PRIMARY TWO ENGLISH STUDIES 1ST TERM

MODULE CONTENT BREAKDOWN OF CONTENT TO OBJECTIVES PUPILS TEACHING AID (A)

SEPARATE UNIT ACTIVITIES LEARNING MATERIALS
FIRST TERM
1 Revision
2-6 Phonemic -Using songs and rhymes to identify Pupils should 1)Listen Wall chart showing the
Awareness sounds be able to attentively to rhyme.
-The importance of using songs 1)learn sounds the teacher
-Motivation by songs and rhymes through songs 2) Sings the
-Singing songs in teaching English 2)Repeat song with
-Poems sounds they emphasis on
hear the sound
taught.
7 Mid-Term
Evaluation
8-12 Phonemic Meaning of songs Pupils should 1)Listen 1)Wall chart
Awareness -Types of songs be able to attentively to 2)Flash cards
-Counting songs -express the the teacher
-Spelling songs meaning of 2)identify types
-Action songs songs of songs
-identify types
of songs
nd
2 TERM

1-6 Phonemic Using sounds and combination of Pupils should 1)Listen to the Sound chart and flash cards.
Awareness sound to decode unknown word be able to teacher as he
-/ / as in father 1)produce the pronounces
-/ / as in mat vowel sounds sounds
correctly 2)Say them
2)pronounce after the
words correctly teacher
7 MID-TERM EVALUATION

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8 – 12 Phonemic Production of sounds Pupils should Say them after Wall chart containing world
Awareness / / as in pot be able to: the teacher. with / / and /s/.
/ / as in box 1) produce the 2) identify each
vowel sound of the sounds
correctly. on the
2) pronounce chalkboard.
words
correctly,
3) Use
combination of
sounds to
produce words.
RD
3 TERM
Phonemic Pronunciation of a given words Pupils should Say them after Sound charts and flash
Awareness correctly. Sat, mat, box, bat etc. be able to: the teacher. cards.
1) pronounce 2) identify each 2) Wall Charts
words correctly of the sounds
2) use on the
combination of chalkboard
sounds to
produce words
1–6 Phonics 1) Pronunciation of consonants: 1) pronounce 1) copy the 1) objects
-meaning of consonants sound(s). consonants articulation of 2) Pictures of objects.
-letter of the alphabet. sounds in the sounds into 3) flash cards.
-Pronunciation of consonant sound. isolation, in their books.
-identification of consonant sounds words and in
-identification of non-verbal sentences
sounds. correctly.
2) identify
consonant
sounds.
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8 – 10 Phonics Pronunciation of Consonants Pupils should 1) Copy the 1) objects
Clusters be able to: articulation of 2) Pictures of objects
Meaning of consonant cluster 1) pronounce the sounds into 3) Flash cards.
-pronunciation of consonant consonants their books.
sounds in isolation, words and in sounds in 2) pronounce
content e.g. bed, dog. isolation, in the words after
-pronunciation practices on words and in the teachers.
consonant clusters e.g. bl – blade, sentences
/br/ -bread, /dr/ -dry /fr/ - frog. correctly.
11- 12 Phonics Identification of mono, bi-syllabic Pupils should 1) Pronounce 1) Teacher-made words and
and multi syllabic words: e.g. be able to: the words sentence.
go/sit, teacher/under. 1) identify correctly. 2) Word in flash cards.
mono and bi- 2) Read the
syllabic words. sentences
2) apply basic 3) apply basic
syllabication syllabication
rules. rulers

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 PRIMARY TWO ENGLISH STUDIES 1ST TERM
MODULE CONTENT BREAKDOWN OF CONTENT TO SEPARATE OBJECTIVES PUPILS TEACHING AID
UNIT ACTIVITIES (A) LEARNING
MATERIALS
1–3 Fluency 1) Reading different kinds of texts: Pupils should Read the texts 1) Texts with
-Meaning of fiction: Fiction is the form of be able to read after teacher’s 2) Illustration on
prose that describes imaginary events. (One different kinds sample reading. charts.
that is not true). of texts with 3) Cardboard
-example of fiction: lie, deceit. fluency and 4) Children text
-read fiction story. confidence.
4–6 Fluency Meaning of non-fiction: Prose writing that Pupils should 1) Read the 1) Cardboard
is information or factual that fictional. be able to read texts after 2) Pictures and
-Reading different kinds of texts. different kinds teacher’s drawing.
-Non-fiction of texts with sample reading.
-informational fluency and 2) Recall
confidence. information in
the texts.
7 Mid-Term Evaluation
8 – 12 Fluency 1) Repeated reading and fluency building Pupils should Read the Selected reading
strategies. be able to read passages in on HIV/AIDS and
2) Reading class appropriate passages on: class class fluently. drug abuse.
-HIV/AIDS appropriate 2) Identify Charts and
-Drug abuse passages. keywords pictures to the
-Answering factual questions on the -accurately related to the passage.
passages. -with topic of the
expression passages and
-with find out
appropriate meanings.
speed. 3) Answer
questions based
on the passage.

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 PRIMARY TWO ENGLISH STUDIES 1ST TERM
MODULE CONTENT BREAKDOWN OF CONTENT TO OBJECTIVES PUPILS TEACHING AID
SEPARATE UNIT ACTIVITIES (A) LEARNING
MATERIALS
1–6 Comprehension Answering factual questions from Pupils should be able to: 1) Listen to the Pupil course
class appropriate passages. 1) listen to teacher book.
-stories/rhymes e.g. simple passage passages/rhymes/stories 2) Pronounce
from the course book. 2) answer questions the keyword.
involving the 3) Retell the
identification of facts story in the
and meaning of what passage.
they listened to.
7 Mid – Term
Evaluation
8 – 12 Comprehension Listen to and retelling stories;
Talk

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 PRIMARY TWO ENGLISH STUDIES (READING) 1ST TERM
MODULE CONTENT BREAKDOWN OF OBJECTIVES PUPILS ACTIVITIES TEACHING AID
CONTENT TO SEPARATE (A) LEARNING
UNIT MATERIALS
1 Revision
2–4 Answering factual Answering factual 1) Read and understand 1) Discuss the topic diet. A course book
questions on need to questions on need to the passage dealing with 2) make sentence with supplementary
wash hand before and wash hand before and hygiene. words given by teachers. reader.
after reading. after reading. 2) identify the new words 3) practice sentence 1) Discuss the
1) Building up sentences and sentence structures structure provided by the topic with the
and linking them. in the passage. teacher. class using the
2) Linking of paragraphs. 3) Use them in sentences 4) Read the passage language in
3) Use of connective to of their own. silently. the passage.
develop the idea of the 4) do oral comprehension 2) Allow pupils
topic. on the passage read; learn and use
5) know the function of the words in
linking words. sentences.
5–6 Comprehension: Listening to and retelling 1) Building up sentences Learn the words and As in module
Danger of food stories: and linking them; structures connected 2.
contamination/poising. -talk about facts learned 2) Linking of paragraphs. with nutrition.
in informational text e.g.
dangers of food
contamination/poisoning.
8–9 Reading class appropriate As in module 3 As in module 3 As in module 3 As in module 3
texts.
10 – 2 Reading class text on 1) Building up sentences 1) Read and understand 1) Discuss the topic on As in module 4
food and linking them. the passage dealing with food
contamination/poisoning. 2) linking of paragraphs. food contamination/poisoning.
3) use of connectives to contamination/poisoning. 2) make up sentences
develop the questions. 2) Identify the new words with words given by the
4) identifying the and sentences structures teacher.
characters and events in in the passage.
the story.

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 PRIMARY TWO ENGLISH STUDIES (READING) 1ST TERM
MODULE CONTENT BREAKDOWN OF OBJECTIVES PUPILS ACTIVITIES TEACHING AID
CONTENT TO SEPARATE (A) LEARNING
UNIT MATERIALS
1 Revision
2–5 Comprehension Oral Listen to class 1) Listen carefully to the Picture of
comprehension/games. appropriate passages passage read. objects and
-Reading passages that read to them. 2) Retell the story in the persons.
will interest the pupils. 2) Retell the story in the passage. 2) charts
-Reading class passages. 3) Answer simple 3) Course
appropriate stories to the 3) answer simple questions based on the book.
pupils. comprehension story.
questions.
6 Comprehension As in module 5 As in module 5 As in module 5 As in module 5
7 Mid-Term Evaluation
8 – 12 Comprehension Read class appropriate Pupils should be able to Read the sentences 1) Flip charts
texts. read simple sentences silently and aloud. and
Reading simple sentences and answer factual 2)find answer to factual cardboards
on a series of questions on them. questions individually in 2)
international texts. pairs or in groups. Supplementary
-dangers of wrong use of reading
pesticides. materials.
-answering factual
questions on the
sentences.
1–6 Comprehension Reading class appropriate Read the passages Read silently and aloud. 1) Flip charts
passages: correctly 2)identify facts and other 2) chalk/white
-identifying facts and 2)identify facts and other information in passages. board
other kinds of kinds of information in
information in them. the passage.
-the used of herbal
medicines
-occupation
7 Mid-Term Test
8 – 12 Comprehension Application of Pupils should be able to: 1) Read orally and aloud. Selected
comprehensive passages -read the given passages; 2) Answer questions on narrative and
to both narrative and -answer questions on the the passages. expository
expository passages. passage;
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-Reading simple passages -dramatize the story; passage by the
on narrative and -make predictions. teacher.
expository texts. -recall sequence of
events.

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 PRIMARY TWO ENGLISH STUDIES (GRAMMAR) 1ST TERM
MODULE CONTENT BREAKDOWN OF OBJECTIVES PUPILS ACTIVITIES TEACHING AID
CONTENT TO SEPARATE (A) LEARNING
UNIT MATERIALS
FRIST TERM
1 Revision
2–6 Introducing Adjectives Adjectives: yellow, As in module 6 As in module 6 As in module 6
beautiful, happy etc.
-meaning of Adjectives
-examples of Adjectives
-types of Adjectives:
three main types.
-this is a beautiful dress.
7 Mid – Term Evaluation
8 – 12 Introducing Adverbs Adverbs: quickly, softly, As in module 6 As in module 6 As in module 6
slowly.
-meaning of Adverbs;
-examples of Adverbs;
-Types of Adverbs, time,
place.
Time: - after, before,
now, since.
Place: everywhere, here,
nowhere,
Manner: happily, slowly,
carefully.

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 PRIMARY TWO ENGLISH STUDIES (GRAMMAR) 2ND TERM
MODULE CONTENT BREAKDOWN OF OBJECTIVES PUPILS ACTIVITIES TEACHING AID
CONTENT TO SEPARATE (A) LEARNING
UNIT MATERIALS
SECOND TERM
1 Revision
2–4 Use of regular and Regular plurals: Plurals Pupils should be able to: 1)Pupils reproduce in 1) charts
irregular plurals of nouns. with ‘s’, ending e.g. 1) identify regular plurals writing teacher’s 2) chalkboard
ball/balls, girl/girls. 2) use regular plurals in examples of regular 3) pictures
Most nouns in English are simple sentences. plurals. 4) flash cards
made into plural nouns 2) form regular plurals.
by adding an ‘s’ to the
singular form.
5–6 Use of regular and Irregular plurals e.g. As in module 4 As in module 4 As in module 4
irregular plurals of nouns. man/men, ox/oxen.
Child/children
7 Mid-Term Evaluation
8 – 12 Simple present and past Production of simple Pupils should be able to 1) Pupils reproduce in 1) chalkboard
tenses of common verbs. present tense and past identify and use of simple writing, teacher’s 2) pupils chart
tense of common verbs past and present tense of examples of simple on display.
in tabular form e.g: common verbs. present and past tense of
run/ran, come/came, common verbs in tabular
is/was. form.

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 PRIMARY TWO ENGLISH STUDIES (GRAMMAR) 3RD TERM
MODULE CONTENT BREAKDOWN OF OBJECTIVES PUPILS ACTIVITIES TEACHING AID
CONTENT TO SEPARATE (A) LEARNING
UNIT MATERIALS
THIRD TERM
1 Revision
2–6 Correct use of Apostrophes in Pupils should be able to 1) Listen to teacher’s Chalkboard
Apostrophe in possessives e.g. correctly use presentation on the use 2) Pupils chart
possessives 1) Meaning of apostrophes in of apostrophes in display.
apostrophes possessives. possessives.
2) example of 2) Produce their own
apostrophes sentences using
3) uses of apostrophes apostrophes in
4)apostrophes in possessives.
possessive: e.g.
-it is the boy’s toy.
-it is a boy’s college.
7 MID – TERM EVALUATION
8 – 10 Using the present 1) identification and use Pupils should be able to 1) Identify present -chalkboard
continuous tense of present continuous identify and use present continuous tense in -Pupils charts
tense. continuous tense sentences. on display.
-present continuous correctly.
tense is made by using
an; is, or are;
-expression of present
continuous tense. E.g. I
am eating; He is running.
11 – 12 Using the present Guided examples of As in module 10 Use present continuous -chalkboard
continuous tense. present continuous tense correctly in Pupils charts
tense. sentences. on display.
-I am writing test on
different topics.
-she is drinking coffee.
-they are playing football
now.

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