General
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.