English Syllabus For Grade 2 (2).dockklpl

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1. English Syllabus For Grade 2
Unit1: Our Surroundings (25 periods)
Learning outcomes: At the end of this unit, Students will be able to:
Listen to and sing songs.
Pronounce short words.
Use family related words in their daily communication.
Describe thingsin their surroundings.
Express feelings using likes and dislikes.
Write short sentences about their parents
Competency Content/Language item Learning activities and Resources Assessment

2. Listen to a song and repeat it
after the teacher.
Sing a song together with the
teacher and the classmates.
Sing a song alone.
Pronounce short words
formed with short / long
sounds fluently.
Recognize diagraph sounds.
Explain what they have at
home. (I have…)
Make dailygreetings
properlyusinggood/
morning/
afternoon/evening/.
Listen to a short story and
reflect it using the teachers
A song on home village
Short vs long sounds
Door/doll
Cat/cut
Leave/live
Words with ‘sh, ch, bl, etc’
Sheep/ship
Cheap/chip (combination of two letters) relate to
family
Listening and Speaking
Songs on home village
Short stories on families
Contractions and pronunciation. e.g.
its/ it’s…
Where’s
A.Listening and speaking
Students listen to songs
They repeat the song with teacher
They listen to a story and answer by putting
ticks on answers
Game: students describe the sample
family tree
They also describe their family tree to
their friends
Teach a greetings song (Hello Song
B.Expressions
Teacher asks some simple questions What
is it?
students match real objects with words
match pictures to English words.
Students show/point to (three) objects and
say words
Speaking and
listening
Observation of
student
performance on the
activities

3. guide.
Ask simple questions
Respond to simple questions.
Describe a family tree.
Express feelings using likes
and dislikes (I like / dislike...)
Recognise and use words
related to family (Father
(grandfather…)
Describe home materials
(like, chair, table, bed…)
Read a short text on family.
Read a short description of
villages
Write short sentences about
their parents (my mother’s
name is..)
Write three things they like
(foods, animals, etc)
What’s
this/that?
It’s a/an…
What are these/those?
They’re….
Where’s/ where is …?
It’s in/on/under/near/ inside/outside.
Family trees
Question and answer
What do you have at your home?
I have …..
(Necessary words: clothes, table, chair, bed, etc.)
What do you have
…..? I have …..
B.Expressions
Greetings
Hi, good morning, good afternoon, good
evening
Likes and dislikes
I like cat
I like cow
Do you like a dog?
Yes, I like cow
I have,
My father is…
C.Word study
Father: grandfather, great grandpa/father, great
grandma/mother, aunt, uncle
Mother: grandfather, great grandfather, aunt,
uncle
Home materials eg, chair, table, bed
D.Beginning reading
They repeat Pair work:
What’s it?
It’s a/an …..
Hi/Hello! How are you? Fine, thank
you. And you?!
C.Word study
Students write words related to family
Match words with pictures of family
(pictures of father, mother, grandpa,
grandma)
Students use prepositions (in, under, on
etc) to describe home items shown in
pictures
D.Beginning reading
Students silently read and answer simple
comprehension questions such identify
names and figures,
Then they read aloud for oral practice
Students read a small description of a village
and sketch it on a paper
E.Beginning writing
Teacher gives scrambled words and students
arrange it into sentences (three sentences
with not more than five words)
Students list down foods they like in order of
preference and write three sentences to
express what they like

4. Simple stories
Description of a family
Comprehension questions on the text
E.Beginning writing
What do you tell about us /about your parents
Three sentences in scrambled words
Tell us three foods you like in a ranking order
Three sentences in jumbled form
Model paragraph on a family tree

5. UNIT TWO: Days of the Week (25 periods)
Learning outcomes: Upon completion of the Unit, students will be able to:
recite/learn the days of the week in the correct order.
identify the days of the week on a calendar.
link specific days to familiar events.
choose events and actions that make connections with their everyday family routines.
sequence familiar events in time order.
write the days of the week. .
Competencies Language Items/Content Learning Strategies and Resources Assessment
Recognize and spell
high frequency topic
based vocabulary.
Recognize words
related to days of the
week
Write/Spell words
related to days of the
week .
Recognize and spell
key words in simple
sentences.
Use capital letters to
spell words referring
I. Listening and Speaking
Letters:
Listen and repeat the letters –
Aa, Bb, Cc, Dd, Ee, Ff, Gg, Hh, Ii, Jj, Kk, Ll,
Mm, Nn, Oo, Pp, Qq, Rr, Ss, Tt, Uu, Vv, Ww,
Xx, Yy, Zz
Sounds: /i/,/ /,/j/,/u:/,/e/,
ʌ
/æ/, /ə/,
/ :/ɜ ;/ai/
/θ/,/z/,/d/
/fr/
Pronunciation of Monday, Tuesday,
Wednesday, Thursday, Friday, Saturday and
Sunday
Which day comes next?
Monday, Tuesday,
Friday, Saturday,
Students read, listen and say the words.
Teacher allows the students to listen to /watch Days of
the week Video.
Students listen to pronunciation of the days Teacher
conducts repetition drill with proper pronunciation
Students fill in the gaps with the next/previous day of the
week.
Students refer to their class schedule and speak out what
they study on days of the week and in the periods
Students speak out a word or a phrase to tell what they
usually/ always do in days of the week (e.g. Mondays-
go to school; Sunday-go to church/mosque; Saturday-
play)
Teacher asks the students
basic questions:
What day is today? ( e.g.
Today is Friday)
Are you free on Saturday
evening? (e.g. Yes, I am)
Is it (the school) on Monday/
Friday/the weekend?
When is your birthday? (e.g.
My birthday is this Tuesday)
Read aloud words related to days of the week
An activity to practice reading and comprehension.
There are a number of small texts and students fill in
the chart according to the texts after they read them.
Then they find out days of the week associated with
activities.

6. to days of the week.What day is tomorrow? Students put days of the week in their correct order .
Use small letters to
spell words referring
to days of the week.
What day was yesterday ?
Days of the week song
What do you study in the first period on
Monday?
Students fill in the gaps with the next/previous day of
the week.
Students write out the next or previous day of the week
.
What do you usually/always do on days of the
week?
II. Beginning Reading
Spelling days of the week: Writing Activity
Teacher tells students :There are seven days in a week
and that the first letter of the day is always in capital
Letters:
Monday, Tuesday, Wednesday, Thursday,
,Friday, Saturday, Sunday
Monday
Read and circle words that begin with M, T
,W, F, S ,…letters….
Tuesday
Wednesday
Read the short text and fill in the chartThursday
A short reading Friday
comprehension Saturday
using the present simple tense to talk about
activities on different days of the week
(reading, writing ,speaking skills integrated)
Sunday
(students write out the days accordingly)
Tell something you would do/study in each of
the days
III. Beginning Writing
Memory matching game
- Match the English words for days of theweek with their
abbreviations.
Continue writing relatively longer words,
phrases and short sentences
Teacher uses chart and shows students the days of the
week in English together with their normal
abbreviations.
Days of the week and ordinal numbers
Put the days of the week in order
- listen &sing a song on days of the week( individually
and in chorus)
Print the correct letter in the space for each
word
Crossword

7. Write the rest of the days of the week:
Monday, Tuesday, ,
Put the jumbled days of the week in the correct
order
Which day comes next?
Monday, Tuesday,
Friday, Saturday,
-What day is tomorrow?
What day was yesterday?
IV. Word Study:
Monday , Tuesday, Wednesday, Thursday,
Friday, Saturday, Sunday
Some words and phrases that can be used with
the days of the week:
Today-current day
Tomorrow –the day aftertoday
Yesterday- the day beforetoday
Morning/ Afternoon/ Evening/ Night
Today is Saturday.
Expressions :
Today is Friday.
Tomorrow is Saturday.
School is five days a week.
- A simple crossword puzzle: Students
Practice spelling English words for daysof the week.
Students complete some simple sentences by typing in
the missing words for days.
An interactive sequencing activity. Students put the
week in order.
Spelling days of the week: gap fill writing
Activity
-Type the missing letters to spell words fordays of
the week
-Type the missing letters in the gaps to spell English
words for days of the week.
Materials
Large calendar
Days of the week written on index cards
Days of the week read-aloud book
Abbreviations of days of the week‘s written on index
cards
Days of the week video
Lesson Instructions
Weekday Song
Teacher shows students the large calendar & asks them
to turn and talk with their neighbour about what they see
on the calendar.
He/ She call s on a few students to share out their

8. .
responses.
He /She uses a song that will help them learn the days of
the week.
-He/ She sings the song with the students a few times
and point to the days on the calendar as they sing their
names.
Unit Three: Traffic Light (25 periods)
Learning outcomes: Upon completion of the Unit, students will be able to:
Memorize/recite the traffic light colors with their meanings.
Write the colors of traffic light.
Use words to state color meanings of the traffic light.
identify words related to significant road signs
Identify what each color in the traffic light means.
State/define words associated with traffic rules.
Link specific colors to actions of pedestrians and drivers.
Link the traffic light colors to classroom rules.
Tell and demonstrate the meaning of the traffic light signs in English.

9. Competencies Language Items/ Content Learning Strategies and Resources Assessment
Recognize and spell
high frequency topic
based vocabulary.
I. Listening and Speaking
Letters:
Listen and repeat the letters –
Aa Bb Cc Dd, Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn
Oo Pp Qq
Rr Ss Tt UuVvWw Xx Yy Zz
gr-
Sounds: /i: /, /e /, /əu / , /æ/, /ə/,
/j/, /d/, /b/,/g/, / r/, / n/,/l/
- gr
Pronunciation of red, Yellow, amber, green…
Shout command and the kids have to complete the
relevant action
Red: stop
Yellow: run on the spot
Green: Run around the area
Teacher shows a little video relating to the traffic
signs
Teacher uses asong about Traffic Lights (audio
and/or video).
Teacher asks the
children/ students
what color means to
―Go for‖ drivers?
What color means
―Go for pedestrians?‖
What color means to
―Stop ?‖
What the color yellow
tells them to do?
Also, the teacher asks
the students: Are
traffic lights
important?
Teacher asks the
students to draw a
sign, color it and tell
him/her one thing
about it.
Teacher randomly
asks a student to spell
/write out a key word
correctly;e.g. red
,yellow; stop
Write, spell and
recognize words
Students are asked to sing the song with their
teacher/TV/Video model and point to the colors as
they sing(colors given on a chart)
Recognize and spell
key words in Simple
sentences.
Students read, listen and they say the words (red,
yellow / amber, green).
Students listen to pronunciation of the Traffic Light
colors .Teacher conducts repetition drill with
proper pronunciation
Spell words referring
to traffic light
colours
Total physical response (TPR): the kids stop moving
in the class when they see thered color card…..
Use capital letters
Teacher uses eye-catching posters as prompts
whenplaying a listening game.
Use small letters
Teacher displays the traffic lights and talk about
what the childrenknow about traffic lights.
Spell words with
capital letters.
Spell words with
small letters.
Activity:
Some selected students will be given traffic light
cues. Other students will pretend to be vehicles.
Some other groups of students will recite poem as
group in unison. The ‗vehicles‘ perform /behave
according to the traffic lights (colors).
II. Beginning Reading
Read aloud words related to Traffic lights
Teacher displays a picture of the traffic
lights(signs) describing what each sign means
-Students write out a word /phrase /short sentence on

10. Read and circle words that begin with r, g ,y, a,
letters….
Read the short text and fill in the chart
A short reading comprehension using the present
simple tense to talk about activities on different
colours of traffic light (reading, writing ,speaking
skills integrated)
something they would do in coming across traffic
light
Matching exercise
Guided Practice: Teacher gives students a worksheet
that has traffic sign on one side and on the other
separate boxes that describes each sign .Then the
students would have to match it.
Students match the signs to their meaning
Students are asked to match words with a picture e.g
Stop…..
Wait…..
Go….
III. Beginning Writing
Continue writing relatively longer words, phrases
and short sentences
Write/spell out traffic light colors/words
Match Traffic light meanings with colors(match
color& meaning)
Spelling : Print the correct letter in the space for
each word
Trace and copy traffic lights colors
Write the meanings of traffic lights in order :
Red
Yellow/Amber
Teacher conducts spelling and capitalization
exercises
Teacher conducts dictation exercise on key words
Students write the meaning of each sign under a
picture given
.The red light says……..
The........light says WAIT.
The green light says….
Students colour the traffic light (Meaning: Stop,
Wait, Go)
Exercises
Complete simple sentences with

11. Green
Put the jumbled colours of traffic lights in the
correct meanings
What do you do when you see red/yellow/ green
light t?
What does red/yellow /green mean?
given words
Meanings of the colors to a pedestrian and a driver
Materials
Large Paper (black, red, yellow, green, blue,
white…)
Large chart paper with ― The Traffic Light
‖
poem
printed on it
Printed transcript of the text lesson Traffic Lesson for
Kids: Rules and Safety and hard copies of the lesson.
Traffic Light Audio/video equipment
Visual aids/Pictures / showing common road signs
(including):
Caution
Stop sign
Image of a cross walk (Image from the lesson)
Cross walk sign(showing ‗walk‘ and ‗ don‘t walk‘)
Coloring-in pages with full page images of common
road signs; Posters
IV. Word Study
Related words and phrases
Traffic lights vocabulary:
red, green ,yellow, amber
yellow light, red light, stop light, green light
cross a street, caution, be careful,
The kids are given exercises and learn what each
word associated with traffic light mean
The kids match the word with the pictures
The kinds name the traffic signs
Flash card exercise about traffic lights colors
vocabulary 0902707860

12. stop, walk, yield, wait, zebra
Key words:
Pedestrian, cross walk, Traffic,
Expressions :
( Imperative and present tense) Turn
left/right at the traffic lights. Don‘t
turn right at the traffic light. Stop
when the traffic light turns red.
We already use the traffic light systems in a number
of areas.
There are many different colors

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Unit Four: Forest (25 periods)
Learning outcomes
At the end of this unit, the students will be able to:
listen to the names of different parts of a tree and repeat after the teacher
understand the functions of root, stem and leaf
comprehend the benefits of trees from the pictures in the module
understand how to use the indefinite articles “a” or “an” before singular countable nouns
use the above articles before different singular countable nouns correctly
name the different functions of parts of a tree
explain how trees help human beings to stay alive
understand the meaning of the following words taken from the passage “stand”,: “prepare” and “absorb”
use the words in the blank spaces given in sentences
copy down the lower cases, middle cases and the upper cases in the word “plant” correctly
complete sentences with one word
Competencies Language Items/Content Learning Strategies & ResourcesAssessment
Listen to a test and tell the
main idea of the text.
Fill in blank spaces while-
listening a talk.
Pronounce list of words.
Set down words and
expressions while attending a
talk.
Use ways of asking and
answering questions.
Unit 4: Forests
Listening and speaking
Importance of forest
List of words with short vowel sounds
– forest, bush, grass
List of words taken from the text
Listening to a short text on
forests/trees.
Dictation
Word level dictation(Listening and
repeating words chosen from the text)
Talking about parts of a tree:
Pre-listening -The teacher prepares
himself well before coming to class
and pronounces each word as
correctly as possible – Whole class
discussion – on short sounds of words
and meaning of words
While listening - The teacher points
out to the picture of the tree and
forest; Individually, the students say
out the name of the part of the tree
after him
Post-listening – True or false and fill in
gaps activities o be done first
individually and then done in group
Check whether students are able to
read out words with short and long
vowels.
-The teacher tries to find out errors
when students repeat pronouncing
each word after him/her and gives
feedback by asking one of the
students to pronounce it correctly

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Describe their understanding
about forest
Underline words taken from
the text.
Identify two countable nouns
that go with indefinite article
:”a” and another two
Expressions
Importance of forests
Word study
Word related to forests (E.g. forests, jungle,
wood, timber, trees, plants, branch, leaves,
roots vegetation, etc.)
Beginning Reading
Forest
-Read a short text about forest
-Questions on the passage.
Copy down what is being read by the
teacher
A tree has…(leaves, roots,
stem, flower, fruit)
-Speak about importance of trees
(shade, firewood, habitat for birds,
construction, making furniture/table,
etc.)
What does a tree have?
A tree has….
What do we use a tree for?
We use a tree for
The teacher gives students different
words with different articles and lets
them drill as repeatedly as possible
Individual work – copy down list of
words
Whole class discussion on the
meanings of these words
Pre-reading – Whole class discussion
to do brainstorming activities and the
teacher reads aloud list of words taken
from the passage on forests
The teacher reads the three words
very carefully and the students
practise reading the words after
him/her
The teacher reads out the three
sentences that describe the functions
of the root, the stem and the leaf of
the tree
While reading – True/False & blank
-The teacher gives correction by
him/herself.
-teacher’s follow up and correct
-The teacher listens to the
pronunciation of the students and
gives correction if he finds errors
Quiz on Reading.

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countable nouns that go with
indefinite article“an”use
indefinite article “a” or “an”
before four countable nouns
given in the textbook
say out the sentences that
have included the words
stand”,: “prepare” and
“absorb” after the
teacher
Articles taken from the text
filling questions based on the text.
Post reading – answer short answer
questions on the passage
The teacher asks the students to read
out the words with articles as
repeatedly as possible and the
students repeat after him
The teacher explains how to use each
article in simple English or using a local
language in a controlled way
The teacher asks the students to insert
either “a” or “an” before the list of
singular countable noun that begins
with either vowel or consonant sound
The teacher gets each student read
each word and try to understand the
meaning of the word by associating it
with the picture of the tree
The teacher gets the students
complete short sentences with words
learnt above
The teacher explains the different
cases of English letters with examples
Asks the students to write the case of
the three words discussed above
correctly into their hand writing
exercise book
checks the clarity of the lesson by
asking some additional cases on the
blackboard
Collecting learners’ exercise books
to give written corrective feedback on
learners’ attempt.

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use the three words to
complete the spaces in three
sentences.
Write the upper case,
themiddle case and lower case
of the two words that the
teacher says out to them,
Beginning Writing
Completing sentences with words
related to the topic.
Write 5 sentences about the
importance of forest.

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Unit 5: Food crops (25periods)
Leaning outcomes
At the end of this unit the learners will able to:
Listen and write words
Listen and draw pictures
Listen and label pictures
Listen and match words and pictures
Listen and identify consonants and vowels in words
Say words aloud
Identify sounds/letter at the initial and final part of a words
Speak about their favourite food
Identify subjects and verbs
Identify words showing number or mount of something
Identify subjects and verbs in short sentences
Identify and write different types of sentences
Identify and use end marks.
Unscramble sounds to make words
Language Focus
Listening, speaking, Phonic reading and writing
Competencies Language Items/content Learning Strategies/activitiesAssessment
Listen to short texts and
identify important words.
Say words aloud
Listen and write words
Listen and write short and
simple sentences
Unit 5: Food Crops
Listening and speaking
Listening to a short text on
food crops
names of food crops
Pre-listening
Oral discussion on how to
pronounce words and the
meanings of them
While listening
Loud reading; silent reading
Checking students’ exercise
books.
Asking the children to read
letters, words and sentences

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Listen and relate words to
pictures
Draw and label pictures
Listen to short simple text/story
and draw pictures about it
Listen and write consonants
and vowels in selected words
Ask questions
Make short sentences.
Identify vowel and consonant
sounds
Speak about their favorite food.
Identify consonants at the word
initial.
Rehearsing and acting out
conversations.
Identify telling
sentences/statement/
questions sentences,
ordering/command sentences
Listen and write
Listen, draw and label
Dictation
Phrase and short sentence
level dictation related to
food crops
List of food crops they are
familiar in their areas(E.g.
corn, maize, teff, wheat, etc).
Pronunciation
pronouncing vowels and
consonants in the selected
food crop words (a,i,e,o,u,
m,z,w,h,t,c,r,n,s,g,b) from
maize, wheat, corn, barley,
sorghum, beans, etc)
Expressions
Quantifies - singular and
plural nouns
Conversation
Types of sentences (Telling
sentence/statement/
question
sentence/command,
exclamatory)
Word study
Words related to food crops
Beginning Reading
Copying words taken from the
text
andPair work(Asking each
other questions)
Listening to the story and
write words.
Post listening
Listen and copy; individually
provide answer to the
questions asked on the text
Whole class activity on singing a
song
Acting out short dialogues
Cross over group discussion on types
of sentences
Examples
My name is…
(telling sentence)
I am student.
What is your name?/How old
are you?(question)
Open the door.
(ordering/command
sentence)
Please give me your pen.
(Ordering/command
sentence)
Oh, it is very hot!
(Exclamatory sentence)
What a good day!(Exclamatory
sentence)
Read aloud words like - Corn,
maize, wheat, barely, teff, beans,
aloud
Assessing students’ dialogue.
Checking if students are able to
say out the words
Asking students to match
pictures and words
Assessing the ability of saying
out and write the words taken
story
Oral quiz(asking to pronounce
words/sentences)
Asking to underline subjects
and verbs;
Asking to match sentences and
their types.
Asking to use end marks
Going around and observing
students to discussions
Checking if they are able to
provide words in their place.
Giving oral feedback on
learners’ pronunciation of
difficult words

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and exclamation sentences
Read words and circle
consonants/vowels
Read aloud vowels and
consonants correctly.
Read and match pictures
Read short texts and locate
specific words/phrases
Copying words from the board.
Copying down short sentences
d from the board.
Write short and simple
sentences about their likes and
dislikes
Identify and circle/underling
words of quantity from a short
text
Make simple sentences using
words of quantity or amount.
Form some singular and plural
nouns correctly.
Talk about the number or
amount of something
Write telling sentences,
questions, command and
exclamatory sentence
Underline the consonants and
vowels in the words taken from
the names of the food crops
Copy down the given words
from the chalkboard.
Reading aloud names of food
crops.
Read names of food crops and
match -with pictures of the
crops(the teacher -uses pictures
of different food crops
Reading a short text on food
crop and complete blank spaces
Beginning Writing
Unscramble letters to write food
crop words (ehwat=wheat, etc. )
Write the names of food crops
Write missing letters to compete
bank space in names of food
crops(E.g. co- - n)
Reorder words to make
sentences(E.g. tall/is/she= she is
tall)
Write three short sentences
about their favourite food crop
(E.g. My favourite food crop is
maize, etc.)
sorghum, etc.
Pre-reading – Group discussion
on words taken from the text
Filling blank spaces
Drawing pictures
Matching word with pictures
Drawing and labeling pictures.
Loud reading
Discussion
Asking and answering
questions.
pair discussion and group work
Pair work to write the words
filling missing letters
Whole class discussion after
learners have reorder scrambled
letters.
Collecting exercise books and
giving written feedback .
Peer assessment – ordering
them to exchange their exercise
books for peer feedback
Collecting learners’ written
attempt and check whether
learners write sentences
correctly.

20. 107 | P a g e
Unit Six: Polluted Environment (25 periods)
Leaning outcomes: At the end of this unit the learners will able to:
Listen and write words while listening
Listen and repeat important words after the teacher.
Copy down words from the board
Identify English short and long vowel sounds
Listen, and draw picture
Read simple words/sentence and complete blank spaces
Say out the new words about environmental pollution.
Say out sentences about the message of the story.
Write some short sentences.
Unscramble sounds to make words
Competencies Language Items/Contents Learning Strategies Assessment
Listen and write words.
Listen and repeat words and
sentences
Listen and identify message of
simple stories.
Fill in blank spaces by listening or
reading
Telling about themselves and their
parents’ jobs
Pronounce words correctly.
Tell the benefits of gardening
.Talking about food crops in their
areas
Listening and speaking
List of words related to a polluted
environment after the teacher.
Ashorttextonapolluted
environment
Conversation
A dialogue about how their
environment is polluted.
talk about what they (students) can
do to have pollution free
environment. (e.g. planting trees,
etc.)
Expressions
Personal pronouns (I, We, He, She,
Pre-listening:
discussion on list of words related to
pollution
While listening :
Locate specific information while the
teacher is going to read the text
aloud.
Post listening:
Pair discussion on their response to
the questions asked on the text;
Listen and copy
Pair work – performing the dialogue -
Role play
Pair work - Acting out short dialogue
Group Discussion – to talk about
what they can do to alleviate
pollution
Checking if the students have
copied words correctly.
Assessing students’
conversations.
Checking if the children are
able to read words and
sentences

21. 108 | P a g e
Writing short sentences.
Reading words/phrases or and
sentences aloud.
Act out conversations.
Match words and pictures
Copying words from the board.
Pronounce words taken from a text.
Read a paragraph and tell the main
idea.
Read a paragraph and identify the
specific information.
Pronounce short and long vowel
sounds.
Copying down short sentences d
from the board.
Order words to form a meaningful
sentence.
Write short sentences.
It)
Word study
Climate, weather, pollution, oxygen, etc.
Beginning Reading
-List of words related to polluted
environment.
-A short paragraph on a polluted
environment and fill blank
spaces.
-Some English short and long
vowels from words related
polluted environment
(Example: a , a: e, e: , i, i: o, u,
u:)
Initial writing
Copying down phrases/short
sentences from the board.
Write missing words on blank
spaces from a short paragraph on a
polluted environment.
Unscramble group of words and
write short sentences (E.g. good
tree planting= Planting trees is
good. etc.).
Write5 short sentences using
words related to polluted
environment.
Group discussion on personal pronouns
–
Example
I run on rainy days.
We clean our environment
She eats bread.
He drinks polluted water
She feels sick.
It is a cold day
Song on climate change or pollution.
Drawing pictures
Matching word with pictures
Pre-reading - Individual work –
to pronounce words and telling
the meaning
While reading - Reading words and
sentences aloud(pronouncing) and
Filling blank spaces
Post reading - Talking about polluted
environment.
Individually copying down sentences and
phrases.
Pair discussion – after writing
the missing words
Reorder words to form sentences
Whole class discussion after writing
sentences.
E.g. Polluted environment is bad for
health.
Checking if students are able say
out the words
Checking the list of food crops
written
Assessing if students are able to
match pictures and words
Asking students to tell the
message of the story
Checking students’ exercise
books
Assessing the ability of saying
out and write the words taken
story
Asking to repeat words
Oral quiz(asking to pronounce
words/sentences)
Going around and observing
students to discussions

22. 109 | P a g e
Unit 7: Good Manners (25 periods)
Learning Outcomes
At the end of this unit, students will be able to:
tell the main idea of the listening and reading passages
pronounce the list of words
recount the story they read from the text
write simple sentences about their manners
converse with the partner about good manners
copy short sentences
write simple sentences about good manners
Competencies Language Items/Content Learning Strategies & Activities Assessment
Pronounce words taken from a
talk.
Say outwordsand
expressions.
Transcribe words and phrases
Listening and Speaking
Listening
Revision on common short
vowel sounds
Revision on common long
vowel sounds
Dictation
List of 5 words and polite
words from the spoken
sources.
Listening text about good
manner
Whole class participation: repeating short and
long vowel sounds with words:Example:
Short vowel sounds
Mat, sat, fat, etc......./a/
Bed, let, set, etc......./e/
sit, ship, lip, etc......../i/
pull, put, push etc…./u/
top, pot, got, etc......./o/
Long vowel Sounds
Ice, fire, die.........../I/
Make, cake, lake....../ei/
Boat, goat, coat....../ou/
Book, look, cook...../uw/
Heat, beat, seat......./iy/
Pre-listening – Whole class discussion on list
of words and expressions
While listening – Individual works – listening
and answering questions from the text
Post listening - Learners practice transcribing
polite words or phrases while the teacher is
Self-assessment: Teachers
provide lists of polite
words on the board. Thus,
the students take
correction.
Self-Correction: Check if
students are able to
compare their sentences
they get from spoken
source with given answer.
Give oral feedback to
students role playing.

23. 110 | P a g e
while listening to a talk.
Use polite expressions in their
talk.
Performtheconversation
playing a role.
Polite request Sentences
Conversation
Asking for and giving
Permission
Beginning Reading
Good Manners
Word study (5 words)
Silent Reading
Questions from the text
A Notorious Boy
reading trice (three times)
Example:
Thank you. – Please.
I’m sorry.-Welcome.
Excuse me.
Learners practice writing the sentences while the
teacher is reading aloud the sentences three times
by dissecting each part of the sentences
logically.Example:
Can I help you?
What can I help you, please?
May I get in? etc.
Pair and Group activities - Learners play role
to perform a given dialogue based on asking
for and giving permission.
Example:
Student: (Knock the door)
Teacher: Who is it, please?
Student: I’m Debebe. May I get in?
Teacher: Why are you getting late?
Student: I lost my service.
Teacher: Ok. Is being late a good manner?
Student: No, teacher.
Teacher: Very good. Don’t be late again.
Have your seat, please.
Student: Thank you teacher.
Teacher: You welcome.
Pre-reading – Group discussion to study
words - Learners practice pronunciation and
meaning of words taken from the text.
While Reading – Individual work - Learners
practice reading the text silently and match
Ask learners to read lists of
words and phrases aloud
and giving oral correction.
Collecting exercise books
to check whether learners
provide correct answer.
Ask whole class question
on the specific information
of the tale.
Peer feedback – Telling

24. 111 | P a g e
Demonstrate the meaning of
words using physical
response.
Tell the message of a tale.
Sort words or phrases in their
main part.
Fill out charts.
Write ground rules.
List of words and phrases
taken from the text (bad
manners)
A story about a boy with bad
manner
Writing
Categorizing Terms
Respect others
Insult others
Managing Time
Being late for school.
etc.
Ground rules - Writing
simple sentences on
Classroom Rules (Be +
Adjectives)
the words listed above with the passage.
Group discussions on words and phrases
taken from the text on good manners
Post listening – whole class discussion -
Learners practice responding question based
on the information they get from the text.
Learners reading a tale about bad manner
and reflect about the message of the tale’.
Group discussion on words and phrases on
bad manner
Reading aloud the given text’
Learners are given a table with two columns
which contains Good manners and Bad
Manners. And then, they are reading with
their teacher mixed lists of words or phrases.
They are told to sort bad and good manners
in the box.
In group, Learners are guided to write ground
rules to the classroom.
Be Punctual.
Be Polite
students to exchange their
response.
Collect learners’ exercise
books and giving written
corrective feedback.
Check if students are able
to produce ground rules to
their classroom.
Check whether students
are able to fill the chart.
Giving correct answer to
help students compare
their response with the
correct
Collect exercises book and
giving written feedvack
Oral Reflection–
Recording what students
put forward
NoGood Manners Bad Manners
1Respect othersInsult others
2
3
4
5

25. 112 | P a g e
Unit 8: Foods (25 periods)
Learning Outcomes: At the end of the unit, learners will be able to:
tell the main idea of the listening and reading passages
fill in gaps while listening to a talk and while reading a text
pronounce short list of words taken from the passage
identify words with short /u/ and long /u:/ sounds
pronounce words with …
copying words, phrases and expressions
perform dialogue in pairs after rehearsing
Match words with pictures of various food
Express likes and dislikes using expressions likes/dislikes + infinitives/gerund
participate in pair conversation
use words to construct sentences
distinguish various vocabularies in line with food items
write simple sentences
Competencies Language Items/Content Learning Strategies & Activities Assessment
Pronounce words taken from a text
Listen to list of words and match
words with picture.
Transcribe words, expressions and
short sentences from spoken
sources
Listen and match short and long
vowel sounds with words.
Unit 8 Foods
Listening & Speaking
-Pair of words with similar short and
long vowel sounds
-Revision on repeated short and long
vowel sounds
-Dictation – list of pair words with
short and long vowel sound words
Text A Foods we Eat
-List of words from the text to
pronounce correctly
-Short text about healthy food of 5 –
7 sentences – simple questions to
be answer after listening
Whole class activity – saying out words with short
and long vowels
Short and Long vowel sounds – /u/ ‘oo’ – put -
food, lut - cook, /o/ & /ou/ – dot - bout, got - goat;
Repetition drill – Learners are helped to repeat
words with short /u/ and /oo/ and short /o/ and
/ou/: Example
/u/ - /oo/ - put – food; pull – cook
Pre-listening activity – oral discussion on lists of
words, phrases and expressions
While Listening activity – Individual work – Learners
are given pictures of food items and are told to
encircle pictures while they are listening to the talk.
Post-listening activity – Pyramiding strategies –
Asking oral questions to
check whether students
are able to pronounce
words with short and long
vowels.
Checking if students are
able to provide
appropriate responses to
the questions.
Collecting exercise books
to check whether learners
are able to provide
responses to the while and
post listening activities.

26. 113 | P a g e
Express their likes, dislikes and
preferences.
Perform dialogues after rehearsing.
Role play on a given dialogue
Produce dialogues on likes and
dislikes,
Read and tell the main idea of a
reading text.
Analyze a given text.
Sort items in their category.
Usevocabulariestoconstruct
sentences.
Match pictures with their name.
Construct sortsentencesusing
words and expressions.
Describe pictures on food items.
Arrange jumbled words to write
meaningful sentences
Writs a short paragraph of 5 related
sentences.
Likes and Dislikes
-Expressions of likes and dislikes
-Short Dialogues for practicing asking
for and offering helps.
Beginning Reading
Reading Text - Foods
-List of words and expressions from
the passage
-Reading texts of 7 to 10 sentences
about - food
-Simple questions –
-Expressions – I like to eat …/I
don’t like to eat Questions and
answer – What do you like to eat?
Word study
-words from the text
-Words on food items
Beginning Writing
-Dictation.
-Copying words about foods
-Writing simple sentences using likes
and dislikes.
Individually give answers to simple
questions on the text, Pair work to
share responses and Group
discussions to consolidate ideas
Whole class discussion -
I like to eat ….
I don’t like to eat
I like eating…
I dislike eating …
I prefer eating…
I don’t prefer eating
Pyramiding = individual work.
Pair work – whole class
presentation - reading, rehearsing
dialogues and oral presentation
Pre-reading – whole class activity
to study words and expressions
taken from the text.
While reading – individual work to
provide answers to questions that
are on finding out the main idea and
particular information
Post reading – Individual work and
group discussion:
True or False
fill in the blanks,
short answers
Group work
to study words taken from the text
picture of food items and name of
these foods
Individual work – copying while they
are dictated
Group discussion after writing names
of some food
Individual work – writing a short
paragraph about food
Oral
present
ation
Asses
sing
learne
rs’
oral
perfor
mance
on
dialog
ue.
Provid
e oral
feedba
ck on
learne
rs’
partici
pation
.
Collec
ting
learne
rs’
exercis
e
books
to
check
if they
are
able to
provid
e
answe
rs for -
while
and
post
readin
g
activiti
es
Quiz –
to
check
wheth
er

27. 114 | P a g e
learne
rs are
able to
use
words
in
contex
ts
Collec
ting
learne
rs’
exercis
e
books
to
check
wheth
er
they
copied
words
for
spoke
n
source
,
constr
uct
senten
ces
and
write a
short
paragr
aph on
foods
they
like or
dislike
to eat.