FOREWORD - nesa.gov.rw

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FOREWORD

The COVID 19 pandemic created a learning crisis with the closure of schools during the first term of 2020 – 2021 school year. This created a need for the

Government of Rwanda through the Ministry of Education to adopt ―Remedial and Catch Up program‖ in order to appropriately support learners at

risk of repetition and/or dropout to attain the required learning level.

To respond to this need, 12 subject based guides for teachers were developed for each of the following core subjects: Kinyarwanda, Mathematics, English

for lower Primary; Kinyarwanda, Mathematics, English and Science and Elementary Technology (SET) for upper Primary and Mathematics, Physics,

Biology, Chemistry and English for lower Secondary. The guides provide teachers with guidance and practical activities on how to conduct remedial

classes, formative and summative assessments, to support learners based on their grade levels and learning difficulties in achieving the required

competencies in those core subjects.

The guide to remedial and catch up program is a comprehensive resource detailing how teachers will select learners in need of remedial learning and

how they will support them based on their needs. It is not meant to replace the existing Competence-based Curriculum subjects syllabi. Rather, it is a

tool that teachers will use to fill in the gaps identified in low-performing learners.

The remedial program offers a range of strategies, advices and good practices to teachers on how to provide extra attention to those learners who are

lagging behind and to make it easier to teach them at the levels that are appropriate to their current abilities.

In all schools, on weekly basis, during the weekdays, the first period for a particular subject in a particular classroom will be dedicated to remedial

classes. In addition, during the weekends, remedial classes shall be dedicated to learners in lower and upper primary level who will still be struggling

even after participating in daily remedial classes. Within each grade, teachers are requested to adapt instruction to learners‘ ability levels, referring to

remedial activities provided in the remedial and catch up guides. In terms of remedial lesson preparations, teachers are encouraged to refer to remedial

lesson plan template and samples that are provided in this guide. We recommend teachers to take time to familiarise themselves with this guide and to

also refer to it when preparing and delivering their remedial lessons.

Therefore, Rwanda Education Board would like to call upon all local education stakeholders (districts, sector and school leaders) and all the education

development partners to support teachers in the implementation of this remedial program in all schools. We sincerely thank all the people who have

contributed in writing, reviewing, editing and overall development of this guide. We also take this opportunity to request its users, teachers among

others, to make suggestions on how to improve this guide for the benefit of the future users.

Dr Sebaganwa Alphonse

Acting, Director General of Rwanda Education Board

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TABLE OF CONTENTS

THE PARTICIPANTS WHO WROTE THIS GUIDE ................................................................................................................................................ 3

1. INTRODUCTION AND BACKGROUND ....................................................................................................................................................... 4

2. STRUCTURE OF THE GUIDE ......................................................................................................................................................................... 4

3. THE USE OF THE GUIDE ............................................................................................................................................................................... 5

4. ORGANIZATION OF THE REMEDIAL PROGRAM ....................................................................................................................................... 6

5. PRINCIPLES OF REMEDIATION ..................................................................................................................................................................... 6

6. WHAT IS EXPECTED FROM THE TEACHER ................................................................................................................................................. 8

7. REMEDIAL CONTENT .................................................................................................................................................................................. 11

1. Remediation content for Primary 1 ............................................................................................................................................................................ 11 a. Term 1 ............................................................................................................................................................................................................................................................... 11 b. Term 2 .............................................................................................................................................................................................................................................................. 16 c. Term 3 .............................................................................................................................................................................................................................................................. 19

2. Remediation content for Primary 2............................................................................................................................................................................ 24 a. Term 1 ............................................................................................................................................................................................................................................................... 24 b. Term 2 .............................................................................................................................................................................................................................................................. 28 c. Term 3 .............................................................................................................................................................................................................................................................. 32

3. Remediation content for Primary 3............................................................................................................................................................................ 37 a. Term 1 ............................................................................................................................................................................................................................................................... 37 b. Term 2 .............................................................................................................................................................................................................................................................. 40 c. Term 3 .............................................................................................................................................................................................................................................................. 44

4. Sample Lesson Plans .................................................................................................................................................................................................... 48 a. Lesson Plans for Primary 1 .............................................................................................................................................................................................................................. 48 b. Lesson Plans for Primary 2 .............................................................................................................................................................................................................................. 54 c. Lesson Plans for Primary 3 .............................................................................................................................................................................................................................. 58

8. REFERENCES ................................................................................................................................................................................................. 63

9. ANNEX .......................................................................................................................................................................................................... 64

Sample Remedial plan for learners with weak achievements ............................................................................................................................................. 64

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THE PARTICIPANTS WHO WROTE THIS GUIDE

Rwanda Education Board staff

1. MABANO Gervais, School Leadership & Management Staffing Officer, REB

2. MBABAZI MUGOBOKA Annet, Learning Assessment Specialist, REB/SPIU

3. NDAYAMBAJE Johnson, Director of Languages Subjects Question Item Bank Unit, REB

4. NKURUNZIZA Mathieu, Editor & Translation Officer, REB

Teachers

1. MUHIMPUNDU UWIMANA Gisele, English, Lower Primary

2. RUSANGANWA Charles, English, Lower Primary

Other resource person

1. Glenn Allies, English Academic Manager, BLF

2. Helen Crawley, Senior Trainer English, BLF

3. Jessica Carol Sucgang, District Teaching Advisor, BLF

4. Julian Parry, English Lead, BLF

5. NZEYIMANA Jean Claude, Technical Assistant to ESAD/Assessment, Consultant, BLF

6. Sofia Cozzolino, Education Technical Lead, BLF

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1. INTRODUCTION AND BACKGROUND

In mid-March 2020, schools were prematurely closed before the end of first term and this forced more than 4,087,339 children to

temporarily suspend their learning activities. This learning crisis could potentially undermine pupils' learning leading to poor education

outcomes when schools resume their activities. However, Rwanda Education Board provided alternative learning opportunities strategies so

that children may continue to learn while schools are closed. It has become clear that, even though remote learning is in place, many

children around the country will require additional support strategies in order to master grade level skills and competences

To respond to the consequences of COVID-19 pandemic in education, the Government of Rwanda through MINEDUC has adopted

―remedial programs‖ to help learners at risk of repetition and dropping out. These programs primarily help learners to address any deficit

by enabling them to acquire self-confidence to face their own weaknesses and overcome them through the acquisition of self-help strategies.

An ―at risk‖ learner is defined as a learner who is likely to fail, repeat grades or drop out of school before graduation. The remedial

programs, therefore, intend to select adequate activities and teaching strategies to identify learners at risk and give them appropriate

support to attain the required learning level.

This guide provides teachers with guidance and practical activities on how to conduct classroom assessment and remedial classes to support

learners based on their grade levels and difficulties in achieving different competencies in English. Classroom assessment benefits both the

teacher and the pupils because they all find the way to overcome their challenges through remedial classes. The guide is organized into

different parts which complement each other starting from its structure, its use to the teacher expectations as a key stakeholder in the

implementation of this program. The guide also provides teachers with samples of remedial content and activities as well as sample lesson

plans for remedial classes.

2. STRUCTURE OF THE GUIDE

The structure of this guide is basically aligned with the one in the subject syllabus. It features the following elements:

Learning Units: The units identified in this guide were selected from the Competence-based Curriculum English syllabus to be part of

the remedial program on basis of common difficulties encountered by learners as observed by subject teachers.

Remedial content: The content under the selected units was also drawn from that provided in the Competence-based Curriculum

English syllabus. It is the content which seems to be difficult to most learners and considered necessary in order to acquire other

subject skills.

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Learners‘ activities: These are proposed activities and tasks provided to learners as a model to guide the development of the

remediated competence. It is important to note that the teacher may adapt these activities to the learning abilities and pace of

individual learners.

Learning resources: These are learning materials that teachers may use to enhance remedial learning. They include textbooks, activity

books, teaching aids (pictures, drawings, poems, wall charts, flash cards. Etc/), online links (eg: links to the counting and number

songs), etc.

Periods (remedial): The number of periods to be used during the remedial instruction was allocated to a given selected content

basing on the length of the unit, the amount of features to cover and the learners‘ learning pace.

Assessment criteria: These are generally the core competences to be assessed to ensure that learners following the remedial program

have achieved the desired level of learning, after a certain learning unit. It will be used against the Key Unit Competence, as it is

given in the Competence-based Curriculum English syllabus.

Methodology: This part provides guidance on how teachers will lead learners‘ activities to help them develop the desired

competences, during the remedial instruction.

3. THE USE OF THE GUIDE

This guide was specifically designed to help selected learners in need of remedial learning programs. It is not meant to replace the existing

Competence-based Curriculum English syllabus. Rather, it is a tool that teachers shall use to fill in the gaps identified in low-performing

learners. Remedial programs offer the possibility of teachers providing extra attention to those learners who are lagging behind and to make

it easier to teach them at the levels that are appropriate to their current abilities. Below are key things that the teacher should consider while

using this guide:

The teacher is advised to prepare remedial activities for the remaining units based on the examples given in this guide.

The activities that are suggested in this guide are practical and engaging. They vary from songs, games and all other activities that

learners will enjoy interacting with. However, as these are remedial classes, the teacher must introduce, explain and check

understanding of language with all pupils before activities are attempted. Refer to the Methodology section at the end of each unit

to see how to support learners and give them the language they need to practice the language. The Methodology section at the end

of each unit will help teachers prepare lessons in the format of discovery (supporting learners and giving them the language),

development (giving learners practice activities), conclusion doing quick in class assessments to check that all learners have

understood. At the end of the guide a sample remedial lesson plan is also provided as an example for the teacher on how to prepare

and conduct remedial classes.

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Each activity goes together with the teaching aids. In English, teaching aids include textbooks, activity books, pictures, drawings,

poems, wall charts, flash cards. To ensure all learners have a chance to interact with them while learning the teacher is encouraged to

always check if there are enough resources available before the lesson.

4. ORGANIZATION OF THE REMEDIAL PROGRAM

The remedial program in school will be implemented following the remedial cycle in

the figure on the right. By the time the schools are re-opened, a two-weeks revision

period is provided, where teachers will review on the content of the first term. This

will be followed by an assessment of all learners on the content for the first term,

prepared at school level. This assessment will determine the lowest scoring learners. It

will be followed by a series of exercises aiming to determine the abilities and exact

levels of those low scoring learners. The two assessments (the end-of term one

assessment and the series of exercises) will then inform what kind of remedial classes

are needed: within each grade, teachers adapt instruction to ability levels (Teaching

at the Right Level).

As remedial learning is completed during the term, new content will be added,

reviewed, assessed and further remediation conducted. This process will be

conducted continuously throughout the term and throughout the year.

Remedial / catch up cycle

5. PRINCIPLES OF REMEDIATION

A. Teaching at the Right Level (TaRL): Remedial classes will be conducted using elements of the TaRL approach. Teaching at the Right

Level (TaRL) is an evidence-based educational approach. The approach works by dividing children into groups based on learning

needs rather than age or grade; dedicating time to basic skills rather than focusing solely on the curriculum; and regularly assessing

learner performance, rather than relying only on end-of-year examinations.

Recommended TaRL Remedial Principles:

o Divide learners into small groups based on identified ability levels

Revision on

Term 1 Content

Assessment on

Term 1 Content

Assessing again

to determine

the exact level

of learners

Remedial

activities

(weekdays and

weekends)

Summative

assessments

(After 3 weeks,

End of Unit, and

End of Term /

year)

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o Instruction & learning activities are given to the group based on learning level of group

o Ensure children master a topic before moving onto the next topic

o Use formative assessments to continually adapt instruction to children‘s increasing learning levels. Learners will improve

rapidly.

The sample lesson plans at the end of the guides take these into account.

B. Universal Design for Learning (UDL): The Rwanda Education Board has endorsed Universal Design for Learning (UDL) as an

approach to support teachers to provide instruction to all learners. It is proven to help learners in the classroom including those who

are struggling and including those who may have a disability or a special educational need. It is advised that every teacher should use

information which is already known about the disabilities and learning difficulties of children. However, for some children, their

disabilities and learning difficulties are not known by teachers. During the implementation of the remedial programme some children

may make slow progress. For those children teachers should consider whether those children have learning difficulties (some of which

may be linked to a disability).

Since the remedial programs has one simple goal: to provide learning support to learners who are falling behind their peers in school

performance, UDL approach will help teachers to reach all learners without exception.

The Universal Design for Learning has three principles as follows:

Multiple means of Engagement. All learners are motivated to learn in different ways. Providing options or choices—in story

reading, exercises, or group practice—is one of the best ways to motivate learners. Increasing learner motivation will also help to

increase learner focus.

Multiple means of Representation. Learners learn in different ways. Some learners learn best by hearing, seeing, writing, or acting

out information. Instruction should offer a variety of ways to learn new information and match learners‘ strengths.

Multiple means of Action and Expression. As learners learn differently, it is important to offer a variety of options and allow

learners to select the way that they prefer to show knowledge. Remember that individual approaches are important to UDL. So,

asking learners to repeat in unison often to show their understanding is not recommended.

It is to be noted that UDL is an instructional approach but does not change the content of what you are teaching, that teachers in

Rwanda are already using many principles of UDL and that UDL benefits all learners, including learners with disabilities. More details

will be found in the Universal Design for Learning Guide , prepared by USAID Soma Umenye and available on the Continuous

Assessment MIS Platform.

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C. Some key tips for successful remedial instruction

Target learners individually – use the data to determine which learners need to improve on which skills or standards;

Use small groups or stations to let learners work in teams based on similar needs;

Divide skills into small tasks that can be done over time rather than giving one large review packet;

Use peer tutors to explain concepts in different words;

Have learners track results to see if their Remedial learning led to improved performance;

Use self-grading activities to give learners immediate feedback;

Provide a little time each day to learners to practice skills already finished to help them keep their skills fresh in addition to new

content;

Attending Remedial classes should not be seen as punishment. Teachers should avoid shaming or allowing stigmatization of

children who participate in remedial classes;

Have learners reflect on their strengths and weaknesses, as well as the results of their class and home activities;

An example of ―Remedial plan for learners with weak achievements‖ is suggested in annex of this Guide (to be used at the end of

each unit).

6. WHAT IS EXPECTED FROM THE TEACHER

To ensure this remedial program is successful, a number of things are expected from the teacher. These include:

A. Prepare and facilitate the review of term 1 content: By the time the schools re open, the teachers will conduct revision of the term 1

content during the first two weeks. Effective review can be achieved through questioning, encouraging pupils to help each other and

the use of good teaching aids, e.g. flashcards.

B. First Summative assessment: During third week after the school reopens, all learners will take a summative test prepared by the

teacher based on the content of the first term, reviewed during the first two weeks. Content for this assessment must include all basic

competencies developed in the first term. The aim of this assessment is to identify learners with the lowest scores, with regard to the

first term content.

C. Facilitating 1 week of remedial classes: the fourth week will be dedicated to remedial learning of the content of the first term, with

the focus on lower achieving weaker learners. During this week, teachers are advised to use remedial activities for the first term

suggested in this guide as they are focused on basic competencies that learners are expected to achieve.

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D. Second Summative assessment - Retesting low scoring learners: After the remedial classes on term 1 content, teachers will test the

learners again (especially weaker learners) using the same test as the one used in week 3. When necessary, the teacher may give easier

tests (meant to diagnose the exact learners‘ abilities). The results from this assessment will help the teacher not only to determine the

grade level for each learner but also to know the topic each learner is struggling with.

E. Prepare and administer formative and summative assessments: Assessments to be undertaken to support the remedial programme

are: the classroom formative assessments and the mandatory summative assessments. Formative assessments are quick in class

assessments for the teacher to check learners‘ understanding of the content and will inform if content need to be retaught, if teaching

techniques need to be changed, or if the teacher can move to the next content. Mandatory summative assessment are conducted

every 3 weeks in all subjects. Those are: end-of-unit assessments, end-of-term summative assessment and end of year summative

assessments. All assessments must be focused on assessing and evaluating all learners objectively, to correctly identify their levels of

knowledge, skills and attitude in the subjects of focus for the remedial programme. All of the above stated summative assessments

should be recorded in the Comprehensive Assessment MIS Platform.

F. Classifying learners – Deciding on who needs to participate in remedial classes: The results from the second summative assessment

will help teachers determine at which level to pitch the remedial classes during which, learners will be grouped according to their

levels and competencies they are struggling with. They will be supported by the teacher during the first period every day and over

the weekend. To be classified as a learner on grade level, in English, the learner must have mastered or partially mastered at least 3

of the 4 skills and at least 50% of the grammar and vocabulary to be considered at grade level. Those who will fall under grade

below will participate in the remedial classes but focusing on the grade below content related to the competencies they are struggling

with. All learners on the grade below who have not mastered 1, 2 out of 4 skills will also need remedial classes on those specific

competencies that they are struggling with. Learners will be grouped according to their levels (in the class) and competencies they are

struggling with and they will be supported by the teacher during the first period every week and over the weekend.

G. Weekday remedial learning will take place in the first period for each core subject in each week for each class in all grades from P1-

S3. For example, in P5A, the remedial period for English will be the first period when the teacher of English will enter in P5A

classroom in that week. It can be in the morning or afternoon, depending on the school timetable. This means that, for English

Subject which has normally 7 periods a week, the ever first period per week in each class will be dedicated to remedial learning. In

this period all learners (those who need remedial attention and those who perform well) will attend the class at the same time, but

the teacher will give special attention to low performing learners, giving them remedial activities.

H. Weekend remedial learning will consist of lessons only for the lower-performing learners in P1-P6 who are part of the remedial

program. The lessons will be taught on Saturday or Sunday. For learners P1-P3 there will be at least one period for each core subject

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(Kinyarwanda, English and Mathematics) for any child who is in the remedial programme for that subject. For children P4-P6 there

will be one period for each core subject (Kinyarwanda, English, Mathematics and Science) for any child who is the remedial

programme for that subject. These arrangements reflect the high probability that some children in each class will be in the remedial

programme for each of the core subjects.

I. Teaching inclusively: As mentioned in the principles of remediation, teachers should use information which is already known about

the disabilities and learning difficulties of children. However, for some children their disabilities and learning difficulties are not

known by teachers. During the implementation of the remedial programme some children may make slow progress. For those

children teachers should consider whether those children have learning difficulties (some of which may be linked to a disability). The

teachers can refer to the REB/BLF guide ‗Guide on identifying and helping pupils with learning difficulties and Special Educational

Needs (SEN)‘ to find information about 12 different learning difficulties categorized into the following 4 areas: Sensory and physical

difficulties, cognitive and learning difficulties, communication and interaction difficulties, behavioral, social, and emotional difficulties.

For each of the 12 learning difficulties in these four categories there is information on what can be observed about a child which may

indicate the child has the learning difficulty, and there are suggested strategies that can be tried by teachers to help a child overcome

the difficulty. In the guidance there are also summaries of the general inclusive teaching and learning techniques that can help all

learners.

J. Monitoring and reporting weaker learners: Regular reporting and monitoring of remedial activities is essential for the program to be

successful. Each pupil is different in terms of learning ability, academic standards, classroom learning and academic performance. The

objective of remedial teaching is to give additional help to pupils who, for one reason or another, have fallen behind the rest of the

class. The remedial teacher‘s role is to ensure that low performing learners are identified after undertaking assessments as indicated in

the general guide to remedial and catch up programs. The remedial teacher marks learners‘ work and records scores for each

individual learner especially those who are off track. It is mandatory that all learners‘ scores are recorded in the Comprehensive

Assessment MIS Platform. In addition to recording marks, the remedial teacher writes a narrative report against each learner‘s score.

In the narrative report the teacher states clearly the remedial action to be taken to ensure that the learner makes progress. This report

is shared / discussed by the teachers in that class, the head teacher and also with the parents or caregivers (See the report template on

Annex A at the end of this guide). In keeping individual learner‘s performance records on all assessments, the teacher will be in

position to monitor whether the learner is achieving or improving.

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7. REMEDIAL CONTENT

1. Remediation content for Primary 1

Key competences at the end of P 1

At the end of P 1, the learner should be able to:

Appreciate simple stories, rhymes and poems when read aloud;

Ask and answer simple questions including in short dialogues;

Recognize and read aloud some common and familiar English words and simple phrases;

Copy simple common and familiar words, label drawings and begin to write some from memory;

Use simple English vocabulary, language structures, phrases, sounds and conventions of prints already learned.

a. Term 1

Unit

No: 1

Unit Name: Welcome to the classroom Periods (Syllabus): 25

Key unit competences: To use language learnt in the context of the classroom. Periods (Remedial): 12

SN Remediation content Learner‘s Activity Learning resources Assessment criteria

1 Greeting people - Good

morning, good afternoon, good

evening, hello, how are you? I

am fine, thank you

- Greet your friends in class and let them respond

appropriately.

- Mime greetings and the learners imitate and respond

aloud.

- Learners practice greeting each other.

Greeting songs;

Pictures showing people

greeting one another

Can greet people,

introduce oneself and

others and follow

instructions.

2 Introducing oneself - My name is

Felix. I am Felix. What is your

name?

Introducing others - This is Felix.

He is Felix. His name is Felix.

Who is this?

- Learners introduce each other.

- Listen and respond to words, stories, rhymes, chants,

poems and songs about greeting people.

Flash cards, and pictures.

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3 Language structure - Possessives:

my, his, her. - This is, I am, she

is.

Giving and following instructions

- Stand up, sit down, clap,

concentrate, listen, look, repeat,

speak, sing, etc.

Present materials (such as Book, Pen, Bag, Desk etc. ) to

fellow learners in class

Match pictures with spoken words and phrases.

Listen to the sounds and words and repeat.

Listen, memorize and practice given instructions.

Classroom objects

Pictures showing classroom

objects

-Videos, photographs,

songs…

4 Alphabetical letters A-Z

Listen, memorize and sorting out letters. Songs

Videos

Charts

Flash cards

Methodology:

Unit 1: Greeting People

1. Listen and repeat. Identifying key vocabulary;

a) Teacher says the words that are used for greeting people;

b) Teacher explains in which situation each greeting is used. For example, we say "Good morning" when we greet someone during the day (i.e. at

the beginning of the class).

c) Teacher says the words/greetings and asks pupils to repeat

2. Pair work/Role Play

a) Teacher writes a short dialogue on the chalkboard /flipchart/rice sack which learners can use to greet each other. Teacher models with another

pupil in front of the class how to say the greetings.

i. Learner 1: Good morning, (name of the learner). How are you?

ii. Learner 2: I am fine, thank you. How are you?

iii. Learner 1: I am fine, too.

b) Teacher asks the pupils to switch roles and repeat the dialogue.

3. Sing the Good Morning song

a) Teachers writes the lyrics of the song on the chalkboard/flipchart/rice sack.

b) Teacher sings the song while the pupils listen

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c) Teacher asks the class to sing along

4. Introducing oneself and others

a) Teacher writes a short dialogue on the chalkboard /flipchart/rice sack which learners can use to greet each other. Teacher models with another

pupil in front of the class how to say the greetings.

Learner 1: My name is Martine / I am Martine. What‘s your name? (name of the learner). How are you?

Learner 2: My name is Felix.

Learner 1: Nice to meet you

b) Teacher asks the pupils to switch roles and repeat the dialogue. (do the same for introducing others)

5) Language structures

a) Teacher introduces vocabulary Book, Pen, Bag, Desk by pointing to it or drawings on the board – pupils listen and repeat

b) Teacher models the sentence by saying ‗This is a book.‘ Pupils listen and repeat. Teacher does for every object.

c) Teacher says ‗What‘s this?‘ and answers ‗This is a book.‘ The teacher does this for all the objects.

d) In pairs, pupils practice ‗What‘s this?‘ ―This is a cup‘

6) Miming Instructions

a) teacher mimes instructions e.g. stand up, listen (with hand behind the ear) etc. Pupils listen and repeat words and actions

b) teacher introduces a game ‗Simon says‘ where she says ―Simon say stand up‖ – the pupils then stand up

6) Alphabet

Teacher writes all the letters of the alphabet on the board.

Teacher points to a letter and says the name of the letter – pupils listen and repeat – teacher repeats this 2 or 3 times

Teacher points to a letter and asks ‗what‘s this letter?‘ Pupils say the letter

Unit

No: 2

Unit Name: Classroom objects Periods (Syllabus): 25

Key unit competence: To use the language learnt in the context of objects in the classroom Periods (Remedial): 5


1 - Classroom objects: - Chair,

desk, pen, pencil, book, bag,

etc.

- Describing colors - This is a red

pen. What color is this? These

- Role-play dialogue using classroom objects and

possessions.

- Classify different objects in the classroom based on

their colors.

- Listen, repeat and respond to words, stories, nursery

rhymes, chants, poems and songs about greeting people.

Flashcards, picture books,

pictures, photographs,

wall charts, and colored

chalk/pens.

Can name classroom

objects and their

colors and say what

you possess

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are red pens. It is blue. Is it blue? - Play Odd One Out: e.g. put three things together, two

are yellow one is blue, learners then determine which is

the odd one out?

- Match colors with their names.

- Draw a rainbow and say the colors.

- Draw colors and label classroom objects.

- Make collections of different colors.

- Guess hidden objects.

2 - Sounds and spelling

- Recognize and pronounce

some frequently used words.

- Hear and say rhyming words.

Read words like Cup, Pen, Bag Flash cards

Methodology:

Unit Name: 2: Classroom objects

1. Listen and speak: Observe key vocabulary.

a. Teacher tells learners classroom objects.

b. Teacher shows different classroom objects and tells them how to describe them using words; What is this? That is a ___________, What are these?

Those are _________ and so on.

c. Teacher mentions and shows learners physical classroom objects, then tells them to repeat.

2. Colours

a. Teacher puts pictures of different colours on the board.

b. Teacher says the name of the colours and pupils repeat

c. Teacher checks understanding by pointing to different pictures and asking ‗What colour is this?‘

d. Teacher takes the different objects and asks what colour is the book? Teacher repeats with other objects.

3. Colours practice

a. Play Odd One Out: e.g. put three things together, two are yellow one is blue, learners then determine which is the odd one out?

b. Match colors with their names.

c. Draw a rainbow and say the colors.

d. Draw colors and label classroom objects.

e. Make collections of different colors

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f. Guess hidden objects.

4. Sounds and spelling:

a. Teacher writes some easy three/four letter word objects on the board, e.g. pen. cup, book, desk,etc

b. Teacher sounds the words e.g. /c//u//p/ making sure that pupils repeat.

c. Teacher puts to the letter and asks what‘s the sound, e.g. teacher points to c and pupils say /k/

d. Teacher makes the sounds and pupils write it.

5. Teacher uses a game for learners to better grasp spelling in a fun way.

a. Give each pupil a sheet of graph paper and have him/her write the spelt words in the grid before filling in the remaining boxes. Have

learners exchange their word searches and see who can find all the vocabulary words first.

b. Introduce phonics to your class by breaking words to make sounds

c. Teacher writes different letters on chalkboard/ chart/ for the learners to sound them

d. Teacher gives written letters to learners.

e. Teacher tells learners to sort letters and make words.

Unit No:

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Unit 3: People at home and school

Periods (Syllabus): 25

Key unit competences:

To use language learnt in the context of people at home and school.

Periods (Remedial): 4


1 -Describing one‘s family - This is

my/her/his father. Who is this? I

have 2 sisters. Her name is

Mutesi.

-Describing people in school -

This is a teacher. He is a teacher.

She is the head teacher. Who is

this?

-Listen to a short, simple dialogue about people at

schools.

- In groups, show photographs of family members.

- Make a family tree using pictures and photos/word

cards.

- Draw and write the names of family members.

- Listen and respond to words, stories, nursery rhymes,

chants, poems and songs about greeting people in the

family.

- In pairs/groups, name people in school.

Videos

charts

stories

songs

Can identify family

members and say

how old people are.

2 -Numbers: - 1-20 - Play number games and sing number songs Photographs

16

-Talking about people‘s ages - I

am 10. She is 10. How old are

you? How old is he? Vocabulary

- Listen to sounds and match sounds with letters videos

charts

Methodology:

People at home and school

1. Listen and speak.

a. Teacher tells learners and explain how words like my/her/his /who are used to describe people.

b. Teacher uses words like who is this? /I have 2 sisters/ Her name is Mutesi in order for the learners to understand how they are used.

c. Teacher describes people at school by using words like This is a teacher/He is a teacher/She is the head teacher/Who is this?

d. Teacher asks learners to talk about people commonly found at school in groups.

e. Teacher tells learners to share to the whole class on how to describe people at school.

2. Listen and write. Identify numbers.

a. The teacher presents cut numbers counting from 1 ____ 20 on charts to the class.

b. Teacher tells learners to count numbers together with him/her.

c. Teacher reads each number as learners observe and follow to make practice after his/her turn.

d. Teacher uses words like I am 10 years/ how old are you/ how old is he/she?

b. Term 2

Unit

No: 4

No:6

Unit 4: Clothes and body parts

Unit 6: Classroom objects and personal belongings


Key unit competences:

To use language learnt in the context of clothes and body parts.

To use language learnt in the context of classroom objects and personal belongings



1 - Describing parts of the body

- This is my head. These are my

arms. These are her legs.

- Match pictures with the names of body parts or

clothes.

-Label a diagram showing body parts or clothes.

- Draw body parts or clothes and name them.

Pictures

Board drawings

Songs

Games

Can identify parts of

the body, and

describe parts of the

body

17

- Sing songs about body parts, e.g. head and shoulders,

knees and toes.

- Play games, e.g. point to, touch, Simon says.

- Play what is missing where the teacher writes words on

the board.

- Learners close their eyes and the teacher removes one

or two words.

- Learners have to guess which word is missing.

- In pairs and groups, ask and name of body parts or

clothes.

- Use flash cards showing body parts

2 - Describing clothes - This is a

shirt. These are socks. What is

this? What are these? The shirt is

blue. What color are the socks?

- Use flash cards showing body parts or clothes

- Fill in simple, short gap filling sentences.

- Show pictures and say what people are wearing.

- Draw a picture and say what clothes the person is

wearing.

- Match pictures of what people are wearing with

sentences.

- Guess Who? Riddles: She is wearing a blue skirt. Who

is she?

Dress

skirt

Shirt

Trousers

charts

Can name clothes and

their colors and say

what people are

wearing

3 - Prepositions of place: on,

under, next to, behind, etc.

-Describing positions - The book

is on the desk.

Where‘s the blue pen?

.

- Draw pictures showing the position and number of

objects and talk about them in groups.

- Draw and name pictures of personal belongings.

- 'What is Missing?' game: The teacher shows objects or

pictures. Learners cover their eyes and the teacher

removes one.

Learners have to guess what is missing.

- Quiz: say where something is. Right or wrong?

Say how many things there are. Right or wrong?

- Complete simple sentences describing pictures showing

a number or a place.

Pictures

videos

pens

desk

Can describe the

position of classroom

objects

18

- Read simple sentences about pictures describing

numbers and places. Right or wrong?

- Draw pictures: 3 pens on a table, other learners say

where they are

4 Talking about possessions

- Whose pen is this? It‘s Mutesi‘s.

This is Felix‘s pen

- Pair work question and answer

- Listen and point to the person the object belongs

Classroom objects Can talk about

possession using

possessive ‗s

Methodology:

1. Listen and speak. Identify parts of the body.

a. Teacher introduces a song concerning about parts of the body to the class. For example, head, shoulder, knees and toe, knees and toes,

knees……………………

b. Teacher sings the song and learners follow him/her.

c. Teacher mentions a part of the body and tells learners to touch it and keeps on changing the parts of the body as learners touch them.

d. Teacher uses words like, this is my head/ this is my arm/these are legs.

e. Teacher asks learners to use such words to show and explain different parts of the body.

1. Read and write. Identify clothes.

a. Teacher uses words like Shirt/ Socks/Dress in order for them to identify and understand clothes.

b. Teacher presents colors on flipcharts/chalkboard/rice sacks to the learners.

c. Teacher reads out colors and mentions them one by one in order for the learners to identify and master them. Color

Black/Yellow/Blue/Green/White/Red

d. Teacher tells learners the colors of the clothes, e. g: This Shirt is blue/white/red/yellow/…

2. Prepositions of place

a. Teacher takes a pen and book and tells learners the position by moving the pen, e.g. the pen is on the book, the pen is under the book, etc

b. Teacher checks learners‘ understanding by asking where is the pen and learners reply

c. Then learners do activities

3. Possessives

a. Teacher takes a book from a learner‘s desk.

b. Teacher asks Whose book is this? – the teacher suggests wrong pupils, e.g. Is it Martine‘s? class says no, is it Mutesi‘s, the class says yes

c. Teacher tells the class to listen and repeat ―It‘s Mutesi‘s‖, emphasizing possessive ‗s – the teacher does this for several other objects

19

d. Learners do activities listed above

c. Term 3

Unit

No: 8

Unit Name: Domestic animals Periods (Syllabus):

25

Key unit competence: To use language learnt in the context of domestic animals Periods

(Remedial): 8

SN Remediation content Learner‘s Activity Learning resources Assessment

criteria

1 Vocabulary: Animals: - Dog,

goat, cow, rabbit, pig, etc.

Language to use: Talking about

domestic animals - We have a

dog. Do you have a cow? We

don‘t have rabbits.

- Draw animals and write simple supported sentences

about them.

- Match animal pictures with words.

- Anagrams of animal words, e. g. togas = goats.

- Read a short text about animals.

- Play games about making animal sounds.

- Sing animal songs (e.g. Old McDonald).

- Listen to and repeat sounds and match sounds with

letters.

Charts, pictures of animals,

photographs, flash cards, table

on board, drawing paper, and

pens, songs.

Can say what

animals they

have, what they

eat and which

ones they like.

2 Talking about what animals eat -

Our dog eats meat. What do

goats eat? - Does your dog eat

meat? What do rabbits eat?

- Match animals with words about what they eat.

- Construct a tick chart showing what animals eat.

- Write simple supported sentences about what animals

eat.

Charts, pictures of animals,

photographs, flash cards

3 Talking about favorite animals - I

like dogs. Do you like hens?

What is your favorite animal?

My favorite animal is a goat.

-Ask one another about favorite animal

- Talk about animal colors.

Songs

games…

20

4 Sounds and spelling. - Recognize and name letters A to Z.

- Recognize and pronounce some frequently used words.

- Become aware of lowercase and capital letters.

- Recognize and pronounce sounds and use rhythm and

stress correctly.

- Spell correctly.

Songs

charts

games…

Methodology:

Domestic animals

1. Read and write. Identify domestic animals

a. Teacher mentions animals like Cow/Dog/Goat/Sheep and others and pupils repeat.

b. Teacher says ‗We have a dog and a cow at home.‘ ―Which animals do you have?‘ - learners to mention different animals found at their homes –

using ‗We have a … at home.‖

c. Teacher writes different animals on a chart/chalkboard. Pupils copy in their notebooks

d. Teacher uses words like do you have a cow? /We have a dog/We don‘t have a rabbit.

2. Talking about what animals eat

a. Teacher explains eat with a mime puts pictures/drawings of different types of food on the board, e.g. meat, grass, carrots, etc.

b. Teacher says the words and pupils repeat.

c. Teacher says ‗Our dog eats meat (pointing to the picture of meat). Our rabbit eats carrots, etc. Pupils repeat

d. In groups the teacher asks learners to draw pictures of animals and what they eat.

e. They have to say sentences about this. Rabbits eat carrots. Dogs eat meat, etc.

3. Talking about favourite animals

a. Teacher asks learners to talk about animals in relation to their favorites. For example, I like dogs/do you like hens/what is your favorite animal?

/my favorite animal is a goat. Pupils repeat the sentences.

b. Teacher asks ‗What‘s your favourite animal?‘ and asks individual learners to say ‗I like… or my favourite animal is…‘

c. Teacher gives learners a game where each child walks like any of his/her favorite animal.

d. Teacher tells learners to describe favorite animals to each other.

4. Alphabet – Sounds and spelling

a. Teacher writes all the letters of the alphabet on the board.

b. Teacher points to a letter and says the name of the letter – pupils listen and repeat – teacher repeats this 2 or 3 times

c. Teacher points to a letter and asks ‗what‘s this letter?‘ Pupils say the letter

d. Teacher then says ‗Cat‘ starts with the letter ‗C‘ but the sound of the letter is /k/ - teacher asks pupils to repeat the sound /k/

21

e. Teacher does the same with other animal words

f. Teacher asks pupils to write the letters and words in their notebooks and spell by sounding out the letters

Unit

No: 9

Unit Name : Daily routines Periods (Syllabus):

25

Key unit competences: To use language learnt in the context of daily routines. Periods

(Remedial):5


criteria

1 -Telling the time: introduction

-Clock time

- Use a model clock to tell and ask the time.

- Learners read phrases telling the time and match them

with clock times.

- In groups, ask and tell the time.

Pictures

Photographs

drawing papers

and pens.

Can tell the time

and describe daily

routines.

2 Describing daily activities - I get

up and clean my teeth. Does she

clean her teeth? Do you do your

homework?

- Role play daily activities.

- Mime daily activities and the learners guess the activity.

- Read and speak: a dialogue about daily activities or

time.

Pens

charts

3 Describing daily routine - I go to

school at 7.00. She gets up at

6.00.

- Match pictures of people doing daily routines with

words and sentences.

- Listen to the teacher talking about daily routines or time

and respond.

- Read a short text about daily routines or time and

match with pictures or fill in simple gaps.

- Draw pictures of people doing some activities

Charts

Papers

pens etc

Methodology:

Daily routines.

1. Listen and speak. Identify and telling time.

22

a. Teacher enters the class with a physical clock.

b. Teacher shows learners how a clock is used by saying the numbers then show the hours, e.g. 1 o‘clock – learners repeat

c. Teacher makes a clock out of papers as learners follow him/her and demonstrates to the learners how it is used.

d. Teacher tells each of the learners to make his/her own (individual) clock.

e. Teacher asks ‗Show me 1 o‘clock on your clocks‘ – teacher helps where necessary and repeats with other times

f. Teacher introduces other times like 1.15, etc.

2. Listen and speak. Daily routine activities.

a. Teacher mimes daily routine activities and says the word e.g. wake up, brush my teeth, etc. pupils repeat the action and say the word. Teacher

repeats these two times.

b. Teacher checks understanding by miming the action and pupils say the word, then the teacher says the word and pupils mime the action.

c. Teacher puts the pupils in pairs and they mime and guess to each other and change roles.

3. Describing daily routine activities with time

a. Teacher reviews time by asking pupils to show one o‘clock on the clocks, she repeats this with other times.

b. Teacher reviews daily routine activities by asking ‗What is this?‘, e.g. What‘s this? Pupils answer wake up.

c. Teacher asks ‗What time (showing to the clock) do you wake up (mime)?‘ and she models ‗I wake up at 6 o‘clock‘ – she repeats this with other

daily routine activities.

d. Teacher writes the question and answers on the board.

e. Teacher asks individual pupils the question and they answer, then in pairs or groups they ask and answer ‗What time do you…?‘

4. Describing daily routine practice activities

a. Match pictures of people doing daily routines with words and sentences.

b. Listen to the teacher talking about daily routines or time and respond.

c. Read a short text about daily routines or time and match with pictures or fill in simple gaps.

d. Draw pictures of people doing some activities

Unit

No: 10

Unit Name: Story telling

Periods

(Syllabus): 25

Key unit competences: To use language learnt in the context of storytelling. Periods

(Remedial): 4


criteria

1 Vocabulary of a story Language - Listen to a story and look at pictures (if possible Pictures Can listen to a

23

structure - Present simple tense. flashcards).

- Sequence pictures with support from the teacher

- Match the pictures with sentences.

Photographs

story books

and flash cards

story and show

visual

understanding,

read the story

and show visual

understanding,

retell a story with

strong support.

2 - Recognize and pronounce

sounds and use rhythm and

stress correctly.

-Spell words correctly

- If possible, sequence the sentences.

- Repeat this activity with different stories.

Charts

Flash cards

Pictures

Methodology:

Story telling

1. Listen and speak. Present tense

a. The teacher reads learners a story in present simple. For example, She goes to school/He eats a banana/She writes in her

book …

b. Teacher tells learners when we describe things that happen every day we say it like this ―she goes to school. She writes in her

book.‖

c. Teacher tells learners the new vocabulary in the story and explains the meaning.

d. Teacher uses words like, apple, orange, …

e. Teacher reads the story again and asks simple questions ―What does she do in the morning?‘ and gives the answer ―She goes

to school‘ etc.

f. Teacher repeats with a different story and asks the questions

2. Sounds and spelling

a. Teacher uses a song to introduce alphabetical letters from A____Z.

b. Teacher starts the song and then learners join him/her in singing.

c. Teacher uses phonics for the for better reading skills.

d. Teacher writes each letter A___Z on a flip chart/chalkboard for the learners to sound them.

e. Teacher sounds different letters and joins them to their words. For example, A for Apple(a-a-a)

24

f. Teacher tells learners to practice the same as they make different words using sounds.

g. Teacher writes words with missing first letters, she sounds the first letter and pupils must complete with the correct word.



At the end of P2, the learner should be able to:

Answer simple questions and give basic information in role play using gestures;

Value others‘ contributions and use theses to build on thinking;

Read simple story books with support, answer questions and retell the story in their own words;

Compose simple sentences using a model using familiar vocabulary;

Build on prior knowledge of English vocabulary, language structures, phrases, sounds and conventions of prints.

a. Term 1

Unit

No: 1

Unit Name: Greetings, introductions and talking about school Periods (Syllabus):

25

Key unit competences: To use language learnt in the context of greetings, introductions and talking about school Periods (Remedial):

3


1 Greetings, farewells - Hello. Hi.

Good morning. Good afternoon.

Good bye Mrs Kalisa. How are

you? Fine thank you.

- Greet and introduce one another in a group.

- Sing the greetings songs.

- Follow classroom instructions.

Visuals, charts and tables,

drawings, songs, paper and

pencils

Can greet and

introduce people,

talk about oneself,

talk about school

subjects and ask for

permission.

2

Introducing self and others - My

name is Uwera. What is your

name? Can you tell me your

name? This is Mukiza.

Her name is Mukiza.

-Introduce yourself

-Introduce one another in a group.

Charts

Drawing

25

Talking about oneself - I live in

Kigali. Where do you live? I am

seven. She‘s seven years old.

Where do you live?

-Talk in groups and say how old you are and where

you live.

- Write a short text about how old you are and

where you live.

-Ask your friend where he/she lives?

Methodology: (also see unit 1 – P1)

Unit 1: Greeting, Introductions and talking about school

1. Listen and repeat

a. Teacher says words that are used for greeting people.

b. Teacher explains in which situation each greeting is used. For example: in the morning, we greet people saying ―good morning‖

d. Teacher says the word and asks the learner to repeat it.

2. Role play

a. Teacher writes a dialogue on the chalk board /flip chart/rice sack which learners can use to practice greeting each other.

b. Teacher asks the pupils to play the dialogue and to repeat it.

3. Sing the good morning song

a. The teacher sings the song and asks the learners to listen and memorize.

4. Writing

a. The teacher writes an example about how to introduce oneself and asks the learner to imitate him/her.

Unit

No: 3

Unit Name: Telling the time Periods (Syllabus):

25

Key unit competences: To use the language learnt in the context of time Periods (Remedial):

3


1 Clock time: - Half, quarter, past,

to etc. Time of day:

- Morning, afternoon, evening,

etc. Telling the time - What time

-Make a watch

- Use a clock to tell the time.

Real watch,

Papers,

Markers,

Visuals, photographs, pictures,

Can tell the time, say

the day, month, and

year; describe daily

routines.

26

is it? It is six o‘clock/ half past six,

a quarter to/past six,

five/ten/twenty/twenty five

past/to six.

- Tell the time using a clock.

drawing paper and pencils,

and a calendar.

2 Describing the time of day - I get

up in the morning. I do my

homework in the evening.

Talking about daily routines - I

get up at 7.00. When do you

fetch water? When does he walk

to school? I ride a bicycle every

day.

Listen to the teacher reading dates and write them

down.

- Talk about daily routines in groups.

- Fill in a daily events timetable.

- Use a daily events timetable to write short

sentences about oneself or others

- Listen to the teacher talking about subjects and fill

in a timetable.

- Read a school timetable, talk about it and make

simple supported written sentences about it, e.g.

make suggestions for a new timetable, using a

substitution table.

- Construct a timetable and talk about it.

- Write simple sentences about it.

Charts,

Pencils,

Photographs,

Songs

3 Language structure - What

time/day/date/month is it? It is. -

Present simple tense: questions

with when. - Adverbs of time: in

the morning, at 4 o‘clock.

Sounds

Listen to the teacher reading dates and write them

down.

- Work in pairs asking and answering questions about

the time and date.

- Recite rhymes and play games about time, for

example, ‗What time is it Mr. Lion?‘ -

Song about days of the week

Calendar

Pictures

Methodology

Unit 3: Telling the time

1. Listen and speak. Identify and telling time.

a. Teacher enters the class with a physical clock.

b. Teacher shows learners how a clock is used by saying the numbers then show the hours, e.g. 1 o‘clock – learners repeat

27

c. Teacher makes a clock out of papers as learners follow him/her and demonstrates to the learners how it is used.

d. Teacher tells each of the learners to make his/her own (individual) clock.

e. Teacher asks ‗Show me 1 o‘clock on your clocks‘ – teacher helps where necessary and repeats with other times

f. Teacher introduces other times like 1.15, etc.

2. Listen and speak. Daily routine activities.

a. Teacher mimes daily routine activities and says the word e.g. wake up, brush my teeth, etc. pupils repeat the action and say the word. Teacher

repeats these two times.

b. Teacher checks understanding by miming the action and pupils say the word, then the teacher says the word and pupils mime the action.

c. Teacher puts the pupils in pairs and they mime and guess to each other and change roles.

3. Describing daily routine activities with time

a. Teacher reviews time by asking pupils to show one o‘clock on the clocks, she repeats this with other times.

b. Teacher reviews daily routine activities by asking ‗What is this?‘, e.g. What‘s this? Pupils answer wake up.

c. Teacher asks ‗What time (showing to the clock) do you wake up (mime)?‘ and she models ‗I wake up at 6 o‘clock‘ – she repeats this with other

daily routine activities.

d. Teacher writes the question and answers on the board.

e. Teacher asks individual pupils the question and they answer, then in pairs or groups they ask and answer ‗What time do you…?‘

4. Describing daily routine practice activities

a. Match pictures of people doing daily routines with words and sentences.

b. Listen to the teacher talking about daily routines or time and respond.

c. Read a short text about daily routines or time and match with pictures or fill in simple gaps.

d. Draw pictures of people doing some activities

5. Language structure - What time/day/date/month is it? It is.

a) Teacher introduces the days of the week song. She writes the lyrics on the board

b) The pupils repeat as she sings the song

c) Teacher puts /draws a calendar on the board.

d) She points to a day and says ‗It is Tuesday 3rd of November‖ – then she asks the questions ―what‘s the date today?‖ and models by saying ‗It‘s

Tuesday 3rd of November‘. Pupils repeat the question and answer.

e) Teacher does the same for What time… and pupils repeat.

f) Pupils work in pairs asking and answering questions about the time and date.

28

b. Term 2

Unit

No: 4

Unit Name: Food stuffs Periods (Syllabus): 26

Key unit competences: To use language learnt in the context of food Periods (Remedial):

6


1 Vocabulary of food Meals:

- Breakfast, lunch, dinner,

Food: - Bread, rice, potatoes,

porridge, bananas, etc.

Food types:

- Cereal, fruit, vegetable, etc.

- Match words and pictures of food.

- List simple countable and uncountable nouns

referring to food.

- Draw and label pictures of food.

Real food

Pictures

Charts

Can describe diet,

meals and food

preferences.

2 -Describing food types - A

banana is a fruit. Rice is a cereal.

-Describing diet - I eat fruit. She

eats cereals. Do you eat

vegetables?

- Classify food items in a chart and write about the

classes.

- Listen to the teacher reading out a short text about

diet and match the text with pictures.

Use a questionnaire to ask and make notes about a

classmate's diet.

pictures, photographs,

drawing paper and pencils,

etc.

3 Language use: Talking about

mealtimes

- When do you have

breakfast/lunch? I have lunch at

12.30.

Talking about meals:

- I have rice for supper. They

don‘t eat beans. What do you

have for breakfast? Talking

about food likes and dislikes

- Play: who likes...? Learners put their hand up to

show what foods they like.

They have to remember who likes what and say it.

- Using word cards, build up sentences on the board

e.g. 10 people like porridge.

- Read a short text about mealtimes and meals.

- Talk about mealtimes and meals in small groups.

- Learners draw a plate with their favorite foods and

label the foods on it. Other learners have to guess

whose plate it is and say sentences such as S/he

Papers

Pencils

Pictures

29

- We like bread. She does not

like porridge. What food do you

like? What is your favorite food?

My favorite food is bananas.

likes…

4 - Indefinite and zero articles.

Sounds and spelling

- Recognize and pronounce sounds and use rhythm

and stress correctly. Spell words correctly.

- Complete sentences with indefinite and zero

articles.

Songs

Charts

Video A, B, C phonics

Methodology:

Unit 4: Food stuff

1. The teacher uses real food or pictures/drawings to introduce the lesson and food vocabulary.

a. The teacher says the name of the food and the learners repeat.

b. Teacher holds up the food or points to the picture and asks ―What‘s this?‖ to the whole class.

c. Teacher asks individual learners to say the name of the food.

2. Food vocabulary practice activities

a. Match words and pictures of food.

b. List simple countable and uncountable nouns referring to food.

c. Draw and label pictures of food.

d. The teacher writes on the chalk board /flip chart or rice sack different types of food and reads what she wrote and asks the learners to make a

drawing of the word.

3. Talking about mealtimes and food

a. Teacher explains the names of the mealtimes, e.g. in the morning we have breakfast, in the afternoon we have lunch, in the evening we have

dinner. Learners repeat the name of the mealtimes.

b. The teacher says, For breakfast, we eat porridge. For lunch, we eat …, etc Pupils repeat.

c. Teacher asks what do we eat for breakfast? What do we eat for lunch? What do we eat for dinner? To check pupils‘ understanding.

d. In pairs, pupils ask and answer questions to each other about breakfast, lunch and dinner.

4. Describing food types and diet

a. The teacher shows pictures/drawings/ real objects of fruit and tells the learners – These are fruit. The teacher does the same for vegetables and

cereals. The learners repeat.

b. The teacher shows two pictures/drawings or real objects and ask which one is a fruit, vegetable, etc to check the learners‘ understanding.

c. The teacher says I eat fruit. I like bananas and apples. What do you like? She asks individual pupils to answer

30

d. In groups, pupils ask and answer questions about food and what they like.

Unit

No: 6

Unit Name: Family members and household activities Periods (Syllabus):

25

Key unit competence: To use language learnt in the context of family members and household activities Periods (Remedial):

3


1 Describing family members -

This is my grandmother. She lives

in Butare. She is 73. This is my

uncle. He lives in Musanze. He is

42, Uwera is young. Where does

she live? How old is he? Saying

what jobs family members have

- This is a builder. She is a

farmer. My cousin is a carpenter.

What is her job? Talking about

household activities

- My mother cooks food. Uwera

milks the cow. I make the beds.

My sister collects firewood. He

fetches water. What do you do?

Do you clean the house?

- Match words for jobs with pictures.

- Match sentences showing daily events with

pictures.

- In pairs or small groups, talk about photographs of

family members, jobs and ages.

- Talk about daily events and routines in the family

using language support, e.g. a talking frame or a

substitution table.

Pictures,

photographs

tables.

Can describe family

members and their

jobs, household

activities, and daily

activities.

2 Vocabulary

Household activities:

- Make the beds, cook meals,

fetch water, collect firewood,

etc. Jobs:

- Carpenter, farmer, teacher,

nurse, etc. Numbers:

- From 1 to 100. Language

- Read a short text about household routines and

activities.

- Sequence a set of sentences about daily routines

showing time adverbials and connectors.

- Write a set of sentences about daily routines using

time adverbials and connectors, using support, e.g.

sentence starters.

- Insert time adverbials and connectors into a set of

Story books

Charts

Markers

31

structure - Present simple tense:

questions with: where, when.

Questions with: do, does. -

Time adverbials: at 6.00 etc.

- Connectors of time: after that,

then etc.

- How old is he? She is 74.

sentences about daily routines, to show the time

sequence.

- Collect sentences from learners, e.g. who sweeps

the floor in your family? Who cooks the food? Who

packs your schoolbag?

3 Describing daily activities

- My mother gets up at 6.00. I

arrive at school at 7.30. After

that I start classes. When do you

come home?

- Make a tick chart showing who does what

household activity in the family.

Ask one another these questions, complete the tick

chart, and report back orally or write about it.

Chart

Markers

Papers

Methodology:

Unit 6; Family and house hold activities.

1. Describing family members and their jobs

a. Teacher introduces family words by writing on the board – drawing pictures – pupils listen and repeat

b. Teacher introduces job words - pupils listen and repeat

c. Teacher says ‗My father is a builder‖ Pupils listen and repeat

d. In pairs, pupils describe different family members.

2. Household chores and daily routines (see also P1 unit 9)

a. Teacher uses pictures and mime to introduce household chores and daily routines, pupils listen and repeat

b. The teacher uses pictures and read the text to the learners.

c. The teacher asks to the learners to read also the text.

d. The teacher describes family members and asks the learners also to repeat.

e. The teacher asks to the learners to write their daily activities at home in their notebooks.

f. The teacher asks to the learners to remind the connectors of time.

g. The teacher asks the learners different household activities.

h. The teacher asks to the learners to describe their daily activities.

i. The teacher use different written examples to guide learners.

32

c. Term 3

Unit

No: 7

Unit Name: Weather Periods (Syllabus):

25

Key unit competence: To use language learnt in the context of weather. Periods (Remedial):

3


1 Describing the weather

- It is sunny/rainy/windy/

cloudy. It is raining. Is the sun

shining? It isn‘t raining. What is

the weather like?

- Look out of the window and describe the weather.

- Anagrams/scrambled words: rearrange the spelling

of weather words e.g. anri = rain. Learners work

them out.

- Match weather pictures with sentences.

Pictures, photographs,

thermometer, model

thermometer, and temperature

graphs.

Weather chart,

Can describe

weather, read air

temperature and

interpret annual

weather graphs.

2 Describing temperature

- It is 28°C (Celsius). It is cold.

What is the temperature?

Describing temperature during

the year

- In June it is hot. It is about

25°C. In November the

temperature is about 26°C. In

May it is cool. Describing rainfall

throughout the year

- In April it rains a lot. In July it

rains a little

- Talk in groups about the weather in Rwanda in

different months, using support, e.g. a substitution

table.

- Interpret a temperature line graph showing

Rwandan temperature throughout the year. Talk

and write about the graph.

- Interpret a rainfall bar graph showing Rwandan

temperature throughout the year. Talk and write

about the graph using true/false questions. Learners

write their own true/false questions for others to

answer.

Pictures

Photographs

Thermometer

model thermometer

and temperature graphs

Weather chart

3 Vocabulary Weather:

- Rainy, windy, cloudy, sunny,

etc. Temperature:

- Hot, cool, cold, etc. Language

structure - Present continuous

tense: declarative, negative

- Write captions for weather pictures using the

present continuous, with support, e.g. sentence

starters

Pictures

Photographs

Thermometer

model thermometer

and temperature graphs

33

- A lot, a little. Sounds and

spelling

Weather chart

Methodology:

Unit 7; Weather

1. Describing the weather

a. The teacher uses photographs, pictures, thermometer...to introduce weather vocabulary. Learners listen and repeat.

b. The teacher shows a picture of rainy weather and says ―It is rainy.‖

c. The teacher describes the weather to the learners. And asks them to describe it also by speaking only.

d. The teacher writes different vocabularies about the lesson.

2. Describing temperature

e. The teacher describes temperature and gives a model sentence, e.g. It is 28degrees, it is hot. Learners listen and repeat.

f. Teacher writes different temperatures on the board asks the learners to describe the temperature and weather.

g. The teacher asks the learners to join groups and describe the weather by writing.

h. The teacher asks the learners to present what they have done.

3. Weather vocabulary and language structure

a. Teacher writes vocabulary on the board and asks learners to read it – then erase some of the letters and ask learners to complete the words,

e.g. h_t

b. Teacher writes two weather sentences about a picture, e.g – learners copy in their books – then teacher shows another picture and they write

two sentences using the structure and vocabulary.

Unit No:

8

Unit Name: Animals, birds and insects Periods (Syllabus):

25

Key unit competence: To use language learnt in the context of animals, birds and insects. Periods

(Remedial):3


1 Naming animals, birds, insects,

e.g This is a monkey. Is this an

elephant? Yes it is/no it isn‘t.

Saying what animals can do, e.g

Birds can fly. Monkeys can climb

- Match animal words with pictures.

- Ask learners if they know the sound different

animals make. Sing song Old MacDonald has a

farm.

- In groups, orally describe pictures of animal

Pictures

Photographs

world map.

Games

Charts

Can identify and

classify animals

according to what

they eat, where

they live, what they

34

trees. Fish can‘t fly. Can

monkeys swim? Saying what

animals eat, e.g

Lions eat antelope. Birds eat

insects. What do monkeys eat?

Do monkeys eat grass? Saying

where animals live, e.g

Elephants live in Africa. Seals live

in Antarctica. Where do

monkeys live? Do elephants live

in Asia? Saying what color

animals are, e.g Lions are

brown. Zebras are black and

white. What color is a lion?

activities using the present continuous tense.

- In groups, look at pictures and describe the colors

of animals and the food they eat.

- Draw 2 circles on the board with different types

of food e.g. meat and grass. Learners fill in animals

that eat each type of food. e.g. zebra in the grass

circle.

- Make a tick chart showing what activities animals

do. Animals on the left vertical, activities along the

top.

- Guessing game: this animal has a long tail and can

swing from trees. What is it?

- Talk in groups and fill in the chart.

- Talk and write about the chart.

- Use a map to describe where animals live.

- Write about the map.

Study tour in school

neighborhood

Maps

can do and what

color they are.

2 Describing pictures of animals

- The lion is sleeping. The

elephants are eating grass. The

monkeys are not eating. What is

the elephant doing?

- Write riddles describing the color of an animals,

the food they eat, what it can do and where it

lives. Classmates guess the animal.

- Read short sentences about animals.

Describe the color, the food it eats, what it can do

and where it lives. Show understanding by filling in

gaps.

Colors

Photographs

Real food

3 Vocabulary Mammals:

Elephant, lion, monkey, etc.

Insects: Butterfly, mosquito, etc.

Birds: Eagle, crane, etc. Animal

activities: Sleep, eat, etc.

Language structure:

- Present simple tense: questions

with what, where, do. Short

- Listen to a short text read aloud about an animal's

color, the food it eats, what it can do and where it

lives. Show understanding by filling in a chart.

Story books

Colors

Real food

Chart

Markers

35

answers.

- Present continuous tense:

declarative, negative, questions

with what? Short answers.

Methodology:

Unit 8; Animals, birds and insect.

1. The teacher shows pictures or other T/LA to learners – the teacher says the words and asks them different questions.

2. The teacher names animals and asks the learners to repeat.

3. The teacher describes animals and learners repeat.

4. The teacher asks the learners to join their groups and describe animals and the food they eat by writing.

5. The teacher sings a song about animal‘s sound. Example: Old Mac Donald has a farm. And learners sing also that song.

6. The teacher differentiates mammals from other animals, learners follow and memorize.

7. The teacher writes names of different animals and asks to the learners to match them with their sounds.

Unit No:

10

Unit Name: Talking about events in the past and future Periods (Syllabus):

25

Key unit competence: To use language learnt in the context of talking about events in the past and future. Periods (Remedial):

4


1 Recounting past events - I went

to school yesterday

. Last week she played football.

On Saturday they visited their

grandmother

. What did you do yesterday?

Where did he go on Sunday?

When did you get up?

- Listen to a story and sequence a set of pictures

- Read a story and sequence a set of pictures.

Introduce a time line if useful - Match a set of

pictures in a time sequence with sentences.

- Match characters with speech bubbles.

Pictures

Flashcards

connector cards

Story books

Can describe events

in the past and

future, read a

simple story set in

the past, retell the

story with support,

write a short

2 Describing a day in the past - I

got up at 6.00. Then I got

dressed. After that I had

breakfast.

- Perform a story with actions.

- Link a set of sentences in a time sequence with

connectors and time adverbials.

- In groups, read a story aloud.

- Retell a story with support.

Story books

Wall clock

36

3 Describing lessons in the past

- They did their science

homework. We had Math.

Telling stories (any appropriate

story in the past simple tense)

e.g.:

- The elephant visited his

mother. He asked his mother...

His mother said... Then he

visited his uncle. He asked his

uncle... His uncle said... After

that he visited his grandmother

- Write short sentences describing a daily routine in

the past.

- Listen to a classmate reading out a past daily

routine and make notes in a diary.

- Write short sentences about past events using time

connectors and adverbials.

- Listen to dialogue about future plans, focusing on

going to.

Story books

Dialogues

Story telling

4 Describing future plans

- On Sunday we are going to

watch TV. On Saturday he‘s

going to go shopping. What is

she going to do? Vocabulary

Leisure activities:

- Play football, visit, etc.

Subjects:

- Math, science, social studies,

etc. Daily routines:

- Get up, get dressed, have

breakfast, brush my teeth, etc.

Language structure - Past simple

tense: declarative and questions

with when, where, what.

Regular and irregular verb past

tense endings.

- Adverbs of time: yesterday,

next week, last week, etc.

- Talk in groups about past events with support,

e.g. sentence starters, substitution table.

- Talk in groups about yesterday's school timetable.

Then write about it.

-Describe your future events

-Ask your classmates about favorite subjects

- Talk about how you spend your free time

- Talk about the time you go for leisure activities

Playing fields

Charts

Pencils

37

- Connectors of time: then,

after that, next, finally, etc.

Methodology:

Unit 10; Talking about events in the past and future.

1. The teacher writes on flip chart /chalk board or rice sack a story and read for learners.

2. The teacher underlines the verbs in the past and tells learners how to write verbs in the past.

3. The teacher says the past verb and learners listen and repeat.

4. The teacher asks the learners to read the written story.

5. The teacher gives an example of a past event and learners listen to him/her

6. The teacher explains the story and asks the learners to write their own stories referring to teacher‘s and using past verbs (2 sentences)

7. The teacher describes a day in the past as an example, and learners follow and memorize.

8. The teacher describes a lesson in the past, learners imitate him.

9. The teacher describes future plans as a sample exercise to learners.

10. The teacher calls one among them to read for his peers what he /she writes



At the end of P3, the learner should be able to:

Listen carefully and identify the main points from a short-spoken message made up of familiar English words and expressions,

Interpreting gestures, and other signals and cues.

Ask and answer simple questions and talk about their interests with others,

Encourage others to contribute and acknowledge that they have the right to hold a different opinion,

Read a variety of familiar and some unfamiliar words and simple sentences independently. Interpret the main points from short written texts and

respond to simple written questions,

Choose their books of interest and explain what they like about them,

Compose short sentences in response to simple questions using expressions already learnt to give a clear message,

Communicate simple English sentences using additional vocabulary, language structures and conventions of prints already learned.

a. Term 1

38

Unit

No: 1

Unit Name: Places in the community Periods (Syllabus): 21

Key unit competences: To use language learnt in the context of time. Periods (Remedial): 4


1 Talking about where you live,

e.g. describing your

town/village- ―I live in

Muhanga.‖

- In pairs, learners ask and answer ―Where

do you live?‖, ―Where does she live‖

Board

Notebooks

Pens

Can describe the position

of places in the

community and give and

follow directions.

2 Naming types and functions of

community buildings

- Learners match the names of buildings

with places on a map.

- Learners identify community buildings in

the community where they live.

- Draw a map of the locality and name the

community community buildings.

- Learners say and write short sentences

about the function of community

buildings

Textbook

Pictures

Community map

3 Describing position of

community buildings and giving

directions

- Listen to the teacher giving directions and

follow them, e.g. Robots Game: teacher

gives instructions, turn left, turn right,

walk two steps forward, etc,

- In a group, give and follow directions.

- Give and follow directions to places in

the classroom and school.

- Write simple directions, read and

follow directions written by other

learners.

Community map

Pictures

Textbook

Games

39

Methodology:

1. Talking about where you live

a. Teacher says to learners ―I live in Muhanga.‖ – teacher asks learners to repeat.

b. Teacher asks the question ―Where do you live?‖ and gives the answer ―I live in Muhanga.‖ – learners listen and

repeat.

c. Teacher tells learners they have to ask the question and answer with a partner.

d. Teacher listens and helps learners

2. Naming types and functions of community buildings

a. Teacher shows pictures on the board or in the textbook of community building and tell learners the name, e.g. This is

a bank. – learners listen and repeat

b. Teacher checks learners understanding, by asking learners to listen and point, e.g. point to the bank

c. The teacher tells learners the function of the community buildings, e.g. You can get money at a bank; you can buy

bread at a shop, etc – learners listen and repeat

d. Teacher check learners understanding by asking questions, e.g. Can you buy bread at a bank?, etc.

e. The teacher writes on the board

f. Learners do listed activities

3. Describing position of community buildings and giving directions

a. Teacher shows or draw a map of the community with different buildings on the board.

b. The teacher explains position words, e.g. opposite, next to, etc. – learners listen and repeat

c. Teacher checks learners‘ understanding by asking Where is the shop, etc.

d. Teacher introduces direction words, e.g. turn right, turn left – learners listen and repeat

e. Teacher check learners‘ understanding

f. Learners do listed activities.

Unit

No: 3

Unit Name: Time Periods (Syllabus): 25

Key unit competences: To use language learnt in the context of time. Periods (Remedial): 4


1 Telling the time - What time is it?

It is six o‘clock, half past six, a

Tell the time using a clock or watch.

- Construct a paper clock to play games.

Charts, pictures, model clock,

illustration of clocks

Can tell the time, give the

date, and describe daily

40

quarter to/past six, five to/past

six

, and calendars. activities.

2 Stating the number of

minutes/hours/ months - How

many

minutes/hours/days/months are

there in...? There are 12 months

in a year.

-Singing, memorizing, writing, presenting

different types of time.

Ex;1hour=60 minutes,1day=24 hours

,1year=12 months

Songs about months of the year

and days of the week.

Charts ,pictures ,model clock

,illustration of clocks and

calendars.

3 Vocabulary Times of day, days,

months, years Numbers: - 1-100

Ordinal numbers: - 1-50

Counting ordinal numbers using calendar.

Ordering things according to their size.

School report ,Calendar ,Charts …

4 Language structures

- Present simple tense: questions

with what time/when. - Adverbs

of frequency. Sounds

Listening imitating and memorizing stories

Use adverbs of frequency in stories.

Ex; I usually use my bag hording School

materials.

Charts ,audios ,videos about

different stories…

Methodology:

Unit 3: Time (Also see P2 unit 3)

1. The teacher shows the real watch to the learners and ask them some questions.

2. The teacher reads one out and learners have to guess what it is.

3. The teacher brings T/LA makes a watch and learners imitate him/her.

4 . The teacher explains the time to the learners.

5. The teacher uses photographs to explain well the time.

6. The teacher shows the learners the calendar and asks some questions about it.

7. The teacher explains how different kinds of time are related. EXAMPLE: 1hour =60 minutes,1day=24 hours

8. The teacher shows to the learners how to construct the table.

b. Term 2

Unit

No: 4

Unit Name: Events in the past and future Periods (Syllabus): 25

41

Key unit competences: To use language learnt in the context of events in the past and future. Periods (Remedial): 6


1 Language use

Reporting past events

- I played football. They didn‘t

play football. Did she play

football on Wednesday? What did

you do on Wednesday? On the

weekend I went to my

grandmothers. Last year we

visited my uncle. In December

they went to Kigali. When did

you go to Kigali?

Recounting a trip

- Last July I went to Lake Kivu

with friends. Then we went to

Kibuye. After that we took a boat

to Rubavu. In Rubavu we stayed

with my uncle. After 10 days we

came back home.

Telling stories

- Lion walked by and said 'why

are you sitting under the tree?‘

Elephant walked by and said 'why

are you sitting under the

tree?‘

- Give an account of an experience that

happened in the past.

- Work in groups, asking and answering

questions about what the learners did the

previous day, and in the previous

week/month.

- Work in pairs where one learner asks a

question and another responds.

- Take dictation about an event in the past.


watch, illustrations of clocks, and

calendar.

Can read a simple

story, follow a story

read aloud, retell the

story orally, report

events in the past,

recount a trip, write a

short letter describing

an event in the recent

past, and write a

short text describing

futur

e plans. Materials

2

Describing future plans

- On the weekend I‘m going to

- Read and listen to a story in the past.

- Retell the story orally.

Games charts, pictures, model

clock, watch and calendar.

42

swim. Next Saturday we are going

to visit my grandmother. What

are you going to do tomorrow?

Vocabulary

Trips:

- Go, visit, stay, come back, etc.


watch, illustrations of clocks, and

calendar.

- Read a text and match words and sentences

with pictures or speech bubbles with

pictures.

- Read a text and fill gaps in a sentence.

- Write simple sentences about a past event

using sentence

starters, word banks, etc.

3 Leisure activities:

- Swim, visit, play, etc.

Language structures

- Past simple tense.

- Time connectors: then, after

that, etc.

- Questions with when, what.

- Adverbs of time: on the

weekend, next Saturday, last year,

in December, etc.

- The future with going

- Write a letter to a family member

recounting a trip.

- Read a dialogue about future activities,

focussing on going to.

- Talk in groups about future plans (e.g. the

weekend), paying attention to going to.

- Write a diary entry about future activities,

paying attention to going to.

Charts, pictures, songs and

calendar.

Methodology:

Unit 4: Events in the past and future (Also see P2 unit 10)

1. The teacher writes on flip chart /chalk board or rice sack a story and read for learners.

2. The teacher asks to the learners to read the written story.

3. The teacher gives an example of a past event and learners listen to him/her

4. The teacher explains the story and asks the learners to write their own stories referring to teacher‘s

5. The teacher describes a day in the past as an example, and learners follow and memorize.

6. The teacher describes a lesson in the past, learners imitate him.

43

7. The teacher with learners prepare a trip and do it.

8. The teacher describes future plans as a sample exercise to learners.

9. The teacher calls one among them to read for his peers what he /she writes.

Unit No: 6 Unit Name: The body and health. Periods (Syllabus): 25

Key unit competences: To use language learnt in the context of the body and health. Periods (Remedial):5


1 Use language for the following purposes

Naming parts of the body

- What is this? What are these? This is

my head. These are her arms. How

many fingers do you have? I have ten

fingers.

Giving instructions

- Bend forward. Nod your head. Clap

your hands. Stand on one leg.

- Draw a picture of a person and indicate the

different parts of the body.

- Name and show parts of the body.

- Use a chart showing different parts of the

body.

- Sing a song about the parts of the body

(e.g. heads and shoulders).

Pictures, photographs, body

diagram, word wall, drawing

paper, and pencil.

Can name parts of

the body and

describe simple ways

of taking care of one

self.

2 Talking about taking care of oneself

- What do you use to wash your

hands/comb your hair/brush your teeth?

I use soap to wash my hands.

Use the following vocabulary

appropriately

Movements:

- Bend, nod, clap, etc.

- Match words and pictures.

- Play a game: Simon says.

- Do a spelling quiz.

- Work in pairs asking and answering

questions about parts of the body.

- Label a diagram.

Photographs , songs ,games…

3 Parts of the body:

- Head, leg, foot, arm, etc .

Use the following language structures

accurately

- Read a text and fill gaps in a sentence.

- Write simple sentences about taking care of

oneself using sentence starters, word banks,

Body diagram, word wall.

44

- Demonstratives: this, these.

- Questions words: what, how many.

- Imperatives.

- To + infinitive

etc.

- Do exercises related to parts of the body,

e.g. Can You Touch?

4 Sounds and spelling

- Recognise and pronounce sounds and

use rhythm and stress correctly. Spell

correctly.

Game: using word cards of body parts

learners pick two and ask e.g. can you touch

your leg with your ear?

Games , songs ,charts…

Methodology:

Unit 6: The body and health. (See also P1 unit 4)

1. The teacher shows T/LA to learners and asks different questions.

2. The teacher names parts of the body by showing them to the learners.

3. The teacher writes the body part words on the board, learners copy in their notebooks

4. By singing the body parts song, the teacher helps learners to sing and memorize it. Example: If you‘re happy and you know touch…

5. The teacher gives different instructions of showing body parts by singing

6. The teacher tells learners how to take care of themselves. Learners listen and repeat.

7. The teacher asks learners how they take care of themselves. [cleanliness of the body]

8. The teacher draws parts of the body on chalk board, and learners draw also in their notebooks and demonstrate their names, and label their

drawings

c. Term 3

Unit No:

8

Unit Name: Rwanda


Key unit competences: Periods (Remedial): 7

45

To use language learnt in the context of Rwanda.


1 Language use

Naming places on a map

- This is Kigali. These are the

Virunga Mountains. This is the

Nyabarongo River. This is Lake

Kivu. Where is Kigali?

- Locate geographical features on a map of

Rwanda.

- Label a map of Rwanda.

- Read a text about Rwanda and find places

on a map.

- Sing songs about Rwanda.

Map and compass points.

Can identify features of

Rwandan geography on a

map and say where

people live.

2 Talking about compass points

- Musanze is in the north.

Musanze is north of Kigali. Is

Musanze southeast of Kigali?

Talking about where people live

- I live in Musanze. My uncle

lives in Kigali. It is North West

of Rwanda. Where do you live?

Where does your family live?

- Draw and label a map of Rwanda.

- Match words with map symbols.


Maps, paper for drawing,

3 Naming basic geographical

features

- This is a

river/valley/volcano/lake. These

are mountains/hills. What are

these?

Vocabulary :

North, south, southeast, etc.

Basic geographical features:

- Lake, river, mountain, village,

town, etc.


- Play vocabulary games.

- List the basic geographical features in the

community.

Photographs , and pictures.

46

Language structure

- This is/these are.

- Questions with what, where.

4 Sounds and spelling

- Recognise and pronounce

sounds and use rhythm and

stress correctly. Spell correctly.

Write a short text about the geography of

Rwanda using sentence starters or a writing

frame.

Pictures.

Methodology.

Unit 8: Rwanda

1. The teacher shows a map photographs/other T/LA to the learners.

2. The teacher names the different physical features, learners listen and repeat

3. The teacher asks the learners different questions about what they see.

4. Referring to learner ‗answers, the teacher names places on a map.

5. The learners draw some physical features and write the words next to the drawings.

6. The teacher shows a compass and tells them what is it and its use.

7. The teacher tells them the compass points, e.g. north, south – learners listen and repeat

8. The teacher asks learner to join their groups and discuss about where people live.

9. The teacher names geographical features and asks learners to copy in their note books.

10. The teacher pronounces well different new vocabularies in the lesson and learners repeat and memorise.

Unit

No: 10

Unit Name: Shopping


Key unit competences: To use language learnt in the context of calculations and using graphs.



1 Talking about the market and

what to buy, e.g

- In groups, match sentences with pictures.

- Make a shopping list.

Pictures / real items

Board

Can describe what is sold

at the market and buy

47

What do they sell at the market?

What can you buy at the market?

You can buy food.

What do you need? I need meat.

She needs clothes. What do you

want to buy? They want to buy

socks.

- Read a text about a market.

- Draw and label a plan of a market.

- What is missing? Listen to a shopping list and

write down what has been left out.

Texts

Pens

Notebooks

items at the market.

2 Asking about amounts; talking

and asking about cost and

buying things, e.g. I want 2 kilos

of rice. I want a lot of rice.

Rice costs 900 RWF a kilo. How

much does rice cost?

- Work in groups and make sentences about

quantity from a substitution table.

- Complete sentences with words expressing

quantity.

- Role play buying at the market

- Write short sentences to describe pictures of

buying and selling.

Board

Pens

Notebooks

Methodology:

Unit 10:

1. Talking about the market and what to buy

a. Teacher introduces different market items from the market – these can pictures or real items

b. Teacher says the word – learners listen and repeat

c. Teacher checks learners‘ understanding by asking ―What can you buy at a market?‖ – learners answer

d. Learners do listed activities

2. Asking about amounts; talking and asking about cost and buying things,.

a. Teacher writes different quantites next to market items on the board.

b. Teacher says the quantities and learners listen and repeat.

c. Next, teacher writes the price of items on the board. Teacher says the price and learners listen and repeat.

d. Teacher gives an example: I want to buy 2kg of rice. How much does it cost? Learners listen and repeat. Teacher does more examples with

other market items – learners listen and repeat.

e. Teacher explains How much and How many and countable and uncountable nouns.

f. Learners then do the listed activities.

48

4. Sample Lesson Plans

a. Lesson Plans for Primary 1

LP N0.1

School Name: ………………………....................................Teacher‘s name…………………….................................………

Context: This class has 45 first learners and 16 slow learners.

Term Date Subject Class Unit No Lesson N

o Duration Class size

… … /…… … of …. …minutes ….

Type of Special Educational Needs to be catered for in this lesson and number of

learners in each category

4 learners.

Unit title Welcome to the class room

Key Unit Competence: To use language learnt in the context of the classroom.

Title of the lesson Greeting people

Instructional Objective -By using the picture, learners will be able to use the morning greeting in English (good morning/good

afternoon/good evening) correctly.

Plan for this Class (location: in /

outside)

Inside the class.

Learning Materials (for ALL learners) Flash cards, and pictures.

References Pupil‘s book page

Timing for each

step

Description of teaching and learning activity Generic competences and cross cutting issues

to be addressed + a short explanation Discussing mother tongue morning greetings, observing the pictures of morning

greetings in English, talking about it and practicing the morning greeting in

English.

49

It is important to note that this remedial content is prepared basically to cater for

the learners who are in the same class but categorised in groups due to their

weaknesses in the previous classes.

Group A: This groups needs nursery remedial content.

Group B: This group needs p1 term one remedial content.

Group C: This group needs strong revision tasks as they have no challenges in the

previous content.

Teacher activities Learner activities

1.Introduction

…min

Teacher greets learners, gives them

designed instructions regarding the

task.

Teacher puts learners in groups to

manage them well and help

groups to choose their leaders.

-Learners responds to the teacher‘s greetings.

-Learners make groups and choose their

leaders.

Critical thinking and communication skills

through thinking presentations and sharing.

Peace and Values education through greeting

one another.

2.Development of the lesson

2.1 Discovery

activity

Group A: Teacher greets learners

in local language and tells learners

to do them same using their

mother tongue which will lead

them to greetings in English.

The teacher greets one learner and

asks them to do the same in their

pair.

Group B: Teacher greets learners

in English and asks them to imitate

him and do the same in pairs.

The teacher goes to this group to

-Learners follow carefully the teacher

-Learners greet the same as the teacher did

to one another in English and keeps on

practising to the extent that every learners

masters the greetings.

-In pairs learners imitate the teacher to greet

one another and to the extent that each

learner masters the greetings.




one another.

50

find out whether they are

practicing greetings in their pairs.

Group C: The teacher asks these

learners to tell the different time

at which greetings is carried out.

The teacher tells these learners to

read a story using the pictures

-Learners identifies the types of greetings

-Learners practise the greetings.

-Learners describes the pictures in the story.

2.2 Presentation of

learner‘s

productions

Group A: Teacher calls learners to

come and present their findings

Group B: The teacher allows time

for the learners to make their

presentation.

Group C: The teacher invites the

learners to present their findings

regarding the task

-Pairs present their findings and the teacher

gives them comments on greetings in their

mother language.

-Learners imitates the teacher to practise

greetings in English and makes sure all

learners master the greeting.

-Learners identifies the different appropriate

time at which greetings is said.

-Learners reads the story where people are

greeting one another.




one another.

2.3 Exploitation Group A: -The teacher gives his

feed back to the learners

concerning about their task

(practising greetings in local

language)

Group B: The teacher allows time

for the learners in general put their

comments and then the teacher

gives the correct greetings.

-The teacher gives his feed back to the

learners concerning about their task

(practising greetings in local language)

-Learners presents their findings for the

teacher to make his/her comments.




one another.

51

Asks learners to role play the

greeting in pairs.

Group C: The teacher gives his

feedback on learner‘s findings

concerning about different time at

which greeting is said and the

interpretation of the storey

regarding to greetings.

-Learners shares their findings to the rest of

the members regarding their activity.

2.4.Conclusion/

Summary

Group A: The teacher gives

learners another activity.

Group B: The teacher moves

around to check on the way they

doing corrections.

Group C: The teacher gives a

written exercise to the learners.

-Learners makes groups to do another

activity for the purposes of mastering

greetings.

-Learners makes corrections depending on

the feedback given by the teacher.

-Learners writes in their notebooks.




one another.

3. Assessment Group A: How do we greet in

your mother language?

Group B: How do we greet in

English?

State the type of greeting

Group C: Name the different

time(hours) at which greeting is

said.

-Learners writes answer in their books

-Learners names they types of greetings

-Learners write answers in their note books

-Learners answer questions regarding the

story about greetings.




one another.

Observation on

lesson delivery

The teacher needs to make sure that while she is working with one group, the other groups are busy with something, e.g. writing

a dialogue from the board in their notebooks, making drawings of the dialogue, etc.

52

LP N0.2

School Name: ……………………………………………. Teacher‘s name: ………………………………………………………



2nd 29 /10/ 2020 English P1 … of …. 40‘ 30

Type of Special Educational Needs to be catered for in this lesson and number

of learners in each category

0

Unit title Classroom objects.

Key Unit Competence: To use language learnt in the context of objects in the classroom.

Title of the lesson Describing colors

Instructional Objective At the end of this lesson, learners will be able to describe different colors.


outside)

Inside the classroom.

Learning Materials (for ALL learners) Flashcards, picture books, pictures, photographs, wall charts, and colored chalk/pens.

References Teacher‘s book, pupil‘s book.

Timing for each

step

Description of teaching and learning activity Generic competences and cross cutting issues to be

addressed + a short explanation Focusing on the remedial content and learners which need the remedial

content, give the lesson in accordance with their levels of performance as

below: Group 1: which is normal class

Group 2 : Which remediates to the content of p1


1.Introduction

…min

Group 1: Give them different

drawings to be coloured and

colours to colour and ask them to

think more about the task.

Group 2: Show them T/LA and ask

some questions.

Group 1: Think more about the task.

Group 2: Follow T/LA and answer

the questions.

Critical thinking as the generic competency

Environment and sustainability as cross cutting issue.

53


2.1 Discovery

activity

Group 1: ask them to colour the

given drawings.

Group 2: Name different colours

and ask learners to repeat and

memorize.

Group 1: Colour the given drawings.

Group 2: follow the teacher and

repeat what he/she is naming.



2.2 Presentation of

learner‘s

productions

Group 1: Give them another task

about colouring.

Group 2: Let themselves describe

different colours.

Group 1: Colour the given task

Group 2: describe different colours



2.3 Exploitation Group : Follow what they are

doing.

Group 2: Ask them some questions

about the lesson.

Group 1: Continue the given task.

Group 2: Answer the questions.



2.4.Conclusion/

Summary

Group 1: Help them to correct the

given tasks.

Group 2: Explain again about the

lesson.

Group 1: With the teacher, correct

the task.

Group 2: Follow what the teacher is

explaining.



3. Assessment Group 1: Give them a written

exercise about colours. And after

correct it.

Group 2: Give them a written

exercise about describing colours.

And after correct it.

Group1: Answer the written

question in their notebooks.

Group 2: Answer the written

question in their notebooks.



Observation on

lesson delivery

54

b. Lesson Plans for Primary 2

LP N0.1

School Name: …………………………… Teacher‘s name: ………………………………………………………

Context: 10 first learners and 20 slow learners.



3rd 29 /10/ 2020 English P2 8 1 of 8 40‘ 28

Type of Special Educational Needs to be catered for in this lesson and number

of learners in each category

0

Unit title Animals, birds and insects

Key Unit Competence: To use language learnt in the context of animals, birds and insects.

Title of the lesson Naming animals

Instructional Objective At the end of this lesson , the learner will be able to name different animals.


outside)


Learning Materials (for ALL learners) Pictures , Photographs ,Charts ,Maps.

References Teacher‘s book and learner‘s book.

Timing for each

step

Description of teaching and learning activity Generic competences and cross cutting

issues to be addressed + a short

explanation

The learning activities are prepared in a way that caters for different learners due to

their different understanding of the previous content. For example,

Group A: This group needs special attention to help them in the previous content

(term one)

Group B: This group has no challenges in the previous content.


1.Introduction

…min

Group 1: Give instructions about the

exercises which will be done.

Group 2: Show T/LA to learners and

Group A: Follow instructions given by the

teacher.

Group B: Follow T/LA that the teacher is

Critical thinking

Environment and sustainability as

55

ask to them some questions. showing to them and answer the questions. crosscutting issues.


2.1 Discovery

activity

Group A: Give different exercises

concerning about animals., e.g?

Group B: Name different animals

referring to the T/LA and ask the

learners to repeat and memorize.

Group A: Answer the given exercises.

Group B: Follow what the teacher is talking

and repeat by memorizing.

Critical thinking as the generic

competency.


crosscutting issues.

2.2 Presentation of

learner‘s

productions

Group A: Give different exercises

concerning to animals.

Group B : Give to them the time of

naming different animals.


Group B :Name different animals that are in

T/LA


competency.



2.3 Exploitation Group A: Correct the exercise.

Group B: Ask some questions about

the lesson.

Group A: Follow the correction

Group B: Answer the questions.


competency.



2.4.Conclusion/

Summary

Group A: Give to them another

exercise concerning to animals.

Group B: Ask one of group members

to present what they have learnt.


Group B: One of the group members,

presents what they have learnt.


competency.



3. Assessment Group A: Follow what they are

doing and help them to correct it.

Group 2s: Give to them an individual

written exercise.

Group A: Helped with the teacher collect the

exercise.

Group B: Individually answer the given

exercise.


competency.



Observation on

lesson delivery

56

LP N0.2

School Name: Teacher‘s name: ………………………………………………………



2 30 /30/ 2020 English. P2 4 2 of 6 4o‘ 30



0

Unit title Food stuffs

Key Unit Competence: To use language learnt in the context of food.

Title of the lesson Describing food types

Instructional Objective At the end of this lesson ,learners will be able to describe food types.


outside)

Inside of the classroom.

Learning Materials (for ALL learners) Real food

Pictures

Charts

References Teacher‘s book and Learner‘s book.

Timing for each

step

Description of teaching and learning activity Generic competences and cross

cutting issues to be addressed + a

short explanation

Focusing on the remedial content and learners who need the remedial content, give the

lesson in accordance with their levels of performance as below:

Group 1: which is normal class

Group 2: Which remediates to the content of p2.


1.Introduction

…min

Group 1: Give them different exercises about

food types. And ask them to talk about the

exercise before starting. e,g picture matching

Group 2: Show them T/LA and ask them some

questions .

Group 1: Talk about the given exercise.

Group 2: Follow what the teacher is

doing and answer him/her.

Critical thinking as generic

competency


cross cutting issue.

57


2.1 Discovery

activity

Group 1: Give them the time of doing their

exercise.

Group 2: Explain more the content and let the

learners participate.

Group 1: Do the exercise.

Group 2: Follow the teacher and after

participating.


competency



2.2 Presentation of

learner‘s

productions

Group 1: Follow what they are doing.

Group 2 : Follow what they are doing.

Group 1: Do the exercise

Group 2: Describe food types.


competency



2.3 Exploitation Group 1: Correct what they have done.

Group 2: Ask some questions about the

content.

Group 1: Follow the correction with the

teacher.

Group 2:

Answer the questions.


competency



2.4.Conclusion/

Summary

Group 1: Give them another written individual

exercise.

Group 2: Explain again the lesson.

Group 1: Individually, answer the given

exercises

Group 2: Follow the explanation.


competency



3. Assessment Group 1: Correct the exercise.

Group 2: Give them a written individual

exercise, Follow them and after with

them ,correct the exercise.

Group 1: Follow the correction.,

Group 2 : Individually ,answer the

given exercise and after follow the

correction with the teacher.


competency



Observation on

lesson delivery

These sections have to be clearly explained in the training so that teachers know which exercises to choose from the remedial

guide

58

c. Lesson Plans for Primary 3

LP N0.1

School Name…………………………………: Teacher‘s name: ………………………………………………………

Context: 10 normal learners, 20 slow learners.



1 28 /10/ 2020 ENGLISH P3 3 1 of 3 40‘ 30



0

Unit title Time

Key Unit Competence: To use language learnt in the context of time.

Title of the lesson Telling the time

Instructional Objective At the end of this lesson, the learner will be able to demonstrate the time in each category of time [o‘clock, a

half past, days of the week…


outside)


Learning Materials (for ALL learners) Charts, pictures, model clock, illustration of clocks

and calendars.


Timing for each

step

Description of teaching and learning activity Generic competences and cross cutting

issues to be addressed + a short

explanation

Focusing on the remedial content and learners which need the remedial content, give

the lesson in accordance with their levers of performance as below: Group 1: which is

normal class

Group 2 : Which remediates to the content of p3.


1.Introduction

…min

Give different instructions to be

followed in groups.

Each learner in his group, follow teacher‘s

instructions.


competency

Financial education as cross cutting issue.


59

2.1 Discovery

activity

Group 1: give them a story

concerning to the time to read and

answer comprehension questions

about it. – first give them

vocabulary and check they

understand before reading

Group 2: Let the learners

participate more in the

lesson.[ex:2:OO‘ It is eight o‘

clock.]

Group 1: Read the given story and answer the

comprehension ‗s question. [Ref: pupil‘s book.]

Group 2: Tell the time [Ref: learner‘s activity in

remedial content p3 page 13,14,15.]


competency


2.2 Presentation of

learner‘s

productions

Group 1: check if they are reading

the story

Group 2: follow what they are

doing.

Group 1: Read more the story and answer the

questions about it.

Group 2: One by one, participate in group.


competency


2.3 Exploitation Group1: ask some questions about

the story that they are reading.

Group 2: ask the group leader to

tell the given time as example.

Group 1: Answer the given questions.

Group 2: The group leader answer the given

question.


competency

Financial education as cross cutting issue

2.4.Conclusion/

Summary

Group 1: Correct the activity which

has been done.

Group2: Referring to the activity

explain again the lesson and ask

some questions.

Group1: Follow the correction.

Group 2: Follow the explanation and answer the

given questions.


competency


3. Assessment Group 1: Give to them a written

exercise.

Group 2: Give to them a written

exercise.

Group 1: answer the given exercises.

Group 2: answer the given exercises.


competency


Observation on Use the outline from the remedial guide unit 3 by bringing a clock into the classroom and then introduce stories and learners will

60

lesson delivery understand the text better in this way.

LP N0.2

School Name:…………………………………………………Teacher‘s name: ………………………………………………………

Context: 10 normal learners, 20 slow learners.



1 28 /10/ 2020 ENGLISH P3 3 1 of 3 40‘ 30



2 hearing impairment

Unit title Rwanda

Key Unit Competence: To use language learnt in the context of Rwanda.

Title of the lesson Naming basic geographical features

Instructional Objective At the end of this lesson, learners will be able to talk about the geographical features using the map of

Rwanda correctly.


outside)


Learning Materials (for ALL learners) Charts, pictures, model clock, illustration of clocks

, and calendars.


Timing for each step Description of teaching and learning activity Generic competences and cross

cutting issues to be addressed + a

short explanation

This lesson is prepared in a way that caters for learners categorised in two groups much

as they are in the same class basing on their weaknesses in the content covered in

previous classes.

Group 1: Learners who are on the right truck and don‘t need remedial content.

Group 2: Learners who are in p3 but need remedial content.


1.Introduction

…min

Greet the class and give them instructions to

follow in their two different groups the

teacher bearing in mind the learners with

hearing impairments.

Learners listens to the teacher and follow

the instructions given by the teacher.

Communication and sharing.

Environment and sustainability.

61


2.1 Discovery activity Group 1:

Give them an activity concerning about the

importance of physical features in Rwanda.

Pictures and words

Group 2: Give them an activity concerning

about what physical are features and their

examples. Pictures and words and making

sentences

Learners use Rwandan map to find out

physical features.

Learners gather in groups to explain the

importance of physical features in

Rwanda.



2.2 Presentation of

learner‘s productions

Group 1: Tell learners to present their

findings on the given activity.

Group 2: The teacher invite learners to

present their work on their task.

Group 1: Learners present their work

Group 2: Learners present their findings.



2.3 Exploitation Group1: The teacher gives comments on

learner‘s presentation including and other

important notes

Group 2: Teacher gives them additional

notes where need be and corrections.

Group 1: Learners take note of the

comments given by the teacher

Group 2: Learners make corrections

basing on comments given by the teacher.



2.4.Conclusion/

Summary

Group 1: The teacher makes corrections and

asks learners more questions to find out

whether they understood the importance of

physical features in Rwanda.

Group2: The teacher gives corrections to the

learners.

Group1: Learners responds to the teacher

and notes the corrections given as they

answer more questions given by the

teacher.

Group 2: Learners takes note of the

corrections given by the teacher.



3. Assessment Group 1: The teacher gives exercise. For

example: Explain the importance of physical

features of Rwanda.

Group 1: Learners writes the given

exercise in their notebooks


62

Group 2: The teacher gives learners the

exercise. For example: Identify examples of

physical features of Rwanda.

Group 2: Learners writes the exercise

given by the teacher.


Observation on lesson

delivery

These sections have to be clearly explained in the training so that teachers know which exercises to choose from the remedial

guide

63

8. REFERENCES

1. Ministry of Education, Rwanda (2015), Competence based curriculum framework

2. Ministry of Education, Rwanda (2015), Lower Primary English Syllabus

3. Rwanda Education Board (REB) (2016) Guide to Inclusive Education in Pre-primary, Primary and Secondary Education in Rwanda.

4. Rwanda Education Board (REB), 2018, English Teacher Toolkit 1

5. Rwanda Education Board (REB), 2018, English Teacher Toolkit 2

64

9. ANNEX

Sample Remedial plan for learners with weak achievements

School: …………………………………….. Learner‘s name ………………………………………

Class…… Term: …………… Subject: English Unit: ……………………………

Area of weakness Reasons for weakness Suggested solutions Improvement level Comments

Very good Good Slow

Can't read words, number,

sentences, paragraphs

correctly

Can't spell and pronounce

words correctly,

Can‘t recall mathematical

operations

Can't write words,

sentences, paragraphs

correctly,

Can‘t produce meaningful

sentences,

Can't comprehend listening,

Others…

Psychological factors or

unwilling to learn

Doesn‘t recognize

mathematical operations -

Doesn't concentrate in

reading questions

Doesn't pay attention at class

Low level of understanding

Doesn't understand

prerequisites

Family problems or no family

assessment

Others…

Doing short and essay

assignment (out of class)

Provide core vocabulary

Attend extra lessons

Doing easier tasks at

class

Using mark register to

reinforce

Doing previous exams

Provide readers

Others …

Comments by parents: Teacher‘s comments:

Note: This template is to be used at the end of each unit, for each learner, under the remedial program.

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