PP1 Language Activities Schemes of Work & Strands (Term 1 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 textbooks, realia, counters, flashcards, charts & 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 textbooks, realia, counters, flashcards, charts & 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 textbooks, realia, counters, flashcards, charts & 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 textbooks, realia, counters, flashcards, charts & 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 textbooks, realia, counters, flashcards, charts & 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 textbooks, realia, counters, flashcards, charts & 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 textbooks, realia, counters, flashcards, charts & 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.

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• 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 textbooks, realia, counters, flashcards, charts & 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 textbooks, realia, counters, flashcards, charts & 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 textbooks, realia, counters, flashcards, charts & digital devices.