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

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

    2.1. Introduction

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

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

    extend the content.

    2.2. List of lessons

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

    B

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

    to education and the teacher treats them equally.

    2.4. Guidance on different lessons
    Lesson 1: Progressive tense

    A game: What am I doing?

    Who is brushing their teeth?

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

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

    References: Pre-primary syllabus and scheme of work

    B
    B
    N

    V

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


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

    daily routine through the poem.

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

    Learning and teaching activities

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

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

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

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

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


    A song: Ginger

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


    A song: I have a lovely friend

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

    2.6. End unit assessment

    At the end of this unit, the teacher will provide a summary leading to deeper 
    understanding of all taught content. Children will recite poems, sing songs and play 
    games they have studied in the whole unit under the teacher’s guidance.
    GRADE 3 UNIT 1:LISTENING TO SONGS AND STORIES WITH AN INCREASED UNDERSTANDINGUNIT 3:DEMONSTRATIVES IN ORAL COMMUNICATION