PP2 Language Activities Schemes of Work & Strands (Term 1 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.

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• 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.

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• 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.

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• 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.

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• 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.

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• 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).

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• 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.

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• 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.

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• 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.

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• 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.

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• 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.

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• 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.

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