ENGLISH GRADE 1 TG

Topic outline

• 

  General
• 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 tomorrow 
  

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

  Lesson 3: A game about self introduction • 

  • The teacher tells members of grade one of Pre- primary to introduce themselves. 
  • The teacher asks children to stand up and form a large circle. 
  •  The teacher instructs children to make three steps toward the center to introduce themselves saying “my name is….I am….years old” one after the other until all the children have introduced themselves.

  Learning objectives: Learners are able to introduce themselves to others confidently. 
  Teaching and learning materials: picture of children shaking hands, a child standing in front of the class introducing him/herself.
   Learning and teaching activities • 
  

  • The teacher shows children a video of other children who are introducing themselves. 
  • The teacher asks children what they see in the video during self expression. 
  • The teacher tells children that they are going to do the same activity of introducing themselves. 
  • Children introduce themselves. 

  Lesson 4: A poem: My class 
  I like my class 
  My class is big
   My class is clean 
  My class is colorful 
  My class is well decorated 
  My class has polite children 
  

  I love my class 

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

  Learning and teaching activities 

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

  1.5. Additional content 

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

  Goodbye!!! Goodbye!! See you again 

  1.6. End unit assessment 

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

• UNIT 2:RESPONDING TO SIMPLE ORAL INSTRUCTIONS

  Key unit competence 

  Children are able to respond appropriately to simple oral instructions.

  2.1. Introduction 

  It is very important for children to be able to follow instructions and respond 
   accordingly. Learning and teaching how to respond to simple oral instructions in 
   pre-primary enables children to interpret facial expressions, imitate the actions of 
   a communicator, demonstrate obedience and politeness and react on the requests of others. 
  
  If children struggle while following instructions, this impacts on their ability to 
   complete their tasks across different environments and that’s why children must 
   learn to respond to instruction from an early age. 
  
  In this unit, there are three lessons to be taught with the same developed methodology. 
  

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

  2.2. List of lessons 

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

  
  

  
  

  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 to 
  

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

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

  And together we shall dance

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

   Skip, skip, skip.

  2.6. End unit assessment 

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

  
  

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

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

   and games.

  3.1. Introduction 

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

  3.2. List of lessons 

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

  

  

  

  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 legs 
  

  I like my body 

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

  References: Pre-primary syllabus and scheme of work
  

  
  

  
  

  
  

  
  

  
  

  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.”

  The rhyme 
  

  
  There, there, there 
  

  There at home 
  

  There is a father 
  

  Father, father and mother

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

  Learning activities:

  •  The teacher invites children to follow attentively and sing the whole song 

  Good morning my brother 

  Good morning my brother 

  How are you? 

  Good morning my brother 

  How are you?

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

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

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

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

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

  Theme: My Home 

  Lesson 1: Rhyme “Home’’ 

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

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

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

  
  

  Rhyme “Home’’ 

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

  Big, big, big, iiiiiiii

  Lesson 2: Rhyme “Home ’’
  

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

  
  

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

  Big, big, big, iiiiii 

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

  Big, big, bi, iiiiii 

  
  

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

   References: Pre-primary syllabus and scheme of work. 

  Lesson 3: 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 me
  

  Shake, shake a mango tree

  Lesson 4: Rhyme “Tree in the forest”
  

  
  

  Tree in the forest 
  Stood, stood, stood 
  Along come a man 
  For wood, wood, wood 
  With axe, axe, axe 
  For chop, chop, chop 
  And a tree fell down 
  And a hooo, hooo 

  The methodology to teach the rhyme “There” taught in lesson 2 page 38 will be
  

   repeated for lesson 4.

  Theme: Food and drinks found in our environment 

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

  Teaching and learning materials: sugar, mangoes, bananas. 

  References: Pre-primary syllabus and scheme of work. 

  Lesson 1: Rhyme ‘’John, John” 
  

  John, John 
  

  Yes papa
  

   Eating sugar 
  

  No papa 
  

  Telling lies 
  

  No papa

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

  Oh! Oh! Oh! Oh!

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

  Lesson 2: A song: The way
  

  
  

  This is the way I eat my food 
  

  I eat my food, I eat my food 
  

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

   Early in the morning.

  Theme: Domestic animals
  

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

  References: Pre-primary syllabus and scheme of work.

  Lesson 1: Rhyme” Dad has a cow”
  

  
  

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

  The goat says meee meee

  Lesson 2: Rhyme: The sound it makes
  Moo moo
  Listen to the cow
  Moo moo 
  That is the sound it makes
  Maa maa
  Listen to the sheep
  maa maa
  That is the sound it makes maa maa
  Maa maa
  Listen to the sheep
  maa maa
  That is the sound it makes
  
  Extension and variations: Keep increasing the number of stanzas by changing names 
  of domestic animals depending on the level and speed of your children. Examples: 
  goat, cow, pig, sheep, rabbit, hen, etc....The methodology to teach rhyme”There” 
  taught above will be repeated.
  
  Theme: Water
  Lesson 1: Rhyme
  Water, water, water, drink water 
  Water, water, wash your hands
  Water, water, wash your clothes
  Water, water, cook your food
  
  Learning Objective: Children are able to recite a rhyme related to water using 
  appropriate gestures.
  Teaching and learning materials: Picture of class, children, water and buckets
  References: Pre-primary syllabus and scheme of work.
  
  Teaching and learning activities 
  

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

  Lesson 2: Rhyme: We need water

  Water, water 
  For drinking and cooking
  We need water
  Water, water 
  For washing and bathing
  We need water
  
  The methodology used to teach lesson 1 of this theme will be also applied in 
  
  teaching lesson 2.
  Theme: Natural source of the light
  Lesson 1: A song: My sun
  Sun, sun, hot sun
  Shining in the sky
  Wake up! Wake up
  It is a lovely day!
  
  Learning Objective: Children are able to use correctly the new words about natural 
  sources of light in the song.
  Teaching and learning materials: Pictures of sun, moon and stars.
  Reference: Pre-primary syllabus.
  
  Teaching and learning activities 
  

  • The teacher presents teaching materials (pictures of natural source of light) to the children. 
  • Children observe teaching materials and discuss about them.
  • The teacher and children go out and observe the sun in the sky. 
  • The teacher tells children the name of the song they are going to study.
  • The teacher sings the song “my sun” alone and children listen.

  Sun, sun hot sun
  Shining in the sky
  Wake up! Wake up
  It is a lovely day!
  
  

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

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

  
  

  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 call
  

  
  

  Teaching and learning activities 

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

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

  

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

  Lesson 3: A song: My television 
  I am happy today
  My father buys for me 
  Buy, buy, and buy a television
  Television, television
  My television, your television
  Lesson 4: Song: Big drum
  Big, big ,big drum (2)
  I like to hit big drum (2)
  Drum says bumbu, bumbu, bumbu
  Peter hits drum
  Drum says bumbu, bumbu,…….
  
  Theme: Religious institutions - Church/ Mosque
  Lesson 1: Sing the rhymes my best future
  
  Wee wee wee!!!
  We are pastors
  We are pristies
  I am a brother
  You are a sister
  Weeeweeee weeeee
  Yeeeeyeeee
   Come and we pray
  We pray, we pray
  
  Learning Objective: Children are able to sing confidently the song on religious 
  institutions.
  Teaching and learning materials: Bibles, Qur’an, a drawing of a preacher. 
  
  Learning and teaching activities:
  • The teacher asks children to sing any song from the church they know
  • Children sing the church’s song.
  • The teacher tells the children to stand up.
  • The teacher asks children to keep quiet and get to listen to what the teacher sings 
  

  so that they may repeat after him or her

  Lesson 2: A rhyme: We like to read

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

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

  Theme: Special days in family

  

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

  Let’s enjoy my birthday

  Learning Objective: Children are able to repeat confidently the poem on family 
  special days 
  Learning and teaching materials: The drawing of persons who are celebrating a 
  birthday.
  Learning activities
  • The teacher gives instructions on what to do and how to behave
  • The teacher asks children who have ever celebrated their birthdays.
  • The teacher reads the whole poem to children.
  • Children listen to the poem attentively from teacher.
  • The teacher reads the verse by verse then children repeat after him/her.
  • Children repeat the poem by themselves
  
  Lesson 2: Rhyme: Happy new year
  Call in all your friends
  Shout and dance
  Happy New Year (2)
  Wishing you happy new year.
  
  Learning objective: Children are able to repeat confidently the rhyme on celebration 
  of happy new year in family.
  Teaching and learning materials: A drawing of people who celebrate the New Year.
  
  Learning and teaching activities:
  • The teacher gives children clear instructions on what to do and how to behave.
  • The teacher displays drawings of people celebrating new year.
  • The teacher asks the children to stand up, stretch arms and turn around.
  • Teacher repeats the rhyme with gestures to interpret it.
  • Children listen to the rhyme.
  • The teacher repeats the rhyme and children repeat after him/her
  • The teacher repeats a big portion of the rhymes and children repeat after him /her.
  • Children repeat the rhyme by themselves and they do it many times.
  • The teacher assesses children’s individual performance.
  
  3.5. Additional content
  Theme: Church/ Mosque
  
  A Song: Sing in choir
  We sing in choir
  Sing words of God
  Our best future
  Best future!!
  Wee wee wee!!!
  We are pastors
  
  Theme: A song: My school
  There is a piano
  In our classroom there is a piano
  There is a piano children like to play
  There is a piano piano piano
  There is a piano pia pia piano
  We’re so proud of our school
  We’re so proud of our school
  And everything about it
  We’re so proud of our school
  So don’t you ever doubt it 
  Though all of us are different
  On this we all agree,
  We’re so proud of our school 
  Because it’s made by you and me (x2)
  
  Theme: Natural sources of light
  
  Song : Twinkle, twinkle, little star
  Twinkle, twinkle, little star
  How, I wonder what you are 
  Up above the world so high
  Like a diamond in the sky 
  Twinkle, twinkle, little star
  Now, I wonder what you are
  
  Theme: Water 
  Rhyme: Yellow ducks swimming in the water
  One yellow duck swimming in the water
  Two yellow ducks swimming in the water
  Three yellow ducks swimming in the water
  Swim, swim,swim my little ducks
  
  Theme: Transport by road
  A song: Riding a bicycle
  Four little babies ride the bicycle
  Saying bibibibi and falling down
  One slipped off and got hurt
  Mama called the doctor
  Doctor, no more babies riding the bicycle
  Three little babies riding the bicycle
  Saying bibibibi and falling down
  One slipped off and got hurt
  Mama called the doctor
  Doctor said no more babies riding the bicycle
  
  Theme: Domestic animals
  A song: Pussy cat, pussy cat
  Pussy cat, pussy cat
  Where have you been?
  I have been to London
  To look at the queen
  What did you do there?
  I frightened a little mouse
  Under her little chair
  
  A song: Mary had a little lamb
  Mary had a little lamb
  Little lamb, little lamb
  Mary had a little lamb
  Its fleece was white and snow
  And everywhere that Mary went
  Mary went, Mary went
  And everywhere Mary went
  

  The lamb was sure to go

  A song: The kennel has no puppy
  

  The kennel has no puppy, puppy, and puppy
  

  The kennel has no puppy
  

  Come and see
  

  The poultry is empty, empty, empty
  

  Come and see
  

  The calf is in the calf pin, calf pin, calf pin
  Come and see
  
  3.6. End unit assessment
  At the end of this unit, the teacher provides a summary leading to deeper 
  understanding of all taught content whereby children are helped to revise what 
  

  they have learnt in the whole unit.

  
  

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

  Key unit competence
  

  Children are able to react appropriately to favorite songs, picture stories and use 
  vocabulary about the theme of the day in songs, poems and games.
  

  1.1. Introduction
  

  This units includes vocabulary related to various themes such as extended family, 
  

  my body (senses), culture (clothes we wear), my home (my house), plants (crops), 
  

  food and drinks, institutions and occupation (hospital, shop and market), animals 
  

  (wild animals and insects), water, source of light (artificial sources of light) which 
  

  will be useful to children in their daily communication. 
  

  Lessons in this unit will be taught using various methods. The teacher makes sure 
  

  that children are actively involved in teaching and learning activities. Songs, Rhymes 
  

  and dialogues constitute activities through which content will be transmitted to the 
  children. 
  

  1.2. List of lessons
  

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

  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 song 
  

  have been sung 

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

  correct children who are making mistakes.

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

  How do you do?

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

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

  Lesson 3: Rhyme: There
  THERE
  There, there, there
  There at home
  There is Grandmother
  Nice, nice, nice 
  There, there, there
  There at home
  There is Grandfather
  Kind, kind, kind
  
  Learning objective: Using a rhyme “there” children are able to repeat correctly the 
  vocabulary “Grandmother and grandfather.”
  
  Teaching and learning materials: Pictures and flashcards of family members.
  
  Learning and teaching activities
  • The teacher gives children clear instructions on what to do and how to behave
  

  • The teacher shows children a picture of family members and asks them some 
  

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

  children who are making mistakes.

  Lesson 4: Rhyme: There

  
  

  THERE
  There, there, there
  There at home
  There is Grandmother
  Nice, nice, nice 
  There, there, there
  There at home
  

  There is Grand father
  Kind, kind, kind
  There, there, there
  There at home
  There is Grand father
  

  And grand grandmother 

  For this lesson the teacher uses the same methodology, the same rhythm and 
  teaching/learning materials as for lesson 3. Here the teacher only adds the third 
  verse with emphasis to both vocabularies “grandfather and grandfather”.
  
  Theme: My clothes
  Lesson 1: A poem: Clothes we wear
  I like to wear a short and a shirt
  My mother likes to wear a skirt and a jacket
  My father likes a trouser, a coat and a tie
  My sister likes to wear a dress and a pullover
  
  Learning objective: Children are able to use correctly new words about clothes 
  from the poem “clothes we wear.”
  
  Teaching and learning materials: Different kinds of clothes: shirts, skirts, jacket, 
  trousers, coat, tie, dress, and pullover.
  Learning and teaching activities
  • The teacher gives children clear instructions on what to do and on how to behave
  • The teacher presents teaching materials (different kind of clothes) to the children.
  • Children observe teaching materials and manipulate them
  • Children and the teacher discuss about the teaching materials
  • The teacher tells the children the name of the poem they are going to study
  • The teacher recites the whole poem about clothes while the children are listening.
  • The teacher recites two sentences of the poem and children repeat in groups, 
  one by one and use gestures. 
  • The teacher recites two sentences of the poem and adds the third, children 
  repeat in groups and one by one.
  • The teacher recites the whole poem and asks children to repeat it in groups.
  • The teacher helps all the children especially those who have a problem of pronunciation.
  

  • The teacher helps children to use appropriate gestures according to the theme when they repeat the poem.
  • The teacher asks children to repeat the whole poem in small groups.
  • At the end of the lesson, the teacher asks children to recite the poem one by one.
  Lesson 2: A poem: Different kinds of clothes
  Rain coats, gloves and boots 
  Are for rainy season
  Slippers and t-shirts 
  Are for sunny season
  But sweaters and jackets
  Are for all cold days
  For this lesson the teacher uses the same methodology as for lesson number 1. 
  
  THEME: MY HOME: MAIN PARTS OF THE HOUSE 
  Lesson 1: A song: Someone is knocking
  Someone is knocking
  Someone comes knocking,
  At my wee, small window;
  Someone comes knocking
  I’m sure- sure- sure- sure
  
  Learning objective: Using the song “someone is knocking” children are able to 
  repeat correctly the word “window “and other words related to the main parts of the house.
  Teaching and learning materials: Pictures and flashcards of the house, classroom windows.
  
  Learning and teaching activities
  • The teacher gives children clear instructions on what to do and how to behave.
  • The teacher asks children to sing a song of their choice.
  • The teacher shows children a picture of the house and the classroom windows  and asks them some questions.
  • Children observe the picture and answer questions asked. The teacher asks 
  children clear questions using a simple language.
  

  • The teacher accepts their answers and enriches them to direct children toward the new topic.
  • The teacher invites children to follow attentively and sing the whole song” someone is knocking.” 
  • The teacher continues to teach children that song following all the steps used to teach a song.
  • Children follow attentively and sing the song” someone is knocking” after the teacher.
  • The teacher moves around to help children with special needs.
  • The teacher asks children to sing the song they studied and moves around to correct children who are making mistakes.
  
  Lesson 2: A song: Someone is knocking
  Someone is knocking
  Someone come knocking,
  At my wee, small window;
  Someone come knocking
  I’m sure- sure- sure- sure
  Someone come knocking,
  At my wee, small door;
  Someone come knocking
  I’m sure- sure- sure- sure
  
  Learning objective: Using the song “someone is knocking” children are able to 
  repeat correctly the word “door”
  Teaching and learning materials: Pictures and flashcards of the house with a 
  classroom door.
  Teaching and learning activities
  • For this lesson the teacher uses the same methodology, and melody as for lesson 1. 
  • The teacher only adds the second verse with emphasis to the vocabulary “door” 
  instead of “window” that was developed during lesson number one.
  • The teacher does a revision about this song verse one.
  

  
  

  Lesson 3: A rhyme: I am pointing
  I am pointing to the roof
  I am pointing to the floor
  I am pointing to the door
  I am pointing to the window
  I am sitting down 
  
  Learning objective: Using a rhyme “I am pointing” children are able to repeat 
  correctly “The door, window and the roof.”
  
  Teaching and learning materials: Pictures and flashcards of the house, the door, 
  the windows and the roof of the classroom.
  
  Learning and teaching activities: 
  • The teacher gives children clear instructions on what to do and how to behave
  • The teacher shows children Teaching /learning materials and asks them some questions.
  • Children observe teaching/materials and answer to the asked questions.
  • The teacher receives children answers and improves them to direct children toward the next topic.
  • The teaches invites children to follow attentively while he/she is reciting the whole rhyme” I am pointing.”
  • The teacher continues to teach children that rhyme following all the steps used to teach a rhyme.
  • Children follow attentively and recite the rhyme” I am pointing” after the teacher.
  • To the teacher moves around to help children with special needs.
  • The teacher asks children to recite the studied rhyme and moves around to correct children who are making mistakes.
  
  Lesson 4: A rhyme: I am pointing
  I am pointing to the roof
  I am pointing to the floor
  I am pointing to the door
  I am pointing to the window
  I am sitting down 
  I am pointing to the bedroom, 
  I am pointing to the dining room 
  I am pointing to the bathroom, 
  I am pointing to the window 
  I am sitting down
  
  Learning objective: Using a rhyme “I am pointing” children are are able to repeat 
  words correctly such as “bedroom, dining room and bathroom.”
  Teaching and learning materials: Pictures and flashcards of the house that show 
  clearly the bedroom, the dining room and the bathroom. 
  
  Teaching and learning activities
  • For this lesson the teacher uses the same methodology and rhythm as for lesson 3. 
  • Here the teacher only adds the second stanza with emphasis on the vocabularies 
  “Bedroom, dining room and bathroom” instead of “Door, window and roof ” 
  which were developed in lesson 3.
  
  Theme: Crops 
  Lesson 1: A song: Cassava
  
  Cassava, cassava
  How do you do? 
  Cassava, cassava
  Can I pluck you?
  Don’t pluck me, don’t pluck me
  Leave me alone
  I like you, I like you
  Sing me a song!
  

  
  

  Learning objective: Using the song “Cassava” children are able to repeat correctly  the word “cassava”
  Teaching and learning materials: Real Crops, pictures of crops, charts of crops 
  including cassava plant with edible roots (cassava), tomato plant, …
  Teaching and learning activities
  • The teacher gives children clear instructions on what to do and how to behave
  • The teacher guides children to sing a song of their choice.
  • The teacher shows children a picture of the cassava plant and asks them some questions.
  • The teacher may also start this lesson outside if there are cassava plants around the classroom.
  • Children observe the picture and answer questions asked.
  • The teacher asks children clear questions using a simple language.
  • The teacher accepts their answers and improves them to direct children toward 
  the new topic.
  • The teacher invites children to follow attentively and sing the whole song ”cassava.” 
  • The teacher continues to teach children that song following all steps used to teach a song.
  • Children follow attentively and sing the song ”cassava” after the teacher.
  • The teacher moves around to help children with special needs.
  • The teacher asks children to sing the song studied and moves around to correct 
  children who are making mistakes.
  
  Lesson 2: A song: Cassava
  

  Cassava, cassava
  

  How do you do? 
  

  Cassava, cassava
  

  Can I pluck you?
  

  Don’t pluck me, don’t pluck me
  

  Leave me alone
  

  I like you, I like you
  

  Sing me a song!
  

  Tomato, tomato
  

  How do you do? 
  

  tomato, tomato
  

  Can I pluck you?
  

  Don’t pluck me, don’t pluck me
  

  Leave me alone
  

  I like you, I like you
  

  Sing me a song!
  

  
  

  
  Learning objective: Using song “cassava” children are able to repeat correctly the word “Tomato.”
  Teaching and learning materials: Real Crops, pictures of crops, charts of crops 
  including cassava plant, tomato plant, …
  Teaching and learning activities
  • For this lesson the teacher uses the same methodology, and melody as for lesson 1. 
  • Here the teacher only adds the second verse with emphasis to the vocabulary 
  “tomato” instead of “cassava” that was developed during lesson 1.
  • Extension and variations: Keep increasing the number of verses by changing 
  different types of crops depends on the level and speed of your children. 
  Examples: Apple, mango, avocado, pawpaw, orange, vegetables, potato ...here 
  the teacher may use words such as son and daughter interchangeably.
  
  Lesson 3: A rhyme: If I were ...
  If I were an apple
  And I grew on the tree
  I could fall down
  At once and say
  Eat my son
  
  Learning objective: Using a rhyme “If I were” children are able to repeat correctly 
  the word “apple.”
  
  Teaching and learning materials: Real Crops, pictures of crops, charts of crops 
  including cassava tree, tomato plant, apple, orange.
  
  Learning and teaching activities 
  • The teacher gives children clear instructions on what to do and how to behave.
  • The teacher shows children Teaching /learning materials and asks them some 
  questions. Children observe teaching/materials and answer to the asked questions.
  • The teacher receives children’s answers and improves them to direct children 
  

  toward the new topic.

  • The teacher invites children to follow attentively and recites the whole rhyme 
  “If I were.”
  • The teacher continues to teach children that rhyme following all steps used to teach a rhyme.
  • Children follow attentively and recite the rhyme “If I were” after the teacher.
  • The teacher moves around to help children with special needs.
  • The teacher asks children to recite the rhyme studied and moves around to 
  correct children who are making mistakes.
  
  Lesson 4: A rhyme: If I were ...
  If I were an apple
  And I grew on the tree
  I could fall down
  At once and say
  Eat my son
  If I were an avocado
  And I grew on the tree
  I could fall down
  At once and say
  Eat my son
  If I were a pawpaw
  And I grew on the tree
  I could fall down
  At once and say
  Eat my son
  
  Learning objective: Using the rhyme “If I were” children are able to repeat correctly 
  the new words “avocado and pawpaw”
  
  Teaching and learning materials: Real Crops, pictures of crops, charts of crops 
  including cassava plant, tomato plant, apple tree, orange tree, pawpaw tree, avocado tree …
  
  Learning and teaching activities
  • For this lesson the teacher uses the same methodology and rhythm as for lesson 3. 
  • Here the teacher only adds the second and third stanza with emphasis on the 
  word “avocado and pawpaw” instead of “apple” that was developed in lesson 3.
  • The teacher helps children to revise the first stanza.
  • Extension and variations: Keep increasing the number of stanzas by changing 
  the type of fruit depending on the level and speed of your children. Examples: 
  Apple, mango, Avocado, pawpaw, orange...here the teacher may use words like
  son and daughter interchangeably.
  

  
  

  Theme: Food from plants
  Lesson 5: A song: Potato...potato
  Potato......potato
  Potato......potato
  Whatever the shape you be
  Potato....potato
  I like your company!
  Be a fry or chip
  Potato....potato
  I would really flip!
  
  Learning objective: Using the song “potato” children are able to repeat correctly 
  the word “potato.”
  Teaching and learning materials: Real potatoes, a picture of potatoes
  Learning and teaching activities
  • The teacher gives children clear instructions on what to do and how to behave.
  • The teacher asks children to sing a song of their choice.
  • The teacher shows children real potatoes and asks them some questions.
  • Children observe teaching/ learning aids and answer questions asked.
  • The teacher asks children clear questions using a simple language.
  • The teacher accepts children’s answers and improves them to direct children 
  toward the new topic.
  • The teacher invites children to follow attentively and sing the whole song 
  “potato.” 
  • The teacher continues to teach children that song following all the steps used 
  to teach a song and children follow attentively and sing the song” potato” after 
  the teacher.
  • The teacher moves around to help children with special needs.
  • The teacher asks children to sing the song studied and moves around to correct 
  children who are making mistakes.
  
  Lesson 6: A song: Potato...potato
  Potato......potato
  Potato......potato
  Whatever the shape you may be
  Potato....potato
  I like your company!
  Be a fry or chip
  Potato....potato
  I would really flip!
  
  Cassava......cassava
  Whatever the shape you can be
  Cassava....cassava
  I like your company!
  Be a fry or chip
  Cassava....cassava
  I would really flip!
  
  Learning objective: Using the song “potato” children are able to repeat correctly 
  the word “cassava.”
  Teaching and learning materials: Real potatoes and a picture of potatoes.
  Teaching and learning activities
  • For this lesson the teacher uses the same methodology and melody as for lesson 5. 
  • Here the teacher only adds the second verse with emphasis to the word “potato” 
  instead of “cassava” that were developed during lesson 5.
  • The teacher helps children to revise verse one of this song.
  • Extension and variations: Keep increasing the number of stanzas depending 
  on the level and speed of your children by using the words “potato, cassava, 
  yam...” interchangeably.
  
  

  Theme: Drinks from plants

  Lesson 1: A song: This is the way

  
  

  This is the way
  This is the way I take my tea,
  Take my tea, take my tea
  This is the way I take my tea
  Early in the morning
  
  Learning objective: Using the song “This is the way” children are able to repeat 
  correctly the word “Tea.”
  
  Teaching and learning materials: A picture of people who are taking tea, real tea.
  
  Learning and teaching activities 
  • The teacher gives children clear instructions on what to do and how to behave.
  • The teacher guides children to sing a song of their choice.
  • The teacher shows children real tea and asks them some questions.
  • Children observe teaching/learning aids and answer questions asked.
  • The teacher asks children clear questions using a simple language.
  • The teacher accepts answers and improves them while directing children toward the new topic.
  • The teacher invites children to follow attentively and sing the whole song” This is the way.” 
  • The teacher continues to teach children that song following all the steps used to teach a song
  

  • Children follow attentively and sing the song” potato” after the teacher.
  • Children follow attentively and sing the song” potato” after the teacher.
  • The teacher moves around to help children with special needs.
  • The teacher asks children to sing the studied song and goes around to correct 
  children who are making mistakes.
  
  Lesson 2: A song: This is the way
  This is the way
  This is the way I take my tea,
  Take my tea, take my tea
  This is the way I take my tea
  Early in the morning
  This is the way I drink my juice,
  Drink my juice, drink my juice
  This is the way I drink my juice
  Early in the morning
  This the way I eat my porridge,
  Eat my porridge, eat my porridge
  This is the way I eat my porridge
  Early in the morning
  
  Learning objective: Using the song “this the way” children are able to repeat 
  correctly the words “Juice and porridge.”
  
  Teaching and learning materials: Real juice and porridge, a picture of children who 
  are taking porridge.
  
  Teaching and learning activities
  • For this lesson the teacher uses the same methodology, melody as for lesson 1. 
  • The teacher helps the children to revise verse one of this song.
  • Here the teacher only adds the second and third verses with emphasis on the 
  words “ Juice and porridge” instead of “tea” that were developed in lesson 1.
  
  Theme: Hospital
  Lesson 1: A song: Reward
  If you know, lalala lalala
  This reward is for who?
  This reward is for yeah
  This reward is for hospital
  Your Good service is ok, ok!
  Laalala doctors.
  Consultation, doctor, nurse, medicine, tablets, laboratory...
  
  Learning objective: Children are able to repeat correctly the word hospital.
  Teaching and learning materials: Toys of tablet, drawing of hospital, toy ambulance 
  and statue of a doctor.
  
  Learning and teaching activities
  • The teacher gives clear instructions on what to do and how to behave.
  • The teacher shows children teaching and learning materials.
  • The teacher asks children questions related to teaching and learning materials.
  • Children answer questions.
  • The teacher sings the whole song to children.
  • Children listen to the song from the teacher.
  • The teacher sings the refrain and children repeat after him or her.
  • The teacher sings a big part of the song and children repeat it many times after him/her.
  • Children repeat the song on their own.
  • The teacher repeats the whole song and children repeat many times after him/her.
  • Children repeat the song on their own.
  • Assesses children’s individual performance.
  
  Lesson 2: A Story of Muhire
  One day Muhire met a nurse at the hospital.
  Muhire asked the nurse, “what the room serves for?”
  The nurse said, “ooooh! This room serves as laboratory where tests are carried 
  out.”Muhire said, “Thank you, I understand.”
  
  Learning objective: The children are able to answer questions about the story in a correct way.
  
  Teaching and learning materials: The drawing of a well-equipped hospital, toys of 
  

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

  Learning and teaching activities
  • The teacher gives clear instructions on what to do and how to behave.
  • The teacher shows to the children teaching and learning materials.
  • The teacher asks children questions related to teaching and learning materials.
  • The teacher asks children if there was someone who ever told them a story
  • The teacher tells children that he or she is going to tell them a story
  • The teacher gives children instructions.
  • The teacher tells the whole story to the children.
  • Children listen to the story.
  • The teacher tells a small part of the story to the children and ask them short 
  questions on the read story.
  • Children answer questions.
  • Children repeat a part of the story.
  • The teacher repeats a big part of the story.
  • The teacher asks questions.
  • Children answer questions.
  • The teacher repeats the whole story.
  • The teacher asks questions about the story.
  • Children answer questions.
  
  Theme: Wild animals and insects
  Lesson 1: A rhyme: Two little blue birds 
  Two little blue birds
  Two little blue birds 
  Sitting on the wall
  One named Keza
  One named Kiza
  Fly away Keza
  Fly away Kiza
  
  Learning objective: Using a rhyme “Two little blue birds” children are able to repeat 
  correctly the word “bird.”
  
  Teaching and learning materials: Pictures and flash cards of birds.
  
  Learning and teaching activities 
  

  • The teacher gives children clear instructions on what to do and on how to behave.
  • The teacher shows children teaching /learning materials and asks them some questions.
  • Children observe teaching/materials and answer to the asked questions.
  • The teacher receives children’s answers and improves them to direct children toward the new topic.
  • The teacher invites children to follow attentively and recites the whole rhyme” Two little blue birds” 
  • The teacher continues to teach children that rhyme following all steps used to teach a rhyme.
  • Children follow attentively and recite the rhyme” Two little blue birds” after the teacher.
  • The teacher moves around to help children with special needs.
  • The teacher asks children to recite the studied rhyme and moves around to correct children who are making mistakes.
  
  Lesson 2: A rhyme: Two little blue birds (stanza 1 and 2)
  Two little blue birds
  Two little blue birds 
  Sitting on the wall
  One named Keza
  One named Kiza
  Fly away Keza
  Fly away Kiza
  
  Two little blue birds 
  Sitting on the wall
  One named Keza
  One named Kiza
  Come back Keza
  Come back Kiza
  Come and sit on the wall
  
  Learning objective: Using a rhyme “Two little birds” children are able to repeat 
  correctly the words “birds and other related vocabulary.”
  
  Teaching and learning materials: Pictures and flash cards of birds.
  Teaching and learning activities
  • For this lesson the teacher uses the same methodology and rhythm as for lesson 1.
  • The teacher helps children to revise the first stanza of this rhyme.
  

  • Here the teacher only adds the second stanza.

  Lesson 3: A rhyme: I know an elephant
  Drawing the herd of elephants in Akagera National Park
  I know an elephant
  It’s very big
  It has no fingers
  It has no nails
  Oh my goodness
  What a big trunk!
  
  Learning objective: Using a rhyme “I know an elephant” children are able to repeat 
  correctly the word “elephant.”
  
  Teaching and learning materials: Pictures and flash cards of elephants.
  Learning and teaching activities
  
  • The teacher gives children clear instructions on what to do and on how to behave.
  • The teacher shows children teaching /learning materials (a picture of elephants) and asks them some questions.
  • Children observe teaching/materials and answer questions asked.
  • The teacher accepts children’s answers and improves them to direct children toward the new topic.
  • The teacher invites children to follow attentively and recite the whole rhyme” I know an elephant” 
  • The teacher continues to teach children that rhyme following all steps used to teach a rhyme.
  • Children follow attentively and recite after the teacher, the rhyme “I know an elephant.”
  • The teacher goes round to help children with special needs.
  • The teacher asks children to recite the studied rhyme and goes round to correct children who are making mistakes
  

  Lesson 3: A rhyme: Mosquito
  Mosquito
  Mosquito, mosquito ziiiiii
  Catch it!
  Shake it!
  And kill it!
  Ziiiiiiiiiiii
  Learning objective: Using a rhyme “Mosquito” children are able to repeat correctly the word “mosquito.”
  Teaching and learning materials: pictures and flash cards of mosquitoes.
  Learning and teaching activities
  • The teacher gives clear instructions on what to do and how to behave.
  • The teacher shows children teaching /learning materials (pictures of mosquitoes) and asks them some questions.
  • Children observe teaching/materials and answer questions asked.
  • The teacher receives children’s answers and improves them while directing children toward the new topic.
  • The teacher invites children to follow attentively and recite the whole rhyme “Mosquito.”
  • The teacher continues to teach children this rhyme following all steps used to teach a rhyme.
  • Children follow attentively and recite the rhyme “Mosquito” after the teacher.
  • The teacher goes round to help children with difficulties.
  • The teacher asks children to recite the studied rhyme and goes round to correct 
  children who are making mistakes.
  
  Theme: Water
  Lesson 1: A poem: Sources of water
  Water from the rain
  Water from the pipe
  Water from the tap
  Water from the tank
  Water from the well
  Water from the spring
  All are sources of water
  
  Learning objective: Children are able to use new words from the poem: “sources of water.”
  Teaching and learning materials: Water, tap, tank, jerrycan, buckets.
  Learning and teaching activities:
  • The teacher gives children clear instructions on what to do and on how to behave.
  • The teacher shows teaching materials to the children (bucket and jerrycan containing water).
  • Children observe teaching and learning materials and discuss about them.
  • The teacher and children go out to observe different sources of water.
  • The teacher and children fetch water from the tap and the tank.
  • The teacher tells the children the name of rhyme they are going to study.
  • The teacher recites the whole rhyme about water and children listen.
  • The teacher recites two sentences of the rhyme and children repeat in groups, one by one and using gestures.
  • The teacher recites two sentences of the rhyme and adds the third, children repeat first in groups and then individually.
  • The teacher recites the three sentences of the rhyme and adds the fourth, children repeat it in groups, and one after the other .
  • The teacher recites the fourth sentence of the rhyme and adds the fifth, children repeat in groups, and one after the other.
  • The teacher recites the whole rhyme and asks children to repeat in groups.
  • The teacher helps all the children especially those who have a problem of pronunciation.
  • The teacher helps children to use appropriate gestures according to the theme when they repeat and recite the rhyme.
  • The teacher asks children to repeat the whole rhyme in small groups.
  • The teacher asks children to recite the rhyme one after the other at the end of the lesson.
  
  Lesson 2: A rhyme: Rain, rain go away
  Rain, rain, go away! 
  Come again another day,
  Little children want to play
  Rain, rain, go away.
  

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

  Theme: Artificial sources of light
  Lesson 1: A poem: Source of light
  I hold my torch up high
  I light many candles today
  I have two lamps in my room
  I see the fire in our kitchen
  
  Learning objective: The children are able to use words about artificial sources of light in a poem.
  Teaching and learning materials: Different kinds of artificial sources of light (torch, candle, lamp).
  
  Learning and teaching activities
  • The teacher gives clear instructions on what to do and how to behave.
  • The teacher presents teaching materials (different kinds of artificial sources of 
  light) to the children and help them to observe and manipulate these materials.
  • The teacher lights all those sources of light and in groups, children observe them. 
  • The teacher and children discuss about the teaching materials.
  • The teacher tells the children the name of the poem they are going to study.
  • The teacher recites the whole poem about the artificial sources of light and children listen attentively.
  • The teacher recites two sentences of the poem and children repeat in groups and in turns and use gestures.
  • The teacher recites two sentences of the poem and adds the third, children repeat in groups and in turns.
  • The teacher recites the whole poem and asks children to repeat in groups.
  • The teacher helps all the children especially those who have a problem of pronunciation.
  • The teacher helps children to use appropriate gestures according to the theme when they repeat and recite the poem.
  • The teacher asks children to repeat the whole poem in small groups.
  • At the end of the lesson, the teacher asks children to recite the poem in turns.
  
  Lesson 2: A rhyme: My lamp
  Drawing of the lit source of light (torch, lamp, and candle)
  Lamp, lamp, lamp
  You give me light,
  Where is my candle?
  Oh I forgot it!
  But I see my torch
  Darkness goes away
  Darkness goes away
  
  Learning objective: Children are able to use the new words about artificial sources 
  of light from the rhyme.
  
  Teaching and learning materials: Lamp, torch, candle, and matches
  Learning and teaching activities
  • The teacher gives clear instructions on what to do and how to behave.
  • The teacher presents teaching materials (different kinds of artificial sources of 
  light) and help children to manipulate available materials.
  • The teacher lights those materials and asks children to observe them.
  • The teacher and children discuss the teaching materials.
  • The teacher tells children the name of the rhyme they are going to study.
  • The teacher recites the whole rhyme about artificial sources of light and children listen.
  • The teacher recites two sentences of the rhyme, children repeat in small groups, one after the other by using gestures. 
  • The teacher recites two sentences of the rhyme and adds the third, children repeat in small groups and one after the other.
  • The teacher recites the three sentences of rhyme and adds the fourth, children repeat in small groups, and one after the other.
  • The teacher recites the three sentences of rhyme and adds the fifth, children repeat in small groups, and one after the other.
  • The teacher recites the whole rhyme and asks children to repeat in small groups.
  • The teacher helps all the children especially those who have problems of pronunciation.
  • The teacher helps children to use appropriate gestures according to the theme when they repeat and recite the rhyme.
  • The teacher asks children to repeat the whole rhyme in pairs.
  • At the end of the lesson, the teacher asks children to recite the rhyme one after the other.
  

  Theme: Shop and market

  Lesson 1: A song: To the market
  To the market, to the market to buy a shirt
  To the market, to the market to buy shoes
  To the market, to the market to buy a toy car
  Backing home saying ok, ok!
  Saying ok, ok!!!!
  
  Learning objective: Children are able to use correctly the new words from the 
  poem in real life situations.
  
  Teaching and learning materials: shirt, shoes, and a toy car.
  Learning and teaching activities
  • The teacher gives children clear instructions on what to do and how to behave.
  • The teacher shows the children the market where people are selling different 
  goods, shirts, shoes and toys and asks them questions.
  • The teacher sings the whole song to children.
  • Children listen the song from the teacher.
  • The teacher sings the refrain and children repeat after him or her.
  • The teacher sings a big part of the song and children repeat many times after him/her.
  • The teacher repeats the whole song and children repeat many times after him/her.
  • Children repeat the song by themselves.
  • The teacher assesses children’s individual performance
  
  Lesson 2: A song: Shopping
  Let’s go for shopping, shopping, shopping!
  I came from the market for shopping, shopping, shopping!
  Shopping banana,
  Shopping cassava.
  To teach this lesson, the teacher refers to the lesson prepared above.
  
  

  Lesson 3: A poem: Money

  
  

  
  

  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 dream
  

  
  

  Theme: 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 cat
  

  Meow, meow, meow

  A song: We have a new house
  We have a new house 
  A new house we have
  Let us sing and dance with joy
  The house is new
  
  Theme: My clothes 
  A song: Sound produced by shoes
  Ko ko ko
  Dad is coming walking with shoes
  Ta ta ta mum is coming home walking with shoes
  Ti ti ti I am coming home walking with shoes
  
  A song: I’ve got a shoe
  I’ve got a shoe
  You’ve got a shoe
  All the children got a shoe
  When I get to heaven
  I put on my shoes…
  And walk on our God’s heaven
  Heaven, heaven, heaven
  When I get to heaven 
  I put on my shoes
  And walk on God’s heaven
  
  Theme: Wild animals and insects
  A song: what do you see?
  What do you see! x2
  I see a lion x 2
  A lion?
  Run, run, run
  What do you see? x2
  I see a tiger x 2
  A tiger?
  

  Run, run, run

  N.B: for extension and variation, keep increasing the number of verses by changing 
  the names of animals
  
  Theme: The hospital
  A song: The doctor
  Today is a special day
  We are going to the doctor
  It’s time for check up
  John, don’t be afraid
  I will give medicine…..
  Don’t worry, you will be OK
  Doctor said: “John, John”
  It’s time to smile
  You are no longer sick
  Now smile, smile as usual
  
  Theme: The shop/market
  A song: We are going to the shop
  We are going to the shop, shop, shop
  How about you, you, you
  You can count two, two, two
  We are going to the shop, shop, shop
  In the shop, we buy some sugar
  Buy some tea leaves, buy some biscuits
  In the shop, we buy some sugar
  You can come with the sweets
  We are going to the shop, shop, shop
  How about you, you, you
  You can count two, two, two
  We are going to the shop, shop, shop.
  

  Theme: Occupations in our environment

  A song: When I was a teacher
  When I was a teacher
  A teacher, a teacher
  When I was a teacher
  A teacher was I
  It was this way and that way
  And this way and that way
  When I was a teacher
  A teacher was I 
  When I was a driver
  A driver, a driver
  When I was a driver
  A driver was I
  It was this way and that way 
  And this way and that way
  When I was a driver
  A driver was I 
  When I was a painter
  A painter, a painter
  When I was a painter
  A painter was I
  It was this way and that way
  And this way and that way
  When I was a painter 
  A painter was I
  
  1.6. End unit assessment
  At the end of this unit, the teacher will provide a summary leading to the deep 
  understanding of the whole content taught. Children will recite poems, sing songs, 
  and play dialogues they have studied in the whole unit under the teacher’s guidance. 
  Oral questions will guide the teacher to check children’s understanding of the unit
  

• GRADE 2:UNIT 2 POLITE LANGUAGE IN ORAL COMMUNICATION

  
  Key unit competence
  Children will be able to use appropriate polite expressions in everyday oral communication.
  
  2.1. Introduction
  Learning to use polite language in oral communication in pre-primary is very 
  important for the children. It enables them to communicate politely and respect 
  others. It is an opportunity for the children to learn how to give to and receive 
  apologies from each other, how to thank and respond to thanks given by others 
  and present wishes to people and among themselves.
  
  It also helps them to grow with appropriate behaviour and values like respect of 
  rights, politeness, humility, friendliness and kindness to each other. Three lessons 
  

  are developed in this unit and the methodology to be used will be developed. In 
  

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

  2.2. List of lessons

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

  

  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, and 
  

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

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

  • Peace and value education: In case of any question or conflicts between children 
  the teacher intervenes to handle them peacefully.
  • Standardization culture: Concerning themes about foods and drinks, the teacher 
  

  reminds children to avoid spoilt or expired drinks and foods.Key unit competence
  

  Children are able to listen to stories with an increased attention and dramatize 
  

  simple songs and stories. Use new words about a related theme through songs, 
  poems and games
  1.1. Introduction
  

  This unit includes songs, stories, tongue twisters, rhymes, poems and dialogues 
  

  related to various themes taken from the syllabus. The use of active methodology is 
  

  a better way of helping children to reinforce their vocabulary in relation to various 
  

  themes and use them in real life communication. 
  

  Lessons in this unit are distributed according to the order given in the scheme of 
  

  work and the teacher uses various ways to teach them. The teacher needs to make 
  

  sure that children are actively involved in teaching and learning activities so that 
  

  they are not bored. Songs, tongue twisters, rhymes and dialogues are active ways 
  

  through which content will be transmitted to the children. 
  

  1.2. List of lessons
  

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

  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 shirt
  

  Come we sing and dance

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

  and cousin.”

  Theme: Home objects

  Lesson 1: A song: We are busy washing

  
  

  We are busy washing
  We are busy washing plates
  Washing plates to make them clean
  This way sha la la la
  That way sha la la la
  This way sha la la la 1, 2, 3
  
  Learning objective: Through this song “We are busy washing” children are able to 
  repeat correctly the word “plate and other words related to the song.” 
  Teaching / learning materials: Plates
  
  Learning and teaching activities
  • The teacher gives children clear instructions on what to do and on how to behave.
  • The teacher helps children to revise the rhyme “there.”
  • The teacher shows children a picture of family members and ask them some 
  questions concerning the picture they have been shown.
  

  • The teacher receives children’s answers, improves them and directs the children toward the new topic
  • The teacher invites children to follow attentively and sings the whole song “we 
  are busy washing” and continues to teach children that song.
  • The teacher sings the first line of the song. 
  • The teacher repeats the same line together with children.
  • Children repeat the first line alone (in groups, then one by one) and the teacher 
  goes round to help children who have difficulties.
  • The teacher sings the second line .
  • The teacher repeats the second line together with children.
  • Children repeat the second line alone (in groups then one by one) and the 
  teacher goes round to help children who have special needs.
  • The teacher sings the first and the second line, invites children to repeat after 
  him or her and then children can do it alone.
  • The teacher continues to use the same procedure until all the lines have been done. 
  • Then the teacher repeats the whole song, invites the children to repeat after 
  him/her then children repeat alone while the teacher is going round to help 
  children with special needs.
  • The teacher asks children to sing the whole song one by one and correct those 
  

  who are making mistakes

  Lesson 2: A song: We are busy washing
  We are busy washing
  We are busy washing plates
  Washing plates to make them clean
  This way sha la la la
  That way sha la la la
  
  This way sha la la la 1, 2, 3
  We are busy washing cups
  Washing cups to make them clean
  This way sha la la la
  That way sha la la la
  
  This way sha la la la 1, 2, 3
  We are busy washing spoons
  Washing spoons to make them clean
  
  This way sha la la la
  That way sha la la la
  

  This way sha la la la 1, 2, 3

  Learning objective: Through this song “We are busy washing” children will be able 
  to repeat correctly the word “plates” and other related vocabulary. 
  
  Teaching / learning materials: Soap, water, spoon, plate, and cups.
  
  Learning and teaching activities
  • For this lesson the teacher uses the same methodology as for lesson 2. 
  • This song is the continuation of lesson 1, it is only that two verses have been added.
  

  Lesson 3: A dialogue: It is time to eat

  
  

  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 moo
  

  Old Mac Donald had a farm eieioe

  Lesson 4: A song: Car driver

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

  Here, I am driving a toy train

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

  Lesson 1: A rhyme: I am a big tree

  
  

  I am a big tree
  I am a big tree
  La la la la
  These are my branches
  And these are my leaves 
  La la la la
  I am a big tree
  La la la la
  These are my flowers
  And these are my fruits 
  La la la la
  
  Learning objective: Using a rhyme “I am a big tree” children are able to repeat 
  correctly the new words “tree, flower, fruits and other related vocabulary”
  
  Teaching and learning materials: Pictures and flashcards with trees, real trees, 
  flowers and fruits outsides the classroom.
  
  Learning and teaching activities
  • The teacher gives children clear instructions on what to do and how to behave.
  • The teacher shows children a picture of a tree or takes them outside the classroom 
  to observe a real tree, its fruits and flowers and ask them some questions.
  • The teacher accepts learner’s answers and improves to them as he/she 
  introduces the new rhyme: “I am a big tree.”
  • The teacher invites children to follow attentively and recites the whole rhyme “I am a big tree.” 
  • The teacher recites the first line of the rhyme.
  • The teacher repeats the first line together with children.
  • Children repeat the first line alone (in groups then one by one) and the teacher 
  goes round to help children who have special needs.
  • The teacher recites the second line of the rhyme “I am a big tree”
  • The teacher and children repeat the second line together.
  • Children repeat the second line alone (in groups the one by one) while the 
  teacher is going round to help children who have special needs.
  • The teacher recites the first and second line. He/she invites children to repeat 
  after him/her and then children repeat it alone while the teacher is going round 
  to help children with special needs.
  

  • The teacher continues to follow the same procedure until all the lines are done 
  and recites the whole stanza.
  

  • The teacher invites children to repeat it together with him/her, then children 
  alone (in groups then one by one).
  

  • After memorizing the first stanza, the teacher moves to the second stanza and 
  

  follows the same pattern as for teaching stanza one. When the stanza number 
  

  two is already mastered, the teacher recites the stanzas 1 and 2 combined 
  respectively.
  

  • The teacher and children recite stanzas number 1 and 2 one after the other. 
  

  • Children alone recite the first and second stanzas alone (one by one then in 
  

  groups) while the teacher is going round to help children with difficulties.
  

  • The teacher asks children to recite the whole rhyme “I am a big tree” one by one 
  

  and correct children who are making mistakes.

  Lesson 2: A rhyme: I am a big tree

  I am a big tree
  I am a big tree
  La la la la
  These are my branches
  And these are my leaves 
  La la la la
  I am a big tree
  La la la la
  These are my flowers
  And these are my fruits 
  La la la la
  I am a big tree
  La la la la
  I give shade to birds
  And I give shade to you 
  La la la 
  • For this lesson the teacher uses the same methodology and rhythm as for lesson 
  1 of this theme. 
  • The teacher helps the children to review this rhyme, stanza 1 and 2.
  • Here the teacher only adds the third stanza.
  
  Theme: Food and drinks from animals
  Lesson 1: Tongue twisters: Betty bought bitter butter
  Betty bought bitter butter
  Betty bought bitter butter
  Then she bought better butter
  Betty bought better butter
  To make the bitter butter better
  
  Learning objective: Children are able to repeat correctly the tongue twister “Betty 
  bought a bitter butter.
  
  Teaching / learning materials: A picture of butter.
  
  Learning and teaching activities
  • The teacher gives children clear instructions on what to do and on how to behave.
  • The teacher shows children the real butter.
  • The teacher asks questions to the children concerning the teaching/learning 
  aid” Butter” using a simple language. 
  • The teacher receives children’s answers and introduces the new topic “tongue 
  twisters: Betty bought a bitter butter”.
  • The teacher tells children the whole tongue twister “Betty bought a bitter butter”
  • The teacher repeats the first line of the tongue twister.
  • The teacher and children repeat the first line together.
  • Children repeat the first line alone and the teacher goes round to help children 
  who have special needs.
  • The teacher repeats the second line of the tongue twister “Betty bought a bitter butter.”
  • The teacher and children repeat the second line together.
  • Children repeat the second line alone (in groups then one by one) while the 
  teacher is going round to help children who have difficulties.
  • The teacher repeats the first and second line, he/she invites children to repeat 
  the two lines after him/her and then children do it alone while the teacher is 
  going round to help children with difficulties.
  • The teacher continues to apply the same procedure until all the lines are done and 
  repeat the whole tongue twister; 
  • The teacher invites children to repeat it after him/her, children repeat alone 
  (one by one then in groups).
  • The teacher asks children to repeat the tongue twister “Betty bought a bitter 
  butter” one by one and correct children who are making mistakes.
  
  Lesson 2: A poem: I like you
  I like you
  Milk, milk, milk
  Milk from cow
  I like you milk
  Eggs, eggs, eggs
  Eggs from hen
  I like you eggs
  
  Learning objective: Using a poem “I like you”, children are able to repeat correctly 
  the words “milk, eggs, cow and hen”
  Teaching / learning materials: Pictures and flashcards of a cow and hen; real milk and eggs
  
  Learning and teaching activities: 
  • The teacher gives children clear instructions on what to do and how to behave.
  • The teacher shows children teaching/learning materials and asks them some 
  questions.
  • The teacher accepts children’s answers and improves them as he/she introduces 
  the new topic.
  • The teacher goes round to help children with special needs.
  • The teacher respects the steps to follow when teaching a poem as it was 
  indicated in the lessons prepared in this guide. 
  
  Lesson 2: A poem : I like you
  I like you
  Milk, milk, milk
  Milk from cow
  I like you milk
  Eggs, eggs, eggs
  Eggs from hen
  I like you eggs
  
  Meat, meat, meat
  Meat from Goat
  I like you meat
  Honey, honey, honey
  Honey from bees
  I like you honey
  
  • The teacher helps children to revise the first stanzas.
  • For this lesson the teacher uses the same methodology and rhythm as for lesson 1. 
  • Here the teacher adds the third and fourth stanzas only and emphasizes on the 
  words: Honey, bees, goat, meat
  
  Theme: Aquatic animals
  
  Lesson 1: A rhyme: Fish in the water
  
  Fish in the water
  One big fish is swimming in the water
  One big fish is swimming in the water
  One big fish is swimming in the water
  Swim, swim, swim my big fish
  
  Learning objective: Using a rhyme “Fish in the water” children are able to repeat 
  correctly the words “Fish and other related vocabulary.”
  Teaching / learning materials: A picture of fish and river or lake
  
  Learning and teaching activities
  • The teacher gives children clear instruction on what to do and how to behave.
  • The teacher shows children a picture of a fish or takes them to a river or lake to 
  observe a real fish and ask them some questions.
  • The teacher accepts learner’s answers and improves them as he/she introduces a new rhyme: Fish in the water.
  • The teacher invites children to follow attentively and recites the whole rhyme “Fish in the water” 
  • The teacher recites the first line of the rhyme.
  • The teacher repeats the first line together with children.
  • Children repeat the first line alone (in groups then one by one) and the teacher 
  goes round to help children with difficulties.
  • The teacher recites the second line of the rhyme “Fish in the water.”
  • The teacher and children repeat the second line together.
  • Children repeat the second line alone (in groups then one by one) while the 
  teacher is going round to help children who have special needs.
  • The teacher recites the first and second lines. He invites children to repeat 
  after him/her and then children alone while the teacher is going round to help 
  children with special needs.
  • The teacher continues to use the same procedure until all the lines have been 
  covered and recites the whole stanza; he/she invites children to repeat it 
  together with the teacher, then children do it alone (in groups then one by one).
  • After memorizing the first stanza, the teacher moves to the second stanza and 
  uses the same procedure as the one used to teach stanza one. When the stanza 
  number two is already mastered, the teacher recites stanza number one and two respectively.
  • The teacher and the children recite the stanza number one and two respectively. 
  • Children alone recite the first and the second stanzas alone (one by one then in 
  groups) while the teacher is going round to help children with difficulties.
  • The teacher asks children to recite the whole rhyme “Fish in the water” one by 
  

  one and corrects children who are making mistakes.

  Lesson 2: A rhyme: Fish in the water
  Fish in the water
  One big fish is swimming in the water
  One big fish is swimming in the water
  One big fish is swimming in the water
  

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

  Swim, swim, swim little crocodile

  • The teacher helps children to revise the first stanza.
  • For this lesson the teacher uses the same methodology and rhythm as for lesson 1. 
  • Here the teacher only adds the second stanza and emphasizes on the word 
  “crocodile.”
  
  Theme: Water
  Lesson 1: A poem: Water is good for life
  Water is good for my life
  Water is good for your life
  Water is good for plants
  Water is good for animals
  Water is good for everyone 
  Water is good for everything
  
  Learning objective: Children are able to use correctly the new words related to 
  water through the poem.
  Teaching and learning materials: Water, pictures of people watering plants, 
  children drinking water, cows drinking water.
  
  Learning and teaching activities
  • The teacher presents teaching materials (different pictures related to the lesson) 
  to children who observe and manipulate those materials.
  • Children with the teacher discuss the teaching materials.
  • The teacher tells children the name of the poem they are going to study “Water 
  is good for life.”
  • The teacher recites the whole poem alone while children are listening.
  • The teacher recites the first two sentences of the poem and children repeat the 
  poem in groups, one by one using appropriate gestures.
  • The teacher recites two sentences of the poem and adds the third, children 
  repeat the poem in groups and one by one.
  • The teacher recites the three sentences of the poem and adds the fourth, 
  children repeat the poem in groups and one by one.
  

  • The teacher recites the first four sentences of the poem and adds the fifth, 
  children repeat them in groups and one by one.
  • The teacher recites the whole poem and asks children to repeat in groups several times.
  • The teacher helps all the children especially those with difficulties.
  • The teacher asks children to repeat the whole poem in small groups at the end of the lesson.
  
  Lesson 2: A poem: Water
  My father collects rain water to wash our car
  My mother uses the water to wash my clothes
  My mother uses the water to cook my food
  I use the water to wash my body 
  We always use clean water
  We always boil water before drinking it
  
  Learning objective: Children are able to use correctly the new words related to 
  water through the poem.
  
  Teaching / learning materials: Jerrycans, buckets, water, pictures illustrating a 
  tank, rain, a river, people watering plants
  
  Learning and teaching activities:
  For the lesson 1 and 2 with the poems, the teacher refers him/herself to the 
  

  methodological steps followed in previous lessons.

  Theme Source of light

  Lesson 1: A song: Good morning sun

  
  

  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 friend
  

  I want to talk to you.

  Lesson 2: A song: My radio
  Find, find good news on radio
  Find good news on radio
  Good news on radio
  Good songs on radio
  Good stories are on radio, on radio!
  Hello! Hello! My radio
  Hello! My child
  Hello my radio
  I want to listen to you
  Listen to radio.
  
  Lesson 3: A song: Little child
  Little child, little child
  Where are you?
  Am here, am here reading
  Little child, little child read, read 
  

  News papers and you know

  Lesson 4: A rhyme: The bells
  For this lesson the teacher follows the methodological steps taken in teaching the 
  rhyme as indicated in other lessons on the poems prepared in this guide. 
  
  Let us ring the bi-cycle bell ring-a-ring:
  Let us ring the school bell,
  Ding dong ding
  Let us ring the fire bell,
  Clang, clang, clang
  Let us ring the sleigh bell,
  

  Jingle, jingle, jang.

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

  
  

  Lesson 1: A song: Heroes’ day

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

  Heroes’ day (x2)

  Lesson 2: A Song: Independent child
  Independence Day, 
  By my father 
  Good by my father
  Good by my mother
  I am independent now
  Independent now
  Without push
  I can swing
  I can study
  Now I have independence
  
  Lesson 3: A Song: I have a name
  I’m happy I’m happy
  Because of a name
  Let’s celebrate, let’s celebrate
  Celebrate my name
  Hello! Naming day 2
  Now I have a name because of you
  
  Lesson 4: A Poem: Happy New Year
  Note: For this lesson the teacher follows the methodological steps to teach the 
  poem as it is indicated in the other lessons with the poems which are prepared in this guide. 
  Happy new year.
  Year of love 
  Year of unity 
  Year of work
  Happy New Year.
  Happy new year my fiends
  This year no cry 
  No harm
  No loss
  Happy new year to my parents
  
  1.5. Additional content
  Theme: Special days in our culture
  Rhyme called “Happy New Year”
  Happy New Year
  Hop, hop, and hop
  Happy New Year
  Come, come 
  Happy New Year
  Jump, jump,jump
  Happy New Year
  Stamp, stamp, stamp
  Happy New Year
  Touch your nose
  Touch your toes
  Turn around turn around
  Now sit down
  
  Theme: Air transport
  A poem: My airplane
  My airplane
  I like the way you fly
  The speed you have
  Big you are
  You are the one to buy
  
  Theme: Water
  A Poem: I keep water 
  When I get water from the river 
  I keep it in jerrycans
  When I get water from a well 
  I keep it in a covered bucket
  When I get water from the rain
  I keep it in the big thank
  My water stays always clean
  Theme: My body
  A song: If you’re happy and you know it
  If you’re happy and you know it, clap your hands
   If you‘re happy and you know it, clap your hands 
  If you’re happy and you know it, and really want to show it 
  If you’re happy and you know it, clap your hands
  If you’re happy and you know it tap your shoulders
  If you’re happy and you know it nod your head
  If you’re happy and you know it blink your eyes
  If you’re happy and you know it pull your ears
  If you’re happy and you know it turn around
  If you’re happy and you know it twist your body
  If you’re happy and you know it touch the ground
  If you’re happy and you know it slap your thighs
  If you’re happy and you know it stamp your feet
  If you’re happy and you know it say hallo
  
  A song: My stomach is paining
  My stomach is paining (×2)
  My stomach is paining just now
  My stomach is paining (×2) 
  My stomach is paining just now
  Call the doctor (×2)
  Call the doctor just now
  Call the doctor (×2)
  Call the doctor just now
  Operation (×2)
  Operation just
  Operation (×2)
  Operation just now
  Now I am alright (×2)
  Now I am alright just now
  Now I am alright (×2)
  Now I am alright just now
  Thank you doctor (×2)
  Thank you doctor just now 
  Thank you doctor (×2)
  Thank you doctor just now
  May God bless you (×2)
  May God bless just now
  May God bless you (×2)
  May God bless just now
  
  A song: I want to count numbers
  I want to count one two three 
  Four five six seven eight nine ten
  The fingers on my hands 
  Are here, here
  Altogether ten, all together ten
  
  A song: Learn body parts
  Eight pink fingers
  Standing up tall
  Two little ears
  To hear mummy call
  One little nose
  That I can blow
  Ten pink toes
  All standing in a row
  Two little thumbs
  That wiggle up and down
  Two little feet
  To stand on the ground
  Two little hands to clap
  And bright eyes to see
  What a fun to be just me!
  

  Theme: My house

  Song: Going around the granary

  Going around the granary (×3)
  As we clap like this
  Clap, clap, clap, clap 
  As we move like this
  Clap, clap, clap, clap
  As we move like this
  Going around the kitchen (×3)
  As we clap like this
  Clap, clap, clap, clap 
  As we move like this
  Clap, clap, clap, clap
  As we move like this
  
  1.6. End unit assessment
  At the end of this unit, the teacher will use oral questions that direct him to the 
  summary leading to deeper understanding of all taught content. Children will recite 
  poems, rhymes; sing songs and role play the dialogues they have studied in the 
  

  whole unit under the teacher’s guidance.

  
  

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

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

  In this unit, there are two lessons to be taught with the same developed 
  

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

  extend the content.

  2.2. List of lessons

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

  

  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

  
  
  
  

  

  Lesson 2: Poem: When I wake up in the morning 
  When I wake up in the morning
  I pray my God,
  I wash my face, 
  I brush my teeth, 
  I eat my breakfast, 
  I take my bag and run to school
  
  Learning objective: Children are able use correctly simple present tenses to indicate 
  

  daily routine through the poem.

  Teaching and learning materials: Different pictures illustrating children praying, 
  washing their faces, going to school etc.
  
  Learning and teaching activities
  • The teacher gives children clear instruction on what to do and on how to behave.
  • The teacher shows children pictures of children who are praying, washing their faces, going to school and asks them
  some questions.
  • The teacher accepts learner’s answers and improves them and introduces the new topic “The poem: When I wake up.”
  • The teacher invites children to follow attentively and recites the whole poem “When I wake up.” 
  • The teacher recites the first line of the poem.
  • The teacher repeats the first line with the children.
  • Children repeat the first line alone (in groups then one by one) and the teacher goes round to help children who have
  special needs.
  • The teacher recites the second line of the poem “When I wake up.”
  • The teacher and children repeat the second line together.
  • Children repeat the second line alone (in groups the one by one) while the teacher is going round to help children who
  have difficulties.
  • The teacher recites the first and second line, he/she invites children to repeat after him/her and then children do it alone
  while the teacher is moving around to help children with special needs.
  • The teacher continues to use the same procedure until all the lines are done and recites the whole stanza; he/she invites children to repeat it together with the teacher, then children alone (in groups then one by one).
  • After memorizing the first stanza, the teacher moves to the second stanza and follows the same procedure as used when teaching stanza one.
  When the stanza number two is already mastered, the teacher recites stanza one and two respectively.
  • The teacher and children recite stanza number one and two combined together 
  • Children recite the first and the second stanzas alone (one by one then in groups) while the teacher is going round to help children with special needs.
  • The teacher asks children to recite the whole poem “When I wake up” one by one and correct children who are making mistakes.
  

  2.5. Additional content 
  A rhyme: Jumping, jumping
  I am jumping, jumping (×2)
  I am picking a mango
  Like a monkey
  I am running, running (×2)
  I am picking a mango 
  Like a monkey
  
  A song: Ginger
  When I have running nose
  My mummy gives me ginger
  When I have chest cold
  My mummy gives me ginger
  When I have bad cough
  My mummy gives ginger
  When I have stomach pain
  My mummy gives me ginger 
  
  A song: I have a lovely friend
   I have a lovely friend (×2)
  Who plays and sings with me
  And loves singing with me
  I have a lovely friend
  
  2.6. End unit assessment
  At the end of this unit, the teacher will provide a summary leading to deeper 
  understanding of all taught content. Children will recite poems, sing songs and play 
  games they have studied in the whole unit under the teacher’s guidance.
  
• UNIT 3:DEMONSTRATIVES IN ORAL COMMUNICATION

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

  communication.

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

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

  

  3.3. Cross-cutting issues to be addressed
  • Gender education: This is catered for when both boys and girls participate in the lesson equally.
  
  • Inclusive education: This is catered for when all the children have equal chance to education and
  the teacher takes care of all of them.
  
  3.4 Guidance on different lessons
  Lesson 1: It’s me
  Learning objective: Children are be able to recite poems and rhymes; sing songs 
  and play games related to the concepts “this, that.”
  Teaching and learning materials: Pictures of the human body
  

  References: Pre-primary syllabus and scheme of work

  3.5. Sample lesson plan

  
  
  
  
  

  

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

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

  teaching the second lesson.
  
  3.6. Additional content 
  

  A song: This is the way
  

  This is the way we wash our face
  

  Wash our face, wash our face
  

  This is the way we wash our face 
  

  Early in the morning 
  

  This is the way we brush our teeth
  

  Brush our teeth, brush our teeth 
  

  This is the way we brush our teeth 
  

  Early in the morning 
  

  This is the way we comb our hair
  

  Comb our hair, comb our hair 
  

  This is the way we comb our hair
  

  Early in the morning 
  

  This is the way we put on our shoes
  

  Put on our shoes, put on our shoes 
  

  This is the way we put on our shoes
  

  Early in the morning
  

  
  3.7. End unit assessment
  

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

  Key unit competence
  

  Children should be able to use possessives in oral communication.

  4.1. Introduction
  This unit includes possessive adjectives and pronouns that will be taught using 
  songs, rhymes and poems. The use of active methodology is a better way of helping 
  children to acquire knowledge, skills and values as they practice possessives in their 
  daily communication.
  
  Lessons in this unit are distributed with reference to the syllabus and scheme of 
  work and teachers will use various ways to teach them. The teacher needs to make 
  sure that children are actively involved in teaching and learning activities so that 
  they are not bored. Songs, poems and rhymes are active ways through which the 
  content will be delivered.
  
  4.2. Cross-cutting issues to be addressed
  Gender education: While children are singing and reciting poems or rhymes boys 
  and girls will be given equal chance to sing. 
  
  Inclusive education: Where all children will be given equal chances and facilitation 
  to participate in the lesson.
  
  Peace and value education: In case of any conflicts between children the teacher 
  will intervene to handle them peacefully.
  
  4.3. List of lessons
  

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

  

  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, John
  

  Wash it everyday

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

  1.5. Additional content
  Song: The more we are together
  The more we are together  χ2
  Together, together  χ2
  The more we are together χ2
  The happier we shall be χ2
  For my friend and your friend
  For your and my friend
  
  1.6. End unit assessment
  At the end of this unit, the teacher will use oral questions that leading to the 
  summary of the lesson which helps children to have a deep understanding of all 
  taught content. Children will recite poems, rhymes, sing songs and play games they 
  

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

• UNIT 5:PREPOSITIONS IN ORAL COMMUNICATION

  Key unit competence
  Children should be able to use prepositions in oral communication.
  

  5.1. Introduction
  

  This unit is important to children as it opens the chance for them to explore their surroundings through different
  

  lessons taught in this unit. It is an opportunity for them to localize things from the environment from which they
  

  can develop their language skills especially listening and speaking through songs, rhymes and poems.
  

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

  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 cat
  

  Between, between you and a cat

  Lesson 4: A rhyme: Under, in front of, behind, near, between (2)
  under , behind, near, between (x2)
  where is the spider?
  under the table
  under, in front of, behind, near, between (x2)
  where is the spider?
  in front of the table
  under, in front of, behind, near, between (x2)
  where is the spider?
  behind the table
  on in, under, in front of, behind, near, between (x2)
  where is the spider?
  between chairs
  
  Learning objective: Children are able to repeat correctly the new words from the 
  poem like under, in front of, behind, near, between. Teaching and learning materials:
  Flash cards with pictures of table, spider, the real table, etc.
  
  Learning and teaching activities
  • The teacher gives children clear instructions on what to do and on how to behave.
  • The teacher shows children the picture of a tree or takes them outside the 
  classroom to observe a real tree, its fruits and flowers and asks them some questions.
  • The teacher accepts learner’s answers and improves them as he/she introduces 
  the new topic “the poem: under, in front of, behind, near, between.”
  • The teacher invites children to follow attentively and recites the whole rhyme “I am a big tree.” 
  • The teacher recites the first line of the poem.
  • The teacher repeats the first line together with children.
  • Children repeat the first line alone (in groups then one by one) and the teacher goes round to help children with
  difficulties.
  • The teacher recites the second line of the poem “under, in front of, behind, near, between.”
  • The teacher and children repeat the second line together with the teacher.
  • Children repeat the second line alone (in groups the one by one) while the teacher is going round
  to help children with difficulties.
  • The teacher recites the first and second lines. He/she invites children to repeat after him/her and then they do
  it alone while the teacher is going round to help children with special needs.
  • The teacher continues to follow the same procedure until all the ines are finished and recites the whole stanza;
  he/she invites children to repeat it after him/her, then children do it alone, in groups and one by one.
  • After memorizing the first stanza, the teacher moves to the second stanza and follows the same procedure as for the
  first stanza. When the second stanza is already mastered, the teacher recites stanzas one and two, one after the other.
  • The teacher and children recite stanzas one and two, one after the other. 
  • Children alone recite the first and the second stanzas alone (one by one then in groups) while the teacher is going round
  to help children with difficulties.
  • The teacher asks children to recite the whole poem “under, in front of, behind, near, between” one by one and correct
  children who are making mistakes.
  
  5.5. Additional content
  A song: Mary puts the kettle on the fire
  Mary put the kettle on (x3)
  We all have tea
  Put the kettle on the fire (x3)
  We all have tea 
  Put the kettle on the table (x3)
  We all have tea
  Put the sugar on the tea (x3)
  We all have tea
  
  5.6. End unit assessment
  At the end of this unit, the teacher will use oral questions which direct children 
  to the summary leading to deeper understanding of the whole content taught. 
  Children will recite poems, rhymes and sing songs they have learnt in the whole 
  

  unit with the teacher’s guidance.

• Topic 11
• Topic 12
• Topic 13