PP1 LANGUAGE ACTIVITIES SCHEME OF WORK TERM ONE

W LE STRANDS S- SPECIFIC LEARNING KEY INQURY CORE VALUES LEARNING LEARNIN ASSESSM REFL
E SS STRAND OUTCOMES QUESTIONS COMPETENCE EXPERIENCES G ENT
E O RESOURC
K N ES
1 1-
5
2 1- LISTENI By the end of the sub- Communication Love Realia 1.Observ
5 NG Commo strand, the learner 1. Who do and Learners could ation
should be able to: you meet collaboration Respect
n observe and 2.Oral
greetings a) Respond every day? imitate greetings questions
appropriately to general Critical thinking
and 2. What time and farewell.
greetings at home and and problem
farewell is it likely to solving
at school. happen? learners could
b) Respond 3. How do Imaginative and be asked to
appropriately to time you greet creative practise greeting
related greetings at them at that and bidding
home and at school. time farewell.
c) Respond
appropriately to
could listen to
farewell at home and at
songs, poems
school.
d) Respond and rhymes on
appropriately to general and time
farewell with reference related greetings
to time at home and at and farewell.
school.
e) Enjoy responding could be
appropriately to encouraged to
greetings and farewell respond to
at home and at school greetings every
morning and
respond to
farewell
whenever need
arises.

could be
encouraged to
respond to each
other’s greetings
 and farewell and
respond to
visitors’
‘greetings and
farewell
whenever an
opportunity
arises’.

could observe
pictures and
charts of people
greeting that are
displayed on
walls.

could listen to
and watch clips
of people
greeting and
bidding farewell
recorded in
devices and
practise
responding to
greetings and
bidding
farewell.

could be
encouraged to
pay attention to
other greeting
and farewell
opportunities
that arise at
home and at
school

3 1- By the end of the sub- Communication Love Realia .Observat

5 strand, the learner 1. What do and Respect Learners ion
should be able to: collaboration Patience
children could be 2.Oral
a) Respond enjoy involved in questions
appropriately to a listening to? Critical thinking listening to
variety of listening 2. What and problem recorded songs,
experiences in and out makes solving poems and
of class. listening rhymes and be
Self efficacy
b) Demonstrate interesting/en guided to
enjoyment in a variety joyable Digital literacy imitate.
of listening experiences
Imaginative and could be asked
creative to record clips
of their own
activities and
view them in
class. The
activities may
include learners
singing, telling
stories, reciting
poems and
rhymes.
earners
could listen to
short and

interesting
stories while
mimicking some
characters in the
story.

could be
encouraged to
sing or dance in
response to
instrumental
music.

could be
encouraged to
enjoy the
listening
experiences by
 using tone
variation,
puppets,
pictures,
costumes,
animated
stories, musical
instruments
among others.

could be asked
to listen to short
stories from a
selected
resource person,
about things in
the immediate
environment e.g
trees, animals
and people and
be encouraged
to ask, answer
questions or
retell parts of
the story

4 1- Active By the end of the sub- Communication Love Realia .Observat

5 Listenin strand, the learner How do you and Respect In pairs or small ion
g should be able to: collaboration Peace
show interest groups, learners 2.Oral
a) Respond to simple Patience
in a Critical thinking could tell news questions
instructions in and out Responsibilit
conversation and problem y in turns while
of class. ? others are
solving
b) Take turns during 2. When listening.
conversations in and out should you Self efficacy
of school. speak during could view
c) Take pleasure in a Imaginative and recorded content
responding to simple conversation creative using ICT
instructions in and out ? devices and be
of class. 3. How do guided to
d) Enjoy taking turns in you seek mimic/imitate.
a conversation in and clarification
out of school in a
could be given
conversation simple
? instructions and
4. How can encouraged to
learners be respond.
guided to n pairs or
take turns in small groups,
a learners could
conversation be guided to
? take turns in
5. What conversations.
activities are
fun for should be
learners to encouraged to
listen to? answer simple
questions during
conversations.

could be guided
to ask questions
during
conversations.

could record
clips of their
own
conversations
and be
encouraged to
view them while
receiving
positive
feedback.

could be asked
to retell what
others have said
in a
conversation.

could be guided
to appreciate the
contribution of
 others during
conversations

5 1- Passing By the end of the sub- Respect Realia

5 informat strand, the learner What Critical thinking Learners
ion should be able to: opportunities and problem Peace could participate
a) Convey verbal solving in activities that
arise for Responsibilit
messages effectively in children to involve
and out of class. Communication y
pass verbal and conveying
b) Listen to information information? messages to
collaboration Love
attentively for effective 2. How can other learners or
communication in and to teachers e.g.
children be Imaginative and
out of class.
involved in creative telephone
Auditory c) Experience pleasure games.
passing
discrimi in passing verbal Digital literacy
nation messages in and out of verbal
class messages? small groups,
3. What learners could
activities practise
d) Recognize sounds in
prepare conveying
the environment. learners to messages to
e) Respond listen
appropriately to sounds each other.
attentively?
in the environment.
f) Enjoy listening to could be guided
sounds in the to pay attention
environment when listening
to other
children,
teachers and
parents and be

appreciated for
passing
messages
effectively.

could be
engaged in
dialogue with
each other.

could be
involved in
 conveying
messages
whenever an
opportunity
arises

6 1- Auditory By the end of the sub- Communication Realia .Observat

5 Memory strand, the learner 1. What are and Respect Learners could ion
should be able to: the common collaboration be exposed to a 2.Oral
a) Recall a variety of sounds in the Peace variety of questions
sounds in the environment sounds in the
environment. Digital literacy Patience
? environment and
b) Recall letter sounds 2. What are be encouraged
Imaginative and Responsibilit
in class. the best ways to recall the
creative y
c) Take pleasure in of exposing sounds they
listening to sounds in learners to heard.
the environment sounds?
3. How can could listen to
opportunities letter sound,
be presented audio clips and
for children articulate the
to listen to letter sounds.
these
sounds? small groups,
learners could
be engaged in
language games
e.g. letter
sounds, letter
names and
fishing games.

could participate
in conversations
by exploring
their prior
experience.

could be guided
to say what they
heard at home or
on the way to
 school
7 1- Auditory By the end of the sub- Communication Learners could Realia .Observat
5 Memory strand, the learner 1. What are and Respect be exposed to a ion
should be able to: the common collaboration variety of 2.Oral
a) Recall a variety of sounds in the Peace sounds in the questions
sounds in the environment environment and
environment. Digital literacy Patience be encouraged
?
b) Recall letter sounds 2. What are to recall the
Imaginative and Responsibilit sounds they
in class. the best ways creative y
c) Take pleasure in of exposing heard.
listening to sounds in learners to
the environment sounds? could listen to
3. How can letter sound,
opportunities audio clips and
be presented articulate the
for children letter sounds.
to listen to
these small groups,
sounds? learners could
be engaged in
language games
e.g. letter
sounds, letter
 names and
fishing games.

could participate
in conversations
by exploring
their prior
experience.

could be guided
to say what they
heard at home or
on the way to
school

8 1- Commo By the end of the sub- Communication Love Learners could Realia .Observat
5 n strand, the learner What and listen to a radio ion
general should be able to: collaboration Respect program on
opportunities 2.Oral
and a) Use a range of words arise for general and time questions
for general greetings in Unity
time- greetings and related greetings
school and at home. Self efficacy
related bidding and farewell and
greetings b) Greet people verbally farewell at be guided to
Digital literacy
and with reference to time home and at imitate.
farewell at home and at school. school? Imaginative and
c) Bid people farewell creative small groups,
using appropriate words
2. Who do learners could
at home and at school.
you greet at practice using
d) Take pleasure in
home and at general and time
greeting and bidding
farewell at home and at school? related greetings
school. and farewell.
3. How do
you greet could observe
people at pictures or
different charts on
times of the greetings and
day? farewell and
practice greeting
4. How do and bidding
you bid farewell.
people
farewell could be
encouraged to
respond to
greetings and
farewell using
verbal and non-
verbal language
at relevant
times.

could be guided
to greet and bid
farewell to
visitors who
come to class.

could be asked
to greet and bid
farewell to
visitors and
family

members at
home using
appropriate
words.

could be
encouraged to
listen to and
imitate general
and time related
greetings and
farewell
presented on
video clips.

could practise
general and time
related greetings
and farewell
through role
playing
communication
 with locally
made phones

9 1- SPEAKI By the end of the sub- Communication Respect Realia .Observat

5 NG Self- strand, the learner 1. How do and Peace Learners could ion
expressi should be able to: collaboration Patience
we implore be involved in 2.Oral
on a) Express own needs at Responsibilit
children to Critical thinking y
activities for questions
home and at school. express recognizing
and problem
b) Express emotions themselves? emotions.
solving
and feelings
appropriately at home Self efficacy
2. What is could name
and at school.
the various
c) Use appropriate
appropriate emotions after
vocabulary to express
way of observing a
feelings and emotions
expressing demonstration
in school and at home.
feelings and of variety of
d) Use appropriate
emotions emotions.
vocabulary to express
own needs in school
could be
and at home.
encouraged to
e) Enjoy expressing
themselves verbally at talk about how
home and in school they feel and be
appreciated for
expressing their
feelings and
emotions
appropriately.

could be guided
to sing and act
out different
emotions.

could be asked
to look at
pictures
depicting
different
feelings and
emotions and
identify them.
 could sing songs
and recite
poems and
rhymes on
feelings and
emotions

small groups,
learners could
practice
expressing
needs, feelings
and emotions
and respond to
each other.

could observe or
listen to the
teacher
expressing
himself or
herself.

could be
encouraged to
express
themselves in
school and at
home.

could view
video clips
depicting
various
emotions and
feelings and talk
about them.

1 1- By the end of the sub- Communication Respect Realia .Observat

0 5 Polite strand, the learner What do we and Peace Learners could ion
should be able to: collaboration Patience
languag say when imitate making 2.Oral
a) Use appropriate Responsibilit
e requesting Critical thinking verbal requests questions
y
vocabulary when for and problem (e.g. please,
making requests at something? solving thank you) after
home and at school. 2. What do watching a
b) Use appropriate we say when Self efficacy demonstration.
vocabulary when we receive
appreciating others at something small groups,
home and at school. from learners could
c) Experience pleasure somebody? practice making
in making requests at 3. What requests and
home and at school. situations appreciating
d) Take pleasure in arise in and others.
appreciating others out of class
when need arises to make could listen to
requests and stories that
appreciate incorporate
others making requests
and appreciating
others.

learners could
role play
making requests
and appreciating
others.

could be guided
to deliberately
model the habit
of making
requests and
appreciating
others as need
arises.

could be
encouraged to
make requests
and appreciate
others during
relevant
situations in
school and at
 home.

could view
video clips on
request and
appreciation and
be guided to
imitate making
requests and
appreciation

1 1- By the end of the sub- Communication Respect Realia .Observat

1 5 Audienc strand, the learner How should I and Peace Learners could ion
should be able to: collaboration Patience
e speak to record pieces of 2.Oral
a) Demonstrate Responsibilit
Awarene someone Critical thinking their own voices questions
awareness of own voice y
ss who is near? and problem and be asked to
in and out of class. solving listen and
b) Speak clearly when 2. What identify own
talking to others in and should I do Self efficacy voice, be guided
out of class. to my voice to project and
c) Speak loudly enough when the vary their voices
for the audience to hear person I am appropriately.
in school and at home speaking to
d) Experience pleasure moves away could be
in varying own voice
from me? encouraged to
when
listen to
3. What recorded pieces
communicating with
should I do of other
others.
to my voice children’s
for him/her voices and
to hear if comment on
he/she how they vary
their voice when
singing songs,
telling stories
and reciting
poems or
rhymes.

could be
encouraged to
project their
voice when
reporting an
offence e.g.
when reporting
an offence to the
teacher

In pairs, learners
could practise
speech activities
whereby the
distance
between the
speaker and the
listener is
varied. The
speaker is
encouraged to
vary his or her
own voice
accordingly to
meet the needs
of the listener.

could listen to a
radio or other
recorded audio
clips. The
volume could be
deliberately
raised or
lowered and the
learners
encouraged to
say how this
affects their
hearing.

and in groups,
learners could
be involved in
presenting
 songs, poems
and rhymes in
class and during
parade.

1 1- By the end of the sub- Communication Respect Realia .Observat

2 5 Naming strand, the learner What do and Peace Learners could ion
should be able to: collaboration Patience
learners talk be encouraged 2.Oral
a) Convey verbal Responsibilit
about in class Critical thinking to talk to each questions
messages effectively to y
or in school? and problem other or to the 3.written
the teacher and to other 2. What do teacher about
learners. solving questions
learners like themselves.
b) Use relevant to tell the Self efficacy
vocabulary to pass teacher could deliver
verbal information to about? verbal messages
the teacher and other 3. What to other learners
learners. opportunities or to teachers in
c) Enjoy passing verbal arise for the school and
messages to the teacher learners to be appreciated
and other learners talk to each when they
other? convey the
d) Name objects, 4. What do messages
people, animals and learners effectively.
colours in the enjoy talking
immediate about?
small groups,
environment. 5. What do
learners could
e) Take pleasure in learners like
tell and retell
naming objects, people, to talk to
animals and colours in news and short
each other
the immediate stories.
about
environment
could engage in
Which
dialogue with
people are
each other and
we likely to
find at home, among
in school, at themselves.
the market or
in a hospital? hould be
2. What involved in
objects are passing verbal
we likely to information
find at home, whenever
opportunities
in school, at arise.
the market or
in a hospital could engage
short
discussions and
be encouraged
to answer
questions.

could talk about

what they are
doing during
activities and be
guided to ask
and respond to
questions.

could view a
video clip and
then talk about it
in pairs or in
small groups.

could be
encouraged to
talk about what
they saw in a
field trip or
nature walk.

Learners could
be involved in
naming objects,
animals and
people in class
and within the
school
compound..

could recite
poems and
rhymes about
 objects, people
and colours.

could name
colours with
reference to
objects in the
environment.

could be
engaged in
identifying
colours in the
immediate
environment.

could be taken
for a nature
walk and
encouraged to
identify colours.

could be
engaged in
vocabulary
games and
encouraged to
use new words
by integrating
them their child
play and daily
experiences, and
naturally
weaving them in
and out of

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