PP2 Language Activities Strands, Sub-strands & Schemes of Work (2026)

• What opportunities arise for responding to greetings with reference to relationship at home and at school?
• What opportunities arise for responding to farewell with reference to relationship at home and at school?
• Whose greetings do you respond to at home and at school?
• Whose farewell do you respond to at home and at school?

• Learners could respond to greetings and farewell with reference to relationship.
• In pairs or small groups, learners could practise responding to greetings and farewell with reference to relationship.
• Learners could respond to other learners' greetings and farewell with reference to relationship using verbal and non-verbal language.
• Learners could be guided to respond to visitors' greetings and farewell with reference to relationship using appropriate words.
• Learners could be encouraged to respond to visitors and family members' greetings and farewell at home with reference to relationship.
• Learners could view recorded clips on responding to greetings and farewell with reference to relationship and imitate the same.
• Learners role play responding to greetings and farewell with reference to relationship.
• Learners could sing interactive songs related to responding to greetings and farewell with reference to relationship.

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

• How does a child develop comprehension skills?
• How does a child demonstrate comprehension?
• What daily opportunities require listening for comprehension?
• What makes listening comprehension fun?

• Learners could respond to simple verbal instructions.
• Learners could be engaged in listening to a story and be encouraged to answer questions.
• Learners could answer simple questions after listening to a recorded story.
• Learners could be guided to solve simple riddles and oral language puzzles.
• Learners could be guided to recite poems and rhymes with actions.
• Learners could practise singing songs with actions.
• Learners could listen to audio-visual digital comics and answer simple questions.
• In pairs, learners could practise solving simple riddles.

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

• How do you show interest during a conversation?
• When should you speak during a conversation?
• How do you seek clarification in a conversation?
• How do people respond to instructions?
• How do people respond during a conversation?

• In pairs or small groups, learners could tell stories and poems while others listen.
• Learners could be encouraged to retell stories told by the teacher and other learners.
• Learners could listen to and solve riddles.
• Learners could view recorded content and 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 and answer simple questions.
• Learners could view recorded clips of their own conversations as they are appreciated and corrected.
• 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.

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

• What opportunities arise for learners to pass information to and from parents?
• What could learners tell their teachers about their parents?
• What could learners tell their parents about teachers?

• Learners could be asked to deliver verbal messages to and from parents/guardians.
• In pairs and small groups, learners could tell and retell news and short stories.
• Learners could be appreciated when they convey verbal messages effectively.
• Learners could be encouraged to engage in dialogue with parents.
• Learners could be engaged in short discussions and encouraged to ask and answer questions.
• Learners could be engaged in activities where they listen to an audio clip and then talk about it in pairs or small groups.

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

• What are some of the closely related letter sounds?
• What experiences could enhance letter sound discrimination?

• Learners could be guided to articulate letter sounds.
• Learners could listen to audio clips depicting articulation of letter sounds and identify articulated sounds.
• Learners could articulate closely related letter sounds as demonstrated (e.g. /p/ and /b/, /t/ and /d/, /k/ and /c/, /l/ and /r/, /f/ and /v/, /s/ and /z/, /w/ and /y/, /k/ and /q/).
• Learners could listen to recorded audio clips of closely related sounds and recognize the sounds.
• In pairs and small groups, learners could be involved in letter sound games.
• Learners could sing songs and recite letter sound rhymes.
• Learners could be guided to use interactive programmes on letter sounds.

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

• What is the sound corresponding to each letter?
• Which letter sounds are closely related?

• Learners could be guided to recall letters of the alphabet.
• Learners could listen to audio clips on letter sounds and be encouraged to recognize or name corresponding letters.
• Learners could be involved in letter recall/memory games (e.g. fishing game, letter hunt).
• In pairs or small groups, learners could be engaged in letter recall games (e.g. search and pair).

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

• How do you greet people at home and at school?
• How do you respond to greetings at school and at home?
• How do you bid farewell at home and at school?

• Learners could imitate greetings and farewell with reference to relationship (e.g. good morning teacher, good evening mother, good night father).
• In pairs or small groups, learners could practise greetings and farewell with reference to relationship.
• Learners could be guided to greet as well as bid farewell to visitors who come to class with reference to relationship.
• Learners could listen to recorded clips on greetings and farewell with reference to relationship and imitate.
• Learners could practise greetings and bidding farewell with reference to relationship through role playing.
• Learners could sing interactive songs on greetings and farewell with reference to relationship.

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

• What do you do when you need something?
• What can you say about yourself?
• What do you do when someone wrongs you?

• Learners could be encouraged to express their needs, ideas and thoughts freely.
• Learners could be encouraged to sing songs that express their needs.
• In pairs and small groups, learners could tell each other news and stories.
• Learners could be engaged in discussions involving problem solving tasks such as puzzles, riddles among others.
• Learners could be encouraged to talk about what they are doing during activities.
• Learners could be engaged in short discussions and encouraged to answer questions.

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

• What do you say when you want to make a request?
• What do you say when you want to be excused to go somewhere?
• What do you say when you have wronged someone?

• Learners could demonstrate making requests, excusing self and apologizing (e.g. 'May I', 'Excuse me' and 'I am sorry').
• In pairs or small groups, learners could practise and role play making requests, excusing self and apologizing.
• Learners could listen to stories that incorporate making requests, excusing self and apologizing.
• Learners could view video clips on making requests, excusing self, apologizing and imitating.
• Learners could be encouraged to make requests, excuse self and apologize during relevant situations in school and at home.

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

• How should I speak to be heard?
• What should I do to make myself clear when narrating a story, reciting a poem or rhyme?

• Learners could be encouraged to listen to recorded pieces of their own voice.
• Learners could be encouraged to sing songs, tell stories and recite poems and rhymes with clarity.
• Learners could be engaged in conversations whenever opportunities arise.
• In pairs and small groups, learners could be encouraged to retell stories told by adults and other learners.
• Individually and in groups, learners could be involved in presenting songs, poems and rhymes in class and during parade.
• Learners could be given opportunities to dramatise.

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

• What opportunities arise for learners to pass information to and from parents?
• What do learners like to tell teachers about their parents?
• What do learners like to tell parents about teachers?

• Learners could deliver verbal messages to and from home.
• In pairs and small groups learners could tell and retell news and short stories.
• Learners could be encouraged to convey verbal messages effectively.
• Learners could be engaged in dialogue with parents.
• Learners could be engaged in activities where they view a video clip and then talk about it in pairs or in small groups.

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

• What objects, colours and people are we likely to find in our neighbourhood?
• What safe and unsafe objects are we likely to find in our environment?
• How do you integrate new words into play and daily experiences?

• Learners could name objects, animals, people and colours.
• Learners could recite poems and rhymes related to colours.
• Learners could be taken for a nature walk and encouraged to identify colours, safe and unsafe objects in the immediate environment.
• Learners could be guided to name concrete objects and pictures using ICT devices.

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

• What is the sound corresponding to each upper case letter and its equivalent lower case letter?
• What opportunities are there for learners to practise articulation of letter sounds?
• Which letter sounds are closely related?

• Learners could observe charts and flashcards with all letters of the alphabet.
• Learners could be guided to articulate consonant and vowel sounds.
• Learners could be engaged in singing songs and reciting poems and rhymes relating to all letter sounds.
• Learners could be engaged in games (e.g. fishing games, skittle games, dice games) to enhance sound articulation.
• Learners could be guided to relate upper case and lower case letters with corresponding sounds.
• Learners could be encouraged to articulate closely related letter sounds (/p/ and /b/, /t/ and /d/, /k/ and /c/, /l/ and /r/, /f/ and /v/, /s/ and /z/, /w/ and /y/).

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

• How do we handle a book when reading?
• How do you take care of books?
• How do you open pages of a book when reading?

• In pairs and groups learners can be encouraged to cover books.
• Learners could be engaged in book arranging activities and guided to store them properly.
• In pairs or small groups learners could practise arranging books topside up on shelves or book corners.
• In pairs or small groups, learners practise dusting, covering and arranging books at an appropriate place.

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 practise turning pages from right to left and view video clips for self-assessment.
• In pairs or small groups, learners could practise looking at pictures from left to right, moving the eye from top to bottom.

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.
• In pairs, learners could be involved in reading picture stories to each other.
• Learners could view animated pictures and be encouraged to answer questions.
• Learners could view video clips depicting stories and be asked to ask and answer questions.
• Learners could be encouraged to bring their own pictures from home and talk about them.

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

• What visual discrimination experiences do children enjoy?

• Learners could identify odd-one out pictures, objects from a set of pictures or objects respectfully.
• In pairs and small groups, learners could be involved in playing visual discrimination games, fixing jigsaw puzzles among other activities.

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

• What do you see around the home?
• What do you see on your way from home to school?

• Individually, in pairs or small groups, learners could be engaged in visual memory games.
• In pairs or small groups, learners could be guided to play letter memory games.
• Learners could visit a learning corner within the class and recall what they saw.
• In pairs and small groups, learners could be engaged in interactive digital visual memory games.
• Learners could be encouraged to recall what they saw at home, on the way and in school.

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

• How do we sit when reading?
• Why should you sit appropriately when reading?
• What are inappropriate reading postures?

• Learners could be guided to visit a local library to experience reading posture.
• Learners could view video clips on appropriate reading posture.
• Learners could be encouraged to practise appropriate reading posture in class.
• Learners could sing songs and recite poems and rhymes related to appropriate reading posture.

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

• How do we match lower and upper case letters?
• In which play experiences can we integrate letter recognition?

• Learners could be engaged in matching upper and lower case letters using skittle games.
• Learners could label objects using letter stickers and be encouraged to identify the letters.
• Learners could be exposed to talking walls with various materials on letters (charts, cards).
• Learners could demonstrate matching lower and upper case letters.
• Learners could sing letter songs or recite poems and rhymes related to letter recognition.
• Learners could be exposed to digital content on letter recognition.

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

• How do we blend letter sounds to make syllables?
• What activities would enhance the learner’s ability to read syllables?

• Learners could be engaged in blending sounds to make syllables (e.g. ta, pa, da, ma).
• Learners could be introduced to different consonants and guided to master reading syllables relating to all letters.
• Learners could practise reading syllables in pairs and small groups.
• Learners could be involved in a variety of activities to practise reading syllables.

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

• How do we blend syllables to make words?
• What activities enhance learner’s ability to read words?

• Learners could be engaged in blending syllables to form three to four letter words and guided to read the words.
• Learners could practise reading three and four letter words in pairs and small groups.
• Learners could be involved in a variety of activities to read three to four letter words.

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

• How do we handle books?
• How do we keep books?
• Where do we place our books when writing?
• How do we keep our books clean and intact?

• Learners could practise arranging books appropriately (top side up).
• Learners could practise writing in their books with correct grip without pressing forcefully.
• Learners could practise handling books with clean hands.
• In pairs and groups learners could take turns in keeping books on bookshelves.
• Learners could be guided on how to cover their books properly.

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

• Where do we place our books when writing?
• Where do we place our hands when writing?
• How do we hold the writing tool when writing?

• Learners could practise a writing walk where they turn pages from right to left as they write on each page.
• Learners could be guided to write patterns from left to right individually or in groups.
• Learners could be guided in activities on appropriate grip of the writing tool (pencil between index finger and thumb, resting on middle finger).
• Learners could be engaged in activities where they write line and cursive patterns from left to right across a line.
• Learners could view video clips demonstrating appropriate pencil grip and imitate.

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

• How do we sit when we are writing?
• How do we position a book when writing?
• Where do you place your feet while writing?

• Learners could be guided to continue practising the correct writing posture every time they write.
• In pairs learners could practise the correct writing posture.
• Learners could recite rhymes on appropriate writing posture as they write.
• Learners could view video clips demonstrating correct writing posture and practise it.

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 coordination?

• Learners could be involved in pegging puzzles and fitting templates.
• Learners could fix jigsaw puzzles and letter jigsaws.
• Learners could practise typing letters on a computer keyboard.
• Learners could be involved in modelling letters using clay, dough or plasticine.
• Learners could join dots to make letters or trace letters.
• Learners could play digital games that enhance eye-hand coordination.

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

• Which cursive patterns are easy for learners to write?
• What materials can learners use to form cursive patterns?
• What items in the environment could have cursive patterns?

• Learners could be engaged in writing simple cursive patterns in the air.
• Learners could be engaged in tracing simple cursive patterns and joining dots.
• Learners could practise writing simple varied cursive patterns.
• Learners could view the process of drawing cursive patterns on a computer and copy them.
• Learners could write cursive patterns using digital audio-visual apps such as Writing Wizard.

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

• How do you shape each letter of the alphabet?
• How can a teacher incorporate letter formation in children's play?

• Learners could sing rhymes related to letter formation.
• Learners could practise modelling, colouring and painting letters while singing rhymes.
• Learners could practise threading beads and lacing through holes on a card to make letters.
• Learners could shade within letter outlines and recite letter formation rhymes as they write on sand and in the air.
• Learners could be engaged in joining dots to form letters.

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

• What opportunities arise for writing letters of the alphabet?
• How can a teacher incorporate letter writing in children's play?

• 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 be guided in writing letters of the alphabet.
• In pairs and in small groups, learners could make patterns using letters of the alphabet.
• Learners could practise writing letters of the alphabet using digital devices.
• Learners could practise writing letters on worksheets and display their work.

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 practise writing three to four letter words based on demonstrated ability to read words.
• Learners could be guided to write syllables with reference to vowels as read (e.g. /pa/, /ba/, /ca/).
• Learners could practise writing two letter words relating to each vowel beginning with 'a' (e.g. 'ba', 'ta', 'ma').
• Learners practise joining a syllable and a sound and write it as a word.
• Learners could be engaged in colouring letters of their own name and copying their own name.
• Learners could be engaged in writing three to four letter words in pairs and small groups.

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