ESCOLA PRIVADA PERITUS

PROGRAMA DE INGLÊS
Pré-Primária , 1ª e 2ª CLASSE

Contextualização

A Escola Privada Peritus busca inovar e gerar Excelências. Para tal, é necessário que o professor busque metodologias inovadoras olhando para o sucesso da
aprendizagem da Lingua Inglesa, e que a Escola seja reconhecida a nível nacional e mundial.

Segundo Harmer (2007) o ensino de inglês para crianças pode ser considerado o mais difícil e, ainda assim, gratificante também para o professor. Entretanto,
para tornar isso possível, é preciso ter um ambiente favorável à aprendizagem, em que se proponham atividades desafiadoras envolvendo, por exemplo,
advinhas/ enigmas, desenhos, jogos, movimento e músicas, criando um bom espaço de aprendizagem.

O uso do inglês em sala de aula deve ser sempre contextualizado e percebido pelos alunos como necessário para aquele momento. Servir-se de situações
familiares à faixa etária pode auxiliar a chamar a atenção e na memorização de estruturas pertinentes a esses momentos na língua adicional em questão
(Brown, 2001) (Citado por Suzumura,2016.p. 34). O referido “contexto realista” deve ser propiciado pelo professor, considerando as preferências e
necessidades de seu grupo de estudantes, para que a criança sinta necessidade de uso da língua alvo.
Para além disso, Cameron (2005) e Harmer (2007) (citados por Moral-Pereira, J. d. C. Q. (2016. P.36-37 )consideram essencial que o professor saiba
identificar as preferências de seus alunos de maneira a suscitar sua curiosidade e atenção, ao invés de prender-se às unidades de livros didáticos ou aos
próprios interesses. Para isso, é interessante que o professor elabore uma gama de actividades consideradas relevantes para a faixa etária e que sejam “flexíveis
o suficiente para ir para o quando perceberem que seus estudantes estão ficando entediados.

Caro professor da Escola Privada Peritus,

Em suas mãos está o programa que irá norteá-lo durante as aulas com os petizes. É importante salientar que o programa é dinâmico, por isso, é necessário se
adaptar e contextualizar as aulas de acordo com o tipo de aluno que tiver.

Durante as aulas, recomendamos que medeiem conhecimentos práticos como o exemplo dos principais comandos, de acordo com Harper, Reilly, Covill
(2006b, p. 11) : Close your eyes – Feche os olhos; Skip – saltar; Jump – pular; Clap – bater palmas; Sing – cantar; Dance – dançar; Wave your arms -
balançar os braços; Stamp your feet – bater os pés; Nod your head – balançar positivamente a cabeça. Também recomendamos a utilizaçâo de
advinhas/ enigmas, desenhos, jogos e músicas.

English Syllabus for (PRE and Grade 1 and 2)

 Key competences at the end (grade 2).
 At the end, the learner should be able to:
 Appreciate simple stories rhymes, and poems when read aloud
 Ask and answer simple questions including in short dialogues
 Recognize and read aloud some common and familiar English words and simple phrases.
 Copy simple common and familiar words, label drawings and begin to write some from memory.
 Use simple English vocabulary, language structures, phrases, sounds and conventions of prints already learned.
Skills required for the teacher of this subject
 Engage students in variety of learning activities.
 Use multiple teaching and assessment methods
 Adjust instructions to the level of the learner.
 Creativity and innovation.
 Makes connections/links with other subjects.
 Should have a high level of knowledge of the content.
 Effective discipline skills.
 Good classroom management skills.
 Good communicator.
 Guide and counsellor.
 Passion for children teaching and learning.

1.1. English Syllabus for Primary ones

1.1.1. Key competences at the end of Grade 2

At the end of G2, the learner should be able to:

 Appreciate simple stories rhymes, and poems when read aloud
 Ask and answer simple questions including in short dialogues
 Recognize and read aloud some common and familiar English words and simple phrases.
 Copy simple common and familiar words, label drawings and begin to write some from memory.
 Use simple English vocabulary, language structures, phrases, sounds and conventions of prints already learned.
Pre-class and G-1 English Syllabus Units

TOPIC AREA: ORAL AND WRITTEN COMMUNICATION

Pre class and G.1 Unit 1: Welcome to the classroom No.class :

English
Key Unit Competence: To use language learnt in the context of the classroom.
Learning objectives
Knowledge and Skills Attitudes and Content Learning activities
understanding values
- Identify - Recognise - Listen Language use - Greet learners in class and let
personal and familiar carefully. Greeting people them respond appropriately.
possessive names and - Pay attention - Good morning, good afternoon, - Mime greetings and the learners
pronouns. words. to the teacher. good evening, hello, how are imitate and respond aloud.
- Recognise - Greet people - Enjoy you? I am fine, thank you. - Learners practise greeting each
words for at school and yourself. Introducing oneself other.
classroom in a home - My name is Felix. I am Felix. - Learners introduce each other.
instructions. setting. What is your name? - Listen and respond to words,
- Recognise and Introducing others stories, nursery rhymes, chants,
respond to - This is Felix. He is Felix. His poems and songs about greeting
greetings in name is Felix. Who is this? people.
words and Giving and following - Create actions for some
gestures. instructions instructional words e.g. clap,
- Ask someone - Stand up, sit down, clap, listen (tug ear), look (point to
their name concentrate, listen, look, repeat, eye). Learners imitate and say
and say their speak, sing, etc. the words
own. Vocabulary - Match pictures with spoken
- Introduce Instructions/Orders: words and phrases.
themselves - Stand up, sit down, repeat, listen, - Listen to the sounds and
and others. etc. words and repeat.
- Listen to and Language structure
follow - Possessives: my, his, her.
 instructions. - This is, I am, she is.
- Recognise and Sounds and spelling
produce and - Recognise and pronounce some
English frequently used words
sounds.

Links to other subjects: Social Studies: self and others.

Assessment criteria: Can greet people, introduce oneself and others and follow instructions.
Materials: Flash cards, and pictures, Bluetooth, projector.
TOPIC AREA: ORAL AND WRITTEN COMMUNICATION
Pre class and G.1 Unit 2: Classroom objects No. of periods:
English
Key Unit Competency: To use language learnt in the context of objects in the classroom.
Learning objectives
Knowledge and Skills Attitudes and Content Learning activities
understanding values
- Recognise the - Recognise and - Listen carefully Language use - Role play dialogue using
use of the use frequently and repeat. Describing classroom objects classroom objects and
indefinite used words in - Listen to your - What is this? It is a chair. This possessions.
article and speaking and partner. is a chair. What is that? Is that a - Classify different objects in the
plurals. listening. - Be polite to chair? Point to a desk. classroom based on their
- List words - Identify your partner. Describing colours colour.
for colours the names - This is a red pen. What colour - Listen, repeat and respond to
and of is this? These are red pens. It is words, stories, nursery rhymes,
classroom classroom blue. Is it blue? chants, poems and songs about
objects. objects. Talking about possession greeting people.
- Copy the - I have got a blue pen. Have you - Play Odd One Out e.g. put three
names of got a pencil? That’s my pencil. Is things together, two are yellow
classroom that your bag? one is blue, learners then
objects. Vocabulary determine which is the odd one
- Identify the Colours: out?
colour of - Blue, yellow, green, red, etc. - Match colours with their names.
classroom Classroom objects: - Draw a rainbow and say the
objects and - Chair, desk, pen, pencil, book, colours.
objects in the bag , etc. - Draw, colour and label
environment. Language structures classroom objects.
- Listen to - Plurals. - Make collections of different
stories, - Indefinite article. colours.
nursery - This is, these are, it is, what is? - Guess hidden objects.
rhymes, poems
 and songs. - I have got, have you got?
- Hear and - My, your etc.
recognise Sounds and spelling
words. - Recognise and pronounce some
- Listen to items frequently used words.
read out and - Hear and say rhyming words.
show
understanding
by drawing/
colouring
them.
- Describe
possessions.
Links to other subjects: classroom and colour.
Assessment criteria: Can name classroom objects and their colours and say what you possess.
Materials: picture books, pictures, photographs, marker/pens, Bluetooth, projector.
TOPIC AREA: ORAL AND WRITTEN COMMUNICATION
Pre class and G.1 Unit 3: People at home and school No. of periods:
English
Key Unit Competency: To use language learnt in the context of people at home and school.
Learning objectives
Knowledge and Skills Attitudes and Content Learning activities
understanding values
- Recognise the - Recognise and - Put your hand Language use - Listen to a short, simple
use of how old pronounce up when you Describing one’s family dialogue about people at school.
and this is my. some want to answer - This is my/her/his father. - In groups, show photographs of
- Say words for frequently a question. Who is this? I have 2 sisters. family members.
family used words. - Organise your Her name is Georgei. - Make a family tree using
members and - Point to and group and Describing people in school pictures and photos/word
people in name family choose - This is a teacher. He is a cards.
school. members and someone to teacher. She is the head - Draw and write the names of
name family report to the teacher. Who is this? family members.
relationships. whole class. Talking about people’s ages - Listen and respond to words,
- Name people - I am 10. She is 10. How old stories, nursery rhymes, chants,
in school. are you? How old is he? poems and songs about
- Listen and read Vocabulary greeting people in the family.
the names of Family members: - In pairs/groups, name people in
family - Father, mother, brother, sister, school.
relationships. etc. - Play number games and sing
- Write the People in school: number songs.
names of - Teacher, head teacher, etc. - Listen to sounds and match
family Numbers: sounds with letters.
members. - 1-20
- Describe Language structure
people’s ages. - I am 10, how old are you?
How old is she?
- Who is this? This is my/her/his.
 Sounds and spelling
- Recognise and pronounce
sounds and use rhythm and
stress correctly.
Links to other subjects: Social Studies: family and age.
Assessment criteria: Can identify family members and say how old people are.
Materials: photographs, family photographs, drawings, drawing paper and pens, bluetooth, projector.
TOPIC AREA: ORAL AND WRITTEN COMMUNICATION

Pre class and G.1 Unit 4: Clothes and body parts No. of periods:
English
Key Unit Competency: To use language learnt in the context of clothes and body parts.
Learning objectives
Knowledge and Skills Attitudes and Content Learning activities
understanding values
- Recognise the - Start to - Organise your Language use - Match pictures with the names
use of singular recognise and group and Say who you are of body parts or clothes.
and plural produce keep time. - My name is Gabito. I am a girl. - Label a diagram showing body
nouns and sounds and to - Take turns in He is a boy. His name is Felix. parts or clothes.
questions with recognise group work. Is he a boy? - Draw body parts or clothes and
what is, and some sound Describing parts of the body name them.
what are. letter - This is my head. These are - Listen to and mime words,
- List words relationships. my arms. These are her legs. stories, nursery rhymes, chants,
for parts of - Say who Describing clothes poems and songs about
the body, you are. - This is a shirt. It is a shirt. greeting people.
colours and - Orally describe These are socks. What is this? - Sing songs about body parts,
clothes. parts of the What are these? The shirt is e.g. head and shoulders, knees
body. blue. What colour are the and toes.
- Orally describe socks? - Play games, e.g. point to,
clothes and Saying what people are touch, Simon says.
their colours. wearing - Play what is missing where the
- Listen to the - He is wearing a shirt. She teacher writes words on the
names of is wearing a blue skirt. board. Learners close their eyes
clothes and Vocabulary and the teacher removes one or
parts of the Parts of the body: two words. Learners have to
body and show - Head, eyes, ears, nose, guess which word is missing.
understanding mouth, etc. - In pairs and groups, ask and
Colours:
 visually. - Red, blue, pink, brown, etc. name body parts or clothes.
- Write the Clothes: - Use flash cards showing
names of - Shirt, skirt, trousers, jumper, body parts or clothes.
clothes and etc. - Fill in simple, short gap filling
parts of the Language structure sentences.
body on a - This, these. - Show pictures and say what
picture. - What is, what are these? people are wearing.
- Present continuous tense: - Draw a picture and say what
wearing. clothes the person is wearing.
- Possessive pronouns: my, her, - Match pictures of what people
his. are wearing with sentences.
- Singular and plural nouns. - Guess Who? Riddles: She is
- This, these. wearing a blue skirt. Who is
- I am, she is a. she?
Sounds and spelling
- Recognise and name the letters
A to Z.
- Recognise and pronounce some
frequently used words.
Links to other subject: Elementary sciences and technology: body parts and clothing.
Assessment criteria: Can identify parts of the body, name clothes and their colours and say what people are wearing.
Materials: pictures, photographs, drawing paper and pens and coloured chalk/pens, bluetooth, projector.
TOPIC AREA: ORAL AND WRITTEN COMMUNICATION
Pre class and G.1 Unit 5: Likes and dislikes No. of periods:
English
Key Unit Competency: To use language in the context of likes and dislikes.
Learning objectives
Knowledge and Skills Attitudes and Content Learning activities
understanding values
- Recognise the - Name simple - Write neatly. Language use - Match pictures of foods with
use of the foods. - Speak clearly Describing food names.
present simple - Express likes when you - This is rice. These are beans. - In groups, learners name foods
tense. and dislikes in answer a What is this? What are these? and say what they like.
- List words relation to food question. Are these beans? - Carry out a simple survey on
for food and colours. - When you Talking about likes and the food learners like.
items. - Carry out a work in pairs dislikes - Represent the survey in
- Identify simple survey or groups, - I like rice. She likes rice. They numbers or in a bar graph form.
numbers 20- on food and decide who is don’t like rice. He doesn’t like - Point to favourite colours.
50. represent the going to do rice. What food do you like? - Draw favourite foods or
data in which job. What colours do you like? colours.
numbers or What is your favourite food? - In pairs, answer and ask
as a bar Do they like bananas? questions.
graph. Doing a survey - Listen to and mime words,
- Listen to the - 10 people like beans. stories, nursery rhymes ,chants,
names of Vocabulary poems and songs about food
different food Food: and colours.
and show - Bananas, rice, beans, eggs, etc. - Read simple sentences about
understanding Numbers: what people like.
visually. - 20-50. - Scrambled sentences: Pupils
- Read simple Language structure put word cards in the right
sentences - Present simple tense: order to make sentences.
about likes and Declarative: Do you? Does she?
dislikes in
 relation to What do you?
foods. - Plurals: demonstratives.
- Complete - Questions: What is this? What
simple are these? Are these?
sentences Sounds and spelling
about likes and - Recognise and pronounce
dislikes in sounds and use rhythm and
relation to stress correctly.
foods.
Links to other subjects: Maths: numbers
Assessment criteria: Can identify common foods and express likes and dislikes.
Materials: pictures, photographs, coloured chalk/pens, realia, and charts, Bluetooth, projector.

REFERÊNCIAS BIBLIOGRÁFICAS
Moral-Pereira, J. d. C. Q. (2016) ‘‘O ensino de língua inglesa na Educação Infantil: considerações sobre formação e prática docente’’(monografia) São Paulo,
169 f.,
Suzumura,D.( 2016) ‘‘Ensino de inglês para crianças pequenas: Estudos para adaptação do manual do professor que acompanha o livro didáctico cookie and
friends starter’’( tese)Universidade estadual de Londrina.
1. National Curriculum Development Centre. (2010). Curriculum of English Language for Primary Schools in Rwanda.
2. Peace Corps Information and Exchange M0041. (1989). Teaching English as a Foreign or Second Language (Online) (Available at:
http://www.peacecorps.gov)
3. Harmer, J. (2001). The Practise of English Language Teaching. (3rd Ed). Edinburgh Gate: Longman.
4. Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge,
GRADE 2

TOPIC AREA: ORAL AND WRITTEN COMMUNICATION

Grade-2 English Unit 6: Classroom objects and personal belongings No. of periods:
Key Unit Competency: To use language learnt in the context of classroom objects and personal belongings.
Learning objectives
Knowledge and Skills Attitudes and Content Learning activities
understanding values
- Recognise the - Recognise and - Eager to learn Introduction - Draw pictures showing the
use of produce new words and Language use position and number of objects
prepositions of sounds, write them Describing position and talk about them in groups.
place and the recognise down. - The book is on the desk. - Draw and name pictures of
possessive letters and - Attempt Where’s the blue pen? personal belongings.
with names. recognise key making Describing numbers - 'What is Missing?' game: The
- Identify sound letter sentences even - How many chairs are there? teacher shows objects or
words for relationships. if you make There are five chairs. pictures. Learners cover their
classroom - Orally describe mistakes. Talking about possessions eyes and the teacher removes
objects. the position of - Whose pen is this? It’s Mutesi’s. one. Learners have to guess
objects. This is Felix’s pen. what is missing.
- Orally, say who Vocabulary - Quiz: say where something is.
something Classroom objects: Right or wrong? Say how many
belongs to. - Book, exercise book, chair, things there are. Right or
- Describe the desk, etc. wrong?
number of Language structures - Complete simple sentences
things. - Prepositions of place: on, describing pictures showing a
- Read simple under, next to, behind, etc. number or place.
sentences - Possessive form: Mutesi’s. - Read simple sentences about
describing the - There are, how many? pictures describing numbers
position and Sounds and spelling and places. Right or wrong?
number of - Recognize and name letters A to - Draw pictures: 3 pens on a
things and Z. table, other learners can
 visually show Recognize and pronounce complete sentences using
understanding. frequently used words. sentence starters.
- Listen to Be aware of lower case and - Listen to and repeat sounds,
people talking capital letters. and match sounds and letters.
about the
position and
number of
objects and
visually show
understanding.
- Draw objects,
show their
position and
number and
write simple
descriptive
sentences.
Links to other subjects: Mathematics: numbers, and spatial representation.
Assessment criteria: Can describe the position and the number of objects and say who things belong to.
Materials: Pictures, flashcards, picture books, Bluetooth, projector.
TOPIC AREA: ORAL AND WRITTEN COMMUNICATION
Grade-2 English Unit 7: Home No. of periods:
Key Unit Competency: To use language learnt in the context of the home.
Learning objectives
Knowledge and Skills Attitudes and Content Learning activities
understanding values
- Recognise the - Recognise and - Use English in Language use - In groups, learners talk about
use of the produce and out of Saying where you live their home, using oral support,
present simple sounds, school. - I live in Maputo. He lives in e.g. sentence starters.
tense, and recognise - Be aware of Beira. They don’t live in - Learners draw 'My Ideal Room'
prepositions of letters and errors both in Inhambane. Beira is a town. with favourite objects and
place, etc. recognise key spoken and Describing a house and its colours.
- Identify sound letter written rooms - Draw a picture of a room and
words for relationships. English. - There are 3 rooms. How name the objects.
localities, - Say where many rooms are there? Is - Hold an exhibition of drawings.
rooms, and you live. there a living room? - Label household objects in a
household - Orally, Describing the contents of picture.
objects. describe rooms rooms - Match pictures of household
and their - There’s a table in the kitchen. objects with their names.
contents. There are knives and forks on - Complete simple sentences
- Read simple the table. There’s a lamp in about a home or a room using
sentences the bedroom. Where is the writing support, e.g. sentence
describing a lamp? starters or substitution tables.
dwelling or a Vocabulary - Listen to a text read out
floor plan and Localities: describing a room. Learners
visually show - Town, village, city, etc. draw what is read out.
understanding. Rooms:
- Listen to a text - Bedroom, kitchen, living
read aloud room, etc.
Household objects:
 about a - Table, chair, knife, lamp, etc.
dwelling or a Language structures
floor plan and - Present simple tense:
visually show declarative, negative.
understanding. - Prepositions of place: in,
- Draw a plan or under, behind, on, near, etc.
picture of a - There is/are. Is there?
dwelling, name Sounds and spelling
the rooms and - Recognize and name letters A to
write simple Z.
descriptive - Recognise and pronounce some
sentences. frequently used words.
- Become aware of lowercase and
capital letters.
- Recognise and pronounce
sounds and use rhythm and
stress correctly. Spell correctly.
Links to other subjects: homes, household objects
Assessment criteria: Can say where you live, name rooms and household objects.
Materials: Photographs, pictures, , plans, drawing paper, pens, Bluetooth and projector.
TOPIC AREA: ORAL AND WRITTEN COMMUNICATION

Grade-2 English Unit 8: Domestic animals No. of periods:

Key Unit Competency: To use language learnt in the context of domestic animals.
Learning objectives
Knowledge and Skills Attitudes and Content Learning activities
understanding values
- Recognise the - Recognise and - Listen carefully Language use - Draw animals and write simple
use of the produce when others Talking about domestic supported sentences about
present simple sounds, speak. animals them.
tense. recognise - Risk taking: - We have a dog. Do you have a - Match animal pictures with
- Identify letters, and don’t worry cow? We don’t have rabbits. words.
words for recognise key about making Talking about what animals eat - Anagrams of animal words,
animals and sound letter mistakes, - Our dog eats meat. What toags = goats.
animal food. relationships. everybody do goats eat? - Match animals with words
- Describe orally does it. - Does your dog eat meat? What about what they eat.
the animals do rabbits eat? - Construct a tick chart showing
they have at Talking about favourite what animals eat.
home. animals - Write simple supported
- Explain what - I like dogs. Do you like hens? sentences about what animals
animals eat. What is your favourite eat.
- Construct and animal? My favourite animal is - Read a short text about animals.
interpret a a goat. - Play games making animal
table showing Vocabulary sounds.
what animals Animals: - Sing animal songs (e.g. Old
eat. - Dog, goat, cow, rabbit, pig, etc. McDonald).
- Read a short Food animals can eat: - Listen to and repeat sounds and
text describing - Grass, meat, vegetables, match sounds with letters.
domestic maize, etc.
animals and Language structures
- Present simple tense.
 show Sounds and spelling
understanding - Recognise and name letters A
visually or in to Z.
writing. - Recognise and pronounce some
- Listen to a text frequently used words.
read aloud - Become aware of lowercase and
describing capital letters.
domestic - Recognise and pronounce
animals and sounds and use rhythm and
show stress correctly.
understanding - Spell correctly.
visually or in
writing.
- Describe
domestic
animals in
writing using
simple
supported
sentences.
Links to other subjects: Social studies and elementary science and technology: domestic animals and animal food.
Assessment criteria: Can say what animals they have, what they eat and which ones they like.
Materials: Charts, pictures of animals, photographs, flash cards, table on board, drawing paper, and pens
TOPIC AREA: ORAL AND WRITTEN COMMUNICATION

Grade-2 English Unit 9: Daily routines No. of periods:

Key Unit Competency: To use language learnt in the context of daily routines.
Learning objectives
Knowledge and Skills Attitudes and Content Learning activities
understanding values
- Recognise the - Recognise and - Practise Language use - Use a model clock to tell and
use of the produce reading in and Describing daily activities ask the time.
present simple sounds, out of class. - I get up and clean my teeth. - Learners read phrases telling
tense and of recognise - Appreciate Does she clean her teeth? Do the time and match them with
clock time. letters and writing neatly you do your homework? clock times.
- Identify recognise key and avoiding Telling the time - In groups, ask and tell the time.
words for sound letter spelling errors. - What time is it? It is six - Match pictures of people doing
daily activities relationships. o’clock, half past six, a quarter daily routines with words and
at home and - Orally tell to/past six, sentences.
clock time. the time. five/ten/twenty/twenty- five - Listen to the teacher
- Orally describe past/to six. talking about daily routines
daily routines. Describing daily routine or time and respond.
- Read a short - I go to school at 7.00. She gets - Role play daily activities.
text about up at 6.00. - Mime daily activities and the
daily routines Vocabulary learners guess the activity.
and show Daily activities at home: - Read and speak a dialogue
understanding - Do homework, clean teeth, get about daily activities or time.
visually or in up, get dressed, etc. - Read a short text about daily
writing. Clock time: routines or time and match
- Listen to a text - To, past, half, a quarter, etc. with pictures or fill in simple
read aloud Language structures gaps.
about daily - Present simple tense. - Draw pictures of people doing
- Telling the time.
 routines and Sounds and spelling daily activities and write
show - Recognise and pronounce supported sentences about
understanding sounds and use rhythm and them.
visually or in stress correctly. Spell correctly.
writing.
- Tell the time in
writing.
- Describe daily
routines in
writing using
simple
supported
sentences.
Links to other subjects: Social Studies: time and pupil's day.
Assessment criteria: Can tell the time and describe daily routines.
Materials: Pictures, photographs, drawing papers, and pens.
TOPIC AREA: ORAL AND WRITTEN COMMUNICATION

Grade-2 English Unit 10: Story telling No. of periods:

Key Unit Competency: To use language learnt in the context of storytelling.

Learning objectives
Knowledge and Skills Attitudes and Content Learning activities
understanding values
- Recognise the - Recognise and - Be careful Language use - Listen to a story and look at
use of produce while listening - On Monday he ate one apple pictures (if possible
connectors of sounds, to a story and but he was still hungry. On flashcards).
time. recognise look at the Friday he ate five oranges but - Sequence pictures with support
- Identify key letters and pictures. he was still hungry. from the teacher
words for the recognise key - Be able to Vocabulary - Match the pictures with
story. sound letter detect errors. - Vocabulary of a story. sentences.
relationships. Language structures - Listen to the story again and
- Listen to - Present simple tense. predict what will happen next
simple stories - Connectors of time: once upon a using key connectors: and,
and visually time, then, after that, next, then…
show finally, etc. - Retell a story, drawing
understanding. Sounds and spelling attention to connectors on
- Read a story - Recognise and pronounce flashcards.
and visually sounds and use rhythm and - Learners retell the story, with
show stress correctly. Spell strong support.
understanding. correctly. - If possible, sequence the
- Retell a story sentences.
with support. - Repeat this activity with
different stories.
Links to other subjects: Kinyarwanda: stories.
Assessment criteria: Can listen to a story and show visual understanding, read the story and show visual understanding, retell a story with strong support.
Materials: Pictures, photographs, story books, and flash cards

REFERÊNCIAS BIBLIOGRÁFICAS
Moral-Pereira, J. d. C. Q. (2016) ‘‘O ensino de língua inglesa na Educação Infantil: considerações sobre formação e prática
docente’’(monografia) São Paulo, 169 f.,
Suzumura,D.( 2016) ‘‘Ensino de inglês para crianças pequenas: Estudos para adaptação do manual do professor que acompanha o livro didáctico
cookie and friends starter’’( tese)Universidade estadual de Londrina.
1. National Curriculum Development Centre. (2010). Curriculum of English Language for Primary Schools in Rwanda.
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http://www.peacecorps.gov)
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