Grade 2 English syllabus PDF

Ministry of Education Grade 2 English Syllabus  Grade 2 English Syllabus DISCLAIMER This document was produced with support from the U.S. Agency for International Development through the USAID/ Ethiopia READ TA Project under Cooperative Agreement No. AID-663-A-12-00013. Thi...

Ministry of Education Grade 2 English Syllabus  Grade 2 English Syllabus DISCLAIMER This document was produced with support from the U.S. Agency for International Development through the USAID/ Ethiopia READ TA Project under Cooperative Agreement No. AID-663-A-12-00013. This publication was produced for review by USAID and was prepared by RTI International. The authors’ views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Themes MLCs of the following skills Language items and vocabulary Learning activities and resources Examples of Learning social expressions Assessment outcomes 1. School Listening and speaking Simple instructions Teacher demonstrates the activities in all Informal Name and and imperatives Names of activities. monitoring: locate In the Listen and respond to greeting (open your classroom Teacher objects in classr and departing using appropriate book/stand objects: monitors the Students feel objects inside a bag and say oom expressions. up/don’t talk/don’t students classroom the name. move etc.) desk, bench, working in. Listen and reply to classroom Identifying table, chair, pairs giving instructions accordingly. classroom objects blackboard, instructions to What’s this/that? chalk, duster, Students match classroom objects (or each other Listen to songs/rhymes and repeat It’s a/an… whiteboard, pictures of objects) to English word. including with appropriate actions. What are placing objects these/those? pen, pencil, Students show/point to a classroom object around the They are…. eraser, and say word. room. Where’s…? rubber, Contractions marker, Students put labels on objects in classroom. I’m / you’re/he’s/she’s/w Students ask and answer questions about e’re/they’re objects around them. Prepositions (in, on, near and under) Action verbs/ It’s phrases for in/on/under/near/ giving inside/outside. instructions Greeting and departing come, go, Hello! How are you? stand up, sit Fine, thank you. And down, read, you? What’s your write, listen, name? My name’s… speak, stop, Good bye be quite, raise your hand Hello Song 1 Themes MLCs of the following skills Language items and vocabulary Learning activities and resources Examples of Learning social expressions Assessment outcomes Reading Letter from A-Z, a-z Teacher let: Informal Read names of classroom objects. (Use ABC song) --- Students match classroom object to monitoring: revision picture. The teacher Read simple instructions for moves around classroom activities and respond Names of classroom Students take a slip of paper, read the the room while appropriately. objects ( see under instruction and do the actions. students work vocabulary) on reading tasks to Written simple understand instructions ( see which students under vocabulary) performed correctly and need support. Writing Copy names of The teacher demonstrates the activities: Rising words: Write familiar words and phrases classroom objects Students write (classroom objects). and one or two Students write the missing initial letters of the answer to word instructions classroom objects and instructions the question (matched to pictures) on a slate of paper and Students label pictures of classroom present it on objects. desk in front of them for the teacher to see how they responded individually. 2. Likes Listening and speaking Present simple Words related The teacher demonstrates the activities: Informal Tell what and E.g. to animals, monitoring: they like dislikes Listen and respond to short I like singing. food, drink, Students do a simple role-play based on a The teacher and I like my questions about their likes and I like banana. sports and dialogue: Asking and responding to likes moves around dislike. school dislikes. I like football. games and dislikes. the classroom and monitors 2 Themes MLCs of the following skills Language items and vocabulary Learning activities and resources Examples of Learning social expressions Assessment outcomes Tell what they like and do not. Questions and cat, dog, goat, Recycle names of food and drink, and the progress of answer: mouse, sheep, animals from pictures. students in Answer questions in negative or Do you/ Yes, I do, No donkey, cow, carrying out affirmative forms. I don’t etc Students in pairs ask each other if they like the oral E.g. banana, milk, the foods in the pictures. activities and 1.Coversation orange, lemon identifies A: Do you like tea, etc. Similarly, they do the same with animals students who orange? and activities (words familiar to students) need support. B: Yes, I do. football, PlayStation, Students carry out a group survey (the 2.Conversation etc. table includes names of students and list of A: Do you like Actions Verbs food, animals and activities) – students pick lemon? dancing, from each category the thing they like: e.g. B: No, I don’t. singing, What fruit do you like? I like bananas. What jumping, animal do you like? I like a dog. What reading, activities do you like? I like dancing. running, etc. Teacher talks about what he/she likes and students point to these items in pictures. Reading List of short The teacher demonstrates the activities: Informal Read phrases and simple sentences (story) monitoring: sentences related to likes and about someone’s Students read the list of sentences that The teacher dislikes. likes/dislikes includes someone’s likes and dislikes and moves around e.g., copy in a table that summarizes the likes the room while Read and match simple story with John likes his school. and dislikes. students work illustration John doesn’t like on reading milk. Students match sentences about likes and tasks to John likes reading. dislikes to the correct illustration. understand which students performed correctly and need support. 3 Themes MLCs of the following skills Language items and vocabulary Learning activities and resources Examples of Learning social expressions Assessment outcomes Writing Short sentences Observation: Complete sentences related to Students fill the The teacher demonstrates the activities: the teacher their likes and dislikes gaps keeps notes on E.g. I have a Students complete the sentences with like the dog. His name is and don’t like. performance of Bobby. the students in I _____ Bobby the given task very much. while students are working on the writing specifically completing sentences using ‘like’ or ‘don’t’. 3. Listening and speaking Mode of Informal Talk about Transport Names of Vehicles transport monitoring: how they Let students listen to descriptions of (see under The teacher reach transport and match to pictures/photos I walk to Ask and answer questions about vocabulary). aeroplane moves around school. (colours will help them to do this) school how they come to school. bicycle the classroom Present simple: boat and monitors questions and bus Teacher asks students how they come to the progress of Tell basic modes of transport in simple sentences car school and students answer. students in their area. How do you come to train carrying out school? taxi In pairs students ask and answer the oral I come to school by Bajaj questions about how they come to activities and car/ by bicycle/ I Cart school. Change the pairs a number of identifies walk to school. times. students who How does ______ Horseback+ need support. come to school? on foot Students make sentences about how 4 Themes MLCs of the following skills Language items and vocabulary Learning activities and resources Examples of Learning social expressions Assessment outcomes She comes to school different students come to school. E.g. by bus. Fraol walks to school, Beti comes to I don’t have a school by bicycle, I don’t have a bicycle, bicycle. etc. My father doesn’t have a car. Students listen to the teacher talking about Prepositions (on, modes of transport in a town. They circle by) the pictures of transport that exist. E.g I come to school by taxi. Students talk about modes of transport in I come to school on their area foot. In our town there Students sing and learn the song. are buses, cars etc. Students recite a poem about transport. Simple poem about transport Song on transport Reading Words and Let Students read sentences and match to Informal Read short sentences connected sentences about pictures/photo. monitoring: to transport. mode of transport The teacher moves around the room while students work on reading tasks to understand which students performed 5 Themes MLCs of the following skills Language items and vocabulary Learning activities and resources Examples of Learning social expressions Assessment outcomes correctly and need support. Writing Words for mode of Let Students copy and label pictures of Guided Copy words and fill sentences transport ( see transport. Review: under vocabulary) Let Students fill in blanks with appropriate Teacher makes vocabulary related to transport. sure that Complete sentences students copy E.g and label and I come to school fill blank by_______ spaces. My mother goes to market by_______. Our school has___. 4. Objects Listening and Speaking Present simple Names of Teacher writes figures and numbers on the Informal Listen and respond to short classroom board and students say it. monitoring: Talk about 1. How questions about telephone have/has and The teacher ages and Many number. I have two pencils. household moves around quantity. Ask a student how old he/she is and model books? Sara has four books. objects the classroom it with a student. Listen and identify familiar words The teacher has two and monitors both singular and plural. dusters. desk, bench, the progress of How many? table, chair, Ask students how old they are and their students in Describe objects in terms of Conversation blackboard, carrying out friends. number. A: how many books chalk, duster, the oral do you have? whiteboard, Teach students to read telephone numbers activities and Use numbers to count more B: I have three identifies loud. objects. books. books, pen, students who A: How many pencil, rubber, need support. brothers do you marker Let students bring items such as books, have? bottle tops, stones, for students to count B: I have five and number. brothers. 6 Themes MLCs of the following skills Language items and vocabulary Learning activities and resources Examples of Learning social expressions Assessment outcomes bed, table, Let students look at pictures of objects, Negative shelf, char, describe and say where they are. contractions sofa, doesn’t have/don’t cupboard, Stress the plural marker ‘-s’ at the end of have television, words and encourage students to use He doesn’t have a radio, plurals correctly. book. refrigerator They do not have a radio. bedroom, living room, How old are you? kitchen, bath A: How old are you? room B: I am eight years old. Numbers ( eleven to Numbers 11-20 twenty) eleven, twelve,… Telephone numbers eleven, A: Do you know twelve, your father’s thirteen… telephone number? twenty B: Yes. It is 0913426587. Reading Words and phrases Informal Read names of classroom objects consisting of Let Students match classroom and monitoring: and some household objects. numbers and household object to picture. The teacher regular plurals moves around Read phrases and simple E.g. the room while sentences. Twenty books students work Nineteen pencils Let students select and match singular form on reading Five rulers. of word to picture of single item and plural tasks to 7 Themes MLCs of the following skills Language items and vocabulary Learning activities and resources Examples of Learning social expressions Assessment outcomes form of word to picture of more than one understand item. which students performed correctly and need support. Writing Copy names of Let students match figures to number Guided review: Copy and write words referring to classroom and words e.g. 11 to eleven The teacher classroom and household objects household objects checks if the ( use from the Let students label pictures of quantities of students can Copy and write words for numbers vocabulary list) classroom objects correctly. use numbers (from 11 to 20). for various Copy words for Students draw a number of objects/animals purposes and numbers: eleven- and write how many of each there are. name twenty classroom and household objects. 2. What Listening and speaking Color words Teacher asks questions/students say colour Turn and Talk: Tell- color is Possessive recycling ‘what colour is it?’ from grade 1. Students turn objects your Describe people, animals and adjectives ( my, his, black, white, Teacher introduces possessive adjectives and talk and using shirt? objects in terms of colours. her, our, their) green, yellow, implicitly and asks questions about colour the teacher basic E.g. red, pink, e.g. what colour is her shirt? moves around colours. Use appropriate expressions for My jacket is blue. brown, etc. Students ask/answer questions. to facilitate departing. Her shirt is pink. Words Students say colour of people/animals/ and monitor Our classroom is referring objects in pictures. the progress of white. people, the students. His bag is red. animal and Students look around room/outside Their dog is black. objects window – what colours can they see? ( Recycle from Have/has + Noun previous units Students bring a coloured object to ( recycled) ) classroom and describe it. They describe what their classmates have. 8 Themes MLCs of the following skills Language items and vocabulary Learning activities and resources Examples of Learning social expressions Assessment outcomes Color + Noun E.g. green garden blue pen Teacher asks about objects in class: how yellow flower many (objects) are.. (Colour)? (recycle brown chocolate numbers from uni) Departing Teach song/rhyme about colours e.g. (goodbye, colours of the rainbow and point to colours goodnight) as they sing Students practice saying goodbye at the end of each class Reading Let students match pictures to Observation: Read and recognize colour words Names of colors ( words/phrases Teacher see under observes and vocabulary) keeps notes to see the progress while students match pictures to words/ phrases. Writing Names of colors ( Let students: Guided review: Copy color names and phrases see under -add colour label to objects in The teacher (color +Noun). vocabulary) classroom/on walls. checks if the students have -look at coloured pictures and write the accomplished name of the color. the writing task correctly. 3. I have a Listening and speaking Pictures of Words related Teacher says: What do I have in my bag? Physical Describe new pen Listen and show objects in Household objects ( to classroom Students touch or smell (without seeing Response: The objects 9 Themes MLCs of the following skills Language items and vocabulary Learning activities and resources Examples of Learning social expressions Assessment outcomes pictures that are named. see under objects( object/s) and say names teacher asks people vocabulary) recycled from students to possess in Describe objects in terms of color, the previous Teacher asks “What do you have in your name items in terms of shape, size, length and number. Adjectives (e.g. units ) bag?” their bag, number, new, old, big, small, pictures of color, size, Say what people have/don’t have. black, square, long) Words and Students answer “I have …” household shape and E.g phrases for objects and tell length. Use numbers to count objects (1 Old man household Students examine contents of their school what they have to 50). Big house objects( bags (ask and answer questions) and do not Young girl Recycled) have , and Long table Teacher ask questions about students’ describe the Square paper The possessions e.g. Do you have a pen? Is it objects using conjunction new? Do you have a rubber? Is it big? Is it adjectives. The have-has/doesn’t/ “ and” circular? Students continue in pairs students don’t have respond by e.g., Adjectives of Class survey: Students ask 6 friends what raising their I have a ball. colour, size, they have in their bags/home and identify hand and I don’t have a length/height the most common item. answer the phone. black, white, questions She has a big cake. green, yellow, Teacher presents pictures of household directly. She doesn’t have a red, pink, objects and teaches them in English. Then bag. brown, etc. asks students to match the words with pictures. Conjunction: and ( big, small, to join words) short, tall The teacher makes use of the conjunction E.g. ‘and’ while taking about two objects. E.g. I He has a blue pen have a pen and a pencil. and a white paper. Numbers She has a big bag thirty one, Teach numbers 31-50. Students play bingo and a small thirty two… with numbers 1-50’ umbrella. 10 Themes MLCs of the following skills Language items and vocabulary Learning activities and resources Examples of Learning social expressions Assessment outcomes Reading Read words, Let students: Informal Read names of classroom objects phrases and short - match sentences to pictures monitoring: and some household objects. sentences about -students match pictures to adjectives. The teacher objects moves around Read and match simple E.g old book, new the room while descriptions of objects with book, big ball, small students work illustrations. ball, red ball on reading tasks to understand which students performed correctly and need support. Writing Sentences of about Let students: Guided review: Copy words, phrases and simple 7 words (using ‘and’ - copy words, phrases and short sentences. The teacher sentences. to connect words) -read a sentence and underline should check if E.g. I have a pen and object names and the the students Copy and write numbers from 31 a book conjunction ‘and’. can use to 50. -write figures 31-50 and match numbers for Numbers to words various thirty one, thirty purposes and two underline words referring to objects and the conjunction ‘and’. 11 Themes MLCs of the following skills Language items and vocabulary Learning activities and resources Examples of Learning social expressions Assessment outcomes 4. My Listening and Speaking Rooms in a house Household Teach rooms in the house with pictures. Observation: house ( see under objects Teacher Talk about Let students: Ask and answer questions about vocabulary) follows up and their their houses. bed, table, Match verbs to picture of rooms e.g. cook, makes sure house and Common household shelf, char, sleep, eat, talk, wash, etc. that students household Listen and point to household Objects ( see under sofa, :students ask and answer questions can name objects. objects in pictures that are vocabulary) cupboard, “What do you do in this room?” household named. television, “I sleep in this room” objects and radio, rooms of their Name rooms in a house and Present simple refrigerator house. Teacher common objects found in it. What is this room? -students match pictures and words and keeps short What is in this Rooms arrange them in groups according to their notes while room? usual location (e.g. in the bedroom, in the visiting What do you do in bedroom, kitchen, outside in the garden, etc.) individual this room? living room, student and a I sleep/cook/eat in kitchen, bath Teacher describes a simple picture of a group. this room room house with objects to the class. E.g. This is the kitchen. It is big. It has a table and a My house is big/ It chair. I cook in this room. Students point isn’t small. to these rooms and objects in the picture. Question and answer There is/there are My house has 3 rooms and inside it: There is…….. There are….. Reading Read words for The teacher presents pictures of household Informal Read names of household objects rooms and objects objects and rooms and let students label monitoring: and rooms. in rooms (singular the pictures with appropriate words. The teacher and plural) moves around A description of a the room while 12 Themes MLCs of the following skills Language items and vocabulary Learning activities and resources Examples of Learning social expressions Assessment outcomes house and objects students work found in rooms on reading tasks to understand which students performed correctly and need support. Writing Words for rooms Let students match the described Observation: Copy and match names of and objects in household objects in the picture with the teacher household objects and rooms with rooms (singular and appropriate name of the items. keeps notes on their picture. plural) the performance of the students in the given task. 5. People Listening and speaking Body parts ( see the Words Teach song/rhyme for body parts (e.g. Turn and Talk: Identify 1. Parts of Listen and reply to classroom vocabulary section) referring to “head, shoulders, knees and toes”) and Students turn parts of our body instructions accordingly. body parts students touch parts of their body while and talk and their numbers 1-30 singing song. the teacher body. Listen to songs/rhymes and repeat one, two, three…. Head, hair, turns around to with appropriate actions. ear, forehead, Teacher says one body part and student facilitate and have – has/doesn’t eye, nose, lip, responds with the number. monitor the Use social expressions such as yes have/don’t have ( teeth tongue, T: Eye S: I have 2 eyes progress. please and no thank you. recycled) mouth, neck, Teacher checks chest, Let students role play the dialogue students start Describe people and their body E.g. shoulder, prepared for politeness. at the top of parts. I have two ears. breast, hand Optional: recycle “Miky says”: teacher calls their body and I have one nose. finger, leg, out body part and students touch correct describe how Use numbers 1-30 to count I don’t have….. foot, toes, part of their bodies many eyes, objects She has one mouth. knees ears etc. they Politeness “please” game: respond to teacher’s have. Imperatives expressions instructions only when teacher adds 13 Themes MLCs of the following skills Language items and vocabulary Learning activities and resources Examples of Learning social expressions Assessment outcomes “please” to instruction e.g. ‘stand up, Touch your nose. (please, thank please’ (respond), ‘sit down’ (don’t Raise your hand. you) respond) Blink your eye. Numbers 1-30 Let students repeat numbers 1-20 and 21- Politeness (please twenty one, 30 and thank you) twenty two, A: Sit down etc. B: Ok, thank you. Words and A: Please raise your phrases for hand. body parts ( B: Thank you recycled from Reading words/phrases previous Let students: Informal Read words/phrases related to related to body topic) -read text and match to pictures. monitoring: simple body parts and numbers. parts The teacher -match words to figures for 21-30. moves around Read short phrases and sentences number words and the room while related to body parts and match figures students work with the correct picture. on reading tasks to understand which students performed correctly and need support. Writing words and phrases Let students: Observation: Copy words and phrases for body for body parts -copy numbers 21-30 The teacher parts and label pictures - label their body parts. keeps notes on Numbers 21-30 -Rearrange words for parts of the body in the Copy numbers 21-30. alphabetic order and copy them. performance of the students in the given task. 14 Themes MLCs of the following skills Language items and vocabulary Learning activities and resources Examples of Learning social expressions Assessment outcomes He/she checks students copy and write. 2. What Clothes Words and Turn and Talk: Describe are you Listening and speaking ( see under phrases Students turn people’s Teach items of clothing using pictures or wearing? vocabulary) related to and talk and clothes pointing to real clothes. Ask and answer questions about Adjectives of color clothes the teacher what people are wearing. and size turns around to E.g. Shirt, jacket, Teacher says the word for an item of facilitate and Listen to short sentences about blue, red, black skirt, scarf, clothing and students identify in the monitor the clothes and identify the correct dress, picture. progress. More visual clue. Size: small, medium, trousers, specifically, he large short, or she observe Describe clothes in terms of color sweater, coat, Teacher describes a person’s clothing and and make sure and size. Present continuous; uniform, students match with picture. the students positive/negative socks, shoes identify items Answer questions in affirmative or E.g. Let one student describes what someone in of clothing and negative forms. I am wearing a blue the class/picture is wearing and others describe them jacket. Words with have to guess who. with color and I am not wearing colors size socks. Let students: Answer questions pink shirt, - look at the teacher’s clothes, their What am I/is he/she blue jacket, clothes, their friends’ clothes and describe wearing? black trouser, them with respect to colour and size. E.g. white sweater - ask each other questions about what I am, he/she is people are wearing. wearing…. Who is wearing….? Teacher draws students’ attention to Baby is wearing… contractions for present continuous. 15 Themes MLCs of the following skills Language items and vocabulary Learning activities and resources Examples of Learning social expressions Assessment outcomes Contraction e.g. I’m / isn’t/aren’t you’re/he’s/she’s/we’re/they’re. I’m not wearing… We aren’t wearing… He isn’t wearing… Reading Words and phrases Informal Read and match simple for clothing Let students: monitoring: descriptions of clothes with ( see under - read and match to pictures. The teacher illustrations. vocabulary) - underline words for clothing in short moves around Short reading text reading texts. the room while Beza is seven years students work old. She is wearing on reading blue skirt and white tasks to shirt. She has a book understand on her hand. She is which students 16 Themes MLCs of the following skills Language items and vocabulary Learning activities and resources Examples of Learning social expressions Assessment outcomes also wearing a pair performed of pink socks and correctly and back shoes. need support. Writing Words for clothes Let students match words for clothes with Rising words: Copy words for clothes ( see the vocabulary pictures Students write section) the answer on a slate of paper and present it on desk in front of them for the teacher to see how they responded individually. 17 Themes MLCs of the following skills Language items and vocabulary Learning activities and resources Examples of Learning social expressions Assessment outcomes 3.Look at Listening and speaking Words related Give the People: family ( see to family Turn and Talk: simple Teacher shows pictures of different people in Listen to and show people in the vocabulary Mother, Students turn descriptio members of a family. the pictures. section) father, sister, and talk and ns of picture brother, the teacher people Listen to short sentences and Adjectives to uncle, niece, Students label pictures with appropriate moves around identify the visual clue about describe people nephew, aunt, vocabulary (family members). to facilitate people. (see the vocabulary son, daughter, and monitor section) grandfather, Teacher reads text and students match the progress. grandmother, with appropriate picture/photo. Describe people in terms of age, Present simple parent personality, weight and height. E.g. One student describes another student in My mother is young. the class without looking at her/him and Answer questions in negative or My father is happy. Descriptive others have to guess who she/he is. affirmative forms My brother is words twelve years old. thin, fat, tall, Students ask each other questions about My nephew is thin. short, young, what their family and friends are ( Teacher: old, happy, make sure that students are using the Present continuous sad presented adjectives) E.g. My mother is Students use simple present and present wearing skirt. continuous in their description of people. We are listening to our teacher. Reading Descriptive phrases Let students read short descriptive Informal Read descriptive phrases and E.g sentences about a person and identify the monitoring: short sentences and match with Young boy person from a range of pictures. The teacher the correct pictures. Happy girl moves around Short man the room while students work on reading tasks to 18 Themes MLCs of the following skills Language items and vocabulary Learning activities and resources Examples of Learning social expressions Assessment outcomes understand which students performed correctly and need support. Writing Short sentences Let students: Rising words: Copy and match short sentences He is a fat boy. -Copy short sentences students write describing people in pictures. She is a mother. -Read a list of short descriptive sentences the answer on We are young. and match them with appropriate picture. a slate of paper and present it on desk in front of them for the teacher to see how they responded individually. 6. Time Listening and speaking Ordinal Teach days of the week using songs/ Informal Name 1.Today is Exchange some simple greetings Ordinal numbers numbers rhymes. monitoring: days of Monday for special occasions The teacher the week. Days of the week first, second, moves around Listen to songs/rhymes and repeat third… Teach ordinal numbers first to seventh the classroom Words to tell relating it with days of the week. and monitors Name days of the week weather Days of the the progress of week Show days on a calendar. students in Use ordinal numbers to tell the Simple present ( It Monday, carrying out order of days of the week is/ It is not) Tuesday… Let students: the oral e.g., - get into groups of seven. They are activities and Give simple information about Today is Monday. Words to assigned a day of the week and told to line identifies daily activities and weather It is a sunny day. describe up accordingly. students who condition It is not cold. weather need support. It is the first day. warm, cold, 19 Themes MLCs of the following skills Language items and vocabulary Learning activities and resources Examples of Learning social expressions Assessment outcomes sunny, cloudy, - talk about what they do on each day of rainy the week. - learn “Happy Birthday” song Occasions Teacher teaches weather words through Happy pictures and real situation and asks ‘is it birthday, sunny today? Students reply and do the New year, Christmas, same in pairs Reading Days of the week Ramadan, Let students read jumbled words (days of Informal Read names of days of the week. Easter the week) and organize them into the monitoring: Read ordinal numbers. Ordinal numbers correct order The teacher Read short phrases on special moves around occasions. Special occasions - Read phrases about special occasion the room while Happy Birth Day students work Welcome on reading Happy holiday tasks to understand which students performed correctly and need support. More specifically, the teacher monitors while students read days of the week and phrases for special occasions 20 Themes MLCs of the following skills Language items and vocabulary Learning activities and resources Examples of Learning social expressions Assessment outcomes Writing Ordinal numbers Let students copy days of the week with Rising words: Write names of days of the week Days of the week correct spelling beginning with upper case. Students write Write ordinal numbers (first- Students copy phrases about special the answer to seventh) occasions the question on a slate of paper and present it on desk in front of them for the teacher to see how they responded individually. 7. Food Listening and speaking Present simple + Food and Let students ask and answer questions Turn and Talk: Name and Time to How many?+ drink cake, about food “What’s this?” “It’s a/an….” Students turn shop food eat and Listen and identify familiar words Politeness milk, bread, and talk and and drink drink both singular and plural banana, Teacher introduces ‘many’ for countable the teacher items. Customer: “I want orange, objects moves around Name what items of food they bananas, please.” candy, ice to facilitate want to buy. Shopkeeper: “How cream, Teacher reads a simple dialogue and and monitor many?” chewing gum, students write down the numbers of the progress. Use social expressions such as ‘yes Customer: “Three, etc.) objects they hear. please’ and ‘no thank you’. please.” Shopkeeper: “Here Numbers Students do a simple role-play based on the Use numbers to count more you are.” forty, forty dialogue: shopkeeper and customer objects (30-50) Customer: “Thank one, forty substituting items of food and numbers you” two… Teacher draws students’ attention to Plural nouns (-s) numbers stress: Counting ‘fifty vs fif’teen E.g. bananas, oranges Teacher models and students repeat Numbers 30-50 (counting –teen words and –ty words): 21 Themes MLCs of the following skills Language items and vocabulary Learning activities and resources Examples of Learning social expressions Assessment outcomes E.g. I want to buy whole Class drill, then drill smaller groups two candies. of students, finally individual drills. Reading Words and phrases Informal Read and identify words for food (singular and plural The teacher demonstrates the activities: monitoring: and drink. nouns): food and The teacher Read numbers from 30 to 50 drink Let students: moves around loudly. - read and match to pictures. the room while Read and match simple Short reading text students work descriptions about shopping. - underline words for food and drink in on reading short reading text. tasks to understand which students performed correctly and need support. More specifically, the teacher makes sure students have read words in the list, match with pictures and read numbers 1 to 50. Writing a list of food/drink The teacher demonstrates the activities: Rising words: Copy words from a shopping list. items students write Let students; the answer on - copy words for food and drink they want a slate of paper to buy. and present it - label pictures of food and drinks on desk in 22 Themes MLCs of the following skills Language items and vocabulary Learning activities and resources Examples of Learning social expressions Assessment outcomes front of them for the teacher to see how they responded individually. 8. Listening and Speaking Animals Animals The teacher demonstrates the activities: Turn and Talk: Describe Animals (See under cat, dog, hen, Students listen to the sounds animals make Students turn familiar Animals Tell the names of familiar animals vocabulary) rabbit, and name the