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.
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
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.
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 tomorrowChildren 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.
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.
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 childrenI 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 againGoodbye!!! 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.
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.
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!
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 tochange 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 singAnd 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 gameSkip, 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, poemsand 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.
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.
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.
Lesson 2: Rhyme “Main parts of the body”
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 legsI 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 membersReferences: Pre-primary syllabus and scheme of work
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
- 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.”
There, there, there
There at home
There is a fatherFather, 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 membersLearning activities:
- The teacher invites children to follow attentively and sing the whole song
Good morning my brotherGood morning my brotherHow are you?Good morning my brotherHow 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.
Rhyme “Home’’
Home, home, homeLesson 2: Rhyme “Home ’’
I like my home
Here with a gate
There with a houseBig, big, big, iiiiiiii
Home, home,Home
I like my home
Here with a gate
There with a house
Big, big, big, iiiiiiiiHome, home, home
I like my home
Here with a fence
There with a houseBig, big, big, iiiiii
Home, home, home
I like my home
A compound here
Quarters thereBig, 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: Rhyme “Shake 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 meShake, shake a mango tree
Lesson 4: Rhyme “Tree in the forest”
Tree in the forestThe methodology to teach the rhyme “There” taught in lesson 2 page 38 will be
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, hooorepeated 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 liesNo 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 mouthOh! 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
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 teaEarly 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”
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 homeThe 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.
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
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
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 callTeaching 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.
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 singsso 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
Lesson 1: Poem: My birthday
My birthday
The day that I smile
Day of love
Day of joyLet’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 wentThe 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 whatthey 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.
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.
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 songhave 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 tocorrect 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 x2How 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 addsthe 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 correctchildren who are making mistakes.
Lesson 4: Rhyme: There
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 fatherAnd 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
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 childrentoward 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
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 oftablets,(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
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.
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 dreamTheme: Means of communication
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 catMeow, 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 unitGRADE 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. Inthis 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.
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.
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, andplay 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.
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
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.
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 shirtCome 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, motherand cousin.”
Theme: Home objects
Lesson 1: 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
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 thosewho 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 laThis 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
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
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 mooOld 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: PlantsLesson 1: 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
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 oneand 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
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 byone 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 waterSwim, 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 themethodological steps followed in previous lessons.
Theme Source of light
Lesson 1: A song: Good morning sun
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
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 friendI 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, readNews 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
Heroes’ day (x2)
We celebrate
They celebrate
Heroes’ day heroes’ day
You are heros, you are heros
The work you did (x2)
Makes you herosHeroes’ 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 thewhole 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 teacherextend the content.
2.2. List of lessons
The table below shows the lessons to be taught in this unit.
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 chanceto 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
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 indicatedaily 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 oralcommunication.
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 lessonsThe table below shows two lessons to be taught in this unit.
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 bodyReferences: Pre-primary syllabus and scheme of work
3.5. Sample lesson plan
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 competenceChildren 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 lessonsThe table below shows the two lessons to be taught in this unit.
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.
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, JohnWash 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 theyhave 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.
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
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.
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 catBetween, 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 wholeunit with the teacher’s guidance.