Topic outline

  • UNIT 1: RESPONDING TO SIMPLE GREETINGS FAREWELLS AND SELF-INTRODUCTION

    Key unit competence 

    Children are able to greet and respond appropriately to simple greetings and farewells according to different times of the day.

    1.1. Introduction 

    This unit will help children to develop holistically as it includes different lessons that must be taught through songs, poems and games. Learners have the opportunity to do stretching exercises while playing games and songs. They also develop socially, emotionally and cognitively through acquisition of new words. 

    1.2. List of lessons 

    The following lessons are distributed with reference to the scheme of work and syllabus.

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    1.3. Cross-cutting issues to be addressed 

    Communication: While children will be greeting each other. 
    Gender education: When singing boys and girls must be given equal chance to sing.

     Inclusive Education: The teacher identifies types of impairment among learners and explains how he/she can cater for the needs of those learners. 

    1.4. Sample lesson plan

     Lesson 1: Greetings

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    Learning outcome: Learners are able to distinguish correctly expressions used to greet and respond to greetings at different times of the day. 

    Teaching and learning materials: Pictures of people greeting each other, flash cards showing the time of the day. 

    References: Pre-primary syllabus and scheme of work.

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    Lesson 2 and 3 will be taught the same way as lesson one

    Lesson 2: Song: my friends 
    Good bye, good bye 
    Good bye my friends, 
    Yeeeyeye, yeeeyeye, see you again 
    I love you, goodnight, good night 
    Good night my parents 
    Yeeeyeye, yeeeyeye, see you tomorrow 

    Children stand up and sing the song with gestures to demonstrate that they understand what they say.

    Lesson 3: A game about self introduction • 

    • The teacher tells members of grade one of Pre- primary to introduce themselves. 
    • The teacher asks children to stand up and form a large circle. 
    •  The teacher instructs children to make three steps toward the center to introduce themselves saying “my name is….I am….years old” one after the other until all the children have introduced themselves.
    Learning objectives: Learners are able to introduce themselves to others confidently. 
    Teaching and learning materials: picture of children shaking hands, a child standing in front of the class introducing him/herself.
     
    Learning and teaching activities • 
    • The teacher shows children a video of other children who are introducing themselves. 
    • The teacher asks children what they see in the video during self expression. 
    • The teacher tells children that they are going to do the same activity of introducing themselves. 
    • Children introduce themselves. 
    Lesson 4: A poem: My class 
    I like my class 
    My class is big
     My class is clean 
    My class is colorful 
    My class is well decorated 
    My class has polite children 

    I love my class 

     Learning objectives: Learners are able to repeat the poem confidently.
     Learning and teaching materials: picture/drawing of a well equipped nursery classroom. 

    Learning and teaching activities 

    • The teacher shows pictures of a classroom 
    • The teacher gives instructions to children 
    • The teacher introduces the name of the poem to children 
    • The teacher gives children the summary of the poem 
    • The teacher repeats two sentences of the poem 
    • The teacher tells children to repeat after him/her two sentences 
    • The teacher asks one child to repeat two sentences alone 
    • The teacher reads a bigger portion of the poem 
    • Children repeat the bigger portion of the poem after the teacher 
    • The teacher asks the whole class to repeat the whole poem 
    • The teacher concludes the lesson by asking questions to children about the poem 

    1.5. Additional content 

    A song: Good bye 
    It is time to go home (2)
     We all have so much fun 
    And you have so much fun 
    Now we say goodbye 
    Goodbye!!! Goodbye!! See you again 

    Goodbye!!! Goodbye!! See you again 

    1.6. End unit assessment 

    Ask children to pair, then each pair role plays “greeting” and “self introduction”

  • UNIT 2:RESPONDING TO SIMPLE ORAL INSTRUCTIONS

    Key unit competence 

    Children are able to respond appropriately to simple oral instructions.

    2.1. Introduction 

    It is very important for children to be able to follow instructions and respond 
     accordingly. Learning and teaching how to respond to simple oral instructions in 
     pre-primary enables children to interpret facial expressions, imitate the actions of 
     a communicator, demonstrate obedience and politeness and react on the requests of others. 

    If children struggle while following instructions, this impacts on their ability to 

     complete their tasks across different environments and that’s why children must 
     learn to respond to instruction from an early age. 

    In this unit, there are three lessons to be taught with the same developed methodology. 

    At the end of this unit there is additional content to help the teacher to extend the lesson.

    2.2. List of lessons 

    The table below shows lessons to be taught in this unit.

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    2.3. Cross-cutting issues to be addressed 

    Communication: While the teacher interacts with children 

    Gender education
    : Is catered for when both boys and girls participate in the lesson equally. 

    For the children with physical impairments (legs), the teacher gives them other activities. 

    E.g. To shake their arms or heads.

    2.4. Sample lesson plan 

     Lesson 1: Simple oral instructions 
     Learning objective: Learners are able to respond correctly to instructions and demonstrate understanding obedience and politeness. 
    Teaching and learning materials: Pictures of children responding to different instructions. 

    References: Pre-primary syllabus and scheme of work.

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    Lesson 2: Simple oral instructions 
    Can you go out please! 
    Come in please! 
    Open the door please!
     Close the window please! 


    Lesson 3: Simple oral instructions 

    Close your eyes please! 

    Touch your ears please!

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    Drawing of children touching different parts of their bodies 
    The lessons 2 and 3 are taught in the same way as lesson one, the only thing to 

     change is the content about oral instructions to focus on. The methodology to use is the same. 

     2.5. Additional content 
     A Song: Come to me 
    Come to me 
    Little darling 
    Give your right 
    Give your left hand 
    And together we shall sing 

    And together we shall dance

     A Song: Come on every one 
     Come on every one 
    Join in the game 
     And clap, clap, clap 
    Come on every one 
    Join in the game 
     And jump, jump, jump 
    Come on every one 
    Join in the game 

     Skip, skip, skip.

    2.6. End unit assessment 

    At the end of this unit, the teacher provides a summary leading to deeper 
    understanding of all that has been taught. Children respond to different simple oral 
     instructions they have studied in the whole unit under the teacher’s guidance.
  • UNIT 3:USING VOCABULARY RELATED TO THE THEMES OF THE DAY


    Lesson 4: Rhyme “Tree in the forest”Key unit competence 

    Children are able to use vocabulary related to themes in songs, rhymes, poems 

     and games.

    3.1. Introduction 

    This unit includes various vocabularies relating to different themes. The vocabulary will help learners to increase the number of English words they already know and be able to communicate in English

    3.2. List of lessons 

    The table below shows lessons distribution according to the order provided in the scheme of work.

    GOOD

    GOOD

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    3.3. Crosscutting issues to be addressed
     Communication and gender: Are tackled when all the children, boys and girls participate actively. 

    Inclusive education:
    all children are given equal chance in teaching and learning activities. 

    For those who have visual impairment they will touch the learning material when teaching. 

    3.4. Sample lesson plan 
    Theme: My school 
    Lesson 1: Poems: My school 
    Learning Objective: Learners are able use correctly vocabulary related to the theme of the day “My school.” 
    Teaching and learning materials: Picture of class, children and the teacher. 

    References: Pre-primary syllabus and scheme of work.

    GOOD

    GOOD

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    Lesson 2: At school 
     The head teacher is near his office. 
    Our classrooms are near the store. 
    Our latrines are near the play ground. 

    My school is near my home. 

    Lesson 3: In my classroom 

    I see tables and chairs.
     I see the cupboard and chalkboard. 
    I see pieces of chalk and notebooks. 
    I see pens and pencils. 

    The methodology used to teach the first lesson above will also be applied in teaching lesson 2 and 3. 

    Theme: My Body 
    Lesson 1: Rhyme: My head 

    Learning Objective
    : Learners are able to dramatize confidently the rhyme related 
     to “head” using appropriate gestures. 

    Teaching and learning materials:
    A picture of a human body, molded human body. 

    References: Pre-primary syllabus and scheme of work.

    GOOD

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    Lesson 2: Rhyme “Main parts of the body”

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    The methodology used above to teach the first lesson will be also be applied in
     teaching the lesson 2. 


    I have one head

     I have one trunk 
    I have two arms 
    I have two legs 

    I like my body 

    Theme: My nuclear family 
    Lesson 1: Rhyme “There”: Vocabulary father and mother 
    Learning Objective: Learners are able to repeat correctly the vocabulary “father and mother” 
    Teaching and learning materials: Pictures and flashcards about family members 

    References: Pre-primary syllabus and scheme of work

    GOOD

    GOOD

    GOOD

    GOOD

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    Lesson 2: Rhyme “there”: Vocabulary about father and mother 
    The methodology used above to teach lesson 1 will also be used to teach lesson 2. 

     

    Teaching and learning activities

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    • The teacher gives children clear instructions on what to do and on how to behave. 
    • The teacher shows learners, a picture of family members and asks some questions to the learners. 
    • The teacher asks children to recite a rhyme “there.”
    The rhyme 

    There, 
    there, there 
    There at home 
    There is a father 

    Father, father and mother

    Lesson 3: A song: Good morning my brother 
    Learning objectives: Children are able to repeat correctly the vocabulary about “my father” 
    Learning Materials: Pictures and flashcards of family members 

    Learning activities:

    •  The teacher invites children to follow attentively and sing the whole song 
    Good morning my brother 
    Good morning my brother 
    How are you? 
    Good morning my brother 

    How are you?

    •  The teacher sings the first line of the song. 
    • The teacher repeats the same line together with learners. 
    •  Learners repeat the first line alone and the teacher moves around to help learners who have difficulties or with special needs. 
    •  The teacher sings the second line. 
    •  The teacher repeats the second line together with learners.
    •  Learners repeat the second line alone and the teacher moves around to help learners who have difficulties or with special needs. 
    • The teacher sings the first line and the second line, he/she invites learners to repeat with him/her and then learners alone while the teacher is moving around to help learners with special needs. 
    • The teacher continues to use the same procedure up to the end of the song 
    •  She/He repeats the whole song, invites the learners to repeat with him/her then learners repeat alone while the teacher is moving around to help learners with special needs

    Conclusion: when children are repeating alone the teacher may ask them to repeat as a group then one by one depending on the number of the learners. 

    Extension and variations: Keep changing brother to sister, mother and father.

     Evaluation/ exercises/ homework: The teacher asks children to sing the studied song and moves around to correct children who are making mistakes. 

    Lesson 4: A song “Good morning my sister” The methodology used above to teach a song” Good morning my brother” will be repeated. 

    Theme: My Home 

    Lesson 1: Rhyme “Home’’ 

    a) Learning Objective: Children are able to repeat correctly the new words “Home, gate, house, compound and other related vocabulary” 

    b) Teaching and learning materials: Pictures, charts with drawings of home showing clearly the parts of a home. 

    c) References: Pre-primary syllabus and scheme of work.

    GOOD

    Rhyme “Home’’ 

    Home, home, home
     I like my home 
    Here with a gate 
    There with a house 

    Big, big, big, iiiiiiii

    Lesson 2: Rhyme “Home ’’
     Home, home,Home 
    I like my home 
    Here with a gate 
    There with a house 
    Big, big, big, iiiiiiii 

    Home, home, home 
    I like my home 
    Here with a fence 
    There with a house 

    Big, big, big, iiiiii 

    Home, home, home 
    I like my home 
    A compound here 
    Quarters there 

    Big, big, bi, iiiiii 


    Extension and variations: Keep increasing the number of stanzas (from 2 to 3) depending on the level and speed of your children. 
    The methodology to teach rhyme” There” taught above will be repeated. 
    Theme: Plants found in our environment 
    Learning Objective: Children are able to repeat correctly the new words “Tree, fence, compound and other related vocabulary” 
    Teaching and learning materials: Pictures, charts, flash cards of trees and real trees outside the classroom.

     References: Pre-primary syllabus and scheme of work. 

    Lesson 3: RhymeShake a mango tree’’ 
    Rhyme” Shake, shake mango tree” 
    Shake, shake a mango tree 
    Mango yellow, mango green 
    One for you, one for me 
    Green for you, yellow for me

    Shake, shake a mango tree

    Lesson 4: Rhyme “Tree in the forest”

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    Tree in the forest 
    Stood, stood, stood 
    Along come a man 
    For wood, wood, wood 
    With axe, axe, axe 
    For chop, chop, chop 
    And a tree fell down 
    And a hooo, hooo 
    The methodology to teach the rhyme “There” taught in lesson 2 page 38 will be

     repeated for lesson 4.

    Theme: Food and drinks found in our environment 

    Learning Objective: Children are able to repeat correctly the new words “sugar, mango and other vocabulary related to food and drinks.” 

    Teaching and learning materials: sugar, mangoes, bananas. 

    References: Pre-primary syllabus and scheme of work. 

    Lesson 1: Rhyme ‘’John, John” 
    John, John 
    Yes papa
     Eating sugar 
    No papa 
    Telling lies 

    No papa

    Open your mouth 
    Ha ha ha 
    Close your mouth 
    Ho ho ho 
    John, John 
    Yes papa 
    Eating banana 
    Yes papa 
    Eating mango 
    Yes papa 
    Eating sugar 
    No papa 
    Open your mouth 
    Ha ha ha 
    Close your mouth 

    Oh! Oh! Oh! Oh!

    Extension and variations: Keep increasing the number of stanzas by changing types of food depends on the level and speed of your children. Examples: Sugar, banana, mango, pineapple, pawpaw, avocado, orange...The methodology to teach rhyme “There” taught on lesson 2, page 38 will be repeated.

    Lesson 2: A song: The way

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    This is the way I eat my food 
    I eat my food, I eat my food 
    This is the way I eat my food
     Early in the morning.
    This is the way I drink my tea 
    I drink my tea, I drink my tea 
    This is the way I drink my tea 

     Early in the morning.

    Theme: Domestic animals

    Learning objective: Children are able to repeat correctly the names of domestic animals and their appropriate sounds. Teaching and learning materials: pictures of domestic animals. 

    References: Pre-primary syllabus and scheme of work.

    Lesson 1: Rhyme” Dad has a cow”

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    Dad has a cow 
    A big, big cow
    A cow has a rope
    To keep it at home
    The cow says mooo mooo
    Dad has a goat 
    A big, big goat
    A goat with a rope
    To keep it at home

    The goat says meee meee

    Lesson 2: Rhyme: The sound it makes
    Moo moo
    Listen to the cow
    Moo moo 
    That is the sound it makes
    Maa maa
    Listen to the sheep
    maa maa
    That is the sound it makes maa maa
    Maa maa
    Listen to the sheep
    maa maa
    That is the sound it makes

    Extension and variations
    : Keep increasing the number of stanzas by changing names 
    of domestic animals depending on the level and speed of your children. Examples: 
    goat, cow, pig, sheep, rabbit, hen, etc....The methodology to teach rhyme”There” 
    taught above will be repeated.

    Theme: Water

    Lesson 1: Rhyme

    Water, water, water, drink water 
    Water, water, wash your hands
    Water, water, wash your clothes
    Water, water, cook your food


    Learning Objective:
    Children are able to recite a rhyme related to water using 
    appropriate gestures.
    Teaching and learning materials: Picture of class, children, water and buckets
    References: Pre-primary syllabus and scheme of work.

    Teaching and learning activities 

    • The teacher gives children clear instructions on what to do and on how to behave.
    • The teacher and children go out of the class to observe how to fetch water from taps.
    • The teacher together with children play the game: “In water.”
    • The teacher recites the rhyme related to the water.
    • Children listen attentively.
    • The teacher recites the two first sentences of a rhyme.
    • The teacher together with children repeat the two first sentences of the rhyme.
    • One after the other, children repeat two sentences of the rhyme.
    • The teacher recites two sentences of a rhyme and adds the third using gestures .
    • The teacher helps children to repeat and use gestures appropriately.
    •  In groups, children repeat the three sentences using gestures.
    • One by one, Children repeat three lines.
    • In groups, children repeat the whole rhyme and use gestures.
    • All the children recite the rhyme.
    • The teacher asks children individually to repeat the whole rhyme using gestures.

    Lesson 2: Rhyme: We need water

    Water, water 
    For drinking and cooking
    We need water
    Water, water 
    For washing and bathing
    We need water

    The methodology used to teach lesson 1 of this theme will be also applied in 

    teaching lesson 2.

    Theme: Natural source of the light
    Lesson 1: A song: My sun
    Sun, sun, hot sun
    Shining in the sky
    Wake up! Wake up
    It is a lovely day!


    Learning Objective:
    Children are able to use correctly the new words about natural 
    sources of light in the song.
    Teaching and learning materials: Pictures of sun, moon and stars.
    Reference: Pre-primary syllabus.

    Teaching and learning activities 
    • The teacher presents teaching materials (pictures of natural source of light) to the children. 
    • Children observe teaching materials and discuss about them.
    • The teacher and children go out and observe the sun in the sky. 
    • The teacher tells children the name of the song they are going to study.
    • The teacher sings the song “my sun” alone and children listen.
    Sun, sun hot sun
    Shining in the sky
    Wake up! Wake up
    It is a lovely day!


    • The teacher sings the first two sentences of the song; children repeat in group, then one by one and use gestures. 
    • The teacher sings two sentences of the song and adds the third in group and one by one. Children repeat the song as the teacher did.
    • The teacher recites all the poem and asks children to repeat it in groups.
    • The teacher helps all the children especially those who have a problem of pronunciation. 
    • The teacher helps children to use appropriate gestures when they sing the song 
    •  The teacher asks children to sing the whole song in small groups.
    • The teacher asks children to sing a song one by one at the end of the lesson.

    Lesson 2: Poem: Look at the moon and the stars

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    Oh! Look at the moon 
    It is shining up in the sky
    Oh! Look at the stars
    They are shinning up in the sky
    What a wonderful sky! lovely day!


    Learning Objective:
    Children are able to use correctly new words about natural 
    sources of light in poem.
    Teaching and learning materials: Pictures of the sun, moon and stars.
    Reference: Pre-primary syllabus and scheme of work.

    Teaching and learning activities 

    • The teacher gives children clear instructions on what to do and how to behave.
    • The teacher presents teaching materials (pictures of moon and stars).
    • Children observe teaching materials and discuss about them.
    • The teacher tells children the name of the poem they are going to study.
    • The teacher recites all the poem “Look at the moon and the stars” alone and 
    children listen.
    • The teacher recites the first two sentences of the poem and children repeat in 
    group, then one by one and use gestures. 
    • The teacher recites two sentences of the poem and adds the third, children 
    repeat in group and one by one. 
    • The teacher recites three sentences of the poem and adds the fourth, children 
    repeat in group and one by one.
    • The teacher recites the whole poem and asks children to repeat in groups.
    • In small groups, children repeat again the poem under their teacher’s guidance.
    • The teacher helps all the children especially those who have problem of 
    pronunciation.
    • The teacher helps children to use appropriate gestures when they repeat and 
    recite the poem.

    • At the end of the lesson, the teacher asks children to recite the poem one by one.

    Theme: Transport by road

    Lesson 1: A song: Driving a car

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    I’m driving my car
    I’m driving my car
    Bibibi bibibi
    My car runs quickly
    Saying bibibiiiii


    Learning objective
    : Children are able to sing confidently the song “driving a car.”
    Teaching resources: A drawing showing cars traveling on the road and some toy cars.

    Learning and teaching activities

    • The teacher introduces energizer saying ring, ring, ring like a car, like a motor 
    cycle, like a bus.
    • The teacher asks children things that can be used for carrying goods from one 
    place to another. 
    • The teacher sings the whole song to children.
    • Children listen to the song.
    • The teacher sings the refrain and the children repeat after him or her.
    • The teacher sings a big part of the song and the children repeat many times 
    • Children repeat the song by themselves.
    • The teacher repeats the whole song and the children repeat many times after 
    him/her.
    • Children repeat the song by themselves.
    • The teacher sssesses children’s individual performance.

    Lesson 2: A song: Driving bicycle

    My father drives, drives, drives a bicycle
    My mother drives, drives a bicycle
    I drive my bicycle wooo wooo
    Let’s say wooooo woooooo


    Lesson 3: A poem: My motorcycle

    Hello my bicycle
    Good bicycle
    Big motorcycle
    Yellow motorcycle
    I like your speed


    Lesson 4: A song My bicycle

    Hello my bicycle
    Good bicycle
    Big bicycle
    Speed you have
    I like my bicycle

    The lessons 2, 3 and 4 will be taught similarly as lesson one.

    Theme: Means of communication

    Lesson 1: A song: my phone
    When my phone says
    Ring, ring, ring (2)
    The sound it makes
    Triiing, triiing, triing
    I ran to take it and say
    Hello to my friends!!!
    What are you doing?
    We are listening, listening to the radio!!!!


    Learning Objective:
    Children are able to sing confidently the song as a means of 
    communication.
    Teaching and learning materials: Stick. Drum, rings, a drawing of a person who is 
    making a phone call


    Teaching and learning activities 

    • The teacher gives children clear instructions on what to do and how to behave.
    • The teacher displays drawings of different tools of communication and asks 
    children to name them.
    • The teacher asks children to stand up, stretch their arms by turning around. 
    • The teacher tells children that they are going to sing the song while standing.
    • Children listen to the song.
    • The teacher sings the refrain and children repeat after him or her.
    • The teacher sings a big portion of the song and children repeat many times after 
    him or her.
    • Children repeat the song by themselves.
    • The teacher repeats the whole song and children repeat many times after him/her.
    • Children repeat the song by themselves.
    • The teacher assesses children’s individual performance.

    Lesson 2, 3 and 4 are taught the same way as lesson 1 of this theme.

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    Lesson 2: A song: Radio
    It is your time father!
    To turn on my radio
    Listen to the radio, radio, radio
    Let’s say radio, radio, radio

    Lesson 3: A song: My television 
    I am happy today
    My father buys for me 
    Buy, buy, and buy a television
    Television, television
    My television, your television
    Lesson 4: Song: Big drum
    Big, big ,big drum (2)
    I like to hit big drum (2)
    Drum says bumbu, bumbu, bumbu
    Peter hits drum
    Drum says bumbu, bumbu,…….

    Theme: Religious institutions - Church/ Mosque

    Lesson 1: Sing the rhymes my best future

    Wee wee wee!!!

    We are pastors
    We are pristies
    I am a brother
    You are a sister
    Weeeweeee weeeee
    Yeeeeyeeee
     Come and we pray
    We pray, we pray


    Learning Objective: Children are able to sing confidently the song on religious 

    institutions.
    Teaching and learning materials: Bibles, Qur’an, a drawing of a preacher. 

    Learning and teaching activities:

    • The teacher asks children to sing any song from the church they know
    • Children sing the church’s song.
    • The teacher tells the children to stand up.
    • The teacher asks children to keep quiet and get to listen to what the teacher sings 

    so that they may repeat after him or her

    Lesson 2: A rhyme: We like to read

    This lesson is taught the same way as lesson one of this theme.

    We Christians 
    We like, we like
    We like to read
    Read, read Bible
    We Muslims
    We like we like
    We like to read, read, read Qu’ran (2)

    Theme: Special days in family

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    Lesson 1: Poem: My birthday
    My birthday
    The day that I smile
    Day of love
    Day of joy

    Let’s enjoy my birthday

    Learning Objective: Children are able to repeat confidently the poem on family 
    special days 
    Learning and teaching materials: The drawing of persons who are celebrating a 
    birthday.
    Learning activities
    The teacher gives instructions on what to do and how to behave
    • The teacher asks children who have ever celebrated their birthdays.
    • The teacher reads the whole poem to children.
    • Children listen to the poem attentively from teacher.
    • The teacher reads the verse by verse then children repeat after him/her.
    • Children repeat the poem by themselves

    Lesson 2: Rhyme: Happy new year

    Call in all your friends
    Shout and dance
    Happy New Year (2)
    Wishing you happy new year.

    Learning objective: Children are able to repeat confidently the rhyme on celebration 

    of happy new year in family.
    Teaching and learning materials: A drawing of people who celebrate the New Year.

    Learning and teaching activities:

    • The teacher gives children clear instructions on what to do and how to behave.
    • The teacher displays drawings of people celebrating new year.
    • The teacher asks the children to stand up, stretch arms and turn around.
    • Teacher repeats the rhyme with gestures to interpret it.
    • Children listen to the rhyme.
    • The teacher repeats the rhyme and children repeat after him/her
    • The teacher repeats a big portion of the rhymes and children repeat after him /her.
    • Children repeat the rhyme by themselves and they do it many times.
    • The teacher assesses children’s individual performance.

    3.5. Additional content
    Theme: Church/ Mosque

    A Song: Sing in choir

    We sing in choir
    Sing words of God
    Our best future
    Best future!!
    Wee wee wee!!!
    We are pastors


    Theme: A song: My school

    There is a piano
    In our classroom there is a piano
    There is a piano children like to play
    There is a piano piano piano
    There is a piano pia pia piano
    We’re so proud of our school
    We’re so proud of our school
    And everything about it
    We’re so proud of our school
    So don’t you ever doubt it 
    Though all of us are different
    On this we all agree,
    We’re so proud of our school 
    Because it’s made by you and me (x2)


    Theme: Natural sources of light


    Song : Twinkle, twinkle, little star

    Twinkle, twinkle, little star
    How, I wonder what you are 
    Up above the world so high
    Like a diamond in the sky 
    Twinkle, twinkle, little star
    Now, I wonder what you are

    Theme: Water 
    Rhyme: Yellow ducks swimming in the water
    One yellow duck swimming in the water
    Two yellow ducks swimming in the water
    Three yellow ducks swimming in the water
    Swim, swim,swim my little ducks

    Theme: Transport by road

    A song: Riding a bicycle
    Four little babies ride the bicycle
    Saying bibibibi and falling down
    One slipped off and got hurt
    Mama called the doctor
    Doctor, no more babies riding the bicycle
    Three little babies riding the bicycle
    Saying bibibibi and falling down
    One slipped off and got hurt
    Mama called the doctor
    Doctor said no more babies riding the bicycle

    Theme: Domestic animals

    A song: Pussy cat, pussy cat
    Pussy cat, pussy cat
    Where have you been?
    I have been to London
    To look at the queen
    What did you do there?
    I frightened a little mouse
    Under her little chair

    A song: Mary had a little lamb

    Mary had a little lamb
    Little lamb, little lamb
    Mary had a little lamb
    Its fleece was white and snow
    And everywhere that Mary went
    Mary went, Mary went
    And everywhere Mary went

    The lamb was sure to go

    A song: The kennel has no puppy
    The kennel has no puppy, puppy, and puppy
    The kennel has no puppy
    Come and see
    The poultry is empty, empty, empty
    Come and see
    The calf is in the calf pin, calf pin, calf pin
    Come and see


    3.6. End unit assessment

    At the end of this unit, the teacher provides a summary leading to deeper 
    understanding of all taught content whereby children are helped to revise what 

    they have learnt in the whole unit.


  • GRADE 2 UNIT 1:LISTEN TO STORIES AND PARTICIPATE IN SINGING SHORT SONGS AND RHYMES

    Key unit competence
    Children are able to react appropriately to favorite songs, picture stories and use 
    vocabulary about the theme of the day in songs, poems and games.
    1.1. Introduction
    This units includes vocabulary related to various themes such as extended family, 
    my body (senses), culture (clothes we wear), my home (my house), plants (crops), 
    food and drinks, institutions and occupation (hospital, shop and market), animals 
    (wild animals and insects), water, source of light (artificial sources of light) which 
    will be useful to children in their daily communication. 
    Lessons in this unit will be taught using various methods. The teacher makes sure 
    that children are actively involved in teaching and learning activities. Songs, Rhymes 
    and dialogues constitute activities through which content will be transmitted to the 
    children. 
    1.2. List of lessons
    The table below shows lessons distribution according to the order provided in the 
    scheme of work.
    GOOD
    GOOD
    GOOD
    1.3. Cross-cutting issues to be addressed 
    Inclusive education: This means that all the children must be given equal chances 
    to participate in this lesson.
    Gender education: While children are singing and reciting poems or rhymes boys 
    and girls are given equal chance to sing.
    Environment and protection: The teacher advises children to care for plants and 
    protect them.
    1.4. Sample lesson plan
    Lesson 1: A poem: My five senses
    Learning objective: Children are able to use correctly the vocabulary about my 
    senses in a poem.
    Teaching and learning materials: Pictures of children who smell flowers, listen to 
    the radio, observe fruit trees, eating bitter or sweet things. A picture of human 
    body which is highlighting the five senses. 
    References: Pre-primary syllabus and scheme of work.
    GOOD
    GOOD
    GOOD
    Lesson 2: Rhyme: I like my body
    My eyes can see
    My nose can smell
    My ears can hear
    My tongue can taste
    My hands can touch
    I like my body
    Learning objective: Children are able to use confidently vocabulary related to 
    senses in rhyme.
    Teaching and learning materials: Flowers, sweets, cold water, pictures of a human body.
    Learning and teaching activities
    • The teacher presents teaching materials (a picture of human body, flowers, 
    sweets, cold water) and allows children to manipulate them.
    • Children observe teaching materials and manipulate them.
    • Children and the teacher discuss about the teaching materials.
    • The teacher tells the children the name of the rhyme they are going to study.
    • The teacher recites the whole rhyme about the senses and children listen.
    • The teacher recites two sentences of the rhyme and children repeat in groups, 
    one by one using gestures. 
    • The teacher recites two sentences of the rhyme and adds the third, children 
    repeat in groups and one by one after the teacher.
    • The teacher recites the three sentences of the rhyme and adds the fourth, 
    children repeat in groups, and one by one after him/her.
    • The teacher recites the whole rhyme and asks children to repeat in groups
    • During leaning and teaching activities the teacher must help all children 
    especially those who have a problem of pronunciation.

    • The teacher helps children to use appropriate gestures according to the theme 
    when they repeat and recite the rhyme.
    • The teacher asks children to repeat the whole rhyme in pairs.

    • At the end of the lesson, the teacher asks children to recite a rhyme one by one

    Theme: Extended family

    Lesson 1: A Song: Grandmother
    Grandmother x 2 
    Where are you? 
    Here I am x2 
    How do you do?

    Learning objective:
    Using the song “grandmother” children are able to repeat 
    correctly the word “Grandmother.”

    Teaching and learning materials:
    Pictures and flashcards of family members.
    Reference: Pre-primary syllabus and scheme of work.

    Learning activities

    • The teacher gives children clear instructions on what to do and how to behave.
    • The teacher shows children a picture of family members and asks them some 
    questions.
    • Children observe the picture and answer questions asked.
    • The teacher invites children to follow attentively while he/she sings the whole 
    song” grandmother.’
    • Children sing the song” grandmother” after the teacher.
    • The teacher sings the first line of the song.
    • The teacher repeats the same line together with children.
    • Children repeat the first line alone.
    • The teacher moves around to help children who have special needs.
    • The teacher sings the second line.
    • The teacher repeats the second line together with children
    • Children repeat the second line alone.
    • The teacher moves around to help children who have special needs.
    • The teacher sings the first and the second lines, he/she invites children to repeat 
    with him/her and then children sing alone while the teacher is moving around to 
    help children with special needs.
    • The teacher continues to use the same procedure until all the lines of the song 

    have been sung 

    • The teacher repeats the whole song, invites the children to repeat with him/her 
    and then children repeat the song alone while the teacher is moving around to 
    help children with special needs.
    • The teacher asks children to sing the song and the studied moves around to 

    correct children who are making mistakes.

    Lesson 2: A song: Grandfather
    Grandfather x 2 
    Where are you? 
    Here I am x2 
    How do you do?
    Grandfather x2 
    Where are you? 
    Here I am x2 

    How do you do?

    For this lesson the teacher uses the same methodology, melody and teaching/
    learning materials he/she used for the previous lesson. Here the teacher only adds 

    the second verse with emphasis to the word “grandfather” instead of grandmother. 

    Lesson 3: Rhyme: There
    THERE
    There, there, there
    There at home
    There is Grandmother
    Nice, nice, nice 
    There, there, there
    There at home
    There is Grandfather
    Kind, kind, kind


    Learning objective:
    Using a rhyme “there” children are able to repeat correctly the 
    vocabulary “Grandmother and grandfather.”

    Teaching and learning materials:
    Pictures and flashcards of family members.

    Learning and teaching activities

    • The teacher gives children clear instructions on what to do and how to behave
    • The teacher shows children a picture of family members and asks them some 
    questions about it. 

    • Children observe the picture and answer questions asked.
    • The teacher invites children to follow attentively and recite the whole rhyme “there.” 
    • Children follow attentively and recite the rhyme” there” after the teacher.
    • The teacher moves around in order to help children with special needs.
    • The teacher asks children to recite the rhyme learnt and moves around to correct 

    children who are making mistakes.

    Lesson 4: Rhyme: There

    GOOD

    THERE
    There, there, there
    There at home
    There is Grandmother
    Nice, nice, nice 
    There, there, there
    There at home
    There is Grand father
    Kind, kind, kind
    There, there, there
    There at home
    There is Grand father

    And grand grandmother 

    For this lesson the teacher uses the same methodology, the same rhythm and 
    teaching/learning materials as for lesson 3. Here the teacher only adds the third 
    verse with emphasis to both vocabularies “grandfather and grandfather”.

    Theme: My clothes

    Lesson 1: A poem: Clothes we wear
    I like to wear a short and a shirt
    My mother likes to wear a skirt and a jacket
    My father likes a trouser, a coat and a tie
    My sister likes to wear a dress and a pullover

    Learning objective:
    Children are able to use correctly new words about clothes 
    from the poem “clothes we wear.”

    Teaching and learning materials:
    Different kinds of clothes: shirts, skirts, jacket, 
    trousers, coat, tie, dress, and pullover.
    Learning and teaching activities
    • The teacher gives children clear instructions on what to do and on how to behave
    • The teacher presents teaching materials (different kind of clothes) to the children.
    • Children observe teaching materials and manipulate them
    • Children and the teacher discuss about the teaching materials
    • The teacher tells the children the name of the poem they are going to study
    • The teacher recites the whole poem about clothes while the children are listening.
    • The teacher recites two sentences of the poem and children repeat in groups, 
    one by one and use gestures. 
    • The teacher recites two sentences of the poem and adds the third, children 
    repeat in groups and one by one.
    • The teacher recites the whole poem and asks children to repeat it in groups.
    • The teacher helps all the children especially those who have a problem of pronunciation.
    • The teacher helps children to use appropriate gestures according to the theme when they repeat the poem.
    • The teacher asks children to repeat the whole poem in small groups.
    • At the end of the lesson, the teacher asks children to recite the poem one by one.
    Lesson 2: A poem: Different kinds of clothes
    Rain coats, gloves and boots 
    Are for rainy season
    Slippers and t-shirts 
    Are for sunny season
    But sweaters and jackets
    Are for all cold days

    For this lesson the teacher uses the same methodology as for lesson number 1. 

    THEME: MY HOME: MAIN PARTS OF THE HOUSE 

    Lesson 1: A song: Someone is knocking
    Someone is knocking
    Someone comes knocking,
    At my wee, small window;
    Someone comes knocking
    I’m sure- sure- sure- sure

    Learning objective
    : Using the song “someone is knocking” children are able to 
    repeat correctly the word “window “and other words related to the main parts of the house.
    Teaching and learning materials: Pictures and flashcards of the house, classroom windows.

    Learning and teaching activities

    • The teacher gives children clear instructions on what to do and how to behave.
    • The teacher asks children to sing a song of their choice.
    • The teacher shows children a picture of the house and the classroom windows  and asks them some questions.
    • Children observe the picture and answer questions asked. The teacher asks 
    children clear questions using a simple language.
    • The teacher accepts their answers and enriches them to direct children toward the new topic.
    • The teacher invites children to follow attentively and sing the whole song” someone is knocking.” 
    • The teacher continues to teach children that song following all the steps used to teach a song.
    • Children follow attentively and sing the song” someone is knocking” after the teacher.
    • The teacher moves around to help children with special needs.
    • The teacher asks children to sing the song they studied and moves around to correct children who are making mistakes.

    Lesson 2: A song: Someone is knocking

    Someone is knocking
    Someone come knocking,
    At my wee, small window;
    Someone come knocking
    I’m sure- sure- sure- sure
    Someone come knocking,
    At my wee, small door;
    Someone come knocking
    I’m sure- sure- sure- sure


    Learning objective:
    Using the song “someone is knocking” children are able to 
    repeat correctly the word “door”
    Teaching and learning materials: Pictures and flashcards of the house with a 
    classroom door.
    Teaching and learning activities
    • For this lesson the teacher uses the same methodology, and melody as for lesson 1. 
    • The teacher only adds the second verse with emphasis to the vocabulary “door” 
    instead of “window” that was developed during lesson number one.
    • The teacher does a revision about this song verse one.


    Lesson 3: A rhyme: I am pointing
    I am pointing to the roof
    I am pointing to the floor
    I am pointing to the door
    I am pointing to the window
    I am sitting down 


    Learning objective
    : Using a rhyme “I am pointing” children are able to repeat 
    correctly “The door, window and the roof.”

    Teaching and learning materials
    : Pictures and flashcards of the house, the door, 
    the windows and the roof of the classroom.

    Learning and teaching activities:
     
    • The teacher gives children clear instructions on what to do and how to behave
    • The teacher shows children Teaching /learning materials and asks them some questions.
    • Children observe teaching/materials and answer to the asked questions.
    • The teacher receives children answers and improves them to direct children toward the next topic.
    • The teaches invites children to follow attentively while he/she is reciting the whole rhyme” I am pointing.”
    • The teacher continues to teach children that rhyme following all the steps used to teach a rhyme.
    • Children follow attentively and recite the rhyme” I am pointing” after the teacher.
    • To the teacher moves around to help children with special needs.
    • The teacher asks children to recite the studied rhyme and moves around to correct children who are making mistakes.

    Lesson 4: A rhyme: I am pointing

    I am pointing to the roof
    I am pointing to the floor
    I am pointing to the door
    I am pointing to the window
    I am sitting down 
    I am pointing to the bedroom, 
    I am pointing to the dining room 
    I am pointing to the bathroom, 
    I am pointing to the window 
    I am sitting down


    Learning objective
    : Using a rhyme “I am pointing” children are are able to repeat 
    words correctly such as “bedroom, dining room and bathroom.”
    Teaching and learning materials: Pictures and flashcards of the house that show 
    clearly the bedroom, the dining room and the bathroom. 

    Teaching and learning activities

    • For this lesson the teacher uses the same methodology and rhythm as for lesson 3. 
    • Here the teacher only adds the second stanza with emphasis on the vocabularies 
    “Bedroom, dining room and bathroom” instead of “Door, window and roof ” 
    which were developed in lesson 3.

    Theme: Crops 

    Lesson 1: A song: Cassava
    GOOD
    Cassava, cassava
    How do you do? 
    Cassava, cassava
    Can I pluck you?
    Don’t pluck me, don’t pluck me
    Leave me alone
    I like you, I like you
    Sing me a song!


    Learning objective: Using the song “Cassava” children are able to repeat correctly  the word “cassava”
    Teaching and learning materials: Real Crops, pictures of crops, charts of crops 
    including cassava plant with edible roots (cassava), tomato plant, …
    Teaching and learning activities
    • The teacher gives children clear instructions on what to do and how to behave
    • The teacher guides children to sing a song of their choice.
    • The teacher shows children a picture of the cassava plant and asks them some questions.
    • The teacher may also start this lesson outside if there are cassava plants around the classroom.
    • Children observe the picture and answer questions asked.
    • The teacher asks children clear questions using a simple language.
    • The teacher accepts their answers and improves them to direct children toward 
    the new topic.
    • The teacher invites children to follow attentively and sing the whole song ”cassava.” 
    • The teacher continues to teach children that song following all steps used to teach a song.
    • Children follow attentively and sing the song ”cassava” after the teacher.
    • The teacher moves around to help children with special needs.
    • The teacher asks children to sing the song studied and moves around to correct 
    children who are making mistakes.

    Lesson 2: A song: Cassava

    Cassava, cassava
    How do you do? 
    Cassava, cassava
    Can I pluck you?
    Don’t pluck me, don’t pluck me
    Leave me alone
    I like you, I like you
    Sing me a song!
    Tomato, tomato
    How do you do? 
    tomato, tomato
    Can I pluck you?
    Don’t pluck me, don’t pluck me
    Leave me alone
    I like you, I like you
    Sing me a song!



    Learning objective:
    Using song “cassava” children are able to repeat correctly the word “Tomato.
    Teaching and learning materials: Real Crops, pictures of crops, charts of crops 
    including cassava plant, tomato plant, …
    Teaching and learning activities
    • For this lesson the teacher uses the same methodology, and melody as for lesson 1. 
    • Here the teacher only adds the second verse with emphasis to the vocabulary 
    tomato” instead of “cassava” that was developed during lesson 1.
    Extension and variations: Keep increasing the number of verses by changing 
    different types of crops depends on the level and speed of your children. 
    Examples: Apple, mango, avocado, pawpaw, orange, vegetables, potato ...here 
    the teacher may use words such as son and daughter interchangeably.

    Lesson 3: A rhyme: If I were ...

    If I were an apple
    And I grew on the tree
    I could fall down
    At once and say
    Eat my son


    Learning objective:
    Using a rhyme “If I were” children are able to repeat correctly 
    the word “apple.”

    Teaching and learning materials
    : Real Crops, pictures of crops, charts of crops 
    including cassava tree, tomato plant, apple, orange.

    Learning and teaching activities 

    • The teacher gives children clear instructions on what to do and how to behave.
    • The teacher shows children Teaching /learning materials and asks them some 
    questions. Children observe teaching/materials and answer to the asked questions.
    • The teacher receives children’s answers and improves them to direct children 

    toward the new topic.

    • The teacher invites children to follow attentively and recites the whole rhyme 
    “If I were.”
    • The teacher continues to teach children that rhyme following all steps used to teach a rhyme.
    • Children follow attentively and recite the rhyme “If I were” after the teacher.
    • The teacher moves around to help children with special needs.
    • The teacher asks children to recite the rhyme studied and moves around to 
    correct children who are making mistakes.

    Lesson 4: A rhyme: If I were ...

    If I were an apple
    And I grew on the tree
    I could fall down
    At once and say
    Eat my son
    If I were an avocado
    And I grew on the tree
    I could fall down
    At once and say
    Eat my son
    If I were a pawpaw
    And I grew on the tree
    I could fall down
    At once and say
    Eat my son


    Learning objective:
    Using the rhyme “If I were” children are able to repeat correctly 
    the new words “avocado and pawpaw”

    Teaching and learning materials
    : Real Crops, pictures of crops, charts of crops 
    including cassava plant, tomato plant, apple tree, orange tree, pawpaw tree, avocado tree …

    Learning and teaching activities

    • For this lesson the teacher uses the same methodology and rhythm as for lesson 3. 
    • Here the teacher only adds the second and third stanza with emphasis on the 
    word “avocado and pawpaw” instead of “apple” that was developed in lesson 3.
    • The teacher helps children to revise the first stanza.
    • Extension and variations: Keep increasing the number of stanzas by changing 
    the type of fruit depending on the level and speed of your children. Examples: 
    Apple, mango, Avocado, pawpaw, orange...here the teacher may use words like
    son and daughter interchangeably.


    Theme: Food from plants
    Lesson 5: A song: Potato...potato
    Potato......potato
    Potato......potato
    Whatever the shape you be
    Potato....potato
    I like your company!
    Be a fry or chip
    Potato....potato
    I would really flip!


    Learning objective:
    Using the song “potato” children are able to repeat correctly 
    the word “potato.”
    Teaching and learning materials: Real potatoes, a picture of potatoes
    Learning and teaching activities
    • The teacher gives children clear instructions on what to do and how to behave.
    • The teacher asks children to sing a song of their choice.
    • The teacher shows children real potatoes and asks them some questions.
    • Children observe teaching/ learning aids and answer questions asked.
    • The teacher asks children clear questions using a simple language.
    • The teacher accepts children’s answers and improves them to direct children 
    toward the new topic.
    • The teacher invites children to follow attentively and sing the whole song 
    “potato.” 
    • The teacher continues to teach children that song following all the steps used 
    to teach a song and children follow attentively and sing the song” potato” after 
    the teacher.
    • The teacher moves around to help children with special needs.
    • The teacher asks children to sing the song studied and moves around to correct 
    children who are making mistakes.

    Lesson 6: A song: Potato...potato
    Potato......potato
    Potato......potato
    Whatever the shape you may be
    Potato....potato
    I like your company!
    Be a fry or chip
    Potato....potato
    I would really flip!


    Cassava......cassava

    Whatever the shape you can be
    Cassava....cassava
    I like your company!
    Be a fry or chip
    Cassava....cassava
    I would really flip!

    Learning objective
    : Using the song “potato” children are able to repeat correctly 
    the word “cassava.”
    Teaching and learning materials: Real potatoes and a picture of potatoes.
    Teaching and learning activities
    • For this lesson the teacher uses the same methodology and melody as for lesson 5. 
    • Here the teacher only adds the second verse with emphasis to the word “potato” 
    instead of “cassava” that were developed during lesson 5.
    • The teacher helps children to revise verse one of this song.
    • Extension and variations: Keep increasing the number of stanzas depending 
    on the level and speed of your children by using the words “potato, cassava, 
    yam
    ...” interchangeably.

    Theme: Drinks from plants

    Lesson 1: A song: This is the way

    G

    This is the way
    This is the way I take my tea,
    Take my tea, take my tea
    This is the way I take my tea
    Early in the morning


    Learning objective:
    Using the song “This is the way” children are able to repeat 
    correctly the word “Tea.”

    Teaching and learning materials:
    A picture of people who are taking tea, real tea.

    Learning and teaching activities 

    • The teacher gives children clear instructions on what to do and how to behave.
    • The teacher guides children to sing a song of their choice.
    • The teacher shows children real tea and asks them some questions.
    • Children observe teaching/learning aids and answer questions asked.
    • The teacher asks children clear questions using a simple language.
    • The teacher accepts answers and improves them while directing children toward the new topic.
    • The teacher invites children to follow attentively and sing the whole song” This is the way.” 
    • The teacher continues to teach children that song following all the steps used to teach a song
    • Children follow attentively and sing the song” potato” after the teacher.
    • Children follow attentively and sing the song” potato” after the teacher.
    • The teacher moves around to help children with special needs.
    • The teacher asks children to sing the studied song and goes around to correct 
    children who are making mistakes.

    Lesson 2: A song: This is the way

    This is the way
    This is the way I take my tea,
    Take my tea, take my tea
    This is the way I take my tea
    Early in the morning
    This is the way I drink my juice,
    Drink my juice, drink my juice
    This is the way I drink my juice
    Early in the morning
    This the way I eat my porridge,
    Eat my porridge, eat my porridge
    This is the way I eat my porridge
    Early in the morning


    Learning objective
    : Using the song “this the way” children are able to repeat 
    correctly the words “Juice and porridge.”

    Teaching and learning materials:
    Real juice and porridge, a picture of children who 
    are taking porridge.

    Teaching and learning activities

    • For this lesson the teacher uses the same methodology, melody as for lesson 1. 
    • The teacher helps the children to revise verse one of this song.
    • Here the teacher only adds the second and third verses with emphasis on the 
    words “ Juice and porridge” instead of “tea” that were developed in lesson 1.

    Theme: Hospital

    Lesson 1: A song: Reward
    If you know, lalala lalala
    This reward is for who?
    This reward is for yeah
    This reward is for hospital
    Your Good service is ok, ok!
    Laalala doctors.
    Consultation, doctor, nurse, medicine, tablets, laboratory...


    Learning objective:
    Children are able to repeat correctly the word hospital.
    Teaching and learning materials: Toys of tablet, drawing of hospital, toy ambulance 
    and statue of a doctor.

    Learning and teaching activities

    • The teacher gives clear instructions on what to do and how to behave.
    • The teacher shows children teaching and learning materials.
    • The teacher asks children questions related to teaching and learning materials.
    • Children answer questions.
    • The teacher sings the whole song to children.
    • Children listen to the song from the teacher.
    • The teacher sings the refrain and children repeat after him or her.
    • The teacher sings a big part of the song and children repeat it many times after him/her.
    • Children repeat the song on their own.
    • The teacher repeats the whole song and children repeat many times after him/her.
    • Children repeat the song on their own.
    • Assesses children’s individual performance.

    Lesson 2: A Story of Muhire

    One day Muhire met a nurse at the hospital.
    Muhire asked the nurse, “what the room serves for?”
    The nurse said, “ooooh! This room serves as laboratory where tests are carried 
    out.”Muhire said, “Thank you, I understand.”

    Learning objective:
    The children are able to answer questions about the story in a correct way.

    Teaching and learning materials
    : The drawing of a well-equipped hospital, toys of 

    tablets,(bring back the previous drawing of a hospital).

    Learning and teaching activities
    • The teacher gives clear instructions on what to do and how to behave.
    • The teacher shows to the children teaching and learning materials.
    • The teacher asks children questions related to teaching and learning materials.
    • The teacher asks children if there was someone who ever told them a story
    • The teacher tells children that he or she is going to tell them a story
    • The teacher gives children instructions.
    • The teacher tells the whole story to the children.
    • Children listen to the story.
    • The teacher tells a small part of the story to the children and ask them short 
    questions on the read story.
    • Children answer questions.
    • Children repeat a part of the story.
    • The teacher repeats a big part of the story.
    • The teacher asks questions.
    • Children answer questions.
    • The teacher repeats the whole story.
    • The teacher asks questions about the story.
    • Children answer questions.

    Theme:
    Wild animals and insects
    Lesson 1: A rhyme: Two little blue birds 
    Two little blue birds
    Two little blue birds 
    Sitting on the wall
    One named Keza
    One named Kiza
    Fly away Keza
    Fly away Kiza


    Learning objective:
    Using a rhyme “Two little blue birds” children are able to repeat 
    correctly the word “bird.”

    Teaching and learning materials:
    Pictures and flash cards of birds.

    Learning and teaching activities
     
    • The teacher gives children clear instructions on what to do and on how to behave.
    • The teacher shows children teaching /learning materials and asks them some questions.
    • Children observe teaching/materials and answer to the asked questions.
    • The teacher receives children’s answers and improves them to direct children toward the new topic.
    • The teacher invites children to follow attentively and recites the whole rhyme” Two little blue birds” 
    • The teacher continues to teach children that rhyme following all steps used to teach a rhyme.
    • Children follow attentively and recite the rhyme” Two little blue birds” after the teacher.
    • The teacher moves around to help children with special needs.
    • The teacher asks children to recite the studied rhyme and moves around to correct children who are making mistakes.

    Lesson 2: A rhyme: Two little blue birds (stanza 1 and 2)

    Two little blue birds
    Two little blue birds 
    Sitting on the wall
    One named Keza
    One named Kiza
    Fly away Keza
    Fly away Kiza

    Two little blue birds 

    Sitting on the wall
    One named Keza
    One named Kiza
    Come back Keza
    Come back Kiza
    Come and sit on the wall


    Learning objective:
    Using a rhyme “Two little birds” children are able to repeat 
    correctly the words “birds and other related vocabulary.

    Teaching and learning materials:
    Pictures and flash cards of birds.
    Teaching and learning activities
    • For this lesson the teacher uses the same methodology and rhythm as for lesson 1.
    • The teacher helps children to revise the first stanza of this rhyme.

    • Here the teacher only adds the second stanza.

    Lesson 3: A rhyme: I know an elephant
    Drawing the herd of elephants in Akagera National Park
    I know an elephant
    It’s very big
    It has no fingers
    It has no nails
    Oh my goodness
    What a big trunk!


    Learning objective:
    Using a rhyme “I know an elephant” children are able to repeat 
    correctly the word “elephant.”

    Teaching and learning materials
    : Pictures and flash cards of elephants.
    Learning and teaching activities

    • The teacher gives children clear instructions on what to do and on how to 
    behave.
    • The teacher shows children teaching /learning materials (a picture of elephants) and asks them some questions.
    • Children observe teaching/materials and answer questions asked.
    • The teacher accepts children’s answers and improves them to direct children toward the new topic.
    • The teacher invites children to follow attentively and recite the whole rhyme” I know an elephant” 
    • The teacher continues to teach children that rhyme following all steps used to teach a rhyme.
    • Children follow attentively and recite after the teacher, the rhyme “I know an elephant.”
    • The teacher goes round to help children with special needs.
    • The teacher asks children to recite the studied rhyme and goes round to correct children who are making mistakes

    Lesson 3: A rhyme: Mosquito
    Mosquito
    Mosquito, mosquito ziiiiii
    Catch it!
    Shake it!
    And kill it!
    Ziiiiiiiiiiii

    Learning objective: Using a rhyme “Mosquito” children are able to repeat correctly the word “mosquito.”
    Teaching and learning materials: pictures and flash cards of mosquitoes.
    Learning and teaching activities
    • The teacher gives clear instructions on what to do and how to behave.
    • The teacher shows children teaching /learning materials (pictures of mosquitoes) and asks them some questions.
    • Children observe teaching/materials and answer questions asked.
    • The teacher receives children’s answers and improves them while directing children toward the new topic.
    • The teacher invites children to follow attentively and recite the whole rhyme “Mosquito.”
    • The teacher continues to teach children this rhyme following all steps used to teach a rhyme.
    • Children follow attentively and recite the rhyme “Mosquito” after the teacher.
    • The teacher goes round to help children with difficulties.
    • The teacher asks children to recite the studied rhyme and goes round to correct 
    children who are making mistakes.

    Theme: Water

    Lesson 1: A poem: Sources of water
    Water from the rain
    Water from the pipe
    Water from the tap
    Water from the tank
    Water from the well
    Water from the spring
    All are sources of water

    Learning objective: Children are able to use new words from the poem: “sources of water.”
    Teaching and learning materials: Water, tap, tank, jerrycan, buckets.
    Learning and teaching activities:
    • The teacher gives children clear instructions on what to do and on how to behave.
    • The teacher shows teaching materials to the children (bucket and jerrycan containing water).
    • Children observe teaching and learning materials and discuss about them.
    • The teacher and children go out to observe different sources of water.
    • The teacher and children fetch water from the tap and the tank.
    • The teacher tells the children the name of rhyme they are going to study.
    • The teacher recites the whole rhyme about water and children listen.
    • The teacher recites two sentences of the rhyme and children repeat in groups, one by one and using gestures.
    • The teacher recites two sentences of the rhyme and adds the third, children repeat first in groups and then individually.
    • The teacher recites the three sentences of the rhyme and adds the fourth, children repeat it in groups, and one after the other .
    • The teacher recites the fourth sentence of the rhyme and adds the fifth, children repeat in groups, and one after the other.
    • The teacher recites the whole rhyme and asks children to repeat in groups.
    • The teacher helps all the children especially those who have a problem of pronunciation.
    • The teacher helps children to use appropriate gestures according to the theme when they repeat and recite the rhyme.
    • The teacher asks children to repeat the whole rhyme in small groups.
    • The teacher asks children to recite the rhyme one after the other at the end of the lesson.

    Lesson 2: A rhyme: Rain, rain go away

    Rain, rain, go away! 
    Come again another day,
    Little children want to play
    Rain, rain, go away.

    For this lesson the teacher uses the same methodology as for lesson 1.

    Theme: Artificial sources of light
    Lesson 1: A poem: Source of light
    I hold my torch up high
    I light many candles today
    I have two lamps in my room
    I see the fire in our kitchen


    Learning objective:
    The children are able to use words about artificial sources of light in a poem.
    Teaching and learning materials: Different kinds of artificial sources of light (torch, candle, lamp).

    Learning and teaching activities

    • The teacher gives clear instructions on what to do and how to behave.
    • The teacher presents teaching materials (different kinds of artificial sources of 
    light) to the children and help them to observe and manipulate these materials.
    • The teacher lights all those sources of light and in groups, children observe them. 
    • The teacher and children discuss about the teaching materials.
    • The teacher tells the children the name of the poem they are going to study.
    • The teacher recites the whole poem about the artificial sources of light and children listen attentively.
    • The teacher recites two sentences of the poem and children repeat in groups and in turns and use gestures.
    • The teacher recites two sentences of the poem and adds the third, children repeat in groups and in turns.
    • The teacher recites the whole poem and asks children to repeat in groups.
    • The teacher helps all the children especially those who have a problem of pronunciation.
    • The teacher helps children to use appropriate gestures according to the theme when they repeat and recite the poem.
    • The teacher asks children to repeat the whole poem in small groups.
    • At the end of the lesson, the teacher asks children to recite the poem in turns.

    Lesson 2: A rhyme: My lamp

    Drawing of the lit source of light (torch, lamp, and candle)
    Lamp, lamp, lamp
    You give me light,
    Where is my candle?
    Oh I forgot it!
    But I see my torch
    Darkness goes away
    Darkness goes away


    Learning objective
    : Children are able to use the new words about artificial sources 
    of light from the rhyme.

    Teaching and learning materials:
    Lamp, torch, candle, and matches
    Learning and teaching activities
    • The teacher gives clear instructions on what to do and how to behave.
    • The teacher presents teaching materials (different kinds of artificial sources of 
    light) and help children to manipulate available materials.
    • The teacher lights those materials and asks children to observe them.
    • The teacher and children discuss the teaching materials.
    • The teacher tells children the name of the rhyme they are going to study.
    • The teacher recites the whole rhyme about artificial sources of light and children listen.
    • The teacher recites two sentences of the rhyme, children repeat in small groups, one after the other by using gestures. 
    • The teacher recites two sentences of the rhyme and adds the third, children repeat in small groups and one after the other.
    • The teacher recites the three sentences of rhyme and adds the fourth, children repeat in small groups, and one after the other.
    • The teacher recites the three sentences of rhyme and adds the fifth, children repeat in small groups, and one after the other.
    • The teacher recites the whole rhyme and asks children to repeat in small groups.
    • The teacher helps all the children especially those who have problems of pronunciation.
    • The teacher helps children to use appropriate gestures according to the theme when they repeat and recite the rhyme.
    • The teacher asks children to repeat the whole rhyme in pairs.
    • At the end of the lesson, the teacher asks children to recite the rhyme one after the other.

    Theme: Shop and market

    Lesson 1: A song: To the market
    To the market, to the market to buy a shirt
    To the market, to the market to buy shoes
    To the market, to the market to buy a toy car
    Backing home saying ok, ok!
    Saying ok, ok!!!!


    Learning objective
    : Children are able to use correctly the new words from the 
    poem in real life situations.

    Teaching and learning materials:
    shirt, shoes, and a toy car.
    Learning and teaching activities
    • The teacher gives children clear instructions on what to do and how to behave.
    • The teacher shows the children the market where people are selling different 
    goods, shirts, shoes and toys and asks them questions.
    • The teacher sings the whole song to children.
    • Children listen the song from the teacher.
    • The teacher sings the refrain and children repeat after him or her.
    • The teacher sings a big part of the song and children repeat many times after him/her.
    • The teacher repeats the whole song and children repeat many times after him/her.
    • Children repeat the song by themselves.
    • The teacher assesses children’s individual performance

    Lesson 2: A song: Shopping

    Let’s go for shopping, shopping, shopping!
    I came from the market for shopping, shopping, shopping!
    Shopping banana,
    Shopping cassava.

    To teach this lesson, the teacher refers to the lesson prepared above.

    Lesson 3: A poem: Money

    GOOD

    GOOD

    Money, friend of traders
    Friend of sellers
    Friend of tellers
    Friend of banks
    I work in need of you

    To teach this lesson, the teacher refers to the lesson prepared above.

    Lesson 4: A story: Customer

    One day a shopkeeper saw Mutesi moving around the shop. 
    The shopkeeper said: “MUTESI, welcome,”
    You are my customer
    Come and buy! The Client said: “How much is one pen?”
    The shopkeeper said “Only one hundred and fifty Rwandan francs. 

    MUTESI paid for the pen and went back home smiling

    Theme: Transport by water
    Lesson 1 serves as sample lesson plan.

    Lesson 1: A story: The boat 

    Learning objective: Children are able to answer questions correctly on the story “the boat.”
    Teaching and learning materials: Flash cards showing boats travelling in lake, toy boats...

    Reference: Pre-primary syllabus and scheme of work.


    GOOD
    GOOD

    F

    All the stories in this unit should be taught following the above lesson development.

    Lesson 2: A song: Row the boat
    Row, row, row your boat
    Gently down the stream
    Merrily, merrily, merrily, merrily
    Life is but a dream


    Theme: Means of communication

    D

    Lesson 1: A poem: My friends
    I have three friends
    Number one is a radio
    Telephone is number two
    Number three is television.
    I have three friends
    With telephone I call friends
     With television I watch news
    With radio I enjoy music
    I like my three friends


    Learning objective: Children are able to use correctly the new words gained from 
    the poem “My friends.”
    Teaching and learning materials: A radio, flash cards on which there are drawings of a television, phone etc.

    Learning and teaching activities
    • The teacher gives children clear instructions on what to do and how to behave.
    • The teacher shows children teaching and learning materials and asks them 
    questions.
    • The teacher tells the children the name of the poem.
    • The teacher reads to the children the poem.
    • The teacher repeats two sentences of the poem.
    • The children repeat two sentences of the poem after the teacher.
    • The teacher asks children to repeat the poem individually.
    • The teacher reads a big part of the poem.
    • All the children repeat the big part of the poem.
    • The teacher repeats the big part of the poem.
    • All the children repeat the whole poem.
    • The teacher ends the lesson by asking questions to the children about the poem.

    The lessons below are taught in the same way the above lesson has been taught.


    Lesson 2: A rhyme: Radio

    Good morning my father
    Good morning my mother
    It is time for radio
    It is time for us 
    Listen to the radio 
    Turn on my radio
    To enjoy the music, music by saying
    Radio, radio tata, tata, ,ta!!!!


    Lesson 3: A Rhyme: Listen to a drum

    Listen to the drum pampampa
    Listen to the drum pampampa
    Drum says pampampa
    It‘s time to play pampampa
    Hit the drum to say pampampa
    Drum says get in class by pampampa
    I love the beat pampampa
    Let’s stop pampampa, pampampa

    Lesson 4: A song: To school
    My father tells, tells me
    Alice, where are you?
    My father here watching television
    Turn off it is time to go to school
    I take my book, run, run, run
    It‘s time to go to school
    Theme: Faith based special days


    Lesson 1: A poem: My special day

    My special day
    Day of love
    Day of new life
    Day of hope
    Day for empathy
    I mean Baptism


    Learning objective
    : Children are able to repeat confidently the poem “My special day.”
    Teaching and learning materials: Pictures of persons who are in a baptism ceremony.
    Learning and teaching activities
    • The teacher gives children clear instructions on what to do and how to behave.
    • The teacher shows pictures of persons who are in a baptism ceremony.
    • The teacher announces the name of the poem to the children
    • The teacher reads to the children the poem.
    • The teacher repeats two sentences of the poem.
    • Children repeat after the teacher two sentences of the poem.
    • The teacher asks children to repeat the sentences individually.
    • The teacher reads a big part of the poem.
    • All the children repeat a big part of the poem.
    • The teacher repeats the big part of the poem.
    • All the children repeat the whole poem.
    • The teacher asks questions to the children about the poem.

    The lessons 2 and 3 below will be taught as lesson 1.

    Lesson 2: A song: Merry Christmas
    We wish you a merry Christmas 
    We wish you a merry Christmas
    And a happy new year 
    John, we wish you a merry Christmas 
    Amina, we wish you a merry Christmas
    And a happy new year 


    Lesson 3: A poem: Holy days

    Holy days
    Day for praying
    Days for forgiveness
    Days we celebrate 
    We like these days
    Days I mean
    Easter I mean
    Christmas I mean
    Assumption I mean
    Eid el fitri I meam
    These are my Holy days
    Holy days
    Day for praying
    Days for forgiveness
    Days we celebrate 
     We like these days
    Days I mean
    Easter I mean
    Christmas I mean
    Assumption I mean
    Eid el fitri I meam
    These are my Holy days

    1.5. Additional content

    A Song: Parts of our body
    I can touch my nose (×2)
    I can touch yes touch yes touch my nose
    I can touch my eyes (×2) 
    I can touch yes touch yes touch my eyes


    A poem: My clothes

    Gloves on my hands
    Hat on my head
     Look at my t-shirt
    It is white and red


    Theme: Food from plants

    A song: To the market”
    To the market, to the market 
    To the market today
    What shall we buy?
    Some cakes, an orange
    Mangoes and pawpaws


    Theme: Water

    A rhyme: One yellow duck
    One yellow duck swimming in the water
    One yellow duck swimming in the water
    One yellow duck swimming in the water 
    Swim, swim, swim, my little duck


    Theme: My house

    A rhyme: Knock
    Knock, knock, and knock
    Who is that?
    Old grandmother pussy cat
    What do you want?
    A pocket of milk
    Where is your money?
    In my pocket
    Where is your pocket?
    I have forgotten it
    Go away Pussy cat

    Meow, meow, meow

    A song: We have a new house
    We have a new house 
    A new house we have
    Let us sing and dance with joy
    The house is new


    Theme: My clothes 

    A song: Sound produced by shoes
    Ko ko ko
    Dad is coming walking with shoes
    Ta ta ta mum is coming home walking with shoes
    Ti ti ti I am coming home walking with shoes


    A song: I’ve got a shoe

    I’ve got a shoe
    You’ve got a shoe
    All the children got a shoe
    When I get to heaven
    I put on my shoes…
    And walk on our God’s heaven
    Heaven, heaven, heaven
    When I get to heaven 
    I put on my shoes
    And walk on God’s heaven


    Theme: Wild animals and insects

    A song: what do you see?
    What do you see! x2
    I see a lion x 2
    A lion?
    Run, run, run
    What do you see? x2
    I see a tiger x 2
    A tiger?

    Run, run, run

    N.B: for extension and variation, keep increasing the number of verses by changing 
    the names of animals


    Theme: The hospital

    A song: The doctor
    Today is a special day
    We are going to the doctor
    It’s time for check up
    John, don’t be afraid
    I will give medicine…..
    Don’t worry, you will be OK
    Doctor said: “John, John”
    It’s time to smile
    You are no longer sick
    Now smile, smile as usual


    Theme: The shop/market

    A song: We are going to the shop
    We are going to the shop, shop, shop
    How about you, you, you
    You can count two, two, two
    We are going to the shop, shop, shop
    In the shop, we buy some sugar
    Buy some tea leaves, buy some biscuits
    In the shop, we buy some sugar
    You can come with the sweets
    We are going to the shop, shop, shop
    How about you, you, you
    You can count two, two, two
    We are going to the shop, shop, shop.

    Theme: Occupations in our environment

    A song: When I was a teacher
    When I was a teacher
    A teacher, a teacher
    When I was a teacher
    A teacher was I
    It was this way and that way
    And this way and that way
    When I was a teacher
    A teacher was I 
    When I was a driver
    A driver, a driver
    When I was a driver
    A driver was I
    It was this way and that way 
    And this way and that way
    When I was a driver
    A driver was I 
    When I was a painter
    A painter, a painter
    When I was a painter
    A painter was I
    It was this way and that way
    And this way and that way
    When I was a painter 
    A painter was I

    1.6. End unit assessment

    At the end of this unit, the teacher will provide a summary leading to the deep 
    understanding of the whole content taught. Children will recite poems, sing songs, 
    and play dialogues they have studied in the whole unit under the teacher’s guidance. 
    Oral questions will guide the teacher to check children’s understanding of the unit

  • GRADE 2:UNIT 2 POLITE LANGUAGE IN ORAL COMMUNICATION


    Key unit competence

    Children will be able to use appropriate polite expressions in everyday oral communication.

    2.1. Introduction

    Learning to use polite language in oral communication in pre-primary is very 
    important for the children. It enables them to communicate politely and respect 
    others. It is an opportunity for the children to learn how to give to and receive 
    apologies from each other, how to thank and respond to thanks given by others 
    and present wishes to people and among themselves.

    It also helps them to grow with appropriate behaviour and values like respect of 

    rights, politeness, humility, friendliness and kindness to each other. Three lessons 
    are developed in this unit and the methodology to be used will be developed. In 

    this unit we provide additional content to help teachers to extend the content.

    2.2. List of lessons

    The table below shows the lessons to be taught in this unit. 

    A

    2.3. Cross-cutting issues to be addressed 
    Gender education: Is catered for when all the children both girls and boys participate 
    in the lesson actively and equally.

    Communication:
    Is catered for while teacher interact with children.

    Inclusive education:
    Is catered for when all the children have equal chance to 
    education and the teacher cares for them equally.

    2.4. Sample lesson plan

    Lesson 1: Give and receive apologies
    Learning objective: children are able to identify and show when and how to use 
    politeness expressions, humility, and respect to each other and other people.

    Teaching and learning materials
    : Pictures of children playing different games related to the lesson.

    References: Pre-primary syllabus and scheme work.

    GOOD

    G

    Lesson 2: A poem: I like it
    My teacher says well done 
    When I come to school on time
    My teacher likes to say good
    When I finish my work
    My parents say very good
    When I respect them
    My friends like to congratulate me
    On my birthday


    Learning objective:
    Children are able to identify and show when and how to use 
    polite language like when thanking and receiving thanks as well as congratulating people.

    Teaching and learning materials:
    A picture showing a birthday ceremony.

    Learning and teaching activities

    • The teacher gives children clear instructions on what to do and on how to behave.
    • The teacher presents teaching materials to children (picture showing birthday ceremony).
    • Children observe teaching materials.
    • The teacher and the children discuss teaching materials.
    • The teacher tells children the name of a poem they are going to learn.
    • The teacher recites the whole poem about thanking and receiving thanks and congratulate people.
    • The teacher recites two sentences of the poem and children repeat in groups, in turns and use appropriate gestures. 
    • The teacher recites two sentences of the poem and adds the third, children repeat them in groups and one after the other.
    • The teacher recites the three sentences of the poem and adds the fourth, children repeat them in groups, and one after the other.
    • The teacher recites four sentences of the poem and adds the fifth, children repeat in groups and one after the other.
    • The teacher recites the whole poem and asks children to repeat in groups.
    • The teacher helps all the children especially those who have a problem of pronunciation.
    • The teacher asks children to repeat the whole poem in pairs.
    • At the end of the lesson, the teacher asks children to recite the whole poem individually.

    Lesson 3: A dialogue: Mary and her father

    Mary’s father: Mary, come and take your new shoes.
    Mary: Thank you very much father.
    Mary’s father: You are welcome dear. 
    Mary: when I will grow up, I will buy you a car.
    Mary’s father: thank you my daughter.
    Mary: You are welcome daddy.


    2.5. Additional content 

    Thank you God
    Thank you God 
    For the world so sweet
    Thank you for the food we eat
    Thank you for everything


    2.6. End unit assessment

    At the end of this unit, the teacher will provide a summary which leads to deep 
    understanding of all taught content. Children will recite poems, sing songs, and 

    play dialogues they have studied in the whole unit under the teacher’s guidance.

  • GRADE 3 UNIT 1:LISTENING TO SONGS AND STORIES WITH AN INCREASED UNDERSTANDING

    • Peace and value education: In case of any question or conflicts between children 
    the teacher intervenes to handle them peacefully.
    • Standardization culture: Concerning themes about foods and drinks, the teacher 
    reminds children to avoid spoilt or expired drinks and foods.Key unit competence
    Children are able to listen to stories with an increased attention and dramatize 
    simple songs and stories. Use new words about a related theme through songs, 
    poems and games
    1.1. Introduction
    This unit includes songs, stories, tongue twisters, rhymes, poems and dialogues 
    related to various themes taken from the syllabus. The use of active methodology is 
    a better way of helping children to reinforce their vocabulary in relation to various 
    themes and use them in real life communication. 
    Lessons in this unit are distributed according to the order given in the scheme of 
    work and the teacher uses various ways to teach them. The teacher needs to make 
    sure that children are actively involved in teaching and learning activities so that 
    they are not bored. Songs, tongue twisters, rhymes and dialogues are active ways 
    through which content will be transmitted to the children. 
    1.2. List of lessons
    The table below shows lessons distribution according to the order provided in the 
    scheme of work.
    GOOD
    GOOD
    GOOD
    1.3. Cross-cutting issues to be addressed
    Inclusive education: Children will be given equal opportunities to participate in 
    the lessons. More support will be provided to whoever is in need.
    • Gender education: Children are singing and reciting poems or rhymes boys and 
    girls will be given equal opportunities to sing.
    • Environment and sustainability: The teacher advises children to care for plants and protect them.
    • Peace and value education: In case of any question or conflicts between children 
    the teacher intervenes to handle them peacefully.
    • Standardization culture: Concerning themes about foods and drinks, the teacher 
    reminds children to avoid spoilt or expired drinks and foods.
    1.4. Sample lesson plan
    Theme: My body
    Lesson 1: A rhyme: One, two
    G
    Learning objective: Children are able to use correctly the new words gained from 
    the rhyme “one, two” in real life situations
    Teaching and learning materials: A labeled picture of the human body.

    References: Pre-primary syllabus and scheme of work.

    VH
    N
    K
    J
    Lesson 2: A song: Head and shoulders 
    Head and shoulders
    Knees and toes
    Knees and toes
    Eyes, ears, nose and mouth
    Learning objective: Children are able to sing confidently the song: “head and 
    shoulders” and use correctly new words in real life situation related to the theme through the song.
    Teaching and learning materials: Pictures of the human body
    Learning and teaching activities:
    • The teacher gives children clear instructions on what to do and how to behave.
    • The teacher shows the children teaching materials (a labeled picture of the human body) and asks them to observe it.
    • The teacher and children discuss the teaching materials.
    • The teacher tells the children the title of the song they are going to study” Head and shoulders.”
    • The teacher sings the whole song alone and children listen to the song.
    • The teacher sings two first sentences of the song and children repeat them in 
    groups, one by one and use gestures. 
    • The teacher sings the first two sentences of the song and adds the third; children 
    repeat the song in groups, one by one and use gestures.
    • The teacher sings the whole song and asks children to repeat it in groups. 
    • Children repeat several times.
    • The teacher helps all the children especially those who have a problem of pronunciation.
    • The teacher helps children to use appropriate gestures when they repeat and sing the song.
    • The teacher asks children to sing the taught song in pairs.
    At the end of the lesson, the teacher asks children to sing a song “Head and 
    shoulders “one by one.
    Theme: Extended family
    Lesson 1: A song: Thank you Father
    Thank you Father
    Thank you father
    Thank you father
    Father I love you
    Thank you mother
    Thank you mother
    Mother I love you
    Thank you sister
    Thank you sister
    Sister I love you
    Learning objective: Children are able to repeat correctly the new words from the song “Thank you Father.” 
    Teaching and learning materials: Pictures and flashcards of family members.
    Learning and teaching activities:
    • The teacher gives children clear instruction on what to do and how to behave.
    • The teacher helps children to revise the rhyme “There.”
    • The teacher shows children a picture of family members and ask them some 
    questions concerning the shown picture.
    • The teacher receives children’s answers and improves them to direct children 
    toward the new topic.
    • The teacher invites children to follow attentively and sings the whole song” 
    thank you father” and continues to teach children that song.
    • The teacher sings the first line of the song. 
    • The teacher repeats the same line together with children.
    • Children repeat the first line alone (in groups then one by one) and the teacher 
    goes around to help children who have special needs.
    • The teacher sings the second line.
    • The teacher repeats the second line together with children.
    • Children repeat the second line alone (in groups then one by one) and the
    teacher goes around to help children who have special needs.
    • The teacher sings the first line along with the second line, invites children to 
    repeat after him/her and then children alone.
    • The teacher continues to use the same procedure until all the lines have been finished. 
    • Then the teacher repeats the whole song, invites the children to repeat all 
    together then children repeat alone while the teacher is going round to help children with special needs.
    • The teacher asks children to sing the studied song one by one and correct those who are making mistakes.
    Lesson 2: A song: Thank you Father
    Thank you father
    Thank you father
    Father I love you
    Thank you mother
    Thank you mother
    Mother I love you
    Thank you sister
    Thank you sister
    Sister I love you
    Thank you aunt
    Thank you aunt
    Aunt I love you
    Thank you uncle
    Thank you uncle
    Uncle I love you
    Thank you cousin
    Thank you cousin 
    Cousin I love you
    Lesson 3: A song: This is my new dress
    This is my new dress
    This is my new dress
    This is my sister’s dress
    Here is my mother’s dress
    Come we sing and dance
    This is my new dress 
    This is my aunt’s dress
    Here is my cousin’s dress
    Come we sing and dance
    Learning objective: Through this song “This is my new dress” children will be 
    able to repeat correctly and use new words “aunt, mother and cousin” in real life situations.



    Teaching / learning materials
    : Pictures and flashcards of family members.

    Lesson: 4: A song: This is my new dress
     
    This is my new dress
    This is my new dress
    This is my sister’s dress
    Here is my mother’s dress
    Come we sing and dance

    This is my new dress 

    This is my aunt’s dress
    Here is my cousin’s dress
    Come we sing and dance

    This is my new shirt

    This my brother’s shirt
    This is my uncle’s shirt
    Come we sing and dance

    This is my new dress

     This my brother’s shirt
    Here is my Father’s shirt

    Come we sing and dance

    For lessons 2, 3 and 4 the teacher uses the same methodology and melody and 
    teaching/learning materials as lesson 1. Here the teacher only adds the other 
    verses with emphasis on the new words “uncle, brother and father aunt, mother 

    and cousin.”

    Theme: Home objects

    Lesson 1: A song: We are busy washing

    B

    We are busy washing
    We are busy washing plates
    Washing plates to make them clean
    This way sha la la la
    That way sha la la la
    This way sha la la la 1, 2, 3


    Learning objective: Through this song “We are busy washing” children are able to 

    repeat correctly the word “plate and other words related to the song.” 
    Teaching / learning materials: Plates

    Learning and teaching activities

    • The teacher gives children clear instructions on what to do and on how to behave.
    • The teacher helps children to revise the rhyme “there.”
    • The teacher shows children a picture of family members and ask them some 
    questions concerning the picture they have been shown.
    • The teacher receives children’s answers, improves them and directs the children toward the new topic
    • The teacher invites children to follow attentively and sings the whole song “we 
    are busy washing” and continues to teach children that song.
    • The teacher sings the first line of the song. 
    • The teacher repeats the same line together with children.
    • Children repeat the first line alone (in groups, then one by one) and the teacher 
    goes round to help children who have difficulties.
    • The teacher sings the second line .
    • The teacher repeats the second line together with children.
    • Children repeat the second line alone (in groups then one by one) and the 
    teacher goes round to help children who have special needs.
    • The teacher sings the first and the second line, invites children to repeat after 
    him or her and then children can do it alone.
    • The teacher continues to use the same procedure until all the lines have been done. 
    • Then the teacher repeats the whole song, invites the children to repeat after 
    him/her then children repeat alone while the teacher is going round to help 
    children with special needs.
    • The teacher asks children to sing the whole song one by one and correct those 

    who are making mistakes

    Lesson 2: A song: We are busy washing
    We are busy washing
    We are busy washing plates
    Washing plates to make them clean
    This way sha la la la
    That way sha la la la

    This way sha la la la 1, 2, 3

    We are busy washing cups
    Washing cups to make them clean
    This way sha la la la
    That way sha la la la

    This way sha la la la 1, 2, 3

    We are busy washing spoons
    Washing spoons to make them clean

    This way sha la la la

    That way sha la la la

    This way sha la la la 1, 2, 3

    Learning objective: Through this song “We are busy washing” children will be able 
    to repeat correctly the word “plates” and other related vocabulary. 

    Teaching / learning materials:
    Soap, water, spoon, plate, and cups.

    Learning and teaching activities

    • For this lesson the teacher uses the same methodology as for lesson 2. 
    • This song is the continuation of lesson 1, it is only that two verses have been added.

    Lesson 3: A dialogue: It is time to eat

    v

    Dialogue: It is time to eat
    Teacher: What is on the table?
    Children: Plates, spoons, folks, cups and a kettle.
    Learning objective: Using the dialogue “It is time to eat” children are able to repeat 
    correctly the words “plate, spoon, folk, cup and cattle”
    Teaching / learning materials: Plate, spoon, folk, cup and kettle.

    Learning and teaching activities

    • The teacher gives children clear instructions on what to do and how to behave.
    • The teacher helps children to review the song “We are busy washing.”
    • The teacher invites children to observe the teaching and learning materials 
    (plate, spoon, folk, cup and kettle) and asks them some questions concerning 
    these materials as a means of introducing a new lesson.
    • The teacher accept answers from the children and introduces the new topic: 
    Dialogue “It is time to eat”.
    • The teacher invites children to follow attentively and describes the dialogue “it 
    is time to eat” by showing children how to play this dialogue. 
    • The teacher shows the children how to act the dialogue by performing 
    appropriate gestures.
    • The teacher repeats the first line that includes his/her role. Teacher: “What is 
    on the table?”
    • The teacher and children repeat the first line that includes his/her role. Teacher: 
    “What is on the table?”
    • The teacher invites children to repeat the dialogue by themselves (in groups 
    then one by one) including the first line which states the role of the teacher.
    Teacher: “What is on the table?”
    • The teacher repeats the second line that includes the role of children” Children
    Plates, spoons, folks, cups and kettle.”
    • The teacher and children repeat together the second line. “Children: Plates, 
    spoons, folks, cups and kettle.”
    • The teacher invites children to repeat by themselves (in groups then one by one) 
    the second line. “Children: Plates, spoons, folks, cups and kettle.”
    • The teacher repeats the whole dialogue.
    • The teacher and children repeat together the whole dialogue.
    • Children alone(in groups then one by one) play the whole dialogue while the 
    teacher is going round in order to help children with special needs 
    • The teacher asks children to play the dialogue” I t is time to eat” (pair by pair) 
    and correct children who are making mistakes.

    Lesson 4: A dialogue: It is time to sleep

    It is time to sleep
    Teacher: What is in the bedroom?
    Children: A bed, blanket, cupboards, and a bed cover.
    Learning objective: Using the dialogue “It is time to sleep” children are able to 
    repeat correctly the words: “A bed, blanket, cupboards, and a bed cover.”
    Teaching and learning materials: Pictures of a bed, blanket, cupboards, and a bed 
    cover.
    Learning and teaching activities
    • For this lesson the teacher uses the same methodology as used for the previous 
    lesson to teach a dialogue. The only difference is the focus on words “bed,
    blanket, cupboards, and a bed cover” instead of “Plates, spoons, folks, cups and 
    kettle’’ that have been already developed in lesson number 1.

    Extension and variations:
    Keep changing the dialogue by using various words drawn 
    from the scheme of work depending on the level and speed of your children; you 
    may even change the title of the dialogue with reference to the type of vocabulary 
    you want to develop among children.

    Theme: Occupations in our environment

    Lesson 1: A song: I love my teacher

    c

    I love my teacher (x2)
    She teaches every day
    I love my teacher (x2)
    She taught me numbers
    1, 2, 3, 4, 5, 6, 7, 8, 9 and 10
    She teaches me alphabets
    ABCD and many others
    I love my teacher, 
    I love my teacher.

    Learning objective: Through this song “I love my teacher” children are able to sing 
    confidently the song and use correctly words in real life situations.

    Teaching and Learning materials:
    Flash card with numbers and alphabets, drawings 
    of a teacher who is giving a lesson in class.

    Learning and teaching activities

    • The teacher gives children clear instructions on what to do and how to behave.
    • The teacher helps children to revise the rhyme “there.”
    • The teacher shows children a picture of family members and ask them some 
    questions concerning the picture they are observing.
    • The teacher accepts children’s answers and improves them in order to introduce a new to children.
    • The teacher invites children to follow attentively and sings the whole song” 
    thank you father” and continues to teach children that song.
    • The teacher sings the first line of the song. 
    • The teacher repeats the same line together with children.
    • Children repeat the first line alone (in groups then one by one) and the teacher goes round to help children who have special needs.
    • The teacher sings the second line.
    • The teacher repeats the second line together with children.
    • Children repeat the second line alone (in groups then one by one) and the 
    teacher goes round to help children who have special needs.
    • The teacher sings the first and second line, invites children to repeat after him/
    her and then children repeat alone.
    • The teacher continues to use the same procedure until all the lines have been sung. 
    • Then the teacher repeats the whole song, invites the children to repeat it with 
    him/her then children repeat alone while the teacher is helping children with 
    special needs.
    • The teacher asks children to sing the song one by one and correct those who are making mistakes.

    Lesson 2: A song: Shopkeeper

    Shopkeeper is waving me (x2)
    Come, come to my shop
    To buy tomatoes, buy tomatoes
    Don’t worry, don’t worry, the cost is too cheap
    Come, come to my shop 


    Lesson 3: A song: Farmer 
    Old Mac Donald had a farm eieioe
    Old Mac Donald had a farm eieioe
    And on his farm he had some cats 
    With myeaw myeaw every body myeaw myeaw 
    Old Mac Donald had a farm eieioe
    And on his farm he had some cows
    With moo moo here moo moo there moo every body moo moo

    Old Mac Donald had a farm eieioe

    Lesson 4: A song: Car driver

    My father is a driver 
    What are you driving?
    Here, I am driving a school bus
    Mother where are you
    What are you driving? 
    Here, I am driving ambulance
    My sister is a driver
    What are you driving?

    Here, I am driving a toy train

    The lessons 2, 3 and 4 will be taught using the same methodology as for lesson 1 
    from this theme.
    Theme: Plants 

    Lesson 1: A rhyme: I am a big tree

    m

    I am a big tree
    I am a big tree
    La la la la
    These are my branches
    And these are my leaves 
    La la la la
    I am a big tree
    La la la la
    These are my flowers
    And these are my fruits 
    La la la la


    Learning objective:
    Using a rhyme “I am a big tree” children are able to repeat 
    correctly the new words “tree, flower, fruits and other related vocabulary”

    Teaching and learning materials:
    Pictures and flashcards with trees, real trees, 
    flowers and fruits outsides the classroom.

    Learning and teaching activities

    • The teacher gives children clear instructions on what to do and how to behave.
    • The teacher shows children a picture of a tree or takes them outside the classroom 
    to observe a real tree, its fruits and flowers and ask them some questions.
    • The teacher accepts learner’s answers and improves to them as he/she 
    introduces the new rhyme: “I am a big tree.”
    • The teacher invites children to follow attentively and recites the whole rhyme “I am a big tree.” 
    • The teacher recites the first line of the rhyme.
    • The teacher repeats the first line together with children.
    • Children repeat the first line alone (in groups then one by one) and the teacher 
    goes round to help children who have special needs.
    • The teacher recites the second line of the rhyme “I am a big tree”
    • The teacher and children repeat the second line together.
    • Children repeat the second line alone (in groups the one by one) while the 
    teacher is going round to help children who have special needs.
    • The teacher recites the first and second line. He/she invites children to repeat 
    after him/her and then children repeat it alone while the teacher is going round 
    to help children with special needs.
    • The teacher continues to follow the same procedure until all the lines are done 
    and recites the whole stanza.
    • The teacher invites children to repeat it together with him/her, then children 
    alone (in groups then one by one).
    • After memorizing the first stanza, the teacher moves to the second stanza and 
    follows the same pattern as for teaching stanza one. When the stanza number 
    two is already mastered, the teacher recites the stanzas 1 and 2 combined 
    respectively.
    • The teacher and children recite stanzas number 1 and 2 one after the other. 
    • Children alone recite the first and second stanzas alone (one by one then in 
    groups) while the teacher is going round to help children with difficulties.
    • The teacher asks children to recite the whole rhyme “I am a big tree” one by one 

    and correct children who are making mistakes.

    Lesson 2: A rhyme: I am a big tree

    I am a big tree
    I am a big tree
    La la la la
    These are my branches
    And these are my leaves 
    La la la la
    I am a big tree
    La la la la
    These are my flowers
    And these are my fruits 
    La la la la
    I am a big tree
    La la la la
    I give shade to birds
    And I give shade to you 
    La la la 

    • For this lesson the teacher uses the same methodology and rhythm as for lesson 
    1 of this theme. 
    • The teacher helps the children to review this rhyme, stanza 1 and 2.
    • Here the teacher only adds the third stanza.

    Theme: Food and drinks from animals

    Lesson 1: Tongue twisters: Betty bought bitter butter
    Betty bought bitter butter
    Betty bought bitter butter
    Then she bought better butter
    Betty bought better butter
    To make the bitter butter better


    Learning objective:
    Children are able to repeat correctly the tongue twister “Betty 
    bought a bitter butter.

    Teaching / learning materials
    : A picture of butter.

    Learning and teaching activities

    • The teacher gives children clear instructions on what to do and on how to behave.
    • The teacher shows children the real butter.
    • The teacher asks questions to the children concerning the teaching/learning 
    aid” Butter” using a simple language. 
    • The teacher receives children’s answers and introduces the new topic “tongue 
    twisters: Betty bought a bitter butter”.
    • The teacher tells children the whole tongue twister “Betty bought a bitter butter”
    • The teacher repeats the first line of the tongue twister.
    • The teacher and children repeat the first line together.
    • Children repeat the first line alone and the teacher goes round to help children 
    who have special needs.
    • The teacher repeats the second line of the tongue twister “Betty bought a bitter butter.”
    • The teacher and children repeat the second line together.
    • Children repeat the second line alone (in groups then one by one) while the 
    teacher is going round to help children who have difficulties.
    • The teacher repeats the first and second line, he/she invites children to repeat 
    the two lines after him/her and then children do it alone while the teacher is 
    going round to help children with difficulties.
    • The teacher continues to apply the same procedure until all the lines are done and 
    repeat the whole tongue twister; 
    • The teacher invites children to repeat it after him/her, children repeat alone 
    (one by one then in groups).
    • The teacher asks children to repeat the tongue twister “Betty bought a bitter 
    butter” one by one and correct children who are making mistakes.

    Lesson 2: A poem: I like you

    I like you
    Milk, milk, milk
    Milk from cow
    I like you milk
    Eggs, eggs, eggs
    Eggs from hen
    I like you eggs


    Learning objective:
    Using a poem “I like you”, children are able to repeat correctly 
    the words “milk, eggs, cow and hen”
    Teaching / learning materials: Pictures and flashcards of a cow and hen; real milk and eggs

    Learning and teaching activities

    • The teacher gives children clear instructions on what to do and how to behave.
    • The teacher shows children teaching/learning materials and asks them some 
    questions.
    • The teacher accepts children’s answers and improves them as he/she introduces 
    the new topic.
    • The teacher goes round to help children with special needs.
    • The teacher respects the steps to follow when teaching a poem as it was 
    indicated in the lessons prepared in this guide. 

    Lesson 2: A poem : I like you

    I like you
    Milk, milk, milk
    Milk from cow
    I like you milk
    Eggs, eggs, eggs
    Eggs from hen
    I like you eggs

    Meat, meat, meat
    Meat from Goat
    I like you meat
    Honey, honey, honey
    Honey from bees
    I like you honey


    • The teacher helps children to revise the first stanzas.

    • For this lesson the teacher uses the same methodology and rhythm as for lesson 1. 
    • Here the teacher adds the third and fourth stanzas only and emphasizes on the 
    words: Honey, bees, goat, meat

    Theme: Aquatic animals
    b
    Lesson 1: A rhyme: Fish in the water

    Fish in the water

    One big fish is swimming in the water
    One big fish is swimming in the water
    One big fish is swimming in the water
    Swim, swim, swim my big fish


    Learning objective
    : Using a rhyme “Fish in the water” children are able to repeat 
    correctly the words “Fish and other related vocabulary.”
    Teaching / learning materials: A picture of fish and river or lake

    Learning and teaching activities

    • The teacher gives children clear instruction on what to do and how to behave.
    • The teacher shows children a picture of a fish or takes them to a river or lake to 
    observe a real fish and ask them some questions.
    • The teacher accepts learner’s answers and improves them as he/she introduces a new rhyme: Fish in the water.
    • The teacher invites children to follow attentively and recites the whole rhyme “Fish in the water” 
    • The teacher recites the first line of the rhyme.
    • The teacher repeats the first line together with children.
    • Children repeat the first line alone (in groups then one by one) and the teacher 
    goes round to help children with difficulties.
    • The teacher recites the second line of the rhyme “Fish in the water.
    • The teacher and children repeat the second line together.
    • Children repeat the second line alone (in groups then one by one) while the 
    teacher is going round to help children who have special needs.
    • The teacher recites the first and second lines. He invites children to repeat 
    after him/her and then children alone while the teacher is going round to help 
    children with special needs.
    • The teacher continues to use the same procedure until all the lines have been 
    covered and recites the whole stanza; he/she invites children to repeat it 
    together with the teacher, then children do it alone (in groups then one by one).
    • After memorizing the first stanza, the teacher moves to the second stanza and 
    uses the same procedure as the one used to teach stanza one. When the stanza 
    number two is already mastered, the teacher recites stanza number one and two respectively.
    • The teacher and the children recite the stanza number one and two respectively. 
    • Children alone recite the first and the second stanzas alone (one by one then in 
    groups) while the teacher is going round to help children with difficulties.
    • The teacher asks children to recite the whole rhyme “Fish in the water” one by 

    one and corrects children who are making mistakes.

    Lesson 2: A rhyme: Fish in the water
    Fish in the water
    One big fish is swimming in the water
    One big fish is swimming in the water
    One big fish is swimming in the water
    Swim, swim, swim my big fish
    One little crocodile is swimming in the water
    One little crocodile is swimming in the water
    One little crocodile is swimming in the water

    Swim, swim, swim little crocodile

    • The teacher helps children to revise the first stanza.
    • For this lesson the teacher uses the same methodology and rhythm as for lesson 1. 
    • Here the teacher only adds the second stanza and emphasizes on the word 
    “crocodile.”

    Theme: Water

    Lesson 1: A poem: Water is good for life
    Water is good for my life
    Water is good for your life
    Water is good for plants
    Water is good for animals
    Water is good for everyone 
    Water is good for everything


    Learning objective:
    Children are able to use correctly the new words related to 
    water through the poem.
    Teaching and learning materials: Water, pictures of people watering plants, 
    children drinking water, cows drinking water.

    Learning and teaching activities

    • The teacher presents teaching materials (different pictures related to the lesson) 
    to children who observe and manipulate those materials.
    • Children with the teacher discuss the teaching materials.
    • The teacher tells children the name of the poem they are going to study “Water 
    is good for life.”
    • The teacher recites the whole poem alone while children are listening.
    • The teacher recites the first two sentences of the poem and children repeat the 
    poem in groups, one by one using appropriate gestures.
    • The teacher recites two sentences of the poem and adds the third, children 
    repeat the poem in groups and one by one.
    • The teacher recites the three sentences of the poem and adds the fourth, 
    children repeat the poem in groups and one by one.
    • The teacher recites the first four sentences of the poem and adds the fifth, 
    children repeat them in groups and one by one.
    • The teacher recites the whole poem and asks children to repeat in groups several times.
    • The teacher helps all the children especially those with difficulties.
    • The teacher asks children to repeat the whole poem in small groups at the end of the lesson.

    Lesson 2: A poem: Water

    My father collects rain water to wash our car
    My mother uses the water to wash my clothes
    My mother uses the water to cook my food
    I use the water to wash my body 
    We always use clean water
    We always boil water before drinking it


    Learning objective:
    Children are able to use correctly the new words related to 
    water through the poem.

    Teaching / learning materials:
    Jerrycans, buckets, water, pictures illustrating a 
    tank, rain, a river, people watering plants

    Learning and teaching activities:

    For the lesson 1 and 2 with the poems, the teacher refers him/herself to the 

    methodological steps followed in previous lessons.

    Theme Source of light

    Lesson 1: A song: Good morning sun

    z

    Good morning sun 
    How are you moon?
    Greet your friends stars
    I see my candle
    But my lamp sees me
    Why my torch keeps quiet
    Oh! I guess why 
    It’s afraid of fire


    Learning objective: Children are able to use correctly new words related to the 

    sources of light through the song: “Good morning sun.”
    Teaching and learning materials: Pictures illustrating the sun, moon and stars.

    Teaching and learning activities

    • The teacher gives children clear instruction on what to do and on how to behave.
    • The teacher asks children to sing the song of their choice.
    • The teacher shows children a picture of the sun, moon and stars and asks them 
    some questions concerning this picture.
    • The teacher accepts children’s answers, improves them and introduces the new topic.
    • The teacher invites children to follow attentively and sings the whole song “Good 
    morning sun” and continues to teach children that song.
    • The teacher sings the first line of the song. 
    • The teacher repeats the same line together with children.
    • Children repeat the first line alone (in groups then one by one) and teacher goes 
    round to help children who have special needs.
    • The teacher sings the second line.
    • The teacher repeats the second line together with children.
    • Children repeat the second line alone (in groups then one by one) and the 
    teacher goes round to help children who have special needs.
    • The teacher sings the first and second lines, and invites the children to repeat 
    after him/her and then children sing alone.
    • The teacher continues to use the same procedure until all the lines have been covered. 
    • Then the teacher repeats the whole song, invites the children to repeat after 
    him/her then children repeat alone while the teacher is going round to help 
    children with special needs.
    • The teacher asks children to sing the song they have studied one by one and 
    correct those who are making mistakes.

    Lesson 2: A Song: Where is the moon?

    Where is the moon (×2)
    Here I am (×2)
    How are you this morning?
    Very well, thank you 
    Run away, run away 
    Where are the stars (×2)
    Here we are (×2)
    How are you this morning?
    Very well, thank you 
    Run away, run away
    Where is the sun (×2)
    Here I am (×2)
    How are you this morning?
    Very well, thank you 
    Run away, run away


    Note: The lesson is taught the same way as lesson 1

    Theme: Air transport
    Note: For the lessons 1, 2 and 3 of this theme the teacher follows the methodological 
    steps taken for the lessons on songs prepared in this guide.

    Lesson 1: A song: My airplane
    b
    My airplane
    Airplane in the sky 
    Fly and run, run in the sky
    Airplane, airplane in the sky
    Runs like a bird in the sky
    Run like a wind in the sky
    Run, run, run like sound in the sky


    Lesson 2: A song: Drone

    Beautiful bird (2)
    Come, come to me 
    Come come to me
    We take off
    We take off
    With my drone
    W e can fly
    Fly to school
    Fly to church
    Fly to the sky
    Fly with me (2)


    Lesson 3: A song: Parachute

    Two young children
    Want to have fun
    One parachute is for me
    The second parachute is for you 
    The children shout and say
    Fly, fly, and fly my parachute 


    Theme: Means of communication

    Note: For lessons 1, 2 and3 of this theme the teacher follows the methodological 
    steps taken for the lessons on songs prepared in this guide.

    Lesson 1: A song: My father

    Give me; give me my telephone (x2)
    I want to call on television
    Hello! Hello! My friend 
    I want to talk to you
    Hello! Hello! My friend

    I want to talk to you.

    Lesson 2: A song: My radio
    Find, find good news on radio
    Find good news on radio
    Good news on radio
    Good songs on radio
    Good stories are on radio, on radio!
    Hello! Hello! My radio
    Hello! My child
    Hello my radio
    I want to listen to you
    Listen to radio.


    Lesson 3: A song: Little child

    Little child, little child
    Where are you?
    Am here, am here reading
    Little child, little child read, read 

    News papers and you know

    Lesson 4: A rhyme: The bells
    For this lesson the teacher follows the methodological steps taken in teaching the 
    rhyme as indicated in other lessons on the poems prepared in this guide. 

    Let us ring the bi-cycle bell ring-a-ring:

    Let us ring the school bell,
    Ding dong ding
    Let us ring the fire bell,
    Clang, clang, clang
    Let us ring the sleigh bell,

    Jingle, jingle, jang.

    Theme: Special days in our culture
    Note: For lessons 1, 2 and 3 of this theme the teacher follows the methodological 
    steps taken for lessons on songs prepared in this guide.


    Lesson 1: A song: Heroes’ day

    x
    f
    Heroes’ day (x2) 
    We celebrate
    They celebrate
    Heroes’ day heroes’ day
    You are heros, you are heros
    The work you did (x2)
    Makes you heros

    Heroes’ day (x2)

    Lesson 2: A Song: Independent child
    Independence Day, 
    By my father 
    Good by my father
    Good by my mother
    I am independent now
    Independent now
    Without push
    I can swing
    I can study
    Now I have independence

    Lesson 3: A Song: I have a name

    I’m happy I’m happy
    Because of a name
    Let’s celebrate, let’s celebrate
    Celebrate my name
    Hello! Naming day 2
    Now I have a name because of you


    Lesson 4: A Poem: Happy New Year

    Note: For this lesson the teacher follows the methodological steps to teach the 
    poem as it is indicated in the other lessons with the poems which are prepared in this guide. 
    Happy new year.
    Year of love 
    Year of unity 
    Year of work
    Happy New Year.
    Happy new year my fiends
    This year no cry 
    No harm
    No loss
    Happy new year to my parents


    1.5. Additional content
    Theme: Special days in our culture
    Rhyme called “Happy New Year”
    Happy New Year
    Hop, hop, and hop
    Happy New Year
    Come, come 
    Happy New Year
    Jump, jump,jump
    Happy New Year
    Stamp, stamp, stamp
    Happy New Year
    Touch your nose
    Touch your toes
    Turn around turn around
    Now sit down


    Theme: Air transport

    A poem: My airplane
    My airplane
    I like the way you fly
    The speed you have
    Big you are
    You are the one to buy


    Theme: Water

    A Poem: I keep water 
    When I get water from the river 
    I keep it in jerrycans
    When I get water from a well 
    I keep it in a covered bucket
    When I get water from the rain
    I keep it in the big thank
    My water stays always clean

    Theme: My body
    A song: If you’re happy and you know it
    If you’re happy and you know it, clap your hands
     If you‘re happy and you know it, clap your hands 
    If you’re happy and you know it, and really want to show it 
    If you’re happy and you know it, clap your hands
    If you’re happy and you know it tap your shoulders
    If you’re happy and you know it nod your head
    If you’re happy and you know it blink your eyes
    If you’re happy and you know it pull your ears
    If you’re happy and you know it turn around
    If you’re happy and you know it twist your body
    If you’re happy and you know it touch the ground
    If you’re happy and you know it slap your thighs
    If you’re happy and you know it stamp your feet
    If you’re happy and you know it say hallo


    A song: My stomach is paining

    My stomach is paining (×2)
    My stomach is paining just now
    My stomach is paining (×2) 
    My stomach is paining just now
    Call the doctor (×2)
    Call the doctor just now
    Call the doctor (×2)
    Call the doctor just now
    Operation (×2)
    Operation just
    Operation (×2)
    Operation just now
    Now I am alright (×2)
    Now I am alright just now
    Now I am alright (×2)
    Now I am alright just now
    Thank you doctor (×2)
    Thank you doctor just now 
    Thank you doctor (×2)
    Thank you doctor just now
    May God bless you (×2)
    May God bless just now
    May God bless you (×2)
    May God bless just now


    A song: I want to count numbers

    I want to count one two three 
    Four five six seven eight nine ten
    The fingers on my hands 
    Are here, here
    Altogether ten, all together ten


    A song: Learn body parts

    Eight pink fingers
    Standing up tall
    Two little ears
    To hear mummy call
    One little nose
    That I can blow
    Ten pink toes
    All standing in a row
    Two little thumbs
    That wiggle up and down
    Two little feet
    To stand on the ground
    Two little hands to clap
    And bright eyes to see
    What a fun to be just me!

    Theme: My house

    Song: Going around the granary

    Going around the granary (×3)
    As we clap like this
    Clap, clap, clap, clap 
    As we move like this
    Clap, clap, clap, clap
    As we move like this
    Going around the kitchen (×3)
    As we clap like this
    Clap, clap, clap, clap 
    As we move like this
    Clap, clap, clap, clap
    As we move like this


    1.6. End unit assessment

    At the end of this unit, the teacher will use oral questions that direct him to the 
    summary leading to deeper understanding of all taught content. Children will recite 
    poems, rhymes; sing songs and role play the dialogues they have studied in the 

    whole unit under the teacher’s guidance.


  • UNIT 2:SIMPLE PRESENT AND PROGRESSIVE TENSES IN ORAL COMMUNICATION

    Key unit competence
    Children are able to use simple present and progressive tenses in oral communication.

    2.1. Introduction

    Learning English tenses and their uses have an important role in daily communication. 
    Learning and teaching simple present and progressive tenses in daily conversations 
    enables children to speak about what is happening and what happens regularly 
    and help them to develop friendliness, tolerance and self confidence when they 
    interact among themselves.

    In this unit, there are two lessons to be taught with the same developed 
    methodology. At the end of this unit there is additional content to help the teacher 

    extend the content.

    2.2. List of lessons

    The table below shows the lessons to be taught in this unit.  

    B

    2.3. Cross-cutting issues to be addressed
    Gender: This is catered for when both boys and girls participate in the lesson 
    equally.
    Inclusive education: This is catered for when all the children have equal chance 

    to education and the teacher treats them equally.

    2.4. Guidance on different lessons
    Lesson 1: Progressive tense

    A game: What am I doing?

    Who is brushing their teeth?

    Learning objective:
    Children are able to speak about what is happening using 
    present progressive tense.

    Teaching and learning materials:
    Combs, toothbrush, toothpaste, basins, soaps and water.

    References: Pre-primary syllabus and scheme of work

    B
    B
    N

    V

    Lesson 2: Poem: When I wake up in the morning 
    When I wake up in the morning
    I pray my God,
    I wash my face, 
    I brush my teeth, 
    I eat my breakfast, 
    I take my bag and run to school


    Learning objective:
    Children are able use correctly simple present tenses to indicate 

    daily routine through the poem.

    Teaching and learning materials: Different pictures illustrating children praying, 
    washing their faces, going to school etc.

    Learning and teaching activities

    • The teacher gives children clear instruction on what to do and on how to behave.
    • The teacher shows children pictures of children who are praying, washing their faces, going to school and asks them
    some questions.

    • The teacher accepts learner’s answers and improves them and introduces the new topic “The poem: When I wake up.”
    • The teacher invites children to follow attentively and recites the whole poem “When I wake up.” 
    • The teacher recites the first line of the poem.
    • The teacher repeats the first line with the children.
    • Children repeat the first line alone (in groups then one by one) and the teacher goes round to help children who have
    special needs.

    • The teacher recites the second line of the poem “When I wake up.”
    • The teacher and children repeat the second line together.
    • Children repeat the second line alone (in groups the one by one) while the teacher is going round to help children who
    have difficulties.

    • The teacher recites the first and second line, he/she invites children to repeat after him/her and then children do it alone
    while the teacher is moving around 
    to help children with special needs.
    • The teacher continues to use the same procedure until all the lines are done and recites the whole stanza; he/she invites children to repeat it together with the teacher, then children alone (in groups then one by one).
    • After memorizing the first stanza, the teacher moves to the second stanza and follows the same procedure as used when teaching stanza one.
    When the 
    stanza number two is already mastered, the teacher recites stanza one and two respectively.
    • The teacher and children recite stanza number one and two combined together 
    • Children recite the first and the second stanzas alone (one by one then in groups) while the teacher is going round to help children with special needs.
    • The teacher asks children to recite the whole poem “When I wake up” one by one and correct children who are making mistakes.

    2.5. Additional content 
    A rhyme: Jumping, jumping
    I am jumping, jumping (×2)
    I am picking a mango
    Like a monkey
    I am running, running (×2)
    I am picking a mango 
    Like a monkey


    A song: Ginger

    When I have running nose
    My mummy gives me ginger
    When I have chest cold
    My mummy gives me ginger
    When I have bad cough
    My mummy gives ginger
    When I have stomach pain
    My mummy gives me ginger 


    A song: I have a lovely friend

     I have a lovely friend (×2)
    Who plays and sings with me
    And loves singing with me
    I have a lovely friend

    2.6. End unit assessment

    At the end of this unit, the teacher will provide a summary leading to deeper 
    understanding of all taught content. Children will recite poems, sing songs and play 
    games they have studied in the whole unit under the teacher’s guidance.
  • UNIT 3:DEMONSTRATIVES IN ORAL COMMUNICATION

    Key unit competence
    Children are able to use demonstrative adjectives and pronouns in oral 

    communication.

    3.1. Introduction
    Learning and teaching demonstratives in pre-primary is very important for children’s early language use is dominated by demonstratives especially ‘showing’.
    It enables 
    them to use expressions that indicate the locations, develop self confidence as they answer the questions correctly.

    3.2. List of lessons

    The table below shows two lessons to be taught in this unit. 

    V

    3.3. Cross-cutting issues to be addressed
    • Gender education: This is catered for when both boys and girls participate in the lesson equally.

    • Inclusive education
    : This is catered for when all the children have equal chance to education and
    the teacher takes care of all of them.


    3.4 Guidance on different lessons

    Lesson 1: It’s me
    Learning objective: Children are be able to recite poems and rhymes; sing songs 
    and play games related to the concepts “this, that.
    Teaching and learning materials: Pictures of the human body

    References: Pre-primary syllabus and scheme of work

    3.5. Sample lesson plan

    D
    B
    N
    M

    M

    Lesson 2: A poem: My drum
    This is my drum 
    That is my friend,
    These are the dancers, 
    Those people are watching as I dance
     Like this..... like this ......like this!

    The methodology used above to teach the first lesson will be also applied in 
    teaching the second lesson.

    3.6. Additional content 

    A song: This is the way
    This is the way we wash our face
    Wash our face, wash our face
    This is the way we wash our face 
    Early in the morning 
    This is the way we brush our teeth
    Brush our teeth, brush our teeth 
    This is the way we brush our teeth 
    Early in the morning 
    This is the way we comb our hair
    Comb our hair, comb our hair 
    This is the way we comb our hair
    Early in the morning 
    This is the way we put on our shoes
    Put on our shoes, put on our shoes 
    This is the way we put on our shoes
    Early in the morning

    3.7. End unit assessment

    At the end of this unit, the teacher will provide a summary leading to deeper understanding of the whole content taught. Children will recite poems, rhymes, sing songs and play games they have studied in the whole unit under the teacher’s 
    guidance.
  • UNIT 4:POSSESSIVE IN ORAL COMMUNICATION

    Key unit competence

    Children should be able to use possessives in oral communication.

    4.1. Introduction
    This unit includes possessive adjectives and pronouns that will be taught using 
    songs, rhymes and poems. The use of active methodology is a better way of helping 
    children to acquire knowledge, skills and values as they practice possessives in their 
    daily communication.

    Lessons in this unit are distributed with reference to the syllabus and scheme of 

    work and teachers will use various ways to teach them. The teacher needs to make 
    sure that children are actively involved in teaching and learning activities so that 
    they are not bored. Songs, poems and rhymes are active ways through which the 
    content will be delivered.

    4.2. Cross-cutting issues to be addressed

    Gender education: While children are singing and reciting poems or rhymes boys 
    and girls will be given equal chance to sing. 

    Inclusive education
    : Where all children will be given equal chances and facilitation 
    to participate in the lesson.

    Peace and value education:
    In case of any conflicts between children the teacher 
    will intervene to handle them peacefully.

    4.3. List of lessons

    The table below shows the two lessons to be taught in this unit. 

    V

    4.4 Guidance on different lessons
    Lesson 1: A song: Our teacher
    Learning objective: Children are able to sing the song “Our teacher” and use 
    correctly the new words in real life situations.
    Teaching and learning materials: The picture of a teacher with his/her learners in the class.

    References: Pre- primary syllabus and scheme of work.

    N
    C

    C

    Lesson 2: A song: Everyday
    Brush, brush, brush your teeth
    Brush it every day
    Brother, brother, brother, brother
    Brush it every day
    Comb, comb, comb her hair
    Comb it every day 
    Mary, Mary, Mary, Mary
    Comb it every day
    Wash, wash, wash
    Wash his face
    Wash it everyday
    John, John, John, John

    Wash it everyday

    The teacher follows the same methodological steps as for lesson 1.

    1.5. Additional content
    Song: The more we are together
    The more we are together  χ2
    Together, together  χ2
    The more we are together χ2
    The happier we shall be χ2
    For my friend and your friend
    For your and my friend


    1.6. End unit assessment

    At the end of this unit, the teacher will use oral questions that leading to the 
    summary of the lesson which helps children to have a deep understanding of all 
    taught content. Children will recite poems, rhymes, sing songs and play games they 

    have studied in the whole unit under the teacher’s guidance.

  • UNIT 5:PREPOSITIONS IN ORAL COMMUNICATION

    Key unit competence
    Children should be able to use prepositions in oral communication.
    5.1. Introduction
    This unit is important to children as it opens the chance for them to explore their surroundings through different
    lessons taught in this unit. It is an opportunity for them to localize things from the environment from which they
    can develop their language skills especially listening and speaking through songs, rhymes and poems.
    5.2. List of lessons
    The table below shows the two lessons to be taught in this unit.
    N
    5.3. Cross-cutting issues to be addressed
    Gender education: While children are singing boys and girls will be given equal chance to sing.
    Environment sustainability: When children are exploring and locating objects in the environment.

    5.4 Guidance on different lessons
    Lesson 1: A song: The called in
    N
    Learning objective: Children are able to discover prepositions used in communication 
    and use them correctly in conversations. 
    Teaching and learning materials: Pictures of objects and real objects placed in given areas. 
    References: Pre-primary syllabus and scheme of work.
    N
    M
    Generally lessons 2 and 3 will be taught the same way as the previous lesson.

    Lesson 2: A song called: On the table

    Big father, big father says
    My funny child where is my bag? 
    Funny child says oh la, la, la!!!!!!1
    The bag is on the table 
    The pen on the chair
    The hands are on the computer
    The soap on the table
    All are on the table
    Good table is mine 


    Lesson 3: A song: I’m between

    The cat says meow, meow
    A child sees and cries yeah, yeah yeah!
    The glass says don’t worry my child
    Am between you and a cat

    Between, between you and a cat

    Lesson 4: A rhyme: Under, in front of, behind, near, between (2)
    under , behind, near, between (x2)
    where is the spider?
    under the table
    under, in front of, behind, near, between (x2)
    where is the spider?
    in front of the table
    under, in front of, behind, near, between (x2)
    where is the spider?
    behind the table
    on in, under, in front of, behind, near, between (x2)
    where is the spider?
    between chairs

    Learning objective: Children are able to repeat correctly the new words from the 

    poem like under, in front of, behind, near, between. Teaching and learning materials:
    Flash cards with pictures of table, spider, the real 
    table, etc.

    Learning and teaching activities

    • The teacher gives children clear instructions on what to do and on how to behave.
    • The teacher shows children the picture of a tree or takes them outside the 
    classroom to observe a real tree, its fruits and flowers and asks them some questions.
    • The teacher accepts learner’s answers and improves them as he/she introduces 
    the new topic “the poem: under, in front of, behind, near, between.
    • The teacher invites children to follow attentively and recites the whole rhyme “I am a big tree.” 
    • The teacher recites the first line of the poem.
    • The teacher repeats the first line together with children.
    • Children repeat the first line alone (in groups then one by one) and the teacher goes round to help children with
    difficulties.

    • The teacher recites the second line of the poem “under, in front of, behind, near, between.
    • The teacher and children repeat the second line together with the teacher.
    • Children repeat the second line alone (in groups the one by one) while the teacher is going round
    to help children with difficulties.
    • The teacher recites the first and second lines. He/she invites children to repeat after him/her and then they do
    it alone while the teacher is going round to help 
    children with special needs.
    • The teacher continues to follow the same procedure until all the ines are finished and recites the whole stanza;
    he/she invites children to repeat it after 
    him/her, then children do it alone, in groups and one by one.
    • After memorizing the first stanza, the teacher moves to the second stanza and follows the same procedure as for the
    first stanza. When the second stanza is 
    already mastered, the teacher recites stanzas one and two, one after the other.
    • The teacher and children recite stanzas one and two, one after the other. 
    • Children alone recite the first and the second stanzas alone (one by one then in groups) while the teacher is going round
    to help children with difficulties.

    • The teacher asks children to recite the whole poem “under, in front of, behind, near, between” one by one and correct
    children who are making mistakes.

    5.5. Additional content

    A song: Mary puts the kettle on the fire
    Mary put the kettle on (x3)
    We all have tea
    Put the kettle on the fire (x3)
    We all have tea 
    Put the kettle on the table (x3)
    We all have tea
    Put the sugar on the tea (x3)
    We all have tea


    5.6. End unit assessment

    At the end of this unit, the teacher will use oral questions which direct children 
    to the summary leading to deeper understanding of the whole content taught. 
    Children will recite poems, rhymes and sing songs they have learnt in the whole 

    unit with the teacher’s guidance.