1

Theme MLCs of the following Language items and social vocabulary Learning activities and Assessment Learning outcomes
skills expressions resources
Unit 1 Listening and -Greetings and leave- Good Learning activities -Speaking and listening Students will be able
School speaking taking( good morning and morning/ -Greet and tell your name observation to:
- Greetings -Listen and respond to good afternoon, good afternoon/go and father’s name first. - Observe if students  Exchange
and classroom instructions evening , good night od bye, E.g implement greeting greetings and
departing and simple questions My name is… -Action verbs: T: My name is…/name/. and leave-taking give personal
- Instruction and instruction stand up, sit -Ask the students to expression properly. details.
- What - -Goodbye ,how are you, I down, Please, exchange greeting and tell Physical Response  Handle writing
we learn =Exchange greetings am fine thank you) write. Open their names and grade in -Check if one student implements
Allotted Time and departing. -Follow instructions using etc… turn./How are you?, I’m points to objects and correctly.
( 6hrs ) -Introduce themselves action verbs for fine thank you…/ others say the object  Use pencil to
telling their name, age immediate classroom use -Give students using check list. draw strokes
and place of birth e.g, Sit down, stand instructions, Stand up, sit Turn and talk used in forming
-Take part in a group up, come here etc. down, come here, etc… -check if students give English letters
singing/ chanting -Verb to be, example: am, -Demonstrate instructions each other using vertical and
activity. is ,are, Leg, bed, cat, to the class that is give the instructions. horizontal
-Listen and repeat -Imperatives/ open your rat, bat, pot, instructions and do the -Check whether strokes
sounds modelled by a book… mat actions yourself. E.g students match to  Respond to
teacher -Personal pronouns/I, we, T: Stand up./Do the action word cards or not. simple classroom
he, she, it, you, and they/ yourself Observation instructions.
-Sound:/t/as in top, ten, T:Sit down, please./Do it -observe if students are  Say and identify
sit. Sound:/K/ as in cat, yourself/ able to say the alphabet
car. Sound:/a/ as in arm, T: Touch your leg. /Do it alphabet sounds/t//a/and
bat, hat yourself/. -observe if students say /k/
-Make any two students the first letter of some
act out in the same way. words.

Informal monitoring,
guided review

Pre- Reading -Words and phrases of Cat, eat, ear Demonstrate sounds in Observation
commands stand up, sit table, tall, words to the students. Let -observe if students are
-Say alphabet sounds down touch the chair arm, apple them practise the sound able to say the
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Theme MLCs of the following Language items and social vocabulary Learning activities and Assessment Learning outcomes
skills expressions resources
in words stand near the door, come after you. alphabet.
-Identify the English here, go away etc. -observe if students say
phonemes and -Say alphabet sounds and the first letter of some
connect them with let the students repeat words.
the appropriate after you.
letters. -Make the students say
-Say the names of the sounds aloud.
letters of the English
alphabet loudly -Let them match sound/t/
in words(e.g. ten, top, sit
-Say the sounds of the rat)
letters of the English -Let them find the sound
alphabet you call out from a mixed
- group of words.
-Say initial letters of -Say alphabet sounds.
words and match -Let students match
them with pictures alphabet sounds in words
in association with
pictures.
-Read them and let the
students repeat after you
individually and in groups.
-Make the students say in
turn.
Pre-writing - Introduce and model -Exit cards
Use a pencil to draw patterns about letter -informal monitoring
strokes used in ‘t’ ,’a’ and ‘c’
forming English - -Help students to
letters using vertical copy patterns of
and horizontal letter ‘t’,’ a’
strokes - and ‘c’
- Resources: pictures,
 3

Theme MLCs of the following Language items and social vocabulary Learning activities and Assessment Learning outcomes
skills expressions resources
flash cards, shash-
board, Real objects,
games, songs, etc.
Unit 2 -Listen and touch Parts of our body eyes, ears, -Introduce and show parts Physical response Students will be able
People /show parts of the (eyes, ears, head ,hair, head, hair, of your body using Check if students point to:
-Parts of our body mouth, mouth, expressions such as: to a part of the body  Show and tell
body -Listen and respond to This is my nose. tooth/teeth, Teacher: This is my arm. and the other says the parts of their
simple questions such Touch your_______ nose, neck, Show me your arm. word in pairs bodies.
as show me your Show me your______ hands, Student: This is my arm. Informal monitoring  Identify and
( 6hrs )
arm/leg, head… This is/are____ foot/feet, -Body parts pairs, square -Assesses if students say alphabet sounds
-Introduce them This is a/an______ leg, toes, arm song, Round/circle song, look at pictures (from e, m ,f ,s
telling their name, age Yes it is a/an_______ -thin tall, My little face song, Tall magazines or stick  Draw
and place of birth. This is my mouth, etc. short, fat, and short song figures on the black patterns of curved
-Name familiar -Student ‘A’ speaks to the big, small, Teach the song: Head, board) and describe lines and vertical
people, animals and class. round shoulders, knees and toes. people. strokes related to
objects with thematic square, oval Student: yes, it is or no, it Observation letter formation.
pictures. A:She is thin. Nose, name, isn’t Observe whether -Respond to simple
-Identify size and ‘A’ she is tall. neck, near -engage students in students match simple instructions
shape/ Who has______? different activities. descriptions to pictures
-Ask and respond to What is_____? Demonstrate the sounds or not
simple questions and Who is______? and let the students Informal monitoring
instructions. Which one is_____? repeat after you. Follows up while
-Take part in a group Size: 1. She is fat. students utter sounds.
singing/chanting 2.It is big.
activity. Shape: 1. She has an oval
-Listen and repeat face.
sounds modeled by Age: ( 1---10)age of
the teacher. children.
-Identify and say 1. She is 6.
alphabet sounds e, m, 2. He is 8.
f, s. Sounds: /e/ /m/ /f/ /s/
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Theme MLCs of the following Language items and social vocabulary Learning activities and Assessment Learning outcomes
skills expressions resources

Reading -Letters e, m, f, s, d, b ,r, -say the initial, middle and Informal monitoring
-Say sounds alphabet n ,j and words beginning ending sounds in words Guided review
in words with them. and then let students say -check the students if
-Identify the English Eg. Bed, man, fox, after you. they identify alphabet
phonemes and dog, sit, rat ,bat, Reinforce sounds /t/ /k/ sounds of e, m, f ,s, d,
connect them with net, jar, drum, jet / a/ as in cat, arm, top, b, r, n,j
the appropriate letter. etc…. -identify if students say
-Say the sounds of the Let them review these initial sounds of words
letters of the English sounds. which start with e ,m,
alphabet loudly. Practice saying the f,s,d,b,r,n,j.
-Point to the sounds sounds: /t/ individually
named by the teacher and in chorus.
-Identify and read -Let them match initial
alphabet sounds e ,m, sounds in words with
f, s, ,b, r ,n ,j pictures.
-Adequately practice
saying the letters sounds
with the students and
matching them to pictures
of words representing the
sounds.
Writing Letters: e, m, f, s -write the patterns on the -exit card
 Draw patterns Letters: d, b ,r ,n ,j blackboard. -informal monitoring
of curved -guide students how to
lines, vertical handle pencils
strokes and -instruct students to copy
dots related the patterns down in to
to letter their ex. Books
formation Resources: songs, play,
real objects, pictures, flash
cards
 5

Theme MLCs of the following Language items and social vocabulary Learning activities and Assessment Learning outcomes
skills expressions resources
Unit Three Listening and -Sounds:/h/, /p/ /l/ /g/ -Have, has, Model the sounds and let Turn and Talk Students will be able
Family speaking E.g hen, pot, leg, goat, my , your his, the students say them. -Check students to:
- My family etc…. her, Demonstrate to the class. whether they talk
-Listen and repeat Family, , about their family -Identify their family
sounds, respond to -Verb to have: brother, =Make the students tell members, greet each members
Time simple questions and E.g I have, He /she has sister the class about their other and introduce -Describe their
Allotted instructions etc…. father, families as shown above themselves and others. families using
( 6hrs ) -Listen to short mother -Show pictures of different possessive adjectives
grandmoth
picture stories and -What do I have? er /father, families for students to -Identify and say
read to them and - You have …. talk about. alphabet sounds : h,
respond accordingly -Who is ….? -Let them practice a lot p, l, g
- This is ….. about themselves: -Draw patterns of
-Introduce - How many …..? . curved lines and
themselves and -Possessive adjectives: -Demonstrate to the class vertical strokes
others. e.g. my ,your, his her, related to letter
-Talk about their -I have 3 sisters.. -Students model the formation
family members. Is it big/small family? above conversation and -Respond to simple
play it in pairs. instructions

Reading -Self- introduction -The teacher reads the Observation

-Identify the English A: What is your sounds in word -Observe students
phonemes and name? -Let the students while uttering the
connect them with B: My name is identify and say the sounds
the appropriate letter. Meren. sounds in words Informal monitoring
-Identify and say -Introducing others -Say and let the -Asses if students
alphabet sounds, h, p, A: What is your students repeat after identify the sounds
l, g father’s name you. of /h/ /p/ /l/ /g/
B:My father’s -Make them say on their
-Say the sounds of the name is Sahlu. own in turn.
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Theme MLCs of the following Language items and social vocabulary Learning activities and Assessment Learning outcomes
skills expressions resources
letters the English -Sounds: /h/, /p/, /l/, /g/ -Help the students to say
alphabet. -Saying sounds in and label pictures with
-Point to letters association with words family words
named by the teacher. such as: hen, pot, leg,
-Say initial sounds in gold, etc….
words and match
them with pictures

-Practice coping initial Observation

Writing -Copy initial letters of letters of words in print -Check whether
-Draw patterns of words related to family: resources: students copy letters.
curved lines and E.g Father, mother, sister, -Pictures, Real objects,
vertical strokes brother, etc…. Flash cards, Shash board
related to letter -Letters h, p, l, g
formation
Unit 4 Listening and Blending -Pen, The teacher models the -Observation Students will be able
speaking -/p/ /e/ /n/ =pen -bag sounds and let the -Informal monitoring to
Objects -Listen and repeat Segmenting -This students repeat after you guided review :
sounds/phonemes Pen=/p/ /e/ /n/ -That -Introduce and model the -Informal monitoring -Identify objects
Time Allotted
-Listen and touch Bag=/b/ /a/ /g/ -Who sounds and let the -Observe whether using demonstrative
( 6hrs )
/show class room -Book students’ utter /say/ after students ask and pronouns
objects Questions words and -Pencil you. answer questions using -Describe the size
-Listen and match demonstrative pronouns -Pen -Prepare dialogues. “who is this” and shape of objects
thematic words with 1 What is this? -Table -Let the students take the -What is that? Etc…. -Ask questions about
class room objects, This is a pencil. -Flower role of A and B Check if one student objects
pictures 2 What is that? -Small -Let the teacher and the points to an object and -Identify and say
-Ask for an objects in That is a book. -Big students touch and point the other student says alphabet sounds o, v,
the class room -Words related to the -Ball to the students and ‘It is a red pen.’ etc…. l, w
-Use numbers (one activities: door, window, shoes objects or to relevant Turn and talk -Draw of curved
and two digit cow, pictures as they speak - Teacher brings in class lines, slanting lines
numbers) to count What is that? room objects and gives and dots related to
objects in the class It is a ruler. -Play guessing games each pair group ten letter formation
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Theme MLCs of the following Language items and social vocabulary Learning activities and Assessment Learning outcomes
skills expressions resources
room. Adjective phrases -E.G Who / what am I and the other says: -Respond to simple
a red bag thinking about? How many instructions
-Identify shape, size. This is a red pen. -Teach 5-8 color words: - Students draw a
-Take part in a group/ That is a blue bag. -Ask the students to point picture of a quantity of
chanting activity/ It is a yellow pencil. to/ touch a particular one object/s/
Numbers 1-10 with color E.G three pencils or
singular and plural nouns -Tell the color objects five pens.
in figures and words. -Ask the students the Students say what
- There is one---- color of objects: their class mates have
- There are two------ -Make the students the e.g He has three
etc…. color of objects. pencils, She has five
-How old are you? -Teach the names of items pens.
I am seven years old of clothing Observation
-Subject pronouns and -Fix color cards on a shash -Observe if students
verb” have” boards. describe an object and
-I have a pencil. -Ask students to point to the other guess what it
- I have a book. objects that are the same is.
-She has a rope and a color as the cards. Turn and talk
flower. -Let students ask each
-he has two pencils. other in turn to point to
-Verb to be different colors. Physical response
- It’s a red pen. -Teach a song about
- They’re big shoes. colors.
-Question Words -Play ‘same or different?’
- What is this/ that? -Demonstrate to the class
-Adjective Big and Small. to count 1-10.
-It is a big ball. -Individual oral practice.
-It is a small ball -Assemble objects on a
table or draw on a board
and let them count and
tell the numbers.
-Let them listen and
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Theme MLCs of the following Language items and social vocabulary Learning activities and Assessment Learning outcomes
skills expressions resources
repeat the numbers.
-Stress the sound’s’ at the
end of the plural words.
-Let students play
guessing games with
numbers. Play ‘bingo’ with
numbers 1-10
-Let the students identify
how many fingers, toes,
feet, they have etc….
-Use expressions such as:
-Demonstrate to the class
what you have.
E.G T: I have a pencil.
-Point to a student and tell
what he / she has.
E.G T: She has a bag.
What do you have?
-Make the students tell
the class what they and
their friends have.
-Present different objects
and ask using ‘what is …..?
E.G Student “A” is talking
to stud
-Make the students
practice in pairs
-Have students draw
pictures of objects as you
describe them.
-Have them describe and
draw pictures in pairs.
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Theme MLCs of the following Language items and social vocabulary Learning activities and Assessment Learning outcomes
skills expressions resources
-Play I spy.
,

Unit 5 Listening and Blending -Donkey, Introduce and model the Observation, Students will be able
Speaking camel sounds and let the Informal monitoring, to:
-/d/ /o/ /g/=dog students say after you.
Animals -Identify sounds by Segmenting -Am, is, are -Demonstrate a baby to Identify animals.
blending and -Dog= /d/ /o/ /g/=dog -Has, Have the class using a picture. -Identify animals’
Time allotted segmenting Blending -Make the students tell t body parts.
(6hrs) -Listen and repeat /c/ /a/ /t/= cat -Ears, legs, the class as above by -Respond and use
sounds modeled by Segmenting Hands pointing to the pictures of simple classroom
the teacher and different human pictures instructions.
simple questions Cat= /c/ /a/ /t/ -Let students identify
-Listen and respond to -Verbs: ‘to be’ human pictures.
short animals’ read to It’s a small baby.
them. Verb to have
-Name familiar It has 2 ears.
animals with thematic -Plural nouns: ears,
words in pictures. legs, hands, etc.
e.g. They are small
children.
-Demonstrate about
human pictures:
 10

Theme MLCs of the following Language items and social vocabulary Learning activities and Assessment Learning outcomes
skills expressions resources
-Listening and Question words: What…? -Teacher introduces Check if students Students will be able
speaking What do you like to  Bread, different food items, identify and to:
eat/drink?  Injera, -Encourage students to categorize different -Identify different
Unit 6 -Listen and match I like banana, orange,  Porridge, match different food food items. food and drink items,
different food items Injera ,milk, bread,  Milk, items with their pictures. -Talk about
Food with appropriate cabbage etc.  Tomato, -Let students respond categories of food
pictures.  potato, simple question about items
I eat bread and
-Listen and respond to Fruit: orange lemon,  carrot food items -Talk about their
drink milk
simple questions banana, papaya, mango  cabbage, E.g. T: What is this? favorite food and
about food items.  what This is banana. drink items
-Name food items. Vegetable: cabbage,  fruit, Teacher tells the -Respond and use
-Talk about their carrot, tomato, potato, vegetabl students to arrange simple classroom
favorite food items. e, the food items. instructions
 papaya Vegetable Fruit
mango, Carrot Orange,
 lemon , Tomato lemon
 orange,
 banana

English G1,2,3

Reading Blending -Let -Guided review

-Read words by blending and /c/, /a/, r students informal monitoring
segmenting sounds /r/, /r/, /o/, /t/ read and
Read and identify words for food Segmenting identify
and drink Carrot=/c/, /a/, listed food
r and drink
 11

/r/, /r/, /o/, /t/ items.

-This is a
banana.
-This is
milk.
Writing -Bread, injera, Encourage students
-Copy words of food and drink porridge, milk,
items potato, tomato,
-Arrange words of food items in carrot, cabbage,
their category etc….
-Fruit: orange,
lemon, banana,
papaya, mango
Vegetable:
cabbage, carrot,
tomato, potato
Unit 7 Listening and speaking -Present simple  Lik Demonstrate to the Observation Students will be
Likes and -Tell their likes and dislikes. E.g e class. -Observe able to :
Dislikes -I like /dislike+  Dis -Call students in turn whether -Talk about their
I like countable lik and let them their students look likes and dislikes
banana nouns e likes and dislikes. at a number -Give
-He/She likes+  Ani of pictures in information
nouns. ma pairs say about people’s
(6hrs) -We /They ls what they likes and dislikes
like/dislike/  Fo like or dislike
animals, food, od as in the
games,  Ga example
me given
s
 Co
w
Reading -Capital letters -Let students read the Guided
-Read the names of the letters of A-Z names of students in review
the English alphabet loudly -He likes goats the class. -Informal
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-I like bread -Place words and monitoring

-Point to letters named by the -We like English. phrases and
teacher sentences on the right
hand side of a shash
board and pictures on
the left hand side
Writing -Capital letters -Write words, phrases -Exit cards
-Write English letters and A_Z and sentences on the -Informal
alphabets in lower and upper I like bread. black board. monitoring
cases. -She likes
-Copy spelling of familiar words tomatoes. -Make them copy
presented dawn, read and draw
the pictures and name
them.
Unit 8 Listening and speaking -Demonstrative -Near -Prepare a dialogue - arranging Students will be
-Listen and tell where objects are pronoun  In -Draw pictures on the some object able to:
Locatio located -Where…….?  Unde board or show son a desk -Identify the
n -Listen and show where pupils or -Prepositions: r pictures and let position of
-Where is animals are on, near, in,  Book -Collect objects or students ask people, animals
the book? -Ask and respond to simple under, etc…..  Chair models related to the and answer and objects
questions about where items are -Where is the  Boy dialogue questions -Tell where
located book?  Door -Ask them where each about the people, animals
(6hrs) -It is on  Pot object or model is locations of and objects are
the  Rubb and let them respond objects. located.
chair er to your questions E.g, Where is -Make simple
-Where is the  Ball the box? sentences
boy.  Table It’s under the describing the
- He is near  cat table. position of
the door. people, animals
-Household and objects.
items: pot, box, -Respond to
bottle, etc…. simple classroom
instruction
 13

Reading -Letters /a-z/ -Read the alphabet -Guided

-Read the names of the letters of -Words letter. review
the English alphabet loudly. -The rubber, the -Prepare words to Informal
-Say the sounds of the letters of ball, the cat, the read. monitoring
the English alphabet pot, etc…. -Let them read after
-Point to letters named by the - On the table, you and then
teacher near the door, individually.
etc…..
Writing -Letters a-z -Practice print : Exit cards
-Write English letters and -Words: bone, writing from a-z -Informal
alphabets in lower and upper ball, bend, etc…. -Write the words on monitoring
cases Prepositions: the black board
-Copy words -On, in, near, -Have students
-Write and complete sentences etc….. complete sentences
-The pen is using prepositions
…….the table.
Unit 9 Reading -Letters: a-z and -Say and make them Observation Students will be
Read the names of the letters of words beginning repeat after you -Observe if able to:
the English alphabet loudly. with them. -Let them read aloud students put -Identify and tell
Ability
Point to letters named by the -Content words: by themselves. the what they and
I can……
teacher. Say initial letters of words names of -Say and complete suggested others can do.
(6hrs)
and match them with pictures animals words with letters and familiar -Tell what they
sentences with words. words in learn in other
alphabetical subjects.
order -Read and
perform
activities.
Writing -Letters : a-z and -Copy patterns of letters -Rising
-Write English letters and words related to on the black board and words
alphabets in lower and upper the unit let the pupils copy them -Exit card
cases -Letters M_Z down. -Informal
-Let students practice
-Copy spelling of familiar words -Words monitoring
writing M_Z
presented. -E.g sing, fly, -Write words and
drive sentences on the black
 14

board
-Let them copy and read
words and sentences
about pictures of
animals and/or from
substitution tables

Theme MLCs of the Language items vocabulary Learning activities Assessment Learning
following skills and social and resources outcomes
expressions

Unit 1 Listening and Simple instructions Names of Teacher Informal -Name and
speaking and imperatives classroom objects: demonstrates the monitoring locate objects
-Listen and -open/ your book/ Desk, bench, table, activities in all Teacher monitors in the class
In the Class respond to stand up/don’t talk/ chair…… activities students working room
greeting and don’t move/ in pairs giving
Room departing using -Identifying class Pen. Eraser, rubber Students match instructions to
(Time ) appropriate room objects etc. classroom each other
expressions -What is this/that? objects(or pictures including placing
-Listen and reply -It is a/an….. Action of objects) to objects around
to class room -What are words/phrases English words the room.
instructions these/Those? for giving
accordingly -They are ….. instructions Students show/
Contractions Come, go, stand point to a
-I’m/ You’re/ he’s/ up, etc. classroom objects
she’s / we’re and say words.
they’re Students put labels
Prepositions/ in, on objects in
on, near and under classroom.
-It’s in/, on, under, Students ask
….
Greeting and
departing
 15

Theme MLCs of the Language items vocabulary Learning activities Assessment Learning
following skills and social and resources outcomes
expressions
Hello! How are you?
Fine thank you. And
you?
What is your name?
My name’s….
Goodbye.
Reading Letter /from A_Z/, Teacher let: -Informal
-Read names of a-z /Use ABC./ song students match monitoring
class room -Names of class class room object -The teacher
objects. room objects/ see to picture moves around
-Read simple under vocabulary/ -Sty=students take and follow up the
instructions for Written simple a slip of paper, activities
class room instructions read, the
activities and instruction and do
respond the actions
appropriately.
Writing -Copy names of -The teacher Rising words
-Write familiar class room objects demonstrates the -Students write
words and and one or two activities: the answer to the
phrases/Class word instructions -Students write the question on a
room objects/. missing initial slate of paper
letters of class and present it.
room objects and
instructions
/matched to the
pictures/
-Students label
pictures of class
room objects
Listening and Body parts Words referring to -Teach song/rhyme -Identify parts
speaking / see the vocabulary body parts for body parts of the body.
 16

Theme MLCs of the Language items vocabulary Learning activities Assessment Learning
following skills and social and resources outcomes
expressions
section/ Head, hair, ear, -Teacher says one
unit 2 -Listen and reply -have- has/ doesn’t forehead, eye, body part and
to class room have /don’t have etc…. student responds
Parts our Body instructions /recycle/ with number.
accordingly E.g: I have two ears. T: Eye
-Listen to I don’t have…. S; I have two eye.
songs/rhymes Imperatives Politeness “please ‘ game:
and repeat with Raise your hand. expressions respond to
appropriate Blink your eye /please, thank teacher’s
actions. Politeness: you/ instructions when
- Use social /Please and thank Words and teacher adds “
expressions such you. phrases for body please” to
as yes please and A: Sit down. parts./recycle from instruction
no thank you. B: Ok, thank you. previous topic.
-describe people
and their body
parts.

Reading Words/Phrases -Let students read Informal

-Read related to body text and match to monitoring
words/phrases parts pictures. -The teacher
related to simple -Number words -Match words to moves around
body parts. and figures. figures. the room while
-Read short students work on
phrases and reading tasks.
sentences related
to body parts and
match with the
correct picture.
Writing Words and phrases -Let students: Observation
-Copy words and for body parts - label their body -The teacher
 17

Theme MLCs of the Language items vocabulary Learning activities Assessment Learning
following skills and social and resources outcomes
expressions
phrases for body parts keeps notes on
parts and label -Rearrange words the performance
pictures for parts of the of the students in
body in alphabetic the given task.
order and copy
them.
Listening and People: family /see Words related to Teacher shows Turn and talk: -Give simple
Unit 3 speaking the vocabulary family pictures of Students turn descriptions of
-Listen to and section/ Mother, father, different members and talk and the people
Look at the show people in Adjectives to sister, brother, of a family. teacher moves
people pictures describe people etc…. -teacher makes around to
-Describe people /see the vocabulary sure that students facilitate and
in terms of age, section/ Descriptive words are using the monitor the
personality, Present simple Thin, fat, tall, presented progress.
weight, height E.g My mother is short, young, old, adjectives, present
-Answer young. happy, sad simple and present
questions in -My father is happy. continuous in their
negative or Present continuous description of
affirmative forms -E,g My is wearing people
skirt.
We are listening to
our teacher.
Reading Descriptive Phrases Let students read Informal
Read descriptive E.g. young boy. short descriptive monitoring:
phrases and short Happy girl sentences about a The teacher
sentences and Short man person and moves around
match with the identify the person the room while
correct pictures a range of pictures. Students work on
reading tasks.
Writing : Short sentences Let students :-Copy Rising words:
Copy and match short sentences Students write the
 18

Theme MLCs of the Language items vocabulary Learning activities Assessment Learning
following skills and social and resources outcomes
expressions
short sentences He is a fat boy. answer on a slate
describing people She is a mother. Read a list or about of paper and
in pictures. We are young. descriptive present it on desk
sentences and in front of them for
the teacher to see
match them with
how they
appropriate responded
pictures. individually
Listening and Clothes Words and -Teach items of Turn and talk: Describe
Unit 4 speaking /See under phrases related to clothing using -Students turn people’s
What are you -Ask and answer vocabulary/ clothes pictures or pointing and talk and the clothes
questions about -Adjectives of color Shirt, jacket, skirt, to real clothes teacher turns
wearing? what people are and size. scarf, etc… -Teacher describes around to
wearing E.g blue, red, black, Words with colors a person’s clothing facilitate the
-Listen to short Size; small medium, Pink shirt, blue and students match progress.
sentences about large jacket with picture.
clothes Present continuous: -
-Describe clothes Positive/Negative
in terms of color E.g I am wearing a
and size. blue jacket.
-Answer -I am not wearing
questions in socks.
affirmative or Answer questions
negatives forms -What am I/ is he
/she/ wearing/
E.g I am, he/ she is
wearing ….

Reading Descriptive Phrases Let student read Informal

Read descriptive E.g. Young boy, short descriptive monitoring
phrases and short Happy girl , short sentences about a -The teacher
sentences and man person and identify moves around
 19

Theme MLCs of the Language items vocabulary Learning activities Assessment Learning
following skills and social and resources outcomes
expressions
match with the a person from a the room while
correct pictures range of pictures. students work on
reading tasks
Writing Short sentences -Let students: Rising words
-Copy and match -He is a fat boy. -Copy short -Students write
sentences -She is a mother sentences the answer on a
describing people -We are young. -Read a list of short slate of paper
in pictures descriptive and present it on
sentences and desk in front of
match them with them for the
appropriate teacher to see
picture. how they
responded for
individually
Listening and Present simple, Teacher models
Unit 5 speaking How many?, and students
Time to Listen and
Politeness repeat ( counting
_teen words and
eat and identify familiar
words both
Customer: “I want
banana.”
–ty words) whole
class, drill, then
drink singular and Shopkeeper:” How drill smaller groups
plural . many” of students, finally
Customer: ”Three individual drills.
Name what please.”
items of food
they want to buy Shopkeeper:” Here
you are.”
Use social Customer:” Thank
expressions such you.”
as ‘yes, please,’
and ‘ no, thank Plural nouns
 20

Theme MLCs of the Language items vocabulary Learning activities Assessment Learning
following skills and social and resources outcomes
expressions
you.’ E.g. bananas,
oranges
Use numbers to
count more Numbers: 30-50
objects (30_50 ) E.g. I want to buy
two candles.

Reading Words and phrases The teacher Informal

(singular and plural demonstrates the monitoring:
Read and identify nouns) food and activities. -The teacher
words for food drink. Let students: moves around
and drink. -read and match to the room while
Read numbers Short reading text pictures. students work
from 30 to 50 -underline words on reading tasks.
loudly. for food and drink -More
Read and match in short reading specifically, the
simple text. teacher makes
sure students
descriptions have read words
about shopping. in the in the list,
match with
pictures and read
numbers 1 to 50
Writing Qa list of food The teacher Rising words:
/drink items demonstrate the Students write
Copy words from activities: the answer on a
a shopping list. Let students: slate of paper
- Copy words and present it on
for food and desk infront of
 21

Theme MLCs of the Language items vocabulary Learning activities Assessment Learning
following skills and social and resources outcomes
expressions
drink they them for the
want to buy . teacher to see
- -label pictures how they
of food and responded
drinks. individually.
Unit 6 Listening and Present simple Words related to -The teacher Informal -Tell what they
speaking E.g animals. demonstrates the monitoring like and dislike
What We Like? -Listen and -I like singing food ,drink,, activities: -The teacher
respond to short -I like banana sports and games -Students do a moves around
questions about -I like foot ball Cat, dog simple role play the class room
Likes and their likes and Questions answer: Goat etc. based on a and monitors the
dislikes dislikes Do you/ Yes, I do. dialogue. progress of the
-Answer No I don’t. Banana, milk , -Asking and students
-I like my questions in Conversation: Orange etc. responding to likes
school negative or A: Do you like Football, and dislikes.
affirmatives orange? Play station, etc.
forms B: Yes, I do Action verbs
A: Do you like Dancing ,
lemon? singing,
B: No I don’t jumping tc.
Reading -List of short -The teacher Informal
-Read phrases sentences demonstrates the monitoring
and simple Story about activities: -The teacher
sentences related someone’s likes or Students read the moves around
to likes and dislikes. list of sentences the room while
dislikes that includes students work.
-Read and match someone’s likes
simple story with and dislikes.
illustration
Writing Short sentences -The teacher Observation:
-Complete -Students fill the demonstrates the -The teacher
 22

Theme MLCs of the Language items vocabulary Learning activities Assessment Learning
following skills and social and resources outcomes
expressions
sentences related gaps. activities: keeps notes on
to their likes and E.g -Students complete the performance
dislikes - I have a dog. His the sentences with of the students
name is Bobby. like and don’t like. on the given task.
I ……. Bobby very
much.

Unit 7 Listening and Present Simple. Names of class Teacher writes Informal -Talk about
Speaking room and figures and monitoring ages and
Listen and Have/has household objects numbers on the -The teacher quantity.
How many identify familiar Desk, bench, table, board and students moves around
books words both I have two pencils. bed, shelf, sofa, say it. the class room
singular and etc… and monitors the
plural. Sara has four books. Numbers progress.
/eleven, to
Describe objects How many? twenty/
in terms of Conversation Eleven, twelve,
numbers A: How many books etc…
Use numbers to do you have?
count more B: I have three
objects. books.

Negative
contractions
Doesn’t have/don’t
have
He doesn’t have a
book.
They don’t have a
radio.
How old are you?
 23

Theme MLCs of the Language items vocabulary Learning activities Assessment Learning
following skills and social and resources outcomes
expressions
A: how old are you?
B: I am 8 years old
Numbers 11-20
Eleven, twelve,…..

Reading Words and phrases Let students match Informal

-Read names of consisting of class room and monitoring
class room regular plurals house hold objects The teacher
objects and some E.g twenty books, to pictures moves around
house hold five rulers the room while
objects. students work on
-Read phrases reading tasks
and simple
sentences.
Writing Copy names of -Let students Guided review
Copy and write classroom and match figures to -The teacher
words referring house hold objects. number words E.g checks if the
to class room and /Use from the 11 to eleven students can use
house hold vocabulary list/ -Let students label numbers for
objects Copy words for pictures of various purposes
-Copy and write numbers: eleven- quantities of class
words for twenty/ room objects
numbers /11-20/ correctly
24