General
UNIT 2:SIMPLE PRESENT AND PROGRESSIVE TENSES IN ORAL COMMUNICATION
Key unit competence
Children are able to use simple present and progressive tenses in oral communication.
2.1. Introduction
Learning English tenses and their uses have an important role in daily communication.
Learning and teaching simple present and progressive tenses in daily conversations
enables children to speak about what is happening and what happens regularly
and help them to develop friendliness, tolerance and self confidence when they
interact among themselves.
In this unit, there are two lessons to be taught with the same developed
methodology. At the end of this unit there is additional content to help the teacherextend the content.
2.2. List of lessons
The table below shows the lessons to be taught in this unit.
2.3. Cross-cutting issues to be addressed
• Gender: This is catered for when both boys and girls participate in the lesson
equally.
• Inclusive education: This is catered for when all the children have equal chanceto education and the teacher treats them equally.
2.4. Guidance on different lessons
Lesson 1: Progressive tense
A game: What am I doing?
Who is brushing their teeth?
Learning objective: Children are able to speak about what is happening using
present progressive tense.
Teaching and learning materials: Combs, toothbrush, toothpaste, basins, soaps and water.References: Pre-primary syllabus and scheme of work
Lesson 2: Poem: When I wake up in the morning
When I wake up in the morning
I pray my God,
I wash my face,
I brush my teeth,
I eat my breakfast,
I take my bag and run to school
Learning objective: Children are able use correctly simple present tenses to indicatedaily routine through the poem.
Teaching and learning materials: Different pictures illustrating children praying,
washing their faces, going to school etc.
Learning and teaching activities
• The teacher gives children clear instruction on what to do and on how to behave.
• The teacher shows children pictures of children who are praying, washing their faces, going to school and asks them
some questions.
• The teacher accepts learner’s answers and improves them and introduces the new topic “The poem: When I wake up.”
• The teacher invites children to follow attentively and recites the whole poem “When I wake up.”
• The teacher recites the first line of the poem.
• The teacher repeats the first line with the children.
• Children repeat the first line alone (in groups then one by one) and the teacher goes round to help children who have
special needs.
• The teacher recites the second line of the poem “When I wake up.”
• The teacher and children repeat the second line together.
• Children repeat the second line alone (in groups the one by one) while the teacher is going round to help children who
have difficulties.
• The teacher recites the first and second line, he/she invites children to repeat after him/her and then children do it alone
while the teacher is moving around to help children with special needs.
• The teacher continues to use the same procedure until all the lines are done and recites the whole stanza; he/she invites children to repeat it together with the teacher, then children alone (in groups then one by one).
• After memorizing the first stanza, the teacher moves to the second stanza and follows the same procedure as used when teaching stanza one.
When the stanza number two is already mastered, the teacher recites stanza one and two respectively.
• The teacher and children recite stanza number one and two combined together
• Children recite the first and the second stanzas alone (one by one then in groups) while the teacher is going round to help children with special needs.
• The teacher asks children to recite the whole poem “When I wake up” one by one and correct children who are making mistakes.
2.5. Additional content
A rhyme: Jumping, jumping
I am jumping, jumping (×2)
I am picking a mango
Like a monkey
I am running, running (×2)
I am picking a mango
Like a monkey
A song: Ginger
When I have running nose
My mummy gives me ginger
When I have chest cold
My mummy gives me ginger
When I have bad cough
My mummy gives ginger
When I have stomach pain
My mummy gives me ginger
A song: I have a lovely friend
I have a lovely friend (×2)
Who plays and sings with me
And loves singing with me
I have a lovely friend
2.6. End unit assessment
At the end of this unit, the teacher will provide a summary leading to deeper
understanding of all taught content. Children will recite poems, sing songs and play
games they have studied in the whole unit under the teacher’s guidance.