts and discuss how legibility affects understanding
- Revise writing based on feedback received
- Create a personal writing portfolio

- Read a short passage and underline the demonstrative pronouns 这 and 那
- Talk about nuclear and extended family members using 这 and 那
- Construct sentences using demonstrative pronouns correctly
- Practise using 这 and 那 in varied contexts

How does legibility affect the understanding of written Chinese?
How can you use demonstrative pronouns effectively in communication?

- Class noticeboard
- Sample texts (neat and poor)
- Portfolio folders
- Feedback forms
- Digital devices

- Reading passages
- Flashcards
- Charts
- Digital devices
- Coursebooks

- Display assessment - Peer feedback - Portfolio assessment
- Identification exercises - Sentence construction - Oral practice

Grammar

Word Classes - Using the adverb 都 correctly

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

- Research appropriate situations to use 都
- Place the adverb 都 in correct positions in sentences
- Value accurate adverb placement for clear communication

In groups, learners are guided to:

- Research online or offline on the appropriate situations to use 都 and construct correct sentences
- Place the adverb 都 in the correct position in sentences
- Identify common errors in 都 placement and correct them
- Create sentences about family using 都 appropriately

Why is correct placement of the adverb 都 important in Chinese sentences?

- Online resources
- Grammar guides
- Worksheets
- Digital devices
- Coursebooks

- Research tasks - Sentence construction - Error correction

Grammar

Word Classes - Using sentence structures 是不是? and 是吗?

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

- Differentiate between sentence structures 是不是? and 是吗?
- Compose dialogues using the sentence structures correctly
- Show confidence in using question structures in conversations

In groups, learners are guided to:

- Work collaboratively to compose a dialogue using the sentence structures 是不是? and 是吗?
- Practise asking and answering questions using both structures
- Role-play conversations using the sentence structures
- Discuss when to use each structure appropriately

When do we use 是不是? and 是吗? in Chinese conversations?

- Dialogue templates
- Flashcards
- Digital devices
- Role-play scenarios
- Coursebooks

- Dialogue composition - Role plays - Peer assessment

Grammar

Word Classes - Identifying and correcting grammar errors

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

- Identify grammar errors in sample sentences
- Correct errors using knowledge of word classes and structures
- Value the importance of using pronouns, adverbs and sentence structures accurately

In groups, learners are guided to:

- Look at sample sentences, identify the grammar errors, and work collaboratively to correct the errors
- Discuss common mistakes in using demonstrative pronouns, adverbs and sentence structures
- Identify the challenges they face when using the selected word classes and share with peers for feedback
- Create a grammar reference guide for personal use

How can identifying grammar errors help improve communication?

- Error-filled sentences
- Grammar guides
- Notebooks
- Digital devices
- Feedback forms

- Error correction - Peer feedback - Portfolio assessment

MY ENVIRONMENT

Listening and Speaking

Phonological Awareness - Combining syllables to form disyllabic words for home items

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

- Combine individual syllables to form disyllabic words related to items at home
- Pronounce disyllabic words accurately with correct tones
- Show interest in learning vocabulary related to home environment

In groups, learners are guided to:

- Combine individual syllables related to items and places at home to form disyllabic words and say them aloud
- Sort word cards related to home items and place them into groups of disyllabic words (e.g. 厨房、客厅、卧室、桌子、厕所、椅子、床、电视、冰箱)
- Say each word aloud and explain its meaning
- Create flashcards with disyllabic words for home items

Why is tone and sound discrimination important for effective communication?

- Word cards
- Flashcards
- Audio recordings
- Digital devices
- Charts

- Oral questions - Word formation - Observation

Listening and Speaking

Phonological Awareness - Combining syllables to form disyllabic words for home items
Phonological Awareness - Listening and repeating vocabulary with tone accuracy

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

- Combine individual syllables to form disyllabic words related to items at home
- Pronounce disyllabic words accurately with correct tones
- Show interest in learning vocabulary related to home environment

- Listen to audio clips and identify tone patterns in vocabulary
- Repeat vocabulary focusing on accurate tone production
- Appreciate the importance of tones in conveying meaning

In groups, learners are guided to:

- Combine individual syllables related to items and places at home to form disyllabic words and say them aloud
- Sort word cards related to home items and place them into groups of disyllabic words (e.g. 厨房、客厅、卧室、桌子、厕所、椅子、床、电视、冰箱)
- Say each word aloud and explain its meaning
- Create flashcards with disyllabic words for home items

- Listen to an audio clip and repeat the vocabulary focusing on sound and tone discrimination
- Identify tones in words related to home items
- Practise tone pairs and tone combinations
- Record and compare pronunciation with model audio

Why is tone and sound discrimination important for effective communication?
How do tones affect the meaning of Chinese words?

- Word cards
- Flashcards
- Audio recordings
- Digital devices
- Charts

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

- Oral questions - Word formation - Observation
- Listening exercises - Pronunciation tests - Peer assessment

Listening and Speaking

Phonological Awareness - Using the syllable dividing mark correctly

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

- Identify words that require the syllable dividing mark
- Pronounce words with syllable dividing mark accurately
- Value the role of syllable dividing mark in clear pronunciation

In groups, learners are guided to:

- Say words with the syllable dividing mark using the correct tones
- Identify syllable boundaries in compound words
- Practise reading words that require syllable separation
- Compare pronunciation with and without proper syllable division

When is the syllable dividing mark used in Pinyin?

- Pinyin charts
- Word lists
- Audio recordings
- Digital devices
- Coursebooks

- Pronunciation tests - Oral questions - Observation

Listening and Speaking

Phonological Awareness - Pronouncing words with retroflex final

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

- Identify and pronounce words with retroflex final accurately
- Distinguish between standard and retroflex pronunciations
- Appreciate regional variations in Chinese pronunciation

In groups, learners are guided to:

- Say words with the retroflex final using the correct tones (e.g. 花儿、门儿 etc.)
- Listen to examples of retroflex finals and repeat
- Identify words in texts that use retroflex finals
- Practise natural usage of retroflex finals in sentences

How does the retroflex final change word pronunciation in Chinese?

- Audio recordings
- Retroflex word lists
- Digital devices
- Charts
- Coursebooks

- Pronunciation tests - Listening exercises - Peer assessment

Listening and Speaking

Phonological Awareness - Asking and responding about location and direction

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

- Ask and respond to questions about location of items at home
- Use direction words accurately with correct pronunciation
- Show confidence in communicating about locations

In groups, learners are guided to:

- Take turns asking and responding to questions about the location and direction of items and places at home (e.g. 电视在哪儿? 电视在桌子上。)
- Describe the location and directions of various items and places at home using 上、下、里、旁边 etc.
- Evaluate peers' tone accuracy when describing locations
- Create dialogue scripts about home item locations

How can you describe the location of items using Chinese direction words?

- Pictures of rooms
- Location word cards
- Digital devices
- Audio recordings
- Flashcards

- Dialogues - Oral presentations - Peer assessment

Listening and Speaking

Phonological Awareness - Practising with tongue twisters and addressing challenges

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

- Research and practise tongue twisters to improve pronunciation
- Identify personal challenges with sound and tone discrimination
- Value collaborative learning in addressing pronunciation difficulties

In groups, learners are guided to:

- Safely and collaboratively research online for a tongue twister and practise reciting it to improve sound and tone discrimination
- Collaboratively and honestly discuss the challenges they face with sound and tone discrimination
- Suggest possible solutions for pronunciation challenges
- Create a personal improvement plan for pronunciation

What strategies can help overcome challenges in sound and tone discrimination?

- Online resources
- Digital devices
- Tongue twister texts
- Recording devices
- Notebooks

- Tongue twister recitation - Self-assessment - Peer feedback

Reading

Reading Fluency - Identifying vocabulary related to location and direction
Reading Fluency - Matching direction and location vocabulary with items

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

- Identify key vocabulary and phrases related to location and direction
- Highlight relevant vocabulary in reading texts
- Show interest in building vocabulary for describing environments

- Match vocabulary on directions and locations with corresponding items
- Comprehend spatial relationships in texts
- Appreciate the importance of vocabulary in understanding descriptions

In groups, learners are guided to:

- Read a short text and highlight vocabulary and phrases related to the location and direction of items and places at home (e.g. 上、下、里、旁边 etc.)
- Create vocabulary lists from reading passages
- Categorise vocabulary by type (prepositions, nouns, verbs)
- Use highlighted vocabulary in new sentences

- Match vocabulary on directions and locations with corresponding items in a home setting
- Complete matching exercises using pictures and words
- Verify matches by reading descriptive sentences
- Create matching games for peer practice

What strategies can you use to identify key vocabulary and phrases in a reading text?
How does matching vocabulary help improve reading comprehension?

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

- Matching cards
- Pictures of home items
- Worksheets
- Digital devices
- Flashcards

- Vocabulary identification - Written assignments - Observation
- Matching exercises - Comprehension tests - Peer games

Reading

Reading Fluency - Reading aloud with appropriate intonation, stress and rhythm

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

- Read aloud texts with appropriate intonation
- Apply correct stress patterns when reading
- Value expressive reading for effective communication

In groups, learners are guided to:

- Collaboratively read aloud texts describing directions and locations of items and places at home with appropriate intonation, stress, and rhythm
- Practise emphasis on key words and phrases
- Listen to model readings and imitate patterns
- Record reading for self-evaluation

Why is reading with appropriate intonation, stress, and rhythm important?

- Reading passages
- Audio recordings
- Recording devices
- Digital devices
- Rubrics

- Reading aloud - Recording assessment - Peer assessment

Reading

Reading Fluency - Reading descriptions for peer feedback

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

- Read descriptions clearly for peer evaluation
- Provide honest and constructive feedback on reading
- Appreciate the value of peer feedback in improving reading skills

In groups, learners are guided to:

- Take turns reading descriptions of the location of items and places in a house for honest and constructive peer feedback on the use of intonation, stress, and rhythm
- Use evaluation criteria to assess peers' reading
- Discuss specific areas for improvement
- Implement feedback in subsequent readings

How can peer feedback improve reading fluency?

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

- Peer assessment - Feedback sessions - Observation

Reading

Reading Fluency - Reading dialogues for giving and following directions

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

- Simulate reading dialogues about giving and following directions
- Read with appropriate expression for different roles
- Show confidence in reading dialogues aloud

In groups, learners are guided to:

- Simulate reading dialogues, giving and following directions to locate items and places in a house
- Read aloud a passage about a home layout to guide peers in arranging items on a diagram
- Switch roles and practise both asking and responding
- Evaluate clarity and effectiveness of directions given

How can reading dialogues help improve communication skills?

- Dialogue scripts
- Home layout diagrams
- Digital devices
- Flashcards
- Charts

- Dialogue reading - Comprehension tasks - Peer assessment

Reading

Reading Fluency - Performing skits describing home placement

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

- Perform short skits or readers' theatre about home items
- Use expression and confidence when reading aloud
- Exhibit enthusiasm for reading varied texts fluently

In groups, learners are guided to:

- Perform a short skit or readers' theatre describing the placement of items in a home using expression and confidence
- Prepare scripts collaboratively
- Practise with appropriate gestures and expressions
- Present to class and receive feedback

How does readers' theatre enhance reading fluency and expression?

- Scripts
- Performance space
- Props
- Digital devices
- Rubrics

- Performance assessment - Peer assessment - Self-reflection

Reading
Writing

Reading Fluency - Performing skits describing home placement
Orthography - Using character guides to identify mistakes

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

- Perform short skits or readers' theatre about home items
- Use expression and confidence when reading aloud
- Exhibit enthusiasm for reading varied texts fluently

- Compare written characters against correct models
- Identify mistakes in stroke order and character formation
- Show commitment to improving character writing accuracy

In groups, learners are guided to:

- Perform a short skit or readers' theatre describing the placement of items in a home using expression and confidence
- Prepare scripts collaboratively
- Practise with appropriate gestures and expressions
- Present to class and receive feedback

- Use the character guides given to compare their work against correct models and identify mistakes on use of 上、下、里、旁边 etc.
- Mark errors and note correct forms
- Rewrite characters with corrections
- Create a personal error log for reference

How does readers' theatre enhance reading fluency and expression?
What strategies can help improve accuracy in stroke order and character formation?

- Scripts
- Performance space
- Props
- Digital devices
- Rubrics

- Character guides
- Model texts
- Practice sheets
- Error logs
- Digital devices

- Performance assessment - Peer assessment - Self-reflection
- Error identification - Character writing - Self-assessment

Writing

Orthography - Playing matching games to form characters

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

- Match strokes in correct order to form complete characters
- Understand the logic of stroke order rules
- Value collaborative learning in mastering character writing

In groups, learners are guided to:

- Collaboratively play a matching game by pairing strokes in the correct order to form complete characters
- Compete in teams to form characters quickly and accurately
- Verify completed characters against models
- Create new matching games for additional practice

How can games help reinforce correct stroke order?

- Stroke cards
- Matching game materials
- Character charts
- Digital devices
- Timers

- Game participation - Character formation - Peer assessment

Writing

Orthography - Arranging characters to form correct sentences

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

- Arrange characters to form grammatically correct sentences
- Write sentences describing locations accurately
- Appreciate the importance of word order in Chinese

In groups, learners are guided to:

- Arrange the characters given to form grammatically correct sentences (e.g. 沙发在客厅里)
- Check sentence structure for accuracy
- Write multiple sentences about home item locations
- Exchange sentences with peers for verification

How do you arrange Chinese characters to form meaningful sentences?

- Character cards
- Sentence templates
- Notebooks
- Digital devices
- Worksheets

- Sentence construction - Written assignments - Peer review

Writing

Orthography - Writing texts describing location and direction

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

- Compose short texts describing item locations using pictures
- Write coherent descriptions of home environments
- Display a positive attitude towards writing in Chinese

In groups, learners are guided to:

- Use the pictures to compose short, meaningful texts describing the location and direction of various items and places at home
- Include multiple location words in descriptions
- Ensure logical flow and coherence
- Share texts with peers for feedback

How can you improve your writing skills when describing locations?

- Picture prompts
- Writing materials
- Notebooks
- Digital devices
- Rubrics

- Descriptive writing - Peer feedback - Portfolio assessment

Writing

Orthography - Organising writing clubs and keeping practice journals

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

- Participate in writing clubs to foster character writing appreciation
- Keep journals documenting character writing practice
- Value reflective practice in improving writing skills

In groups, learners are guided to:

- Organise a writing club to foster appreciation and enthusiasm for writing characters accurately in the school community
- Keep a journal of their character writing practice to reflect on their improvement
- Share their favourite texts with peers for feedback
- Set personal writing goals and track progress

Why is reflective practice important in learning Chinese character writing?

- Club materials
- Journals
- Writing samples
- Digital devices
- Feedback forms

- Journal assessment - Club participation - Self-reflection

Writing
Grammar

Orthography - Watching videos and appreciating character writing
Word Classes - Understanding and using the preposition 在

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

- Watch video clips on Chinese characters and appreciate their beauty
- Understand cultural significance of Chinese calligraphy
- Show enthusiasm for continuous improvement in writing

- Identify the preposition 在 in sentences about location
- Understand the function of 在 in expressing position
- Show interest in learning prepositions for describing locations

In groups, learners are guided to:

- Watch a video clip on Chinese characters to inspire an appreciation for the beauty of writing characters
- Discuss artistic elements of Chinese calligraphy
- Practise basic calligraphy strokes
- Create a display showcasing best character writing

- Match items with their location based on the descriptions using 在
- Identify 在 in reading passages
- Discuss the meaning and function of 在
- Create example sentences using 在

How does understanding the beauty of Chinese characters enhance writing motivation?
How does the preposition 在 help express location in Chinese?

- Video clips
- Digital devices
- Calligraphy materials
- Display boards
- Writing samples

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

- Observation - Discussion - Display assessment
- Identification exercises - Sentence construction - Oral practice

Grammar

Word Classes - Using the interrogative pronoun 哪儿

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

- Use the interrogative pronoun 哪儿 to ask about locations
- Form correct questions using 哪儿
- Appreciate the importance of interrogative pronouns in communication

In groups, learners are guided to:

- Follow directions to deduce the location of hidden items in the classroom using the preposition and interrogative pronoun
- Practise asking 在哪儿? questions
- Create question-answer pairs about item locations
- Role-play finding items using 哪儿 questions

When and how do we use 哪儿 to ask about locations?

- Classroom items
- Flashcards
- Digital devices
- Role-play scenarios
- Worksheets

- Question formation - Role plays - Peer assessment

Grammar

Word Classes - Building sentences with 在 and 哪儿

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

- Construct complete sentences using 在 and 哪儿
- Combine preposition and interrogative pronoun accurately
- Value correct grammar in clear communication

In groups, learners are guided to:

- Work together to construct sentences using the preposition 在 and interrogative pronoun 哪儿 (e.g. 电视在哪儿? 电视在桌子上。)
- Create question and answer sentence pairs
- Practise sentence patterns with various home items
- Check sentences for grammatical accuracy

How can prepositions and interrogative pronouns help to give positions and directions?

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

- Sentence construction - Written assignments - Peer review

Grammar

Word Classes - Writing paragraphs describing home item locations

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

- Write short paragraphs describing item locations at home
- Use 在 and 哪儿 correctly in extended writing
- Show confidence in describing locations in written Chinese

In groups, learners are guided to:

- Write short paragraphs describing the location and direction of various items and places at home using interrogative pronouns and prepositions for peer feedback
- Include multiple sentences with varied items
- Ensure logical paragraph structure
- Exchange paragraphs for peer review

How do you write descriptive paragraphs about locations in Chinese?

- Writing materials
- Picture prompts
- Notebooks
- Digital devices
- Rubrics

- Paragraph writing - Peer feedback - Portfolio assessment

Grammar

Word Classes - Writing paragraphs describing home item locations
Word Classes - Using maps to practise location questions and answers

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

- Write short paragraphs describing item locations at home
- Use 在 and 哪儿 correctly in extended writing
- Show confidence in describing locations in written Chinese

- Use simple maps to answer questions about locations
- Navigate spatial information using Chinese
- Appreciate practical applications of location grammar

In groups, learners are guided to:

- Write short paragraphs describing the location and direction of various items and places at home using interrogative pronouns and prepositions for peer feedback
- Include multiple sentences with varied items
- Ensure logical paragraph structure
- Exchange paragraphs for peer review

- Use the simple map given to answer questions about the locations of various places utilising the preposition and interrogative pronoun collaboratively
- Identify places on maps and describe their locations
- Create questions based on map information
- Guide peers to locations using Chinese directions

How do you write descriptive paragraphs about locations in Chinese?
How can maps help practise location vocabulary and grammar?

- Writing materials
- Picture prompts
- Notebooks
- Digital devices
- Rubrics

- Simple maps
- Flashcards
- Digital devices
- Worksheets
- Charts

- Paragraph writing - Peer feedback - Portfolio assessment
- Map exercises - Oral questions - Peer assessment

Grammar

Word Classes - Identifying errors and completing sentences

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

- Fill in blanks with appropriate prepositions and interrogative pronouns
- Identify correct and incorrect usage of 在 and 哪儿
- Recognise the importance of using prepositions and interrogative pronouns correctly

In groups, learners are guided to:

- Fill in the blanks with appropriate prepositions and interrogative pronouns
- Look at the sentences and identify where the prepositions and interrogative pronouns have been used appropriately and inappropriately
- Correct errors in given sentences
- Create a grammar reference guide for 在 and 哪儿

How can identifying grammar errors help improve accuracy in using prepositions?

- Gap-fill exercises
- Error-filled sentences
- Worksheets
- Digital devices
- Grammar guides

- Gap filling - Error correction - Written tests

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
Oral Expression - Discussing preferred subjects for peer feedback

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

- 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:

- 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

- 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 pictures help describe classroom activities effectively?
How can you express your subject preferences clearly in Chinese?

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

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

- Oral descriptions - Picture-based tasks - Peer assessment
- 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

Reading

Reading Comprehension - Matching unfamiliar words with meanings based on context

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

- Match unfamiliar words with their inferred meanings
- Use surrounding text to determine word meanings
- Appreciate context-based vocabulary learning

In groups, learners are guided to:

- Match the unfamiliar words with their inferred meanings based on the surrounding text
- Complete matching exercises with classroom vocabulary
- Discuss reasoning for matches
- Verify answers and correct misunderstandings

How do you extract the key details from a text to understand new words?

- Matching worksheets
- Reading passages
- Digital devices
- Flashcards
- Vocabulary lists

- Matching exercises - Peer discussion - Written assignments

Reading

Reading Comprehension - Filling blanks using context clues and reading aloud

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

- Fill in blanks with appropriate words based on context clues
- Read completed passages aloud with fluency
- Value reading comprehension for understanding texts

In groups, learners are guided to:

- Fill in the blanks with appropriate words based on context clues from the surrounding text and read the passage aloud
- Use grammatical and semantic clues
- Check answers by reading for sense
- Practise reading completed texts fluently

How can context clues help complete sentences accurately?

- Gap-fill passages
- Context clue guides
- Digital devices
- Worksheets
- Audio recordings

- Gap filling - Reading aloud - Comprehension tests

Reading

Reading Comprehension - Filling blanks using context clues and reading aloud
Reading Comprehension - Creating mind maps to capture main ideas

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

- Fill in blanks with appropriate words based on context clues
- Read completed passages aloud with fluency
- Value reading comprehension for understanding texts

- Create mind maps to visually capture main ideas and details
- Organise information from texts systematically
- Appreciate visual tools for comprehension

In groups, learners are guided to:

- Fill in the blanks with appropriate words based on context clues from the surrounding text and read the passage aloud
- Use grammatical and semantic clues
- Check answers by reading for sense
- Practise reading completed texts fluently

- Create mind maps to visually capture the main ideas and supporting details from a reading text collaboratively
- Identify central themes and sub-topics
- Use colours and symbols for organisation
- Present mind maps to peers for feedback

How can context clues help complete sentences accurately?
How can mind maps help organise information from reading texts?

- Gap-fill passages
- Context clue guides
- Digital devices
- Worksheets
- Audio recordings

- Reading texts
- Mind map templates
- Coloured markers
- Digital devices
- Manila papers

- Gap filling - Reading aloud - Comprehension tests
- Mind map creation - Peer presentation - Content accuracy

Reading

Reading Comprehension - Using skimming and scanning to outline main ideas

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

- Use skimming and scanning to outline main ideas in texts
- Apply different reading strategies for different purposes
- Value efficient reading techniques

In groups, learners are guided to:

- Use skimming and scanning to outline the main ideas in a text about favourite subjects
- Practise rapid reading for general understanding
- Locate specific information quickly
- Compare effectiveness of different strategies

When should you use skimming versus scanning when reading?

- Reading texts
- Timer
- Outline templates
- Digital devices
- Worksheets

- Timed reading - Outline creation - Strategy comparison

Reading

Reading Comprehension - Keeping reading logs and reflecting on strategies

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

- Maintain reading logs recording strategies used
- Reflect on effectiveness of reading strategies
- Acknowledge the importance of reading strategies in enhancing comprehension

In groups, learners are guided to:

- Maintain reading logs, where they record their reading strategies and reflect on their effectiveness with peers
- Document strategies used for each reading task
- Evaluate which strategies work best
- Share reflections and learn from peers

How can keeping a reading log improve your reading skills?

- Reading logs
- Reflection guides
- Digital devices
- Notebooks
- Peer discussion guides

- Log maintenance - Self-reflection - Peer sharing

Writing

Creative Writing - Examining pictures and categorising activities by time

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

- Examine pictures depicting classroom activities
- Categorise activities based on when they are performed
- Show interest in organising information systematically

In groups, learners are guided to:

- Examine pictures depicting classroom activities and categorise them into the appropriate column based on the time they are performed
- Use time expressions to label categories
- Discuss patterns in daily classroom routines
- Create visual organisers for activities

How can you ensure clarity of communication when writing about schedules?

- Classroom activity pictures
- Categorisation charts
- Digital devices
- Markers
- Manila papers

- Categorisation accuracy - Chart creation - Oral discussion

Writing

Creative Writing - Rearranging jumbled words into meaningful expressions

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

- Rearrange jumbled-up words to form meaningful expressions
- Apply correct word order in Chinese sentences
- Appreciate the importance of word order in communication

In groups, learners are guided to:

- Rearrange the jumbled-up words correctly to form meaningful expressions related to activities undertaken at different times in the classroom
- Check word order against grammar rules
- Practise with various sentence types
- Share completed sentences for peer verification

Why is correct word order important in Chinese sentences?

- Word cards
- Sentence templates
- Digital devices
- Worksheets
- Grammar guides

- Sentence arrangement - Peer verification - Written tests

Writing

Creative Writing - Using appropriate words and phrases to complete texts
Creative Writing - Writing short texts about preferred subjects

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

- Complete sentences and paragraphs using appropriate words
- Ensure coherence in written texts
- Value accuracy in written expression

- Compose short texts about preferred subjects in school
- Express opinions and preferences clearly in writing
- Show confidence in creative writing

In groups, learners are guided to:

- Complete the sentences and paragraphs using appropriate words and phrases collaboratively
- Use the timetable to rearrange the scrambled story about activities undertaken in the classroom in a logical and coherent manner
- Check for logical flow and consistency
- Edit and refine completed texts

- Compose a short text about their preferred subjects in school
- Include reasons for preferences
- Use appropriate vocabulary and structures
- Self-review before sharing

How can you create coherent paragraphs about school activities?
How can you express your subject preferences effectively in writing?

- Incomplete texts
- Timetables
- Digital devices
- Worksheets
- Editing guides

- Writing materials
- Subject vocabulary
- Digital devices
- Notebooks
- Sample texts

- Sentence completion - Paragraph coherence - Peer editing
- Composition writing - Content quality - Self-assessment

Writing

Creative Writing - Using digital tools and creating scrapbooks

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

- Use digital tools to post texts for peer feedback
- Create scrapbooks to express thoughts on various topics
- Appreciate creative outlets for writing expression

In groups, learners are guided to:

- Safely use digital tools and platforms to post their short texts for peer feedback
- Create a scrapbook to freely express their thoughts, ideas, and opinions on various topics
- Respond to feedback received
- Organise scrapbook entries creatively

How can digital tools enhance sharing and feedback on writing?

- Digital platforms
- Scrapbook materials
- Digital devices
- Feedback forms
- Creative supplies

- Digital posting - Scrapbook creation - Peer feedback

Writing

Creative Writing - Organising showcases for constructive feedback

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

- Organise creative writing showcases in school
- Present written works for constructive feedback
- Value the role of creative writing in expressing ideas effectively

In groups, learners are guided to:

- Organise a creative writing showcase in the school and present their written works for constructive feedback
- Select best pieces for display
- Present works to audience
- Receive and respond to feedback constructively

How can writing showcases help improve creative writing skills?

- Display materials
- Presentation space
- Rubrics
- Digital devices
- Feedback forms

- Showcase presentation - Peer feedback - Self-reflection

Grammar

Word Classes - Understanding and using adverbs of time 每天、明天、昨天

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

- Listen to recordings and identify adverbs of time
- Understand the meaning and usage of 每天、明天、昨天
- Show interest in using time expressions accurately

In groups, learners are guided to:

- Listen to an audio recording on activities undertaken in the classroom and underline the adverbs, verbs, and sentence structures used
- Identify adverbs of time in the recording
- Discuss the function of time adverbs
- Create a chart of time expressions

What strategies can you use to apply adverbs of time accurately in sentences?

- Audio recordings
- Digital devices
- Grammar charts
- Worksheets
- Flashcards

- Listening exercises - Identification tasks - Oral questions

Grammar

Word Classes - Using adverbs of time with timetables

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

- Use adverbs of time to describe activities and subjects from timetables
- Construct sentences with correct time adverb placement
- Appreciate the role of time adverbs in describing schedules

In groups, learners are guided to:

- Look at the timetable and use the adverbs of time to describe the activities and subjects they will be engaged in (比如,我昨天有汉语课,我明天有游泳课)
- Practise with personal schedules
- Create sentences about daily routines
- Share descriptions with peers

How do adverbs of time help describe daily schedules in Chinese?

- Timetables
- Adverb charts
- Digital devices
- Worksheets
- Notebooks

- Sentence construction - Timetable descriptions - Peer sharing

Grammar

Word Classes - Using adverbs of time with timetables
Word Classes - Describing sequences using 先...再/又...然后...

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

- Use adverbs of time to describe activities and subjects from timetables
- Construct sentences with correct time adverb placement
- Appreciate the role of time adverbs in describing schedules

- Describe pictures using the 先...再/又...然后... structure
- Express sequences of activities accurately
- Value sequential structures for clear communication

In groups, learners are guided to:

- Look at the timetable and use the adverbs of time to describe the activities and subjects they will be engaged in (比如,我昨天有汉语课,我明天有游泳课)
- Practise with personal schedules
- Create sentences about daily routines
- Share descriptions with peers

- Describe the pictures using the sentence structure 先... ...再/又... ...然后... ...
- Practise sequencing multiple activities
- Create original sequences about daily routines
- Present sequences to peers for feedback

How do adverbs of time help describe daily schedules in Chinese?
How does the 先...再/又...然后... structure help describe activity sequences?

- Timetables
- Adverb charts
- Digital devices
- Worksheets
- Notebooks

- Sequence pictures
- Structure charts
- Digital devices
- Flashcards
- Worksheets

- Sentence construction - Timetable descriptions - Peer sharing
- Sequence descriptions - Picture-based tasks - Peer assessment

Grammar

Word Classes - Using 喜欢 and talking about likes and dislikes

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

- Use schedules to talk about subjects and activities liked and disliked
- Apply the verb 喜欢 correctly in sentences
- Show confidence in expressing preferences

In groups, learners are guided to:

- Use the schedules created to talk about the subjects and activities they like and don't like in school
- Combine words and phrases collaboratively from a word puzzle to form correct sentences
- Practise expressing preferences with reasons
- Discuss preferences with peers

How can you express what you like and dislike about school in Chinese?

- Schedules
- Word puzzles
- Digital devices
- Flashcards
- Worksheets

- Preference expressions - Word puzzle completion - Oral practice

Grammar

Word Classes - Role-playing using Subj.+觉得+V+有意思/没有意思

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

- Role-play scenarios using the 觉得+有意思/没有意思 structure
- Express opinions about activities being interesting or not
- Appreciate expressing opinions accurately in Chinese

In groups, learners are guided to:

- Role-play different scenarios using the sentence structure Subj.+觉得+V+有意思/没有意思
- Practise giving opinions about various school subjects
- Discuss why activities are interesting or not
- Create dialogues using the structure

How can you express whether you find something interesting in Chinese?

- Role-play scenarios
- Structure charts
- Digital devices
- Dialogue templates
- Flashcards

- Role-play assessment - Dialogue creation - Peer feedback

Grammar

Word Classes - Writing about typical days and providing peer feedback

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

- Write about a typical day in classroom using grammar learned
- Provide constructive feedback on peers' written work
- Value the importance of using grammar correctly for effective communication

In groups, learners are guided to:

- Write about a typical day in their classroom using the adverbs, verbs, and sentence structures learned
- Check peers' written work and provide constructive feedback
- Revise own writing based on feedback
- Create a grammar checklist for self-review

How can peer feedback help improve grammar accuracy in writing?

- Writing materials
- Grammar checklists
- Digital devices
- Feedback forms
- Notebooks

- Written compositions - Peer feedback - Revision quality