English P2 TG

English
for Rwanda Schools

PRIMARY 2
TEACHER’S GUIDE
Copyright
© 2023 Rwanda Basic Education Board
All rights reserved.
This document is a property of the Government of Rwanda.
Credit should be given to REB when the source of this book is quoted.
FOREWORD
Dear teacher,
Rwanda Basic Education Board is honoured to present English language
teacher’s guide Book 2 which serves as a guide to competence-based
teaching and learning to ensure consistency and coherency in the learning
of the English language subject. The Rwandan educational philosophy is to
ensure that pupils achieve full potential at every level of education which
will prepare them to be well integrated in society and exploit employment
opportunities.
In line with efforts to improve the quality of education, the government of
Rwanda emphasizes the importance of aligning teaching and learning
materials with the syllabus to facilitate their learning process. Many factors
influence what they learn, how well they learn and the competences they
acquire. Those factors include the relevance of the specific content, the
quality of teachers’ pedagogical approaches, the assessment strategies and
the instructional materials available. Special attention was paid to the
activities that facilitate the learning process in which pupils can develop
ideas and make new discoveries during concrete activities carried out
individually or with peers. With the help of the teachers, pupils will gain
appropriate language skills and be able to apply what they have learnt in
real life situations, especially teaching practices. Hence, they will be able
to develop certain values and attitudes allowing them to make a difference
not only to their own life but also to the nation.
This is in contrast to traditional learning theories which view learning mainly
as a process of acquiring knowledge from the more knowledgeable who is
mostly the teacher. In competence-based curriculum, learning is considered
as a process of active building and developing of knowledge and understanding,
skills and values and attitude by the pupils’ where concepts are mainly
introduced by an activity, situation or scenario that helps the pupils’ to
construct knowledge, develop skills and acquire positive attitudes and values.
In addition, such active learning engages pupils in doing things and thinking
about the things they are doing and they are encouraged to bring their
own real experiences and knowledge into the learning processes. In view
of this, your role is to: Plan your lessons and prepare appropriate teaching
materials.
iii
- Organize group discussions for pupils considering the importance of
social constructivism suggesting that learning occurs more effectively
when the pupils work collaboratively with more knowledgeable and
experienced people.
Engage pupils through active learning methods such as inquiry methods,
group discussions, research, investigative activities, group and individual
work activities.
Provide supervised opportunities for pupils to develop different competences
by giving tasks which enhance critical thinking, problem solving, research,
creativity and innovation, communication and cooperation.
- Support and facilitate the learning process by valuing pupils contributions
in the class activities.
- Guide pupils towards the harmonization of their findings.
- Encourage individual, peer and group evaluation of the work done in
the classroom and use appropriate competence-based assessment
approaches and methods.
Even though this teacher’s guide contains the answers for all activities given
in the pupils’ book, you are requested to work through each question and
activity before judging pupils’ findings. I wish to sincerely appreciate all
people who contributed towards the development of this teacher’s guide,
particularly REB staff who organized the whole process from its inception.
Special appreciation goes to the teachers who supported the exercise
throughout. Any comment or contribution would be welcome to the
improvement of this text book for the next versions.
Dr. MBARUSHIMANA Nelson

Director General of REB
iv
ACKNOWLEDGEMENTS
I wish to express my appreciation to all the people who played a major
role in the development of this English language Teacher’s Guide for P2. It
would not have been successful without active participation of different
education stakeholders.
I owe gratitude to different schools in Rwanda that allowed their staff to
work with REB in the in-house Teachers’ Guide production project. I wish
to extend my sincere gratitude to, teachers and all other individuals whose
efforts in one way or the other contributed to the success in the writing of
this textbook.
Finally, my word of gratitude goes to the Rwanda Basic Education Board
staff particularly those from the Department of Curriculum, Teaching and
Learning Resources (CTLR) who were involved in the whole process of writing.
Joan MURUNGI,
Head of Department CTLR
v
CONTENTS
FOREWORD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
ACKNOWLEDGEMENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
I. GENERAL INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
PART II: SAMPLE LESSON PLAN . . . . . . . . . . . . . . . . . . . . . . . . . 9
III. UNIT DEVELOPMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Unit 1: Greetings, introduction and talking about schoo. .l . . . 13

Lesson one: Introductions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Lesson two: Sing a song together: Alphabet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Lesson three: Talking about the school and your best subject . . . . . . . . . . . . . . 17
Lesson four: Telling time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Lesson five: Using Time table. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Lesson six: Giving and following instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Lesson seven: Asking for permission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Lesson eight: sounds and spellings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
End of unit assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Unit 2: Games and Sports. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Lesson one: Talking about sports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Lesson two: Describing Ability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Lesson three: Talking about favourite sports. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Lesson four: Sounds and spellings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Unit 3: Telling the time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Lesson one: Telling the Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Lesson Two: Talking about daily routine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Lesson Three: Describing time of the day.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
Lesson Four: A daily timetable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Lesson five: Talking about the days of the week . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Lesson six: Days of the months. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Lesson seven: Dates on a calendar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Lesson eight: Sounds and spellings.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
End of unit assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Unit 4: Food . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Lesson one: Talking about meal times. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Lesson Two: Talking about meals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Lesson three : Talk about food likes and dislikes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Lesson four: Describing food types.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
Lesson five: Describing diet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Lesson six: Making a bar graph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Lesson seven: Sounds and spellings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Unit 5: Stories and descriptions. . . . . . . . . . . . . . . . . . . . . . . . . 50

Lesson one: Describing a process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Lesson two: Sounds and spellings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Unit 6: Family members and household activities. . . . . . . . . . 57

Lesson one: Describing family members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Lesson two: What job do they do?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Lesson three and four: Talking about household activities. . . . . . . . . . . . . . . . . . 59
Lesson five: Timing the journey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Lesson six: Sounds and spellings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Unit 7: Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Lesson one: Describing the weather. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Lesson two: The weather in Rwanda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Lesson three: Describing temperature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Lesson four: Describing rainfall throughout the year . . . . . . . . . . . . . . . . . . . . . . . . . 65
Lesson four: Sounds and spellings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Unit 8: The zoo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Lesson one: How do animals move? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Lesson two: Animal sounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Lesson three: What do animals eat?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Lesson four: Where do animals live?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Lesson five: Animal colours. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73
Lesson six: Describe the pictures of animals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Lesson seven: Types of animals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Lesson eight: Sounds and spellings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Unit 9: Counting and writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

Lesson one: Writing numbers in words and in figures. . . . . . . . . . . . . . . . . . . . . . . . 77
Lesson two: Talking about addition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Lesson three: Subtraction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Lesson four: Multiplication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Lesson five: Division . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Lesson six: Sounds and spellings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Unit 10: The past and future tense. . . . . . . . . . . . . . . . . . . . . . . 83

Lesson one: Recounting past events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Lesson two: Describing a day in the past . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Lesson three: Daily routine in the past.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Lesson four: Describing lessons in the past. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Lesson five: Story telling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Lesson six: Describing future plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Lesson seven: Sounds and spellings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
I. GENERAL INTRODUCTION
Competence based learning is a three phased approach. It involves:
- Establishment of specific learning outcomes.
- Alignment of instructional pedagogy to the learning outcomes.
- Using a structured methodology to assess or measure learner success.
At the end of the day, competence based education or competence based
learning focuses on what the learner can do rather than what the learner
knows. The idea here is to focus on objectives and observable outcomes
which can be measured. This approach requires that learners demonstrate
value added skills which are assessed by looking at outcomes rather than
the process.
Therefore, the prime objective for the teacher is not to cover the content
for a given class, rather it is to understand and respond to the learning
needs of his or her learners. Instead of treating all learners as equals, the
teacher enables learners to work at their individual levels of readiness.
teacher recognises that there are many different ways in which the
competences can be achieved.
In language teaching, the competences help steer language teaching towards
ensuring that learners demonstrate the ability to learn in the social context.
This means that they are required to use language to communicate effectively.
Therefore, provide an enabling environment for learners to identify the
learning outcomes toward which he or she is working. Let them understand
how to demonstrate each competency for a given learning outcome.
Encourage learners to seek help and support from one another as well as
from you. Help to keep the classroom calm so as to enable the learners to
develop a trusting relationship with you and with the other learners.
1. Using this Teacher’s Guide
This teacher’s guide has been developed to be used together with the
English pupil’s book two. It provides guidance on how to best make use
of the content in the pupil’s book.
There are three major sections in this book. There is the general introduction
that comprises the introduction. The second part is the sample of lesson
plan. The last is the breakdown or development of the units that are covered
in the syllabus.
1
The lesson development provided in this guide is by no means exhaustive.
Classroom sceneries differ and it is always good to take the breakdown
provided as a guideline. The real context on the ground determines the
approach that is used to deliver the content in pupil’s book.
2 Methodological guidance
2.1 Developing competences

In addition to the competences related to English, pupils also develop generic
competences which should promote the development of the higher order
thinking skills and professional skills in English teaching. Generic competences
are developed throughout all units of English as follows:
Generic Ways of developing generic competences
competences
Critical thinking All activities that require pupils to write compositions, analyse
texts, compare and contrast, among others, have a common
factor of developing critical thinking into pupils.
Creativity and All activities that require pupils to write compositions, compose
innovation business plans, read passages in different contexts such as
personal development, science and technology and career
choices, help pupils to develop creativity and innovation.
Research and All activities that require pupils to make a research and apply
problem solving their knowledge to solve problems from the real-life situation
have a character of developing research and problem solving
into pupils.
Communication During English class, all activities that require pupils to discuss
either in groups or in the whole class, present findings, debate
…have a common character of developing communication
skills into pupils.
Co-operation, All activities that require pupils to work in pairs or in groups

interpersonal have character of developing cooperation and life skills
relations and life among pupils.
skills
2
Lifelong learning All activities that are connected with research have a common
character of developing into pupils a curiosity of applying
the knowledge learnt in a range of situations. The purpose
of such kind of activities is for enabling pupils to become
life-long pupils who can adapt to the fast-changing world
and the uncertain future by taking initiative to update
knowledge and skills with minimum external support.
Professional skills Specific instructional activities and procedures that a
teacher may use in the class room to facilitate, directly or
indirectly, pupils to be engaged in learning activities.
These include a range of teaching skills: the skill of
questioning, reinforcement, probing, explaining, stimulus
variation, introducing a lesson; illustrating with examples,
using blackboard, silence and non-verbal cues, using audio
– visual aids, recognizing attending behaviour and the skill
of achieving closure.
The generic competences help pupils deepen their understanding of English

and apply their knowledge in a range of situations. As pupils develop generic
competences they also acquire the set of skills that employers look for in
their employees, and so the generic competences prepare pupils for the
world of work.
2.2 Addressing cross cutting issues

Among the changes brought by the competence-based curriculum is the
integration of cross cutting issues as an integral part of the teaching learning
process-as they relate to and must be considered within all subjects to be
appropriately addressed.
Below are examples of how crosscutting issues can be addressed:
Cross-Cutting Issue Ways of addressing

cross-cutting issues
Comprehensive Sexuality Education: Through reading and analysing
The primary goal of introducing Comprehensive passages, pupils will discuss
Sexuality Education program in schools is to different situations and will be
equip children, adolescents, and young people advised on how they can fight
with knowledge, skills and values in an age against them.
appropriate and culturally gender sensitive
manner so as to enable them to make responsible
choices about their sexual and social relationships,
explain and clarify feelings, values and attitudes,
and promote and sustain risk reducing behaviour.
3
Environment and Sustainability: Using Real life models, informative
Integration of Environment, Climate Change texts or pupils’ experience, English
and Sustainability in the curriculum focuses on teachers should lead pupils to
and advocates for the need to balance economic illustrate the situation of different
growth, society well-being and ecological materials found in environment
systems. Pupils need basic knowledge from and discuss their effects on the
the natural sciences, social sciences, and environment and sustainability.
humanities to understand to interpret principles
of sustainability.
Financial Education: Through different texts and
The integration of Financial Education into the compositions, English teachers
curriculum is aimed at a comprehensive Financial can lead pupils to discuss how
Education program as a precondition for to make appropriate financial
achieving financial inclusion targets and improving decisions.
the financial capability of Rwandans so that
they can make appropriate financial decisions
that best fit the circumstances of one’s life.
Cross-Cutting Issue Ways of addressing

cross-cutting issues
Gender: English teachers should address gender

At school, gender will be understood as as cross-cutting issue through assigning
family complementarities, gender roles leading roles in the management of
and responsibilities, the need for gender groups to both girls and boys and
equality and equity, gender stereotypes, providing equal opportunity in the
gender sensitivity, etc. lesson participation and avoid any
gender stereotype in the whole teaching
and learning process.
Inclusive Education: Firstly, English teachers need to identify/

Inclusion is based on the right of all pupils recognize pupils with special needs.
to a quality and equitable education that Then by using adapted teaching and
meets their basic learning needs and learning resources while conducting a
understands the diversity of backgrounds lesson and setting tasks appropriate
and abilities as a learning opportunity. to the level of pupils, they can cater
for pupils with special education needs.
They must create opportunity where
pupils can discuss how to cater for
pupils with special educational needs.
4
Peace and Values Education: Peace and Through a given lesson, a teacher
Values Education (PVE) is defined as should:
education that promotes social cohesion, Set a learning objective which is
positive values, including pluralism and addressing positive attitudes and values,
personal responsibility, empathy, critical Encourage pupils to develop the culture
thinking and action in order to build a of tolerance during discussion and to
more peaceful society. be able to instil it in colleagues and
cohabitants; Encourage pupils to respect
ideas from others.
Standardization Culture: With different texts and illustrations
Standardization Culture in Rwanda will pupils can be motivated to be aware
be promoted through formal education of health improvement, economic
and plays a vital role in terms of health growth, industrialization, trade and
improvement, economic growth, general welfare of the people.
industrialization, trade and general welfare
of the people through the effective
implementation of Standardization, Quality
Assurance, Metrology and Testing.
Adaptation of assessment strategies:

At the end of each unit, the teacher is advised to provide additional activities
to help pupils achieve the key unit competence. These assessment activities
are for remedial, consolidation and extension designed to cater for the
needs of all categories of pupils; slow, average and gifted pupils respectively.
Therefore, the teacher is expected to do assessment that fits individual
pupils.
Remedial After evaluation, slow pupils are provided with lower order
activities thinking activities related to the concepts learnt to facilitate
them in their learning.
These activities can also be given to assist deepening
knowledge acquired through the learning activities for slow
pupils.
Consolidation After introduction of any concept, a range number of
activities activities can be provided to all pupils to enhance/ reinforce
learning.
Extended After evaluation, gifted and talented pupils can be provided
activities with high order thinking activities related to the concepts
learnt to make them think deeply and critically. These
activities can be assigned to gift and talented pupils to
keep them working while other pupils are getting up to
required level of knowledge through the learning activity.
5
2.4. Guidance on assessment
Assessment is an integral part of teaching and learning process. The main
purpose of assessment is for improvement of learning outcomes. Assessment
for learning/ Continuous/ formative assessment intends to improve pupils’
learning and teacher’s teaching whereas assessment of learning/summative
assessment intends to improve the entire school’s performance and education
system in general.
Continuous/ formative assessment
It is an on-going process that arises during the teaching and learning process.
It includes lesson evaluation and end of sub unit assessment. This formative
assessment should play a big role in teaching and learning process. The
teacher should encourage individual, pair and group evaluation of the work
done in the classroom and uses appropriate competence-based assessment
approaches and methods.
Summative assessment
The assessment can serve as summative and informative depending to its
purpose. The end of unit assessment will be considered summative when it
is done at end of unit and want to start a new one.
It will be formative assessment, when it is done in order to give information
on the progress of pupils and from there decide what adjustments need to
be done.
The assessment done at the end of the term, end of year, is considered as
summative assessment so that the teacher, school and parents are informed
of the achievement of educational objective and think of improvement
strategies. There is also end of level/ cycle assessment in form of national
examinations.
When carrying out assessment?
Assessment should be clearly visible in lesson, unit, term and yearly plans.
- Before learning (diagnostic)
- During learning (formative/continuous)
- After learning (summative)
Main steps for a lesson in active learning approach
All the principles and characteristics of the active learning process highlighted
above are reflected in steps of a lesson as displayed below.
6
Generally, the lesson is divided into three main parts whereby each one
is divided into smaller steps to make sure that pupils are involved in the
learning process. Below are those main part and their small steps:
1. Introduction
Introduction is a part where the teacher makes connection between the
current and previous lesson through appropriate technique. The teacher
opens short discussions to encourage pupils to think about the previous
learning experience and connect it with the current instructional objective.
The teacher reviews the prior knowledge, skills and attitudes which have a
link with the new concepts to create good foundation and logical sequencings.
2. Development of the new lesson
The development of a lesson that introduces a new concept will go through
the following small steps: discovery activities, presentation of pupils’ findings,
exploitation, synthesis/summary and exercises/application activities.
ӹ Discovery activity
Step 1:
- The teacher discusses convincingly with pupils to take responsibility of
their learning
- He/she distributes the task/activity and gives instructions related to the
tasks (working in groups, pairs, or individual to prompt / instigate
collaborative learning, to discover knowledge to be learned)
Step 2:
- The teacher let pupils work collaboratively on the task;
- During this period the teacher refrains to intervene directly on the
knowledge;
- He/she then monitors how the pupils are progressing towards the
knowledge to be learned and boosts those who are still behind (but
without communicating to them the knowledge).
ӹ Presentation of pupils’ findings/productions
- In this part, the teacher invites representatives of groups to present their
productions/findings.
- After three/four or an acceptable number of presentations, the teacher
decides to engage the class into exploitation of pupils’ productions.
7
ӹ Exploitation of pupils’ findings/ productions
- The teacher asks pupils to evaluate the productions: which ones are
correct, incomplete or false
- Then the teacher judges the logic of the pupils’ products, corrects those
which are false, completes those which are incomplete, and confirms
those which are correct.
ӹ Institutionalization or harmonization (summary/conclusion/ and
examples)
- The teacher summarizes the learned knowledge and gives examples
which illustrate the learned content.
ӹ Application activities
- Exercises of applying processes and products/objects related to learned
unit/sub-unit
- Exercises in real life contexts
- Teacher guides pupils to make the connection of what they learnt to real
life situations.
- At this level, the role of teacher is to monitor the fixation of process and
product/object being learned.
3. Assessment
In this step the teacher asks some questions to assess achievement of
instructional objective. During assessment activity, pupils work individually
on the task/activity. The teacher avoids intervening directly. In fact, results
from this assessment inform the teacher on next steps for the whole class
and individuals. In some cases, the teacher can end with a homework/
assignment. Doing this will allow pupils to relay their understanding on the
concepts covered that day. Teacher leads them not to wait until the last
minute for doing the homework as this often results in an incomplete
homework set and/or an incomplete understanding of the concept.
8
PART II: SAMPLE LESSON PLAN
Sample lesson plan

School name: Teacher’s name:
Lesson Class
Term Date Subject Class Unit no Duration
no size
__/__/20__ English Primary 2 1 1/25 40minutes …..
Type of special education
needs and number of
learners
Unit title: Greetings, introductions and talking about
school
To use language learnt in the context of
Key unit competence: greetings, introductions and talking about
school
Title of lesson: Greetings
By using the greeting and farewell words, the
Instructional objective: learners will be able to greet and say farewells
correctly.
Plan for this class (location): In the classroom
Learning materials (for all Learner’s Book, classroom objects, exercise
learners): book/ paper, chalkboard.
References: Learner’s Book
Steps and timing Description of teaching and learning Cross-cutting

activities issues:
Learners are given different words of Peace and values:
greetings and farewells, they discuss them learners must work
with the teacher and then practise them together and
by greeting and saying farewells to one respect each
another. other.
Introduction: Teacher activities Learner activities Critical thinking
(5 minutes) Puts learners in pairs, Discuss what people and
and asks them to think, do first and last communication
and say what people when they meet. skills through
do first and last when (They first greet one discussion and
they meet. another and give presentation.
farewells last).
9
Asks each pair to They present what Critical thinking
present what they they discussed to through guessing
discussed. the class.
Asks the learners to Learners guess the
guess the lesson of lesson of the day.
the day, then tells it
to them. Tells them
the objective of the
lesson and what he
or she wants them
to know from it.
Development of Asks each learner to Learners write Critical thinking.
the lesson write down at least greeting and
plan: three greeting and farewell words.
(30 minutes) farewell words each.
Tells the learners to Learners share Communication
share their words in words in pairs. skills through
pairs. sharing.
Asks pairs to present Pairs present their Communication
words to the class. words to the class. skills through
presentation.
Gives feedback to the Learners follow
presentations of pairs, carefully and ask
explains more about questions, where
greetings and they don’t
farewells. Gives them understand.
a list of greetings and
farewells, when they
are used, and gets the
opportunity of how
greetings and farewell
promotes the peace
and values in the
community
Writes on the chalk Learners can write
board the words used the words in their
for greetings: hello, exercise books.
goodbye, how are
you, I am fine thank
you.
10
Guides learners in With the guidance Communication
reading greetings and of the teacher, skills athrough
farewells written on learners read the reading.
the chalk board. greetings and
farewells.
Conclusion Gives the ball to the Learners play the Communication
(5 minutes) learners and asks them game. The one who Skills
to throw it among holds the ball stands
themselves, and the up and says a
one that the ball falls g re etin g an d
on stands up and says farewell word.
a greeting and farewell
word he or she has
learnt.
Teacher self Check for understanding and prepare extra work for learners
assessment: in need of remedial or extension work.
11
III. UNIT DEVELOPMENT
12
GREETINGS,
UNIT 1 INTRODUCTION AND
TALKING ABOUT SCHOOL
1.1. Key Unit Competency:
To use language learnt in the context of greetings, introductions and talking
about school.
1.2. Prerequisites (knowledge, skills, attitudes and values)

This unit follows on from Primary 1. The unit encourages learners to be able
to introduce themselves correctly and use polite language. Some learners
may be hesitant or shy. The teacher has to encourage all learners to be
involved in the lesson. Explain to learners that learning to be polite and
respecting older people is very important.
1.3. Introductory activity and guidance

a) Introductory activity
The teacher should; ask the learners to look at the picture. Then ask learners
questions about what they see. Play a game of “I spy” around his or her
own classroom. Now introduces himself or herself to the class, using his or
her full name, and teach learners how to respond politely to an adult.
Explain to the learners that when they talk about things that are general
facts (for example, their name and their age), they use present simple tense
verbs, for example: I am seven years old. My name is Michael. The teacher
writes on the board. School starts at 7:00
b) Guidance on the introductory activity:
1. Letters of the alphabet
- Read the letter of the alphabet to students
- Ask them to repeat after you
- Read each letter while showing the example of an object with the name
starting with the same letter.
Example: Say A and show apple; say A and show axe(drawing), say A
and show ant(drawing)
- You need to be saying: A for apple; A for axe; A for ant
13
- Ask learners to repeat after you
- Continue repeating until you see that learners are able to tell letters by
themselves
- Draw a wall chart with the only learnt letters with image examples of
words and hang it in p1 classrooms
Note: The above will apply to all units.
- Repeat the same process for the alphabetical letters section at the
beginning of every unit
- For all other units, begin by making a quick review of the already learnt
letters from the previous units.
- Unit 10, as all letters will have been taught, help learners revise all letters,
from A to Z by singing the ABC song.
2. Activity introducing the unit
The teacher should; Give the learners opportunities to practise the greetings.
They can work in groups. Look at the illustration with the learners. Explain
that some learners may need glasses to read. Encourage all the learners to
respect each other. Let the learners take turns to introduce themselves and
a friend to the rest of the group.
c) Possible answers to the introductory activity.
Exercise 1: Talk about school 1. Learners must say the teacher’s name. 2.
Answers vary. The learners must say how many learners there are in the
class.
1.4. List of lessons/sub-heading (Including assessment)

24 periods
# Lesson title Learning objectives Number
of periods
1 Greetings and - Introduce himself or herself 3
introduction - Talk about himself or herself
- Write about himself or herself
2 Reading about Introduce himself or herself 3
introductions - Talk about himself or herself
- Complete sentences about himself or
herself
14
3 Singing a song - Orally name talk about your self 3
together - Read and repeat all letters making
alphabet)
- Pay attention to the teacher
4 Talking about - Name school subjects and describe 3
school timetables orally.
- Listen to a text read aloud about
subjects and timetables and show
understanding visually or in writing.
- Read a short text about the subjects
learners like and show understanding
visually or in writing.
- Construct a school timetable.
- Investigate the subjects which
learners like
5 Telling time - Read the time 3
- Talk about the timetable
- Draw a timetable and write about it
6 Using timetables Recognise the use of the present simple 3
tense and modal verbs.
- Read the time
7 Giving and Introduce himself or herself 3
following - Talk about himself or herself
instructions - Write about himself or herself
- Complete sentences about himself or
herself
End of - Greet and 3
unit introduce
assess- people,
ment - Talk about
oneself,
- Talk about
school subjects
and ask for
permission
- Retell a story,
- Write short
sentences.
15
1.5. Guidance on different lessons
The teacher should;
- Give the learners opportunities to practise the greetings. They can work
in groups.
- Look at the illustration with the learners. Explain that some learners may
need glasses to read. Encourage all the learners to respect each other.
- Let the learners take turns to introduce themselves and a friend to the
rest of the group.
Lesson one: Introductions

a) Learning objectives
At the end of this lesson, the learner should be able to:
- Introduce himself or herself
- Talk about himself or herself
- Practicing greetings
b) Learning and Teaching Resources
In this lesson, the teacher may use pictures, • Visuals • Charts • Drawing
paper, textbooks.
c) Learning activities
Guidance on learning activities
Give the learners opportunities to practise the greetings. They can work in
groups. Let the learners take turns to introduce themselves and a friend to
the rest of the group.
Possible answers to learning activities
Lesson 1: Talk about school
1. Learners must say the teacher’s name.
2. Answers vary. The learners must say how many learners there are in the
class.
16
Lesson two: Sing a song together: Alphabet
- Sing the alphabet song
- Read and repeat all letters making alphabet)
- Pay attention to the teacher
In this lesson, the teacher may use • Visuals • Charts and tables • Drawing
paper and pencils
Sing the alphabet song.
Divide the class into groups to sing different letters of the alphabet. As they
sing, ask them to point out various objects in the classroom beginning with
different letters. Ask the learners to shout out the words and then write
them in their exercise books. Let the learners take turns saying which letter
of the alphabet their name starts with. Ask them to say, for example: My
name is Michael. My name starts with an M.
Some learners may have difficulty naming the letter that begin names. Make
sure that learners can make the sound of each letter of the alphabet and
recognise it when spoken.
1. Learners must state the name of the letter that their name starts with.
2. a. Learners must write the names of four other people in their class.
b. They must be able to say which letters their names start with.
Lesson three: Talking about the school and your best subject
- Name school subjects and favourite subjects orally.
- Listen to a text read aloud about subjects and timetables and show
paper. Textbooks and pencils •
17
Teacher asks learners about the pictures and what they can see. For example,
I can see trees.
Answers may vary. For example, my school’ name is ……
My teacher’s name is…………...
- The learners must answer the questions about their favourite subjects.
Answers vary from learner to learner.
- The teacher should use this exercise to demonstrate how to conduct a
survey. He or she can:
- Ask the learners to make a list of their school subjects.
- Ask them to put up their hands when the name of their favourite subject
is called out.
- Make a tick on the board against each subject for each hand that is
raised. The teacher can now use this information to demonstrate how to
create a bar graph. Learners should be able to identify the most and
least favourite subjects.
Activity 7: Play a game using a table.
This is a practical activity with no fixed answers.
Lesson four: Telling time

- Read the time
- Read the time
- Tell correct time
- Show time on the cock
In this lesson, the teacher may use pictures, • Visuals • Charts and tables
• Drawing paper and pencils • Model clock. Paper clocks.
18
Explain how to read time. Ask the learners to take turns showing various
times on the clock. • Continue with the concept of time and explain to the
learners how timetables work. Draw a timetable on the board and ask the
learners to say where certain lessons fall. Let them practise using sentences
with before and after.
Exercise 5: Read the time
The teacher does this exercise visually, using a clock that he or she holds
up for the class to see. He or she can demonstrate the hour and minute
hands and show how they move around. Some learners may not have seen
an analogue clock before.
Answers: The clocks read: 08:20, 04:30, 2:00 and 06:10.
Lesson five: Using Time table

- Read the time on the time table
- Interpret the timetable.
In this lesson, the teacher may use pictures, • Visuals • Charts and tables
• Drawing paper and pencils • Model clock
Explain how to read time. Ask the learners to take turns showing various
times on the clock.
Continue with the concept of time and explain to the learners how timetables
work Draw a timetable on the board and ask the learners to say where
certain lessons fall. Let them practise using sentences with before and after.
19
Exercise 12: Talk about the timetable.
1. The English lesson begins at 9:25 and ends at 10:05.
2. They have Maths lessons at 8:45 and ends 9:25.
3. They have Art at 11:00 and ends at 11:40.
4. Kinyarwanda ends at 10:45.
5. Social studies begins at 11:40 and end at 12:20.
Exercise 13: Draw a timetable and write about it
Learners may need help creating a timetable. The teacher draws a blank
one on the board for them to copy. Learners must fill in the times and lessons
for their class on a Tuesday and write sentences about their timetable.
Lesson six: Giving and following instructions

a) Learning objectives.
At the end of this lesson, learners will be able to;
- Follow the given instructions.
- Respond according to the given instructions.
In this lesson, the teacher may use • Visuals • Charts and tables •textbooks.
Drawing paper and pencils •
Look at the pictures with the learners. Demonstrate how to give instructions.
Let the learners work in pairs and give each other simple instructions, by
matching the numbers. For example, “point to the door” “touch the floor’’.
The teacher allows the learners to work in groups, pretending to be the
teacher and giving each other instructions.
Lesson seven: Asking for permission

- Use polite language in everyday life
- Know the use of polite words in asking for permission.
- Recognise the use of the present simple tense and modal verbs.
20
b) Teaching resources
paper and pencils •
The learners read about asking permission. The teacher reads the instructions
to the class. Explain that we use words such as may, can, will and must
when we ask or give permission. These words are modal verbs. (The learners
do not have to know the name of the verb at this level.) Let the learners do
activity 15 and practise asking permission.
Lesson eight: sounds and spellings

- Read words and simple sentences with “ck” sound
- Identify words with “ck” sound in a sentence.
paper and pencils. Flash cards.
Read the words and sentences under activity 16 with the class. Try to
emphasize on the “ck” sound.
End of unit assessment

1. Learners’ Answers vary.
2. 1. Good morning
2. How
3. Please
4. Hello
3. The learners’ answers may vary.
5. a. What
b. Where
21
6. a. Neck c. Sack
b. Duck d. Tack
1.6. Additional Information for the teacher

The teacher should let learners do some activities as homework in their
spare time in order to cover the unit in time.
1.7. Remedial, extension and additional exercises

• Remedial exercises
The teacher makes up flash cards with greetings such as “hello” and “how
are you” then flashcards with sound “ck”. He or she gets learners to read
them out loud and write them in their exercise books.
• Extension exercises
In groups, the teacher gives learners turns moving the hands around the
clock and asking each other what the time is.
• Consolidation exercises
The teacher should:
1. Allow learners to pretend to be different people in the community and
create appropriate greetings.
2. Call out the words from Exercise 4 for learners to write unaided.
3. Hold up clocks showing different times. Let the learners call out the time.
4. Allow learners to draw figures with speech bubbles and write different
greetings in them.
5. Allow learners to fill in a timetable for the full week.
Assessment
• Formative assessment: The teacher should check that learners can
correctly greet each other and tell the time. They should also be able
to give and respond to instructions correctly.
• Summative assessment: The teacher can use the review questions at
the end of the unit.
22
UNIT 2 GAMES AND SPORTS
2.1. Key unit competence:

To use language learnt in the context of sports.
2.2. Prerequisites (Knowledge, skills, attitudes and values)

Most young children like to be active and doing sports. The teacher uses
this unit to encourage healthy pastimes and an interest in looking after our
bodies. He or she should be sensitive to any learners who may be physically
disadvantaged. Learners should be encouraged to be part of a team as well
as be able to play individual sports. If time permits, the teacher can ask a
local sports person to come and demonstrate kicking and throwing to the
class.

The teacher introduces the lesson by asking learners about their favourite
sports. If possible, he or she brings different types of balls to class. Let’s the
learners guess which game is played with which ball. He or she asks the
learners to look at the different pictures and then to match them to the
correct sentence.
The teacher should: Look at the photographs with the learners and explain
that some people may have physical impairments such as just having one
leg. Explain that everyone can do all sports and that there are special
events such as the Paralympics.
Answer may vary from pupil to pupil
23
2.4. List of lessons/sub-heading (including assessment)
of periods
1 Talking about - Recognise and produce sounds in 6
sports familiar and common words.
- Punctuate a sentence accurately.
- Talk about the sports they can do
and like.
- Read simple sentences about the
sports people like and show
- Listen to a text read aloud about
sports and show understanding
- Write a short text about sports.
2 Describing - Use do and does 6
ability - Recognise the use of the present
simple tense, short answers with
gerunds and modal verbs.
- Identify words for sports
- Talk about sport
- What can they do?
- What sports do they play?
3 Famous - Recognise the use of the present 6
Rwandan simple tense and modal verbs.
sportspeople - Talk about the sports they can do
and like. • Read simple sentences
about the sports people like and
show understanding visually or in
writing. • Listen to a text read
aloud about sports and show
4 Listen to a text Listen to a text read aloud about sports 5
and show understanding visually or in
writing.
- Write a short text about sports (In
The present simple tense, and Short
answers: yes I do, no she doesn’t and
Punctuate a sentence accurately.
- Like +-ing use of (Gerund verbs): She
likes swimming.
- (Can, can’t).
- Appreciate the role sport in life
24
5 Listen and - Write a short text about sports (In 5
answer The present simple tense ,and Short
answers: yes I do, no she doesn’t
- Like +-ing: She likes swimming.
- (Can, can’t. ).
- Appreciate the role sport in life
End of Describe the 4

unit position of
assess- places in the
ment community and
give and follow
directions

The teacher should:
- Look at the photographs with the learners and explain that some people
may have physical impairments such as just having one leg. Explain that
everyone can do all sports and that there are special events such as the
Paralympics.
- Make sure that the learners can identify the different types of sports.
Lesson one: Talking about sports

- Recognise and produce sounds in familiar and common words.
- Punctuate a sentence accurately.
- Talk about the sports they can do and like.
- Read simple sentences about the sports people like and show understanding
- Listen to a text read aloud about sports and show understanding visually
or in writing.
- Write a short text about sports.
• Visuals • Photographs • Pictures • Drawing paper and pencils • Pictures
of sports people
25
The teacher asks learners which are their favourite sports. Hold up different
types of balls so that learners can guess which game is played with which
ball. Ask the learners what their favourite sport is. Encourage learners to
discuss their favourite sports and to say why they like them. Keep a checklist
of how many learners liked which sport, for later use when playing the
memory game.
- Write the names of the sports in the text on the board for learners to
copy down. Teach the correct letter formation.
- Let the learners work in pairs and do activity 1.
Activity 1: Match the pictures and sentences Learners must look at the
pictures and match the correct sport name and picture.
Lesson two: Describing Ability

- Use can do and cannot do.
- Recognise the use of the present simple tense, short answers with gerunds
and modal verbs.
- Identify words for sports
- Talk about sports
- What can they do?
- What sports do they play?
• Visuals • Photographs • Pictures • Drawing paper and pencils • Pictures
of sports people
Read about Linda and Bob with the learners. Explain that the words can
and cannot (can’t) show whether we have the ability to do something.
Invite learners to tell the class about things they can or cannot do. Make
sure they understand that the word can’t is a contraction of cannot (a short
way of saying it)
26
Activity 4: What can they do?
1. a. Linda can swim.
b. Bob can’t swim.
2. Learners’ own answers.
Lesson three: Talking about favourite sports.

- Recognise the use of the present simple tense and modal verbs.
- Talk about the sports they can do and like.
- Read simple sentences about the sports people like and show understanding
visually or in writing
- Listen to a text read aloud about sports and show understanding visually
or in writing.
In this lesson, the teacher may use • Visuals • Photographs • Pictures •
Drawing paper and pencils
b: Listen and repeat Jean and Claire talking about their favourite games.
c) Learning objectives
- Write a short text about sports (In The present simple tense, and short
answers: Yes, I do, no she doesn’t and Punctuate a sentence accurately.
- Like +-ing: She likes swimming.
- (Can, can’t. ).
- Appreciate the role of sport in life
d) Learning and Teaching Resources
In this lesson, the teacher may use maps, diagrams, photographs and
pictures.
Read the sentences with the class and talk about Jean and Claire’s favourite
games. Show them how to draw up a tick chart.
27
Activity 6: Use words ending in -ing
Suggested answers for activity 6
- Running
- Skipping
- Cycling
- Playing
- Swimming
- Jumping
Exercise 7: suggested answers
1. The Rwandan football team is Amavubi.
2. You can watch football games at Kigali Pele Stadium.
3. Rwandans like watching their football games.
Lesson four: Sounds and spellings

Learning objectives
At the end of this lesson, the learner will be able to;
- Read words and simple sentences with “wh” sound.
- Use “wh” sound in sentences.
Learning and teaching resources.
In this lesson, the teacher may use; flashcards written on sound “wh” and
picture cards.
Learning activities.
Guidance on learning activities.
- Tell the learners that /wh/ sound is a kind of a windy sound.
- Be sure to point out that the /wh/ sound always occurs at the beginning
of the word.
- Read words with /wh/ sound to the learners.
- Let the learners repeat words with wh sound on the word cards.

1. Learners’ Answers vary. They can name any two sports,
2. a. I like playing volleyball.
28
b. Mary likes swimming.
c. John can run fast.
d. Claire can swim.
The learners’ answers may vary slightly. Below are the suggested answers.
Manzi: Do you like playing football?
Mary: Yes, I like playing football
Manzi: Do you like playing volleyball?
Mary: No, I don’t like playing volleyball.
1. Write sentences about yourself
a. I like _____________.
b. I don’t like ________.
c. I can ____________.
d. I can’t ___________.
4. Fill in with /ck/ or /wh/ sound.
a. Where do you live?
b. Give me that sack.
c. A lorry has many wheels.
d. John is sick today.

2.8. Remedial, extension and additional exercises

Remedial exercises
The teacher gives extra examples of action verbs such as read, write, listen,
eat, and get learners to add the -ing ending
Extension exercises
The teacher allows learners to make up extra sentences with the special
sports words on the board.
29
Consolidation exercises
The teacher should:
1. Let the learners draw a picture of their favourite sport and write three
sentences to go with it.
2. Let the learners talk about what sport they are good at.
3. Play a mime game in groups. Learners mime a sport and the rest of the
class guess what sport it is.
4. Draw the following table. Learners must match the two parts of each
word to give a correct sports word and write it out.
PART 1 PART 2 COMPLETE WORD
ten ball Tennis
foot nis Football
skat lete Skating
ath by Athlete
soc ey Soccer
com cer Compete
hock pete Hockey
rug ing Rugby
5. Talk about clothing we need for school sports. Let the learners draw a
picture of themselves playing a school sport and label the clothing they
wear.
6. Remind learners of the memory game and draw a bar graph showing
how many people like each sport. Use board work to demonstrate how
to create a bar graph, then allow time for learners to draw the graph
for themselves.
Assessment
Formative assessment: The teacher observes the learners as they work.
Summative assessment: The teacher can use the Review questions at the
end of the unit.
30
UNIT 3 TELLING THE TIME
3.1. Key unit Competence:

To use language learnt in the context of time

In this unit, learners learn to use language in the context of time. This unit
also looks at ways of measuring time – minutes, hours, days of the week,
months, years, etc. Learners should be able to identify routines and their
usefulness.

Before starting, the teacher reminds learners of work completed on clocks
and school timetables in Unit 2. To begin the lesson, learners must match
the correct clock in the pictures to the correct sentence. He or she can also
use a starter quiz by asking learners what they do at certain times of the
day. For example: What do you do at 6.00 (6 o’clock) in the morning?
The teacher should:
- If there are learners who are visually impaired in the class, ensure that
they sit close to the wall clock (if there is one) in the classroom.
- Start the lesson by explaining to the learners how to read time on an
analogue clock. Bear in mind that many learners may be used to seeing
digital clocks, for example the clocks on mobile phones.
- Explain to them that when we talk about something that happens regularly
or that is a given fact, we use the simple present tense. For example:
It is 9.00 (nine o’clock). The learners do not have to know the name
of this tense, but help them to understand how it is used.
- Let the learners work in pairs and do Activity 1.
Exercise 1: Read the time 1. Clock (c) 2. Clock (a) 3. Clock (b)
31
32 periods
of periods
1 Read the - Orally tell the time. 6
Time - Speak and read the day, date, month and year.
- Read a clock.
- Identify words for clock time, time of day, daily
activities, days of the week, dates, months, and
years.
2 Talking - Read dates aloud and repeat them 6
about daily - Listen to the teacher reading dates and write them
routine down.
- Read the time
- Talk about what you do every day
3 Read john’s - Write the times of the day in figures. 6
daily - Read a short text about daily events and show
routine understanding by filling in a table.
- Tell a story using connectors
4 Describing - Construct and describe a daily events timetable 5
the time of in writing
day
5 A daily - Identify words for clock time, time of day, daily 5
timetable activities, days of the week, dates, months, and
years.
- Orally say days of the weeks
6 Talking - Identify words for clock time, time of day, daily 4
about the activities, days of the week, dates, months, and
days of the years.
week - Listen to a text read aloud about daily routines
and show understanding
- Write short sentences about oneself or others
using a daily events timetable
7 The months - Identify words for dates, months, and years. 6
of year - Orally describe daily events.
- Read a calendar.
- Put 12 months of the year in correct order
End of unit - Tell the time, 6
assessment - Say the day,
- Orally say month, and year;
- Describe daily routines
32
The teacher should: If there are learners who are visually impaired in the
class, ensure that they sit close to the wall clock (if there is one) in the
classroom.
Lesson one: Telling the Time

- Orally tell the time.
- Speak and read the day, date, month and year.
- Read a clock.
- Identify words for clock time, time of day, daily activities, days of the
week, dates, months, and years.
In this lesson, the teacher may use Visuals, Photographs, Pictures, Drawing
paper and pencil, Calendar
The teacher should: Let the learners work in pairs and do Exercise 1.
- Ask the learners to tell the class about their daily routine
Activity 1: Match the correct clock
1. Clock (c)
2. Clock (a)
3. Clock (b)
Lesson Two: Talking about daily routine

- Read dates aloud and repeat them.
- Listen to the teacher reading dates and write them down.
- Read the time
- Talk about what you do every day
33
In this lesson, the teacher may use: textbooks, Realia (objects from real
life used in classroom instruction by teachers to improve learners’ understanding
of other cultures.
The teacher should:
Ask the learners to tell the class about their daily routines. Match the daily
routines with pictures on activity 2. Read the text describing John’s daily
routine. Ask the learners to read it with the teacher or in groups.
Activity 2: Match the daily routine to the picture
Answers vary. The learners will talk about what they do each day.
Activity 3: Listen and repeat about John’s daily routine.
Possible answers.
1. John goes to bed at night.
2. John goes to sleep at seven o’clock.
3. John waters the garden in the afternoon.
Activity 4. With your friend talk about your daily routine.
Answers may vary.
Lesson Three: Describing time of the day.

- Say when we do things
- Go around the class giving examples like, “I go to work at 9. You go to
school.” Face each of your pupils’ and state a general truth: T: “John,
you live in Gicumbi.” John (to teacher):
34
In this lesson, the teacher may use, Realia (objects from real life used in
classroom instruction by teachers to improve learners’ understanding of
other cultures and real life situations) Pictures Photographs, Drawing paper
and pencils flash cards, markers, maps, computer and a projector.
The teacher should: Ask the learners to tell the class about their daily
routine. Read the text describing time of the day. Ask the learners to read
it with the teacher or in groups.
Explain to them that when we talk about something that happens regularly
or that is a given fact, we use the simple present tense. For example: It is
9.00 (nine o’clock). The learners do not have to know the name of this
tense, but help them to understand how it is used. Go around the class
giving examples like, “I go to work at 9. You go to school.” Face each of
your pupils and state a general truth: T: “John, you live in Kigali.” John (to
teacher):
Activity 5: Talk about what you do every day. Learners’ answers vary.
Lesson Four: A daily timetable.

- Fill in a timetable
- Read dates aloud and repeat them.
- Write about timetables.
other cultures and real life situations) Pictures Photographs , Drawing paper
and pencils flash cards, markers, maps, co and a projector.
The teacher should ask learners to draw the table in their exercise books
and complete it. They can add more rows if needed.
35
Activity 7: Fill in a timetable.
Copy the table into your activity book.
Possible answers to the learning activities.
Answers may vary.
Lesson five: Talking about the days of the week

- Listen to a text read aloud about daily routines and show understanding
- Write short sentences about oneself or others using a daily events timetable
In this lesson, the teacher may use Visuals • Photographs • Pictures •
Drawing paper and pencils. Learners must make a calendar for the classroom.
Explain that some days such as birthdays and holidays have special meaning.
Invite the learners to tell the class about days that are special to them and
their family. The teacher can use this opportunity to talk about public
holidays in Rwanda, and the meaning of each holiday. Put a big calendar
on the board or wall and point out the different holidays.
Activity 11: What day is it?
1. Answer depends on what day it is. 2. Thursday 3. Saturday and Sunday
4. Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
Lesson six: Days of the months

- Tell days in each month
- Identify words for dates, months, and years.
- Orally describe months of the year.
- Study a calendar.
36
Visuals • Photographs • Pictures • Drawing paper and pencils • Calendar
Read through the months of the year with learners. Learners should be able
to recite the months of the year in the correct order.
- Explain to the learners that not all months have the same number of
days.
- Learners must make a calendar for the classroom. Explain that some
days such as birthdays and holidays have special meaning. Invite the
learners to tell the class about days that are special to them and their
family. The teacher can use this opportunity to talk about public holidays
in Rwanda and the meaning of each holiday. Put a big calendar on the
board or wall and point out the different holidays.
- Help learners read and answer questions about months of the year.
Possible answers: 1. January, 2. February, 3. April, 4. 7, 5. 30
Learners’ answers may vary.
Lesson seven: Dates on a calendar.

- Identify words for dates, months, and years.
- Orally describe months of the year.
- Read a calendar and make school calendar.
Visuals • Photographs • Pictures • Drawing paper and pencils • Calendar
Talk about dates on the calendar.
1. Answers will depend on what day it is.
a.–b. Learner’ own answers
37
Lesson eight: Sounds and spellings.
At the end of this lesson, the learner will be able to;
- Read words and sentences with sound /sh/
- Make simple sentences using /sh/ sound.
- Identify /sh/ sound in the sentence.
b) Learning and teaching resources.
In this lesson, the teacher may use, Realia for example dish (objects from
real life used in classroom instruction by teachers to improve learners’
understanding of other cultures and real life situations) Pictures Photographs,
Drawing paper and pencils flash cards, markers, maps, computer and a
projector.
c) Guidance on learning activities.
Tell learners that another way to elicit the /sh/ sound is by talking about
how to be quiet with a baby.
- Talk in whispers and practice saying shhhh.
- You can hide a doll somewhere in the room and have some children
search the room while they say shhhhh.
- Then they can practice words with /sh/ sound.
- Read / sh/ sound words as learners repeat
- fi-sh=fish
- w-ash=wash
- sh-eepp=sheep
- di-sh=dish
Possible answers to the learning activities.
Activity 20. Circle words with /sh/ sounds in the sentences below.
a. A fish lives in water.
fish
b. They wash clothes every day.
wash
38
3.6. Additional content/text to the Pupils’ book
Additional Information for the teacher
- Periods were increase due to the content’s weight in this unit as compare
to others to fit a term work load.
- The teacher should let learners do some activities as homework in their
spare time learning beyond classroom. They can as well teach their
parent about heath and balanced diet!

Remedial, extension and consolidation exercises
Remedial exercises
The teacher can give two sheets, one with the days of the week and another
one with the months of the year and get learners to copy them into their
books in the right order.
Extension exercises
Learners can write simple sentences about their daily routines
The teacher should:
1. Give learners paper plates to make a simple clock. They can use card
strips and pins for the hands.
2. Let the learners draw a series of pictures showing daily exercises in the
correct sequence.
3. Sing the months’ song.
4. Make a work sheet with two columns. In one column, put the time in
numbers and in the other the time in words (in a different order). Learners
can then match the correct numbers to the words.
5. Read the following poem and let learners have fun finding out what day
of the week they were born on. Monday’s child is fair of face, Tuesday’s
child is full of grace, Wednesday’s child is full of woe, Thursday’s child
has far to go, Friday’s child is loving and giving, Saturday’s child works
hard for a living, But the child that’s born on the Sabbath day, Is bonny
and blithe, good at play.
39
6. Make a calendar and mark each learner’s birthday on it.
7. Make a page-a-day diary for seven days and fill it in.
Assessment Formative assessment:
The teacher makes sure that the learners know the days of the week and
the months of the year. He or she can use Exercise 10 as an assessment
activity. Observe how the learners work together in groups.
Summative assessment:
Use the Review questions at the end of the unit
40
UNIT 4 FOOD

To use language learnt in the context of food.

Food is an important topic, the teacher should encourage learners to talk
about it and also to become aware that we need to make the right food
choices if we want to be healthy.

The teacher should decorate the classroom with pictures of food. Introduces
the lesson by asking learners what their favourite meal is. Learners must
look at the picture and then answer the questions using these three words:
morning, lunch, evening.
- I eat breakfast in the morning.
- I have lunch in the afternoon.
- I eat dinner in the evening.
The teacher should:
Divide the learners into groups and blindfold them. Hold out healthy fruits
for them to smell and touch. Learners can guess what fruit he or she is
holding.
1. This is an open-ended activity.
Learners will tell what they can see.
Exercise 1: Talk about meal times.
1. a) I eat breakfast in the morning.
b) I have lunch in the afternoon.
c) I eat dinner in the evening.
41
2. Answers may vary, but most learners probably say 12:30 or 13:00.
Exercise 2: Match words and pictures
1.–2. a. banana b. eggs c. bread
d. milk e. rice f. beans
g. cabbage h. chicken

# Lesson title Learning objectives Number of
periods
1 Talking about - Talk about mealtimes and about foods 6
mealtimes eaten at different mealtimes.
- Listen to a text read aloud about food
and diet and show understanding visually
or in writing
- identify
2 Talking about - Identify types of food 4
meals - Talking about meal eaten
- Match word and pictures
3 Talking about - Talk about likes and dislikes with respect 6
food likes and to food
dislikes - State words for meals, food, and food
types .
- Talk about likes and dislikes with respect
to food.
- Match words and pictures.
4 Describing - Classify foods. 4
food types - Draw, label and describe food
5 Describing Diet - Write a short text about food and diet. 6
- Listen to Read a short text about food
and diet and show understanding visually
or in writing.
6 Using a Carry out a class survey of what classmates 4
questionnaire eat using a questionnaire
End of unit - Describe diet, and health food 2

assessment - Talk about meals and food preferences.
42
The teacher should:
- Divide the learners into groups and blindfold them. Hold out healthy
fruits for them to smell and touch. Learners can guess what fruit he or
she is holding.
- The learners must match the word with its correct picture. For example,
they must match the word milk with the picture of milk.
- Use this opportunity to explain the use of the definite and indefinite
article. Write these sentences on the board: I eat the apple. I eat an
apple. Ask the learners if they know what the difference in meaning is.
Point out that the word a (or an) refers to any apple. The word the refers
to a specific apple
- Read the text in the learning box about “Saying how much there is” with
the learners. Talk about the words we use to explain how much there is
of something. Few, little, many, some, much, or a lot of. Give verbal
examples and ask learners to give the answer.
Lesson one: Talking about meal times.

- Talk about mealtimes and about foods eaten at different mealtimes.
- Talk about likes and dislikes with respect to food.
In this lesson, the teacher may use, realia (objects from real life used in
other cultures and real life situations) Pictures Photographs , Drawing
paper and pencils flash cards, markers, maps, computer and a projector.
Lesson Two: Talking about meals

- State words for meals, food, and food types.
- Appreciate food types
43
Learning activities
The teacher must help learners match the words with its correct picture.
For example, they must match the word milk with the picture of milk.
The learning box deals with countable and uncountable nouns. Explain to
the learners that countable nouns are things that are in clearly distinguished
units, for example apples and tomatoes. Other things, for example honey
and porridge, do not come in separate parts. You cannot say “I want one
porridge.” (You can say “I want one plate of porridge,” but then it is the
plates which are being counted.) Other things such as rice could perhaps
be counted if you had a lot of time to count all the grains. In practical terms,
however, rice, sugar and salt are uncountable. The teacher can also mention
to the learners that uncountable nouns always take a singular verb: The
honey is sweet. The rice is cooked.
COUNTABLE UNCOUNTABLE
Apples Porridge
Eggs Rice
Bananas potatoes Honey
Sugar
Activity 4: Indefinite or nothing
1. There is no food in the empty cupboard.
2. I am hungry, so I will eat many potatoes.
3. I am not hungry. Don’t give me so much food.
4. The baby drinks only a little milk.
5. There are only few nuts
Lesson three : Talk about food likes and dislikes

- Appreciate different types of food
44
paper and pencils flash cards, markers, maps, computer and a projector.
The teacher should:
- Read the text . Ask the learners to tell the class about foods they like or
dislike.
Exercise 5: Whose plate is it?
This is a practical activity.
- Learners must copy the plates. Learners must then draw what foods they
like on the plate.
- When learners have finished drawing their plates, the teacher takes in
the books and holds them up at random to see if learners can guess who
the different plates belong to. If the teacher has a paper, he or she does
the exercise on paper and displays the plates on the wall.
Lesson four: Describing food types.

- Draw, and describe food.
- Say which group of food is
- Say or write the name of food
other cultures and real life situations) Pictures, Photographs, Drawing paper
45
The teacher should use the learning box which is about different types of
food. If possible, bring some food to school and show these to the learners.
Or he or she can bring pictures of food and display them on the board.
Talk to learners about different food types and then ask them to identify
them from the pictures.
Match and describe food.
1. Learners must draw a picture of one type of food from each food group.
2. They must write the name of the food and the food group under each
picture.
3. Learners must share their pictures with their partner. They must decide
which group each type of food belongs to
Lesson five: Describing diet.

- Read a short text about food and diet and show understanding visually
or in writing
- Say or write the name of food
- Recognise and produce sounds in familiar and common words and spell
them
- Appreciate the beauty and physical features of the country
other cultures and real life situations) Pictures, Photographs, Drawing paper
The teacher should use the learning box which is about different types of
food (Fruits and vegetable Dairies and Grains/cereals and meat). If
possible, bring some food to school and show these to the learners.
46
Or he or she can bring pictures of food and display them on the board.
Talk to learners about different food types and then ask them to identify
them from the pictures.
- Read the text about diet. Have a class discussion about healthy foods.
Ask learners to read the dialogue about diet aloud.
Exercise 9: Sounds and words
1. Beans 2. rice 3. cabbage 4. banana
Lesson six: Making a bar graph

The learners use the information from their questionnaires to create a bar
graph. Note that the learners’ graphs vary, depending on the information
they gathered.
- When the learners have completed their graphs, the teacher asks them
to hand in their books so that he or she can mark the graphs. The teacher
can use the graphs for assessment
Exercise 11:
Talk about what you have found
Learners’ Answers vary.
a. Chicken 8. rice 3. Banana 10. eggs 4 milk 7
Lesson seven: Sounds and spellings
Activity 13. Listen and repeat words with /ll/ sound
At the end of this lesson, the learner should be able to;
Read simple words and sentences with /ll/ sound.
Construct simple sentences using /ll/ sound.
b) Learning and teaching activities
paper and pencils flash cards, markers, maps, computer and projectors.
47
c) Learning activities.
Guidance and learning activities.
Read words with /ll/ sound then let learners repeat.
First, place the tip of your tongue along the gum line behind your front teeth
as if you were about to pronounce letter l’. then, while keeping your tongue
firmly in place, blow a constant stream of air out of the two sides of your
mouth.
ball=ball ha-ll=hall
do-ll=doll
be-ll=bell

spare time learning beyond classroom. They can as well teach their parent
about heath and balanced diet!

Possible answers to the end of unit assessment
1. Breakfast, Lunch, Dinner
2. Countable: Tomatoes, Beans, Potatoes.
Uncountable: Rice, Sugar
Fruits and vegetables Cereals Dairy
Cabbages sorghum cheese
Carrots Maize Milk
Avocado Wheat Butter
Mango Rice Yoghurt
The teacher should:
1. Discuss traditional Rwandan dishes. Let the learners guess what the
ingredients are.
2. Use old magazines and let the learners make posters showing balanced
meals.
48
3. Learners research traditional Rwandan foods. Ask them to compare
these with foods from other countries.
4. Bring food items or pictures of food to school. Let the learners play “I
spy”.
5. Let the learners create a healthy lunch poster and label it. The posters
can include any selection of healthy food that the learners may have
for lunch.
6. Draw a food pyramid showing the food types. Fats and sugar
Carbohydrates Dairy Protein Fruit and vegetables
- Fats and sugar
- Carbohydrates
- Dairy
- Fruit and vegetables
- Carbohydrates
- Protein
Remedial, extension and consolidation exercises

Remedial exercises
The teacher should give learners old magazines and ask them to cut out
pictures of foods and put them in piles for breakfast, lunch and dinner. They
can then stick them onto paper with the correct headings.
Extension exercises
Learners can use old magazines to find pictures of healthy and unhealthy
food and make a collage of each.
The teacher makes sure that learners can differentiate countable foods from
uncountable ones and differentiate indefinite articles from definite ones. He
or she observes how they work together in groups.
The teacher uses the Review questions at the end of the unit.
49
STORIES AND
UNIT 5
DESCRIPTIONS

To use language learnt in the context of stories and processes.

This unit encourages learners to use their imagination. The teacher can put
short fables or stories on the walls and have easy books in the classroom.
Use the lesson to foster a love of reading.

The teacher looks at the picture in the Learner’s book. Asks the learners to
describe what is happening in the picture.
The teacher should:
Ask learners to share own stories they like most.
Exercise 1:
- Read the story in the pupil’s book. Make sure that they understand all
the new words. Guide learners to discuss their own strengths and
weaknesses, specifically help learners to partake where he or she has
identified certain physical impairments. Encourage all learners to partake,
helping those who are shy.
Write about the story Learners must finish the sentences and match them
to a picture. They must also put the sentences and pictures in the correct
sequence.
1. Elephant decided that he was too big to play with the other elephants.
2. After that, he went for a walk on his own.
3. Next, he met Father Lion on the path.
50
# Lesson title Learning objectives Number of
Unit 5: Stories and periods
descriptions
1 Listen to a stories - Follow a story read aloud and show 8
understanding of time sequence.
- Predict the story orally. • Read the story
aloud.
- Read the story of a letter with attention
to connectors of time.
2 Describing a - Read a simple story and show understanding 6 Periods
process of time sequence
- Identify some context appropriate words
for a story.
- Read the story of a letter with attention
to connectors of time
- Write a short text showing time sequence
by using connectors.
- Use of the present simple tense with
connectors of time to show time sequence
- Give picture to describe animals,
- Jumbled descriptive and write correct
sentences
- Exercise on linking
3 Review: - Recognise the use of the present simple 6
Punctuation and tense with connectors of time to show
capitalisation: full time sequence. • Identify some context
stops. appropriate words for a story.
- Telling stories
- Describing a process English
- Recognise the use of the present simple
tense with connectors of time to show
time sequence.
- Identify some context appropriate
words for a story.
4 End of unit - The teacher uses the Review questions at 4
assessment. the end of the unit.
- Read a simple story,
- Follow a story read aloud,
- Predict the story, write a short text showing
time sequence by using connectors.
51
Guide the learners through Exercise 2.
- Read the text about describing a process with the class. Guide them to
understand the concept of a sequence of events. Ask a few learners to
tell the class about other processes they know where things happen in
a specific order.
- Explain how linking words are used to join actions to each other. Give
examples for learners to follow in the classroom. For example: First sit
down, then takeout your books.
- Read the text in the learning box with the learners and make sure that
they understand how to use full stops and capital letters. Ask the
learners to give examples of proper names.
Listen to a story
- Follow a story read aloud and show understanding of time sequence.
- Predict the story orally.
- Read the story aloud.
- Read the story of a letter with attention to connectors of time.
b) Learning and Teaching Resource
In this lesson, the teacher may use pictures, Flashcards. The teacher may
also use internet to play a story.
The teacher read a story (The teacher reads the story about baby elephant
to the class) aloud and learners follow attentively. He/she should be loud,
clear and mind about pronunciation. Finally, he/she may ask them to work
in groups and answer comprehension questions. • Matching • Sequencing
• Retelling • Writing • Listening • Predicting • Understanding Explain to
the learners that we use describing words so that we can picture something
in our minds. Talk about the steps involved in writing and sending a letter.
Ask the learners if they have ever sent or received a letter. Invite them to
tell the class about it.
52
Exercise 1: Listen and read the story, then answer the questions.
1. Elephant decided that he was too big to play with the other elephants.
2. After that, he went for a walk on his own.
3. Next, he met Father Lion on the path
Possible answers
1. big
2. a long walk
3. lion
Lesson one: Describing a process

- Read a simple story (The teacher reads the story about baby elephant
to the class.) and show understanding of time sequence
In this lesson, the teacher may pen pencils, pictures piece of paper, envelope,
photographs and pictures.
Read the text about describing a process with the class. Guide them to
understand the concept of a sequence of events. Ask a few learners to tell
the class about other processes they know where things happen in a specific
order. • Talk about the steps involved in writing and sending a letter. Ask
the learners if they have ever sent or received a letter. Invite them to tell
the class about it. • Let the learners work in pairs and do Exercise 2.
Exercise 2: Talk about the process
1. First she sat down and began writing on a piece of paper.
2. She wrote her grandmother’s address on the envelope. Next, she put
a stamp on the envelope. After that, Mary went to the post box with
her mother and posted the letter.
3. The postman delivered the letter.
53
4. The letter was taken in a van to Kayonza, where her grandmother
lived. Michael’s grandmother opened the envelope and read the letter
5. Mary sat down and then began to write on a piece of paper.
6. Next, she put the letter in an envelope.
7. After that, she put the letter in a post box.
8. Finally, the postman delivered the letter.
d) Learning activities
Read Exercise with the learners. Explain how linking words are used to join
actions to each other. Give examples for learners to follow in the classroom.
For example: First sit down, then takeout your books, read the text in the
learning box with the learners and make sure that they understand how to
use full stops and capital letters. Ask the learners to give examples of proper
names. Note that 1. a) Tell pupils that we use capital letters whenever we
write names of people and names of places (proper nouns) and when we
start a sentence we use capital letter (the first letter should be a capital or
upper case).
e). when we write a sentence, we end with a full stop.
Exercise 5: Use full stops and capital letters
1. Mary goes to Kigali.
2. Patrick talks to Frank.
3. Agnes and Jessica live in Huye.
Lesson two: Sounds and spellings

Sound /oi/: Listen and repeat words with oi sound
a. oil
b. soil
c. point
d. toilet

- Give emphasis on Use of full stops and capital letters, by giving examples
54
Remedial exercises
The teacher gives sentences using sequences for learners to complete:
- I go to bed and I sleep. (I go to bed and then I sleep)
- I brush my teeth my dinner. (I brush my teeth after my dinner) Extension
exercises
- Give learners pictures of different animals to write descriptive words
about.
- Learners can draw the different actions in the song and write a caption
under each one.
The teacher should:
1. Let the learners draw a set of boxes showing the sequence of an
exercise such as getting up and brushing teeth.
2. Give learners the beginnings of a story to finish. For example: Ute had
a small dog. The dog kept getting through a hole in the hedge and
chasing cars. Ute knew this had to stop…
3. Write a letter home. Let the learners write a simple letter, and address
it correctly. Pay attention to handwriting.
4. Describe an animal out loud and get learners to guess what it is.
5. Word puzzles. Give learners some jumbled up descriptive words that
they must write correctly.
The teacher makes sure that learners know some of describing and linking
words and can use them to describe things of process. He or she observes
how the learners work together in groups. Summative assessment: The
teacher uses the Review questions at the end of the unit
55
1. I eat breakfast in the mornings and then I brush my teeth. Next I
brush my hair. After that I go to school. My parents read me a story
at night time before I finally go to sleep.
2. d, c, a, b
3. First she wrote a letter. Then she put it in an envelope. Next she posted
the letter. The postman delivered the letter.
4. a. Michael and I are going home.
b. Mary likes reading. Remedial, extension and consolidation exercises
Summative assessment: The teacher uses the Review questions at the end
of the unit.
56
FAMILY MEMBERS AND
UNIT 6
HOUSEHOLD ACTIVITIES
Lesson one: Describing family members

- Follow a written text describing a sequence of daily events
- Listen to a text read aloud about people and their jobs and show
understanding by responding visually or in writing.
- Read a short text about people and their jobs and show understanding
by responding visually or in writing
- Describe family members and their jobs in writing.
- Use of the present simple tense with connectors of time to show time
sequence
In this lesson, the teacher may use: Pictures and/or photographs, Tables
To facilitate pupils, the teacher guides the learners work in pairs and do
introductory activity 1.
Talk about household activities. Answers vary.
Learners talk about activities at home and ask questions.
Exercise 1: listen and read, then answer the questions.
Possible answers
a. Richard
b. Muteteri
c. Makuza
d. Mary.
e. Karongi.
57
Exercise 2. Listen and repeat after the teacher.
Possible answers. Answers may vary.
Lesson two: What job do they do?

At the end of this lesson, the learner should be able to listen to a text read
aloud about people and their jobs and show understanding by responding
Follow a written text describing a sequence of daily events
Read a short text about people and their jobs and show understanding by
responding visually or in writing
Describe family members and their jobs in writing.
Use of the present simple tense with connectors of time to show time sequence
In this lesson, the teacher may use a pen, a pencils, a pictures, a piece of
paper, an envelope, photographs and pictures.
Ask the learners to tell him or her what they see in the pictures. Talk about
the different jobs the people do. Invite the learners to tell him or her what
job they would like to do one day. Let the learners match the names of the
jobs with the correct pictures
Exercise 3: Listen and repeat after the teacher reading the following words.
Exercise 3: Read the story and answer the questions
1. Mr. Kagabo is a policeman
2. Mr. Ngoga is a teacher.
3. Mr. Karinijabo is a nurse.
4. Mrs. Keza is a shopkeeper.
5. Bruno is a carpenter.
6. They are famers.
58
Exercise 4: Listen and repeat after the teacher reading the jobs.
Lesson three and four: Talking about household activities

- Identify words for household activities, jobs and numbers to 100
- Listen to a text read aloud about people and their jobs and show
understanding by responding visually or in writing.
- Follow a written text describing a sequence of daily events
- Read a short text about people and their jobs and show understanding
by responding visually or in writing
- Recognise the use of questions in the present simple tense and of
connectors and adverbials of time to describe time sequence.
- Describe family members and their jobs in writing.
- Use of the present simple tense with connectors of time to show time
sequence
pictures.
They can do this either in the class or as homework. Ask them to hand in
their charts for marking. He or she can use this as an assessment opportunity
Let the learners look at the pictures and read the text. Explain to them
what “doing words” (verbs) are. Ask them to make sentences with verbs
that describe daily activities at their homes.
Lesson five: Timing the journey

The teacher should:
- Help learners read about Mukiza’s timed journey to school. Learners
should be helped to read by respecting correct pronunciation and
punctuation.
- Help learners answer the questions about Mukiza’s timed journey to
school. 1. 20 min, 3. 7h10, 4. 20 min, 5. 9h50min, 6. 20 min.
59
Lesson six: Sounds and spellings
Listen and repeat words with oy sound.
a. boy
b. toy
c. enjoy
d. joy
Possible answers to the End of unit assessment
1. Answers may vary
2. Cooks, brush, fetch
3. Farmer, Teacher, Nurse, Carpenter
4. 20 min
60
UNIT 7 WEATHER

To use language learnt in the context of weather

Learners should become aware of differences in climate and seasons, within
Rwanda and in other countries. The teacher puts pictures on the classroom
walls of different types of weather and also different climates in different
countries, for example, snow, floods, and deserts. Learners should also be
made aware of different temperatures.

Introductory activity
The teacher plays a miming game by pretending to be in windy, sunny and
rainy weather asking learners to guess what sort of weather he or she is
miming. Let the learners look at the pictures in the Learner’s Book and
describe the weather in each one.

of periods
1 Describing - State words for weather, temperature, months
the - Read air temperature using a thermometer.
weather - Listen carefully to how the teacher pronounces
words for weather and sounds, and repeat
- Describing the weather
- Describing temperature
2 Describing - Talk about the weather Read a temperature
temperature graph
- Discuss weather words ending in -y and -ing.
- Match the sentence and the picture
- Look at the pictures and describe the
- Read about the weather in Rwanda
- Talk about using a thermometer.
61
3 Describing - Talk about using a thermometer
rainfall - Talk about using a thermometer.
throughout - Describing temperature throughout the year
the year - Describing rainfall throughout the year
End of unit - Describe weather,
assessment - Read air temperature and interpret annual
weather graphs
- Read air temperature and interpret annual
weather graphs.

The teacher plays a miming game by pretending to be in windy, sunny and
rainy weather and asking learners to guess what sort of whether he or she
is miming.
Lesson one: Describing the weather

- State words for weather, temperature, months
- Read air temperature using a thermometer.
- Listen carefully to how the teacher pronounces words for weather and
sounds, and repeat
- Describing the weather
- Describing temperature
- The learner can describe weather, read air temperature and interpret
annual weather graphs.
In this lesson, the following would be useful: Pictures and/or photographs
- Thermometer
- Model thermometer
- Temperature graphs
The teacher should: Make sure the learners know the vocabulary they need
for talking about the weather, before starting the first lesson, Write the
words on the board and ask the learners to explain what they mean: hot,
warm, cool, cold, rain (y), wind (y), sun (ny), etc.
62
Exercise 1: Listen and repeat after the teacher reading about weather.
Talk about the weather: (all questions are open-ended, so answers will vary)
Exercise 2: Talk about weather.
The teacher lets the learners look out of the window and describe the
weather. Learners must decide if it is hot or cold today. He or she can also
keep a chart over the next week and get learners to fill it in each day
Exercise 3:
Rearrange the letters
1. rain
2. sun
3. cloud
4. wind
Exercise 4:
Match the sentences and the pictures
1. It is a sunny day. – Picture d
2. The wind is blowing. – Picture b
3. It is raining. – Picture c
4. It is cold. – Picture a
Possible answers (all questions are open-ended, so answers will vary)
Lesson two: The weather in Rwanda

- Talk about the weather in Rwanda.
- Read a temperature graph
- Discuss weather words ending in -y and -ing.
- Match the sentence and the picture
- Look at the pictures and describe the
- Read about the weather in Rwanda
- Talk about using a thermometer.
63
Activity 5. Weather words.
- Thermometer
- Model thermometer
- Temperature graphs
Read the text in the learning box. Explain that –y at the end of a word
(adjectives) tells what the conditions are characterised by, for example,
wind. (It is windy.) Read the words with the learners and check for correct
pronunciation. Write the words on the board for learners to copy into their
exercise books.
Explain that words ending in –ing mean that something is happening
continually at the moment. (It is raining.) Guide the learners to understand
the concept of the present continuous tense (indicated by the –ing at the
end of the verb). Read the text with the pupils. Draw their attention to the
words very, a lot and a little. Explain that these words tell us more about
how cold or hot it is, and how much it is raining. They have to apply this
in Exercise 4.
Exercise 6
What is the weather like today? There are two possible answers for each
sentence.
1. Today it is a little/very windy.
2. Today it is raining a little/a lot.
3. Today it is a little/very cloudy.
Lesson three: Describing temperature

- Listen carefully to how the teacher pronounces words and sounds, and
repeat.
- Draw a temperature graph
64
In this lesson, the teacher may use projector, Textbooks, diagrams, photographs
and pictures.
- Read the text and explain the concept of temperature. Ask learners to
read off the temperatures and say which is hot and which is cold. Ask
the learners to give examples of things that are cold or hot.
- Explain to the learners how to read graphs. Explain the difference between
line graphs and bar graphs. Discuss the temperature graph and talk
about the temperature in Rwanda. Compare the temperature at different
times of the year.
Exercise 7:
Read a temperature graph
1. The hottest month was July.
2. May was the coolest month.
Lesson four: Describing rainfall throughout the year

Activity 8. Use the bar graph to answer the questions.
1. false
2. true
3. true
4. true
Activity 9. Talking about weather in Rwanda.
The teacher lets the learners work in groups. They must discuss the weather
in Rwanda. They can use the examples in the Pupil’s Book to come up with
their own questions.
Is it very rainy in Rwanda in July and June?
No, it is not. It is very hot in June and July.
65
Activity 10:
A. Listen and repeat after the teacher reading the weather related
words:
1. Sunny
2. Rainy
3. Cloudy
4. Hot
5. Cold
Lesson four: Sounds and spellings

1. Fill in the gaps with the missing letters
2. It is very hot in June and July.
3. The weather is very cold today. It is raining a lot.
A ctivity 11. sound /ai/
- Read words with/ ai/ sound .
- Identify words with /ai/ sound in a sentence.
- In this lesson, the teacher may use Pictures of words with sound /ai/.
- The teacher may also use internet to download a video that shows sound
/ai/.
- The teacher may also use flash cards.
c) Guidance on learning activities.
Read words with/ ai/ sound as learners repeat.
a. rain c. snail
b. maize d.nail
Activity 12. Read these sentences of /ai / sound
1. it is raining now.
2. we plant maize in rainy season.
3. A snail moves slowly.
66
1. a. rain b. cloudy c. sunny d. windy 2. Rwanda is not too hot or too cold.
It rains a lot. 3. Learners must draw a picture showing the weather today.
Underneath they must write the words that describe the weather.
Additional Information for the teacher
- Try as much as possible to adapt the concepts to the level of learners
don’t give examples of far-fetched rather than local examples (use simpler
language that learner would understand)
Remedial, extension and additional activities (Additional)
Remedial Activities:
The teacher makes a small work sheet with the words rainy, sunny, cloudy
and windy. He or she lets the learners draw a picture of each word and
write the correct word underneath.
Extension exercises: Learners can look up the weather forecast in the
newspaper each day for a week and make a note of it.
Consolidation activities
The teacher should:
1. Give learners pictures of other areas (Districts of Rwanda with different
climates such as Musanze, Nyabihu, Kayonza and Ngoma. Give them
a list of words to choose from and match with the picture.
2. Ask learners to make up their own funny weather rhyme.
3. Talk about the climate in Rwanda and compare it with that in other
countries. Use pictures from magazines. Let the learners describe the
climate.
4. Measure and record the temperature for five days.
5. Let the learners act out being a weather forecaster and give a weather
report.
6. Talk about the seasons of the year and describe weather conditions
at different times. Describe appropriate clothing for different seasons.
Let the learners draw and write about their favourite season.
67
Extended activities
The teacher observes the learners as they work. Makes sure that they
understand the concepts and vocabulary relating to weather. Pay attention
to how they work together in groups.
The teacher can use the Review questions at the end of the unit
68
UNIT 8 THE ZOO

To use language learnt in the context of animals, birds and insects.

Rwanda has an abundance of wildlife. The teacher uses this unit to encourage
learners to be proud of their country and their environment. He or she tries
to make them aware of the need for conservation and protection of wildlife.

Before the teacher starts, he or she tries to get hold of pictures of various
animals, birds and insects that are indigenous to Rwanda. Displays them
on the walls. If there are school library books about local flora and fauna,
he or she can have these on display in the classroom as well. He or she
starts the lesson using the picture at the beginning of the unit. Learners
must look at the picture and then point to the different animals, insects,
birds and reptiles.
b) Possible answers to the introductory activity.
Exercise 1: Name the animals, birds and insects
The learners name the animals. (Elephant, crested crane, lion, butterfly,
mosquito, eagle, monkey, snake)

32 periods
# Lesson Learning objectives Number
title of periods
1 Naming - Naming animals, birds and insects Read about 4
animals, animal birds and insects
birds and - Listen to a text about birds and insect read
insects aloud
- State words for mammals,
69
2 Saying - Classify animals orally and in writing 4
what - Listen to a short text read aloud about animals
animals and their key features and show understanding
can do visually or in writing according to their abilities,
colour, food and where they live
- Recognise and produce sounds in familiar and
common words and spell them
- Identify the use of the present simple tense, the
present continuous tense and modal verbs
3 What do Saying what given animals can do Read short 4.
animals texts about animals and their key features and
eat? show understanding visually or in writing ,use of
the present simple tense, the present continuous
tense and modal verbs
4 Where do animals live? 4
- Label a map showing where animals live.
- Listen to a short text read aloud about animals and their
key features and show understanding visually or in writing
according to their abilities, colour, food and where they
live
5 Animal - Listen to a short text read aloud about animals 4
colour and their key features and show understanding
visually or in writing according to their abilities,
- Saying what colour given animals are.
6 Describing - Listen to a short text read aloud about animals 4
pictures of and their key features and show understanding
animals visually or in writing
- Fill in a tick chart
7 Types of - State words for mammals, insects, birds, 4
animals animal activities.
- Read words for animals types: birds and
insects describe what animal do using word is
or are and -ing form ( Present simple tense)-
:questions with what, where, do. Short
answers.
- Present continuous tense: declarative, negative,
questions with what? Short answers.
End of - Describing, classifying, write short sentences, 4
unit match a set of pictures and sentences.
assessment - Identify and classify animals according to what
they eat, where they live, what they can do
and what colour they are
70
The teacher should:
- For Exercise 1, let the learners point to the picture of animals. Ask learners
to agree or disagree about whether he or she has named the animals
correctly. This is practised by affirmative and negative statements.
- Read the text in the learning box. Explain that animals move in different
ways. Ask the learners to imitate the movements while they say the
words.
- Pay special attention to learners who might have a reading difficulties
and assist them where necessary. Sing the song with the learners, then
sing the song together. At the end they must add: cow, ducks, pig and
dog. The learners must add as many animals as they can think of. Ask
them to do actions showing how the animals move.
Activity: Naming animals, birds and insects
- Name animals, birds and insects
- Read about animal birds and insects
- Listen to a text about birds and insect
- State words for mammals,
In this lesson, the teacher may use Pictures and/or photographs, World
map and a projector. The teacher may also use internet to download a
movie that shows some animal.
Exercise 1:
- Name the animals, birds and insects
- The learners name the animals. (Elephant, crested crane, lion, butterfly,
mosquito, eagle, monkey, snake
Exercise 2:
- Say yes or no: Learners must look at the photos and answer the question
below each photo. Say: Yes, it is. or no, it isn’t.
71
- Identify the use of the present simple tense, the present continuous tense
and modal verbs.
Lesson one: How do animals move?

a) Learning and Teaching Resources
pictures.
b) Learning activities
- The teacher can remind pupils that we use a tick chart to record information.
Ask the learners to tell him or her about things that animals can and
cannot do. Fill in a tick chart and then talk about the chart with learners.
Orally describe pictures of animal activities using the present continuous
tense.
How do animals move? Learners must look at the pictures and establish
how different types of animals move.
Answers
1. Snake can’t fly it crawl on the ground.
2. Fish can’t walk it swims.
Exercise 4: Fill in a tick chart
1.–2. These are practical activities.
3. The learners can write a summary of the information in the tick chart,
for example: Monkeys can climb trees. Rabbits cannot climb trees. Two of
the animals eat grass. (Rabbits and zebra.)
Lesson two: Animal sounds

Activity 5: Listen and repeat reading aloud the the poem about different
animal sounds.
Lesson three: What do animals eat?

Activity 6 Listen and read about what animals eat.
a) Learning and Teaching Resources
72
In this lesson, the teacher may use Pictures and/or photographs , World
map.
Group animals
1. Learners draw circles.
2. Grass-eating: zebra, elephant, cows Meat-eating: lion, dog, cat
- Note monkeys are fruit-eating – see if learners notice this.
Lesson four: Where do animals live?

Activity 7 Listen and repeat where animals live.
Show a map of Rwanda illustrating National parks to leaners. Read for
learners to repeat about where animals live and all about National parks
in Rwanda.
Lesson five: Animal colours

- Listen to a short text, read aloud about animals and their key features
and show understanding visually or in writing according to their abilities,
- Saying what colour given animals are.
pictures.
Talk about animal colour. Show pictures of animals with good camouflage.
Let the learners write down the names of Rwandan animals that have good
camouflage.
Let the learners do activity 9. He or she can extend the exercise by showing
the learners additional pictures from magazines.
Possible answers Learning activities
Say what colour animals are Impala – brown; zebra – black and white;
polar bear – white; rabbit – grey; gorilla – black; jackal – brown and black
with a bit of white
73
Lesson six: Describe the pictures of animals
Ask learners to observe the animals n the picture and help them guess and
tell what animals are doing.
2. Eating meat
3. Runnning
4. Swimming
Lesson seven: Types of animals

- Listen to a short text read aloud about animals and their key features
and show understanding visually or in writing
pictures.
Read aloud for learners to repeat about mammals, insects, reptiles and
birds. Make sure you are showing them a picture of all these types of animals
while reading.
Lesson eight: Sounds and spellings

Sound /ei/ (a-e)
- At the end of this lesson, the learner should be able to:
- Read words and sentences with/ei/ (a-e) sound
- Make sentences with a-e sound words.
- Identify words with/ ei/ (a-e) sound in a sentence.
- Flashcards
- Sound charts.
74
Guidance on learning activities.
- Listen and repeat words with /ei/ sound.
a. Snake
b. Crane
c. Cake
d. Table
e. Day
f. May
g. Pray
1. Answers vary
2. Zebra, Cow, Gorilla
Remedial, extension and consolidation exercises Remedial exercises. The
teacher writes the following words on a card: dog, cat, bird, lion, eagle,
duck, bee, fly. Learners must sort them into animals, insects and birds
Extension exercises
The teacher lets the learners pretend they are going on a safari. Let them
draw pictures and write the names of all the animals they see.
Consolidation exercises The teacher should:
1. Let the learners play animal charades.
2. Work in groups. Mime an animal’s movements. Let the rest of the group
guess what animal it is.
3. Find out about animals that live in other countries.
4. Create a short project on birds in his or her area.
The teacher should assess the circles made with pupils and observe the
learners while they work in class.
75
UNIT 9 COUNTING AND WRITING

To use language learnt in the context of mathematics.

This unit deals with mathematical terminology. The teacher uses the unit to
strengthen learners’ vocabulary and confidence in using maths terms. Try
to keep the lesson light and fun so that learners who struggle with maths
do not feel intimidated.

The teacher lets the learners look at the picture and say, the numbers from
1 to 10 out loud. They must write the numbers out.
The teacher should:
- Make the learners aware of the importance of numbers in our daily life.
Ask the learners to say where we can see numbers around us. Guide the
learners to think about house numbers, telephone numbers, the numbers
on coins and bank notes, etc.
- Let the learners read the numbers in the number square out loud. Let
them say the numbers backwards, from 100 to 1. Pay special attention
and assist learners who struggle with pronunciation, and other difficulties
in general.
- Tell the learners that a symbol is a short sign that we write instead of
something else. Explain to them what the mathematical symbols mean.
Ask some learners to come to the board and write the symbols.
- Work through the text in the Learner’s Book for each mathematical
function. Bring an element of fun into the lesson by using props such as
balloons, small toys, beads and even some sweets to illustrate adding,
subtracting, multiplying and dividing objects. Guide the learners to realise
that numbers are all around us and that we use maths every day without
even being aware of it.
76
Lesson one: Writing numbers in words and in figures
Listen to numbers and write them down
1. Learners say the numbers to one another.
2. One, two, three, four, five, six, seven, eight, nine, ten.
3. a. Five comes after four and before six.
b. Three comes after two.
c. The number before eight is seven.
Exercise 3:
Names of numbers.
Exercise 4: Match words and symbols
1. add: +
2. subtract: –
3. multiply: ×
4. divide: ÷
5. equals: =

24 periods
of periods
1 Counting - State words for numbers up to 100, hundreds, 6
and writing thousands, and for addition, subtraction,
numbers multiplication and division.
- Match words and symbols
- Practise the language of other subjects, so that
you will be able to use it in those subject lessons.
2 Talk about - Talk about addition 4

addition - Write symbols
- Listen and repeat after numbers read out
- do addition (add two or more numbers together
to make a total)
- talk through the operations orally
- Distinguish addition symbol (plus) from other
symbols
- Describe addition in written form
77
3 Talk about - Identify the subtraction symbol 4
subtraction - Appreciate the importance of numbers
- Talk about subtraction
- do subtraction (take away, remove from or
minus)
- Distinguish addition from subtraction (plus
and minus)
- Practice subtraction
4 Talk about Talk about multiplication 4
multiplication Listen to numbers and write them down
5 Talk about Add, subtract, multiply, divide and talk through 4
division the operations orally. • Describe operations in
written form. • Write numbers in numerical and
written form
End of unit Calculate using basic addition, subtraction, 2
assessment multiplication and division.
Lesson two: Talking about addition

- Talk through the operations orally
- Distinguish addition symbol (plus) from other symbols
- Describe addition in written form
Visuals, drawing paper, and pencils.
Work through the text in the Learner’s Book for each mathematical function.
Bring an element of fun into the lesson by using props such as balloons,
small toys, beads and even some sweets to illustrate adding. Guide the
learners to add and get the total.
Exercise 4:/Activity 4: Practise addition.
a. 3 + 7 =10 three plus seven equal ten
b. 3+5= 8 three plus five equal eight
c. one, four, equals, plus, five 1+4=5
78
Lesson three: Subtraction
- Distinguish addition from subtraction (plus and minus)
- Practice subtraction
In this lesson, the teacher may use Visuals, drawing paper, and pencils.
Pay special attention and assist learners who struggle with subtraction
small toys, beads and even some sweets to illustrate subtracting,
Exercise 5: Practice subtraction
Three minus two equals one 3-2=1
7-4=3 seven minus four equals three
10-8=2 ten minus eight equals two.
Ten minus two equals eight. 10-2=8
Seven minus five equals two. 7-5=2
Lesson four: Multiplication

- Distinguish multiplication from subtraction (plus and minus)
- Practice Multiplication
- Appreciate the role of multiplication in calculations
79
The teacher can refer to guidance provided in the previous sub-title to guide
learners on how to multiply. Pay special attention and assist learners who
struggle with multiplication
small toys, beads and even some sweets to illustrate multiplication,
demonstrate how we multiply. Ask some learners to come to the board and
write the multiplication symbols. Ask learners to volunteer examples.
a. 3 × 3 = 9 three times three equals nine
b. 2 × 5 = 10 two times five equals ten
Lesson five: Division
- Understand how to divide
- Practice Division numbers
Pay special attention and assist learners who struggle with division
small toys, beads and even some sweets to illustrate division
Exercise 7: Practice division
1. 10 divided by 5 = 2. Each will get 2 sweets.
2. Two. 10÷2 = 5
10 ÷ 2 = 5 ten divided by two equals five
9 ÷ 3 = 3 nine divided by three equals three
80
Exercise 8.
1-c, 2-d, 3-b, 4-a, 5-f, 6-h, 7-e, 8-g
Lesson six: Sounds and spellings

- Read words and sentences with/ ea/ sound
- Use words with /ea/ sound to make sentences.
- Identify words with ea sound in a sentence.
- Flash cards
- sound charts
- videos with/ ea/ sound.
c) Learning activities.
Listen and repeat words with/ ea/ read as /i/
a. meat
b. seat
c. teacher
d. tea
e. eat
Activity 10: Read and draw good pictures
a. Keza is reading a book.
b. This is a leaf.
c. Manzi is eating food.
1. a) Eight b) Three c) four d) nine
2. (+) plus, (-) minus, (x) multiply, (÷) division

spare time in order to cover the unit in time. And even those simple
calculations can be taught differently in other cultures.
81
In fact, the cultural backgrounds of our pupils are rich resources from which
mathematical concepts may be developed in English. Use different strategies
for teaching math to P2 pupils learning English lesson. Word Walls should
be used at all grade levels. Teach specifically the language of mathematics.
Help learners to understand the different meanings of words such as table and
how to use them correctly in a mathematical context.
Remedial exercises
The teacher makes flash cards with the numbers 1to10 and shuffle them.
He or she gets the learners to lay them out in the right order and then write
the names in their exercise books.
Extension exercises
Learners can make up their own word sums to ask each other.
1. In pairs, learners make up their own addition problems and draw
story sums using addition.
2. In pairs, learners make up their own subtraction problems and draw
story sums using subtraction.
3. In pairs, learners make up their own multiplication problems and draw
story sums using multiplication. 4. In pairs, learners make up their own
division problems and draw story sums using division.
4. The teacher makes a multiplication square from 100 to 1,000. Colour
in all the 100s on the multiplication square. Learners write down the
names in words and numbers.
5. The teacher plays “I spy” with numbers in the classroom.
6. In pairs, learners make a story using Mathematics and share it with
the class.
7. The teacher makes “play money” notes and coins from paper. Collect
objects and mark them with prices. Let the learners work in groups
and “buy and sell” objects.
The teacher should assess the learners’ knowledge and performance while
they do the various calculations.
82
THE PAST
UNIT 10
AND FUTURE TENSE
10.1. Key unit competence

Talking about events in the past and future.

In this unit learners must learn to differentiate between the past, the present
and the future. They should be able to know the difference between things
that have already happened and things that still have to happen. This unit
also teaches learners how to use simple sequences. If possible, the teacher
puts pictures up around the classroom that tell a story in sequence

The teacher explains to the learners that the words we use to describe past
events differ from the words we use to talk about the present. Let the
learners look at the pictures and describe them as though they were
happening in the present, and then as though they happened in the past.
For example: I play football. Last week I played football.
The teacher should:
- Read the text with the learners. Tell the learners that some words show
us that something happened in the past. Examples include last week,
yesterday, beforehand, etc. Ask the learners to think of more examples
paying special attention to those who struggle to communicate well.
Encourage these learners by asking them what fun activities they have
recently done.
- Explain to the learners that we usually change words to show that they
refer to the past tense. Read the text in the learning box. Discuss more
examples.
- Read the learning box with the learners. Introduce learners to the concept
of things that happened in the past. Talk about things that happened at
school last week. Ask learners to share things that happened to them at
home last week.
83
Exercise 1: Recounting past events
Exercise 2: Talk about a day in the past
1. Let the learners work in pairs. They must ask each other “What did
you do yesterday? Did you play any sports or games last week? What
did you do on the weekend?”
2. Learners write their own sentences

40 periods
of periods
1 Recounting - At the end of this lesson, the learner should be 5
past events able to:
- -Recognise the use of the past simple tense
and near future
- Read a simple story in the past and show an
understanding of the time sequence
- Recounting past events orally
2 Describing - Describe events in the past and future, in 5
a day in speech and writing.
the past - Write and speak about events in the past.
- Visually or in writing.
- Speak about yesterday’s school timetable.
3 Ivan’s day - Write a simple story in the past and show an 6
- retell a story about what you did previous
- Speak about your daily routines: get up, get
dressed, have breakfast, brush my teeth, etc
- day
- Make a dairy
4 Describing - Talk about school timetable 8
lessons in - Describe events in the past and future, in
the past speech and writing.
- Appreciate school time table
84
5 Telling Listen to a story attentively and show 4
stories understanding
-answer comprehension questions
Appreciate story telling
6 Describing future plans 6
-Recognise the use of the past simple tense and near future.
-Read a simple story in the past and show understanding of
time sequence
Write about future plans
7 End of unit describe events in the past and future, read a 6
assessment: simple story set in the past, retell the story with
support, write a short

Lesson one: Recounting past events
- Recognise the use of the past simple tense and near future
- Read a simple story in the past and show an understanding of the time
sequence
sequence
- Recounting past events orally
• Teacher’s Guide • Learner’s Book • Pictures • Flashcards • Connector
cards
Read the text with the learners. Tell the learners that some words show us
that something happened in the past. Examples include last week, yesterday,
beforehand, etc. Ask the learners to think of more examples paying special
attention to those who struggle to communicate well. Encourage these
learners by asking them what fun activities they have recently done.
Exercise 1: Look at the pictures of what I did last week.
Listen and read the sentences below.
85
Lesson two: Describing a day in the past
- Describe events in the past and future, in speech and writing.
- Write and speak about events in the past.
sequence visually or in writing.
- Speak about yesterday’s school timetable
Use charts graphs, realia, diagrams, pictures, and graphic organizers Visuals,
drawing paper, and pencils.
Explain to the learners that we usually change words to show that they
refer to the past tense. Read the text in the learning box. Discuss more
examples.
- Read the text learning box with the learners. Introduce learners to the
concept of things that happened in the past. Talk about things that
happened at school last week. Ask learners to share things that happened
to them at home last week.
Exercise 2: Talk about a day in the past
1. Let the learners work in pairs. They must ask each other “What did
you do yesterday? Did you play any sports or games last week? What
did you do on the weekend?”
2. Learners write their own sentences
Lesson three: Daily routine in the past.

Exercise 3: Write a sentence for each day of the last week and what you
did.
- This is a practical activity and Answers vary.
86
Lesson four: Describing lessons in the past
Look at and talk about the school timetable. Teacher should first make
learners understand words like before, after, then and last.
Learners must write sentences about which lessons they had yesterday.
Answers vary depending on what different classes they had. Examples may
include Maths, Science, English, etc. They can start like this: Yesterday my
school lessons were…
Lesson five: Story telling

Activity 5: Place the pictures in the correct order
Learners must put the pictures in the right order. The sequence should be:
d, c, a, b
Activity 6 Who said it? Learners must name the character who said each
of the speech bubbles, in the fable ‘The hare and the tortoise’. “There is
plenty of time to relax.” – Hare “I will beat you.” – Tortoise “How do you
expect to win this race when you are walking so slowly?”– Hare
Exercise 7: Tell a story Let the learners work in groups. They must tell the
story of Hare and Tortoise and then act it out.
Lesson six: Describing future plans

- Recognise the use of the past simple tense and near future.
- Read a simple story in the past and show understanding of time sequence
Write about future plans
Read the dialogue on page 85 with the learners. Explain to them that the
things Ivan and Katia are saying are going to happen in the future. Ask the
learners which words in the text show that it is in the future tense.
87
Exercise 8: Talk about future plans
1. Gasore is going to ride his bicycle. Neza is going on a trip with her
mother.
2. Learners’ own answers. Make sure that they use the future tense
correctly
Exercise 9: Make a weekly plan
This is a practical activity.
Lesson seven: Sounds and spellings

a. Moon b. room c. book d. school e. stool
Read sentences with /oo/ (/u/) sound

a. My room is clean
b. John is going to school
c. I am reading a book.
Guidance on the learning activity
- Read the words with sound /oo/
- let the learners repeat

Learners must complete the second column.
COLUMN 1 COLUMN 2
A I can see the birds. Yesterday I saw the birds.
b. We talk to each other. Yesterday we talked to each other.
c. I visit my aunt. Tomorrow I will visit my aunt.
2. a. I am swimming in the lake. b. Yesterday, I swam in the lake.
3. Learners must finish the story.
Answers vary. Suggested answer: Yesterday, Mary went to a shop and
bought a radio. Today, she is listening to music. Tomorrow, she will listen
to music.
88
- Periods were reduced due to the content’s weight and number of passages
in pupils’ book.
Give pupils opportunity to talk to each other with other in small groups
or with a partner during whole class discussions. This may make them feel
more comfortable trying out new vocabulary without the anxiety of speaking
in front of the whole class. P2 learners will understand material better if
they explain it to another pupil either in English or in their home language
(Kinyarwanda).
10.7. Remedial, extension and consolidation exercises

Remedial exercises
The teacher uses the sentence “I am sitting at my desk”
Let the learners write it using the words “today, yesterday and tomorrow”.
Extension exercises
The teacher lets the learners make up sentences using today, yesterday
and tomorrow.
The teacher should:
1. Let the learners draw a picture and describe their day to a friend.
2. Let the learners draw a picture of something they want to happen in
the future and write a simple sentence.
3. Make sentences about things that happened in the past and that will
happen in the future.
Assessment
Formative assessment:
The teacher observes the learners while they work to make sure that they
understand everything. Takes in the diaries the learners made in Exercise
3 for assessment.
The teacher can use the Review questions at the end of the unit.
89
REFERENCES
1. Adrian Wallwork (2008) Discussions A-Z intermediate: A Resource
Book of Speaking Activities. Cambridge University Press
2. Anderson, L.W. , Krathwohl, D.R. , Airasian, P.W., Cruikshank, K.A.,
Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C. (2001). A Taxonomy
for Learning, Teaching, and Assessing: A revision of Bloom’s Taxonomy
of Educational Objectives. New York: Pearson, Allyn & Bacon
3. Colin Campbell and Hanna Kryszewska (2011) Learner- based Teaching.
Oxford University Press.
4. Carol Booth Olson (2006) The Reading/ Writing Connections: Strategies
for teaching and learning in the Secondary Classroom. Oxford University
Press.
5. REB (2015). New Competence - based Curriculum. Kigali Rwanda.
6. REB (2016). English Primary 3 Pupil’s Daily Reader.
7. Mary N. Irungu (2010). Sound and Read, Book 2: Danmar Publishers
8. Fastline Educational Consultancy Firm (2019). Phonic Reading with
Stories Pupil’s Book 1, Kampala.
90

English P2 TG

Uploaded by

Copyright:

Available Formats

English P2 TG

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

English P2 TG

Uploaded by

Copyright:

Available Formats

English

for Rwanda Schools

Dr. MBARUSHIMANA Nelson

PART II: SAMPLE LESSON PLAN . . . . . . . . . . . . . . . . . . . . . . . . . 9

III. UNIT DEVELOPMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Unit 1: Greetings, introduction and talking about schoo. .l . . . 13

Unit 2: Games and Sports. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Unit 3: Telling the time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Unit 5: Stories and descriptions. . . . . . . . . . . . . . . . . . . . . . . . . 50

Unit 6: Family members and household activities. . . . . . . . . . 57

Unit 9: Counting and writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

Unit 10: The past and future tense. . . . . . . . . . . . . . . . . . . . . . . 83

2.1 Developing competences

Co-operation, All activities that require pupils to work in pairs or in groups

The generic competences help pupils deepen their understanding of English

2.2 Addressing cross cutting issues

Cross-Cutting Issue Ways of addressing

Cross-Cutting Issue Ways of addressing

Gender: English teachers should address gender

Inclusive Education: Firstly, English teachers need to identify/

Adaptation of assessment strategies:

Sample lesson plan

Steps and timing Description of teaching and learning Cross-cutting

1.2. Prerequisites (knowledge, skills, attitudes and values)

1.3. Introductory activity and guidance

1.4. List of lessons/sub-heading (Including assessment)

Lesson one: Introductions

Lesson four: Telling time

Lesson five: Using Time table

Lesson six: Giving and following instructions

Lesson seven: Asking for permission

Lesson eight: sounds and spellings

End of unit assessment

1.6. Additional Information for the teacher

1.7. Remedial, extension and additional exercises

2.1. Key unit competence:

2.2. Prerequisites (Knowledge, skills, attitudes and values)

2.3. Introductory activity and guidance

End of Describe the 4

2.5. Guidance on different lessons

Lesson one: Talking about sports

Lesson two: Describing Ability

Lesson three: Talking about favourite sports.

Lesson four: Sounds and spellings

End of unit assessment

2.7. Additional Information for the teacher

2.8. Remedial, extension and additional exercises

3.1. Key unit Competence:

3.2. Prerequisites (knowledge, skills, attitudes and values)

3.3. Introductory activity and guidance

Lesson one: Telling the Time

Lesson Two: Talking about daily routine

Lesson Three: Describing time of the day.

Lesson Four: A daily timetable.

Lesson five: Talking about the days of the week

Lesson six: Days of the months

Lesson seven: Dates on a calendar.

End of unit assessment

4.1. Key unit Competence:

4.2. Prerequisites (knowledge, skills, attitudes and values)