PP1 Language Activities Strands, Sub-strands & Schemes of Work (2026)

• Who do you meet every day?
• What time is it likely to happen?
• How do you greet them at that time?

• Learners could observe and imitate greetings and farewell.
• In pairs learners could be asked to practise greeting and bidding farewell.
• Learners could listen to songs, poems and rhymes on general and time related greetings and farewell.
• Learners could be encouraged to respond to greetings every morning and respond to farewell whenever need arises.
• Learners could be encouraged to respond to each other’s greetings and farewell and respond to visitors’ greetings and farewell whenever an opportunity arises.
• Learners could observe pictures and charts of people greeting that are displayed on walls.
• Learners could listen to and watch clips of people greeting and bidding farewell recorded in devices and practise responding to greetings and bidding farewell.
• Learners could be encouraged to pay attention to other greeting and farewell opportunities that arise at home and at school.

Approved course books, concrete realia, charts, manipulatives & digital devices.

• What do children enjoy listening to?
• What makes listening interesting and enjoyable?

• Learners could be involved in listening to recorded songs, poems and rhymes and be guided to imitate.
• Learners could be asked to record clips of their own activities and view them in class (singing, telling stories, reciting poems and rhymes).
• Learners could listen to short and interesting stories while mimicking some characters in the story.
• Learners could be encouraged to sing or dance in response to instrumental music.
• Learners could be encouraged to enjoy the listening experiences by using tone variation, puppets, pictures, costumes, animated stories, musical instruments among others.
• Learners could be asked to listen to short stories from a selected resource person, about things in the immediate environment and be encouraged to ask, answer questions or retell parts of the story.

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How do you show interest in a conversation?
• When should you speak during a conversation?
• How do you seek clarification in a conversation?
• How can learners be guided to take turns in a conversation?
• What activities are fun for learners to listen to?

• In pairs or small groups, learners could tell news in turns while others are listening.
• Learners could view recorded content using ICT devices and be guided to mimic/imitate.
• Learners could be given simple instructions and encouraged to respond.
• In pairs or small groups, learners could be guided to take turns in conversations.
• Learners should be encouraged to answer simple questions during conversations.
• Learners could be guided to ask questions during conversations.
• Learners could record clips of their own conversations and be encouraged to view them while receiving positive feedback.
• Learners could be asked to retell what others have said in a conversation.
• Learners could be guided to appreciate the contribution of others during conversations.
• In small groups, learners could be involved in verbal games, songs, poems and rhymes that involve turn taking.
• Learners could be asked to observe and imitate demonstrations of turn taking in conversations.
• Learners could be guided on how to take turns during conversations.

Approved course books, concrete realia, charts, manipulatives & digital devices.

• What opportunities arise for children to pass verbal information?
• How can children be involved in passing verbal messages?
• What activities prepare learners to listen attentively?

• Learners could participate in activities that involve conveying messages to other learners or to teachers (e.g. telephone games).
• In pairs and small groups, learners could practise conveying messages to each other.
• Learners could be guided to pay attention when listening to other children, teachers and parents and be appreciated for passing messages effectively.
• Learners could be engaged in dialogue with each other.
• Learners could be involved in conveying messages whenever an opportunity arises.

Approved course books, concrete realia, charts, manipulatives & digital devices.

• What are the common sounds in the environment?
• What sounds do different animals produce?
• Which sounds in the school environment call for specific response?
• How are children expected to respond to such sounds?

• Learners could be engaged in activities involving responding to school bells, alarms, sirens, whistles, phone ringing, hooting among others.
• Learners could be guided to go for nature walk within the school compound where they identify sounds they hear.
• Learners could be involved in voice recognition activities.
• Learners could be engaged in identifying various sounds in the environment.
• Learners could imitate recorded audio clips.

Approved course books, concrete realia, charts, manipulatives & digital devices.

• What are the common sounds in the environment?
• What are the best ways of exposing learners to sounds?
• How can opportunities be presented for children to listen to these sounds?

• Learners could be exposed to a variety of sounds in the environment and be encouraged to recall the sounds they heard.
• Learners could listen to letter sound audio clips and articulate the letter sounds.
• In pairs and small groups, learners could be engaged in language games (e.g. letter sounds, letter names and fishing games).
• Learners could participate in conversations by exploring their prior experience.
• Learners could be guided to say what they heard at home or on the way to school.

Approved course books, concrete realia, charts, manipulatives & digital devices.

• What opportunities arise for greetings and bidding farewell at home and at school?
• Who do you greet at home and at school?
• How do you greet people at different times of the day?
• How do you bid people farewell?

• Learners could listen to a radio program on general and time related greetings and farewell and be guided to imitate.
• In pairs or small groups, learners could practice using general and time related greetings and farewell.
• Learners could observe pictures or charts on greetings and farewell and practice greeting and bidding farewell.
• Learners could be encouraged to respond to greetings and farewell using verbal and non-verbal language at relevant times.
• Learners could be guided to greet and bid farewell to visitors who come to class.
• Learners could be asked to greet and bid farewell to visitors and family members at home using appropriate words.
• Learners could be encouraged to listen to and imitate general and time related greetings and farewell presented on video clips.
• Learners could practise general and time related greetings and farewell through role playing communication with locally made phones.

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How do we encourage children to express themselves?
• What is the appropriate way of expressing feelings and emotions?

• Learners could be involved in activities for recognizing emotions.
• Learners could name various emotions after observing a demonstration of a variety of emotions.
• Learners could be encouraged to talk about how they feel and be appreciated for expressing their feelings and emotions appropriately.
• Learners could be guided to sing and act out different emotions.
• Learners could be asked to look at pictures depicting different feelings and emotions and identify them.
• Learners could sing songs and recite poems and rhymes on feelings and emotions.
• In pairs and small groups, learners could practice expressing needs, feelings and emotions and respond to each other.
• Learners could observe or listen to the teacher expressing himself or herself.
• Learners could be encouraged to express themselves in school and at home.
• Learners could view video clips depicting various emotions and feelings and talk about them.
• Learners could view clips showing words that are used to express feelings and emotions (e.g. happy, sad, tired, lonely, enjoy) on wall charts.
• Learners could view video clips on inappropriate means of expressing emotions, feelings and needs (such as grabbing, shouting, crying, fighting) and be guided not to use such means.

Approved course books, concrete realia, charts, manipulatives & digital devices.

• What do we say when requesting for something?
• What do we say when we receive something from somebody?
• What situations arise in and out of class to make requests and appreciate others?

• Learners could imitate making verbal requests (e.g. please, thank you) after watching a demonstration.
• In pairs or small groups, learners could practice making requests and appreciating others.
• Learners could listen to stories that incorporate making requests and appreciating others.
• In pairs, learners could role play making requests and appreciating others.
• Learners could be guided to deliberately model the habit of making requests and appreciating others as need arises.
• Learners could be encouraged to make requests and appreciate others during relevant situations in school and at home.
• Learners could view video clips on request and appreciation and be guided to imitate making requests and appreciation.

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How should I speak to someone who is near?
• What should I do to my voice when the person I am speaking to moves away from me?
• What should I do to my voice for him or her to hear if he or she continues to move further away?

• Learners could record pieces of their own voices and be asked to listen and identify own voice, and be guided to project and vary their voices appropriately.
• Learners could be encouraged to listen to recorded pieces of other children’s voices and comment on how they vary their voice when singing songs, telling stories and reciting poems or rhymes.
• Learners could be encouraged to project their voice when reporting an offence (e.g. when reporting an offence to the teacher).
• In pairs, learners could practise speech activities whereby the distance between the speaker and the listener is varied.
• Learners could listen to a radio or other recorded audio clips where volume is adjusted.
• Individually and in groups, learners could be involved in presenting songs, poems and rhymes in class and during parade.

Approved course books, concrete realia, charts, manipulatives & digital devices.

• What do learners talk about in class or in school?
• What do learners like to tell the teacher about?
• What opportunities arise for learners to talk to each other?
• What do learners enjoy talking about?
• What do learners like to talk to each other about?

• Learners could be encouraged to talk to each other or to the teacher about themselves.
• Learners could deliver verbal messages to other learners or to teachers in the school and be appreciated when they convey messages effectively.
• In pairs or small groups, learners could tell and retell news and short stories.
• Learners could engage in dialogue with each other and among themselves.
• Learners should be involved in passing verbal information whenever opportunities arise.
• Learners could engage in short discussions and be encouraged to answer questions.
• Learners could talk about what they are doing during activities and be guided to ask and respond to questions.
• Learners could view a video clip and then talk about it in pairs or small groups.
• Learners could be encouraged to talk about what they saw in a field trip or nature walk.

Approved course books, concrete realia, charts, manipulatives & digital devices.

• Which people are we likely to find at home, in school, at the market or in a hospital?
• What objects are we likely to find at home, in school, at the market or in a hospital?

• Learners could be involved in naming objects, animals and people in class and within the school compound.
• Learners could recite poems and rhymes about objects, people and colours.
• Learners could name colours with reference to objects in the environment.
• Learners could be engaged in identifying colours in the immediate environment.
• Learners could be taken for a nature walk and encouraged to identify colours.
• Learners could be engaged in vocabulary games and encouraged to use new words.
• Learners could be involved in viewing video clips or animation to help them connect words with meaning.

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How do different letters sound?
• What is the sound corresponding to each upper case letter and its equivalent lower case letter?
• Which activities provide opportunities for learners to articulate specific letter sounds?

• Learners could observe charts with all the letters of the alphabet on the wall.
• Learners could be guided to recite letters of the alphabet.
• Learners could observe and imitate articulation of vowel sounds (a, e, i, o, u) after watching a demonstration.
• Learners could be encouraged to articulate letter sounds after the teacher.
• Learners could be encouraged to practise articulating vowel sounds.
• Learners could be engaged in singing songs, reciting poems and rhymes relating to vowel sounds.
• Learners should be encouraged to practise articulating consonant sounds.
• Learners could be engaged in singing songs, reciting poems and rhymes relating to consonant sounds.
• In pairs or small groups, learners could be engaged in sound articulation games (fishing games, skittle games, dice games).
• Learners could articulate through the use of flash cards, charts, child's play and daily experiences.
• Learners could be engaged in viewing recorded clips of letter sounds and illustrations.
• Learners could listen to sound clips and manipulate interactive programmes that enhance letter sound articulation.
• Learners could be guided to relate upper case and lower case letters with corresponding sounds.

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How do we hold books when reading?
• How do you open pages of a book when reading?

• Learners could be engaged in book handling activities and be guided to hold books top side up and turn pages from right to left.
• Learners could view a video clip depicting holding a book top side up and turning pages from right to left and be guided to imitate.
• Learners could sing rhymes related to holding books top side up and turning pages from right to left.
• In pairs or small groups, learners could practise dusting, covering and arranging books at appropriate places.

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How do you move your eyes when reading?
• How do you turn pages of a book when reading?

• In pairs or in groups, learners could arrange pictures from left to right.
• Learners could view animated pictures that drag and drop from left to right in a digital clip.
• Learners could be engaged in a picture walk activity and guided to turn pages from right to left.
• Learners could record themselves as they practice turning of pages from right to left and view the video for self-assessment.
• Learners could sing rhymes related to left-right and top to bottom eye orientation and turning pages from right to left.
• In pairs or small groups, learners could practise looking at pictures from left to right, moving the eye from top-to-bottom of the page and turning pages from right to left.

Approved course books, concrete realia, charts, manipulatives & digital devices.

• What pictures do you enjoy looking at?
• What pictures interest learners?

• Learners could be provided with relevant pictures and encouraged to talk about them.
• Learners could answer questions about pictures.
• Learners could be engaged in 'read aloud' activities.
• Learners could view pictures depicting a story during a read aloud session.
• Learners could be guided to view and talk about recorded picture clips and answer questions about them.
• Learners could view picture cut-outs depicting stories and be encouraged to answer questions on the story in pairs or in small groups.
• Learners could be provided with pictures that capture their attention and be guided to ask and answer questions about them.
• Learners could bring pictures from home to share with others and be encouraged to ask or answer questions about them.

Approved course books, concrete realia, charts, manipulatives & digital devices.

• What are the fun activities that develop visual discrimination in children?
• What kind of visual discrimination activities do children enjoy?

• Learners could be engaged in games that enhance visual discrimination (e.g. fixing jigsaw puzzles).
• Learners could be engaged in identifying 'odd-one out' pictures or objects from a set of pictures or objects respectfully.
• Learners could match and pair objects and pictures.
• In pairs or small groups, learners could play visual discrimination games, fix jigsaw puzzles among other visual discrimination activities.

Approved course books, concrete realia, charts, manipulatives & digital devices.

• What do you see around class?
• What activities enhance visual discrimination in children?

• In pairs or small groups, learners could be engaged in visual memory games.
• In pairs, learners could be guided to play letter memory games.
• Learners could view items in a learning corner within the class and be asked to recall what they saw.
• Learners could be guided to view a video clip showing sets of three to five objects, pictures or letters and be guided to recall the objects, pictures or letters.
• Learners could look at pictures on a page for a while, then close the page and recall the pictures they have seen.
• In pairs and small groups, learners could be engaged in interactive digital visual memory games.
• Learners could be encouraged to recall what they saw (e.g. at home or on the way to or from school).

Approved course books, concrete realia, charts, manipulatives & digital devices.

• What is appropriate reading posture?
• What is inappropriate reading posture?

• Learners could be encouraged to practise the correct reading posture after observing a demonstration on sitting properly when picture reading.
• Learners could be guided to sing songs and recite poems and rhymes related to appropriate reading posture.
• Learners could be exposed to models of correct reading posture.
• Learners could record themselves as they practise correct reading posture and receive positive feedback.

Approved course books, concrete realia, charts, manipulatives & digital devices.

• Which play experiences enhance letter recognition?

• Learners could be guided to identify letters on print in the immediate environment.
• Learners could be asked to match upper and lower case letters incorporated in children’s play to enhance letter recognition.
• Learners could fix letter jigsaws.
• Learners could be guided to recognize letters on walls, charts, cards and labels to enhance letter recognition.
• Learners could sing songs or recite poems and rhymes related to letter recognition while displaying letters.
• Individually or in small groups, learners could be engaged in letter recognition games (e.g. letter fishing games, letter sorting trays, letter basket balls, letter hunting games).
• Learners could compete in letter recognition games and be encouraged to show fairness in winning and acceptance in losing.

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How do we arrange books on shelves?
• In what ways do learners mishandle books?
• How do we take care of books?

• Learners could observe as teacher demonstrates how to turn pages from right to left.
• Learners could be encouraged to practise turning pages from left to right as demonstrated.
• Learners could be involved in a writing walk where they turn pages from right to left as they scribble on each page.
• In groups, learners could be guided to arrange books on shelves.
• Learners could observe a demonstration on how to cover books and imitate.
• Learners should practise how to hold a book appropriately whenever opportunities arise.
• In groups, learners could practise holding the book right side up, sing songs and recite poems and rhymes on how to hold books properly.
• Learners could be guided to arrange objects from top to bottom on a page.

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How do we hold a writing tool?
• How do we turn pages in a book?
• How do we scribble on a page?

• Learners could observe a demonstration on how to turn pages and practise turning pages from right to left.
• Learners could practise turning pages from right to left as they scribble on each page.
• In groups, learners could be guided to scribble from left to right on a page.
• Learners could be encouraged to observe a demonstration on how to hold a writing tool and imitate.
• Learners should sing songs and recite poems and rhymes on how to hold writing tools properly as they scribble from top to bottom on a page.
• Learners could be engaged in activities where they write patterns freely from left to right across a line while filling each page from top to bottom.
• Learners could record themselves as they write from left to right and top to bottom on a page and view the video clips for self assessment.

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How do we sit when writing?
• How do we position a book when writing?
• Where do we place our left hand when writing?
• How do we position the right hand while writing?
• Where do you place your feet while writing?

• Encourage learners to practise after demonstrating the appropriate writing posture.
• In pairs, learners practise the correct writing posture.
• Learners could recite rhymes on the appropriate writing posture as they write.
• Learners could view a video clip demonstrating the correct writing posture and practice it.
• In pairs and groups, learners could practise the appropriate writing posture.
• Learners could be involved in scribbling and drawing and be encouraged to use the appropriate writing posture.

Approved course books, concrete realia, charts, manipulatives & digital devices.

• What are the necessary skills for preparing a learner to write?
• What activities will promote eye hand co-ordination?

• The learners could observe the teacher demonstrate folding and tearing or cutting paper along a marked line and practise folding and tearing along a line.
• Learners could thread beads and lace through holes on a card.
• Learners could practise shading within borders or within shapes.
• Learners could prick the edges of shape outlines and cut out the shapes, sort beads, small stones in a tray and practise picking beads from one tray to another.
• Learners could be involved in drag and drop activities using digital devices.
• Learners could be involved in pegging puzzles and fitting templates.
• Learners could be engaged in typing freely on a computer keyboard.
• Learners could practise through free modeling using clay, dough or plasticine.
• Learners could play digital games that enhance eye-hand coordination.
• Learners could be involved in painting and printing activities, joining dots, and tracing.
• Learners sing a song while passing small beads or small stones from one person to the other in a left to right direction.

Approved course books, concrete realia, charts, manipulatives & digital devices.

• Which line patterns are easy for children to write?
• What materials can children use to form line patterns?
• What activities would enhance pattern writing skills in children?

• Learners could observe the teacher demonstrate writing line patterns in the air and imitate.
• Learners could be engaged in tracing simple line patterns.
• Learners could be guided to record themselves as they copy patterns and view the clips as they receive positive feedback.
• In pairs or small groups, learners could make print patterns using different objects.
• Learners could make line patterns using ICT devices such as using the writing wizard and ZEBRA applications.
• Learners could copy line patterns on sand trays or slate boards as the teacher demonstrates.

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How do you shape letters of the alphabet?
• What activities are required to develop letter formation skills?

• Learners could sing rhymes related to letter formation.
• Learners could observe the teacher demonstrate letter formation in the air, on sand trays, slate boards and imitate.
• Learners should sing rhymes related to letter formation as they form letters in the air, on the sand and slate boards.
• Learners could be guided to model, colour and paint letters of the alphabet while singing related rhymes.
• In pairs or small groups, learners could trace, shade letter outlines or join dots to form letters.
• Learners could use ICT devices to play letter formation games.
• Learners could be guided to record themselves as they practise how to hold the pen and form letters and view the clips as they receive positive feedback.

Approved course books, concrete realia, charts, manipulatives & digital devices.

• What activities are required for writing practice?
• What resources would you use for writing practice?

• Learners could be encouraged to join dots to make letters of the alphabet.
• Learners could be encouraged to trace and copy letters of the alphabet.
• Learners could practise writing letters of the alphabet using ICT letter writing games.
• Learners could be guided to write letters of the alphabet in sand trays, slate boards and writing books.
• Learners could be involved in making patterns using letters of the alphabet.
• In pairs and in small groups, learners could make patterns using letters of the alphabet.

Approved course books, concrete realia, charts, manipulatives & digital devices.