English Syllabus Grade 1

English Syllabus for Grades 1-4
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Table of Contents
Rationale ............................................................................................................................
Topic flow charts for Grades 1-4 .......................................................................................
Minimum Learning Competencies for Grades 1-2 ............................................................
Content maps for Grades 1-2 .............................................................................................
English Grade 1 syllabus ...................................................................................................
Minimum Learning Competencies for Grades 3-4 ............................................................
Content maps for Grades 3-4 .............................................................................................
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The English syllabus for grades 1-4 was revised by:
Solomon Worku Curriculum Expert, GECFDD, Ministry of Education

Tsegay Ammenu Dubbale Research Expert, GECFDD, Ministry of Education
Hamid Mustefa English Language Expert, Ministry of Education
Tsegaw Berhanu English Language Expert, Ministry of Education
Getahun Gebremedhin English Language Curriculum Expert, Addis Ababa Education Bureau
Jonathan Hadley VSO English Language Expert, Ministry of Education
Yvonne Harkin VSO English Language Expert, Arba Minch University
Kalbesa Tolera Teacher, Jijiga
Marianne Tudor-Craig International Consultant
GECFDD, Ministry of Education, Addis Ababa, April 2008
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Rationale
Why do Ethiopian children study English?  The approach to language teaching is communicative and skills
English has been retained in the educational system because it is vital to for based: students learn and practise language which is meaningful
the economic development of Ethiopia. English is the language of wider to them and which has a real purpose and context. For this reason
communication across the globe in international relations, science and the focus is on the four skills of listening, speaking, reading and
technology, commerce and trade. It is also the medium of instruction for writing. Grammar and vocabulary items are integrated into
secondary and higher education in Ethiopia practice of these skills. Language is about communicating with
others and learners are encouraged to interact with each other in a
What is the new syllabus based on? variety of patterns: pairs, groups and whole class. The activities
The English syllabus for grades 1-4 is designed based on the new are also designed to encourage students’ natural curiosity and
curriculum framework for Ethiopian schools and on the needs assessment appetite for discovery together with enjoyment of learning
conducted prior to revision work. The syllabus has also considered through games, songs and stories.
international content standards for a similar age and grade level of learners.
What are the main changes?

The main changes to the previous English syllabus are:
 The content has been reduced and is compatible with students’
age and grade level. Teachers should be able to cover the content
in the allotted time.
 The syllabus is based on minimum learning competencies for
each grade against which students will be assessed. Each unit
provides the content and activities needed to build up students’
competency.
 There is spiral progression throughout the four grades: the four
language skills, grammatical and vocabulary items and other
language components are taught at increasing levels of difficulty
and sophistication within the topic areas. This spiral progression
is demonstrated in the minimum learning competences and the
topic flow chart.
 The content is relevant to all children whether they are
progressing to secondary school, technical or vocational college
or leaving school and contributing to development of the
community.
 The syllabus demonstrates practical implementation of active
learning and learner-centredness. It is designed to inform the
production of quality textbooks that will inspire confidence and
develop competence in teachers so they can use a broader range
of methodologies in their teaching.
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What is the new approach?  are contextualised and meaningful, with a real purpose and
The new approach contains a number of aspects that are demonstrated in the audience in mind
MLCs, the syllabus and its activities  encourage creative, productive and enjoyable use of language
 are designed to enable increasing pupil independence and choice
1. Psychological preparation  stimulate young learners
 engage children’s minds and keep them physically occupied
This includes:
 allow children to respond to language input by doing
 motivating children to learn English by using interesting and
enjoyable methods  provide opportunities for interaction to develop fluency
 learning geared to: communicating in English, using the language  enable teachers to choose a style that suits the mood
creatively, taking delight in talk  help young learners understand by using the various senses: seeing,
 building on young learners’ instinct for play and fun hearing, feeling etc
 taking account of their capacity for imagination and creativity  cater for different modes of learning: verbal, visual, musical,
logical, physical, interpersonal etc
 developing in young learners sensitivity to foreign languages and
cultures  keep lessons short and simple
 raising their awareness of the mother tongue and English  vary work on the same topic
 developing in them a positive attitude to language learning  vary the organisation of learning (children working in pairs,
groups, whole class)
2. Attitude goals  reuse materials for a different purpose
Attitude is an important aspect of a young learners’ syllabus. Young  repeat patterns (e.g. words or phrases) which promote learning
learners should want to communicate and find pleasure and confidence in  repeat rhythms that reinforce English sounds, stress and intonation
exploring English. They should anticipate or predict what comes next and
be willing to ‘have a go’. They should not be afraid of taking risks or What are the main features of the syllabus?
making mistakes. Finally they should reflect on their actions and learn from
them. 1. Minimum Learning Competencies
The Minimum Learning Competencies (MLCs) are the skill levels we
3. Content goals expect all the students to have reached within the topic areas at the end of
Content is both topic-based and linguistic. Topics have been chosen that each grade. Some students will demonstrate abilities beyond the MLCs.
are interesting and enjoyable to young learners. Grades 1-4 focuses on
building students’ oral skills. Language chosen is functional, relevant and 2. Topic flow charts and content maps
realistic for children. The vocabulary and structures are appropriate to The topic flow charts show the spiral progression of the competencies
young learners’ age and development stage within a number of topics. The content maps show the content to be learnt
in each unit at each grade.
4. Lessons and materials
These include activities and tasks that: 3. Units and period allocation
 have a clear learning outcome Each grade is broken up into a number of units based around a topic.
 can be personalised according to pupils’ interests Competencies in language and skills are built up within a topic as topics
recur a number of times throughout the first cycle of primary.
 are graded, to facilitate movement from the cognitively simple to
the more demanding
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In grades 2-4 there will also be at least two revision units. These units will Each unit starts with a learning outcome related to the topic and which is
provide teachers and students with opportunities to recycle language and applicable across the skills. The topic area for vocabulary is also
skills and assess competencies. In these units there should be a variety of highlighted with some examples. At the end of each grade there is a list of
activities across the skills and integrated tasks to practise and assess what vocabulary. Teachers should choose vocabulary from this list that is
has been learnt. Activities should be fun and engaging but should also relevant to their students. Teachers are also free to add lexical items where
include examples of national test types such as multiple choice. appropriate. Although some ideas are given in the syllabus, teachers should
also recycle vocabulary as much as possible. This can be done through
Each unit is divided into a number of periods based on a 34-week school vocabulary games at the beginning and end of lessons. Regular vocabulary
year. Regular, short slots of language learning during the week are likely to tests should also be given.
be more effective than a longer, more concentrated slot once a week. In
grades 1-4, children will have 5 periods of English per week. 5. Competencies
The left hand column lists the relevant competencies for each unit. These
Below is the proposed period allocation across the units. However, while are derived from the Minimum Learning Competencies for each grade or in
teachers should ensure they finish they syllabus, exact period allocation is some cases may revise the competencies from previous grades. Teachers
flexible. Teachers should respond to the needs of their students in different use these competencies to assess students (see assessment).
skills and topics.
Grade 1 (5 periods a week) 6. Skills
Units 1, 2, 4, 5 and 13 have For clarity of focus each unit of the syllabus is broken up into
12 periods each  Speaking and listening
Units 3, 6, 7, 8, 9, 10, 11, 12  Reading
14 and 15 have 11 periods each  Writing
Total Periods 170
Speaking and listening are put together because in a communicative
Grade 2 (5 periods a week) interactive approach, they are often inseparable. When listening is practised
Units 1-14 12 periods as a discreet skill, this is reflected in the corresponding competency. Indeed
Revision units 2 periods listening is often the first activity of a unit because it is used to provide a
Total periods 170 context for the introduction of language items.
Grade 3 (5 periods a week)
Speaking and listening also come first in each unit because in most cases,
Units 1-12 13 periods
and especially in grades 1-4, students will be learning this aspect of the
Revision units 14 periods
language first. Reading precedes writing because it is a receptive skill
Total periods 170
(rather than a productive skill) and the reading text will often provide a
Grade 4 (5 periods a week) model for writing. In grades 1 and 2, writing is developing literacy skills in
Units 1-12 13 periods English so the focus is on copying letters and models. In grades 3 and 4
Revision units 14 periods students gradually progress to producing their own words and sentences.
Total periods 170
Although the activities within the skills are presented in this order in the
4. Learning outcomes and vocabulary syllabus documents, activities do not have to be followed in this order.
Indeed it will often make sense to provide a variety of practice across skills
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within a week’s 5 periods. Furthermore some of the activities actually students’ attention to these. In grade 4 teachers should also start to build
integrate all the skills. up students’ skills in spelling by administering periodic tests.
7. Language Content/items With all the skills students should be encouraged to work on activities in a
The middle column of language content/items contains the grammar, variety of interaction patterns: pairs, threes, small groups, larger groups and
language patterns or text type to be learnt in each unit to build up students’ whole class. For listening and reading activities students should check and
competency within each topic and skill area. Examples of the language compare their work together, practising their English as they do so. For
items students are expected to produce or respond to in order complete an reading, students and read aloud in pairs and small groups rather than
activity are also given in this column. These are located in the speaking and reading silently. The skill of writing is as much about process as product.
listening column as we would generally expect them to be introduced in For this skill too, students should sometimes be encouraged to write
these skills first. Social expressions (functional language such as greeting sentences and paragraphs together.
people, introducing oneself or giving advice) are also included in this
column and may overlap with language patterns and grammar. Under 9. Assessment
reading and writing the language content is the text type (such as words, Teachers are expected to assess students on a continuous basis. Many of
phrases, sentences, paragraph, story, descriptive passage, recipe etc.) the the activities can be used for assessment as well as practice. Teachers
students will be working with. should keep records of student performance in class and regularly take in
notebooks to mark work and record achievement. On top of this, at the end
8. Language activities and resources of each unit there is at least one assessment activity. For grades 1-4 this is
The third column contains activities and resources for the teacher to use usually in the area of speaking and listening as this is the primary focus of
with students to facilitate learning of the corresponding language English in the first cycle. Moreover, as mentioned earlier, each grade will
content/items and build up the corresponding competencies. The resources have at least two revision units which will also provide the teacher and
that are needed are included in the activities. students with opportunities for assessment. It is not only the teacher who
can assess; students should also be encouraged to do self and peer
The activities contain examples of language they aim to practise. Within a assessment activities.
skill area, the activities build on each other so they need to be followed in
the recommended order. For example most of the new grammar and 10. Assessing speaking
vocabulary is introduced in the speaking and listening activities. This is to Assessing speaking is vital for providing feedback to the students and for
provide a realistic context for the new language and to focus on the spoken informing schemes of work and lesson plans. Assessing speaking should
form rather than the written form. Teachers should clearly present the new not be formal or intimidating. The teacher should just listen in on pairs and
language within context and check understanding before proceeding to the groups, provide them with feedback and record progress. The teacher
activities. The activities often start with controlled practice of discreet should not focus on mistakes but rather on whether the students have
language items or patterns through a variety of activities. This is to give the reached the competency level and can be understood. This means the focus
students the chance to practise the target language. Freer speaking activities is on communication not accuracy, especially in grades 1-4.
will occur later. Occasionally there are suggestions for activities which
may not be possible in all classes, these are ‘optional’. However, as with all In large classes assessing speaking can be challenging. Below are some
the activities, teachers are free to adapt activities to meet the needs or ideas to address these challenges and provide the teachers with at least one
situations they face. assessment opportunity per child per term.
This column also contains information and ideas for practising  At the beginning of each term, the teacher divides the class into
pronunciation and some spelling strategies. It is really important to draw speaking/assessment groups (of about 10 students) according to
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where they sit in the class (this can be rows or groups of students  Some of the writing activities may take a lesson or two. Once more
whichever is more practical). For all speaking activities, students the teacher could listen to 10 pairs of students perform a
form pairs, threes or groups within these groups. For assessment speaking/listening activity in this time.
the teacher concentrates on one group per week. He/she can assess
a number of students each lesson and record comments. 11. Assessing listening, reading and writing
Teachers can assess the competencies for listening, reading and writing both
 In each grade there are a number of activities where students are informally and formally. Continuous assessment can take place as the
working in small groups. As long as the teacher is satisfied that students are doing the activities and through regular checking of students’
discipline will not be affected, students can be pulled out of these notebooks. More formal assessment should be done through the end of unit
activities to be assessed for speaking. assessment activities (although these mainly focus on speaking and
listening) and through the revision units.
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English Syllabus Grade 1
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English: Grade 1
Introduction
In grade 1 the students have 5 periods of English a week. The syllabus Topics are familiar and concrete and language content is basic. The
contains 15 units and each unit is divided up into 11 and 12 periods (see activities are active, learner-focused, varied and most importantly fun.
the syllabus for the details). At this level there are no revision units. They include many games and songs and opportunities to draw. The main
goal is to give students some basic language appropriate to their level and
The focus of grade 1 is on speaking and listening as students are still age. This will act as a foundation for grade 2. Teachers are strongly
developing literacy skills in their native languages. However, there is still advised to the look at the Grade 1 Minimum Learning Competencies for all
some basic work on forming and recognising letters of the English alphabet. of the four skills which also act as objectives.
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English: Grade 1
Unit 1: Greetings (12 periods)
Unit Outcomes: Students will be able to
 exchange greetings and give their name and grade
 name objects in the classroom environment
 follow some classroom instructions
 handle writing implements correctly
 use a pencil to draw strokes used in forming English letters using straight lines.
Competency Content/Language Item Learning activities and Resources

Students will be able to: A. Listening and Speaking  Greet and tell your name and father’s name first.
 exchange greetings Good morning/afternoon E.g. T: My name is (name).
 say sentences that express teacher/students.  Ask the students to exchange greetings and tell their names and grade in turn.
their personal details Greeting and telling names  Teach some greetings in a song.
 name some classroom E.g. Good morning.
objects My name is . Give students instructions: stand up, sit down, come here, etc.
My father's name is .
I’m in grade one. Name classroom objects and ask the children to repeat the names of objects. Show
Repeat after me _____ pictures of the objects and ask students to name them.
Show me a pen, pencil, etc. Emphasise the initial letters of objects.
Give me a book, bag, etc.
 read letters a,e,t B. Pre-Reading  Read letters and let the students repeat after you.
letters e,t,a  Make them read letters aloud
Names of classroom objects  let them match letters e to e, a to a, t to t. Let them find a letter you call out from a
mixed group of letters.
 Write the patterns on
 copy patterns that are made C. Pre-Writing
the blackboard. Show students how to hold their pencils
up of vertical strokes used
 Make students copy them down into their exercise books.
in the formation of English  Writing patterns
letters.
Assessment
Speaking and listening
In pairs students practise meeting each other for the first time. One
student points to an object and other says the object.
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English: Grade 1
Unit 2: Parts of our Body (12 periods)
Unit Outcomes: Students will be able to:
 show and tell parts of their bodies
 identify and read alphabet letters o, n, r
 draw patterns of curved lines related to letter formation.
Competency Content/Language item Learning activities and Resources

Students will be able to: A. Listening and Speaking
 identify and name parts  Parts of the body  Introduce parts of the body by showing parts of your body and using expressions such as :
of their body (eyes, ears head, hair This is my arm. Show me your arm.
 pronounce names of mouth, tooth/teeth, nose, Student: This is my arm.
body intelligibly neck, hands foot/feet,  Teach the song: ‘Head, shoulders, knees and toes.’
leg, toes, arm)  Play games using pictures of body parts:
This is my nose. Teacher: Is it a foot?
This is my mouth, etc. Student: Yes, it is or No, it isn’t.
Engage students in different activities such as ‘Tigist says’:
Teacher: Tigist says ‘Touch your nose.’
Student touches nose.
Teacher says: ‘Touch your ear.’
Student doesn’t touch ear.
Play ‘Hokey-cokey’
 read alphabet letters B. Pre-Reading Reinforce letters e,a,t

 read initial letters of  Letters (o, n, r) Let them review these sounds
words related to the  Words Practise reading the letters ' a,t,e ' individually and in chorus.
topic  Picture reading Read the initial letters of words which start with e, a, t : ears, eyes, arms toes
 read words related to the Let them match initial letters with real objects and pictures.
topic Let them read alphabet letters: o, n, r
Introduce the correct sounds of letters. and say words beginning with these letters:
Adequately practise reading the letters with the students and matching them to real objects and
pictures before proceeding to word reading.
 copy patterns that are Pre-Writing Write the patterns on the blackboard. Show students how to hold their pencils
made up of curved Instruct students to copy them down into their exercise books
strokes used in the  Writing patterns
formation of English
letters.
English: Grade 1
Assessment
In pairs one student points to a part of the body and the other says the word.
English: Grade 1
Unit 3: What is it Called in English (11 periods)
 understand the questions with words ‘who?’ and ‘what?’
 respond appropriately with ‘this’ or ‘that’
 read letters I, s and h
 make questions and sentences orally
 draw patterns using circles

 Prepare dialogues
 tell about people, and girl, boy, teacher
objects using this, and Question words and E.g.
that. demonstrative pronouns A: What's this?
1. What's this? B: This is a desk.
This is a pencil. B: What's that?
2. What's that? A: That's a table.
That is a book. A: Who's that?
3. Who is this? B: That's Kifle.
This is Ali.  Let the students take the role of
He is a boy. A and B.
4. Who is that?  Let the teacher and students touch and point to the real persons and objects or to relevant
That is Mimi. pictures as they speak.
She is a girl  Play guessing games, e.g. Who/what am I thinking about?
 read letters and initial B. Pre-Reading  Reinforce previous letters.

letters of words  Letters (i, s, h)  Read the letters and words
 match words to the  Words related to the beginning with the letters. Students repeat after you.
corresponding pictures activities: door, window,  Let the students read in turn.
cow, girl, boy.  Let the teacher touch real
Who is this? objects and pictures and the learners identify by touching.
This is Almaz.
What is that?
It is a ruler.
 copy patterns that are C. Pre-Writing  Write the patterns on the blackboard. Show students how to hold their pencils
made up of small and 
large circles as used in  Writing patterns Instruct students to copy them down into their exercise books.
the formation of English
letters
English: Grade 1
Assessment
Speaking and Listening
Students ask and answer questions using ‘who’s this’, ‘what’s that?’ etc.
English: Grade 1
Unit 4: Colours (12 periods)
identify colours
tell different colours
read alphabet letters d, l, f and c
identify alphabet letters and the initial letters of words
copy patterns of slanting lines.

 tell colours Adjective phrases.  Teach 5-8 colour words: red, green. blue, yellow, etc. using coloured cards/pencils or other
 match colour cards to  a red bag. objects.
objects of the same This is a red pen.  Ask students to point to/touch a particular colour.
colour. That is a blue bag.  Tell the colour of objects
 name items of clothing It is a yellow pencil. This is a green bag.
That is a blue bag.
 Ask students the colour of objects:
What colour is the bag?
What colour is the ruler?
 Make students tell the colour of objects.
 Teach the names of items of clothing – if possible bring clothes of different colours into the
classroom.
 Fix colour cards on a shash board.
 Ask students to point to objects that are the same colour as the cards.
 Let students ask each other in turn to point to different colours
 Teach a song about colours.
 Play ‘Same or different?’
 Play ‘traffic lights’ or ball game where children represent different colours.
 read in initial letters of B. Pre-Reading  Write the letters on the blackboard.
words  Tell them to read the letters.
 Letters (d, l, f, c) (review all letters taught so far).
Game: See how quickly students can find a letter among mixed letter cards.
C. Pre-Writing  Demonstrate the lines and the patterns on the blackboard.

 copy patterns of  continuous patterns made
slanting lines up of lines slanting in
different directions.
English: Grade 1
Assessment
[
One student points to an object. The other student says ‘it is a red pen’ etc.
English: Grade 1
Unit 5: Counting (12 periods)
 state the number of a set of real objects
 state the number of objects in a picture
 hear and recognize numbers 1-10
 read the numerals 1-10
 make nouns plural by adding –s
 read letters m, u and g.

 talk about the number of  Numbers 1 - 10 with  Demonstrate to the class to
objects and animals. singular and plural nouns count 1 - 10.
 count from in figures and words  Individual oral practice.
1 - 10 in words and in  There is one ___  Assemble objects on a table or
figures. There are two ____, etc. draw on a board and let them count and tell the numbers.
How old are you?  Let them listen and repeat the
I am seven years old. numbers.
 Stress the sound ‘s’ at the end of the plural words
 Sing number songs and say number rhymes.
 Play guessing games with numbers
Play ‘bingo’ with numbers 1-10
 Let the students identify how many fingers, toes, feet, etc.
they have.
 Use expressions such as:
I have two hands
I have ten fingers.
 read numerals and draw B. Reading  Read the letters and say words related to them.
 Letters (m,u,g)
the correct numbers of  Make them associate (read) the figures or pictures with the numbers.
objects  Words: one ruler, two
rulers  Point to letter ‘s’ at the end of plural words
a book, three books
one pencil, four pencils
 copy numbers correctly. C. Writing
 Write numbers in figures  Write numerals on the blackboard and let students copy them down.
1 2 3 4 etc.  Individual writing practice.
Free drawing of patterns  Ask them to insert missing number in an order of sequence in groups.
English: Grade 1
Assessment
Teacher brings in bottle tops or stones and gives each pair group 10. One Reading: Student match number words to figures
student puts out a number of bottle tops/stones and the other says how many
English: Grade 1
Unit 6: I have a Book. What do You Have? (11 periods)
 understand and use the verb ‘have’ in I , you , he and she forms
 say and understand words related to outdoor games and the playground environment
 read letters y, p and w
 match familiar initial letters to pictures
 use the language pattern in sentences.

tell what they Subject pronouns and verb  Demonstrate to the class what
themselves and their "have" you have
friends have I have a pencil. E.g. T: I have a pencil.
 answer questions about I have a book.  Point to a student and tell
what they have I have a flower. what he/she has.
 respond to the teacher by I have a book and a pencil. E.g. T: She has a bag.
showing what they have She has a rope and a flower. What do you have?
He has two pencils  Make the students tell the
class what they and their friends have.
E.g.
A: I have a pen.
B: He has a ball.
C: I have a rope and a stick.
D: She has four flowers.
 Play ‘guess what I have’
B. Reading  Write the letters on the blackboard.
 read letters  Read the letters and the words
 match letters to pictures  beginning with them and let them repeat after you.
and words beginning Letters y, p, w
 Let them match initial letters to the words on their own and with the help of the teacher.
with the given letters  Read a picture story with the students about a child’s/children’s possessions.
 copy numbers  Write the numbers on the blackboard and let them copy down.
 read numbers that they  Draw or show pictures and have students write down the numbers
C. Writing
have copied
 label pictures with
correct numbers  Letters y, p, w
English: Grade 1
Assessment
Students draw a picture of a quantity of one object(s) e.g. 3 pencils or 5
pens. Students say what their classmates have e.g. he has 3 pencils, she has
5 pens.
English: Grade 1
Unit 7: My Family (11 periods)
describe their families using possessive adjectives
read words, phrases and sentences associated with family members
read letters b, v and k
recognize alphabet letters learned so far
read family words
write the correct initial letters of family words.

 talk about their  Verb: ‘to have’: I have,  Demonstrate to the class.
families. he has, etc. Example:
 Possessive adjectives: T: I have 3 sisters.
my, your, his, her T: I have 2 brothers.
I have 3 sisters, T: My father’s name is____
My brother is 10 years T: My mother’s name is____
old.  Make the students tell the class
about their families as shown above.
 Show pictures of different families for students to talk about.
 They should now be able to say quite a lot about themselves:
e.g. My name is ___.I am years old. I have one sister. I have two brothers.
 read letters, and words B. Reading  Read and let the students
 Letters b, v and k and repeat after you.
letters learned so far  Make them read on their own in
 reading in association turn.
with words.  Help the students to read and label pictures with family words
brother, sister, father,  Read short accounts of different families with students.
mother.
 write words,  Practise writing initial letters of words in print

C. Writing
 Writing initial letters of  Write words on the blackboard with the initial letter missing and make the pupils copy them
family words: father, down.
mother, sister, brother,
etc.
English: Grade 1
Assessment
Students draw their families and describe them to others. E.g. This is my
mother. I have 2 brothers etc.
English: Grade 1
Unit 8: Describing People (11 periods)
describe physical appearances
use alphabet letters x,j,q,z and match them to words beginning with them
match descriptions to pictures.

 Demonstrate first to the class by
 tell about physical E.g. Student 'A' speaks to
appearances of people the class. pointing to a student.
E.g. He is 6.
 listen and do activities A: She is thin.
She's tall.
A: She's tall. He is fat.
A: She has long legs.  Show pictures of different body types and sizes.
Size: 1. She is fat.  show different shapes of face – round, square, oblong, oval
2. He is big.  Let the students listen and
Height 1. He is tall. repeat sentences after you or another student.
2. He is big.  Have students describe one another in turns.
Shape: 1. She has an  Have a student describe a person for others to guess:
oval face Example: Student 'A' about
Age: (1 - 10) age of student 'B'
children A: She is 7.
1. She is 6. A: She is tall/short
2. He is 8. A: She has long hair.
 Have students describe pictures of people wearing different clothes:

He/she has a blue t-shirt, etc.
 read letters and match B. Reading  Write the letters and words
them to words beginning with them.
 Letters –x,j,q,z and  Write down words and sentences
 read words and draw words beginning with
pictures for them on the blackboard and make the students read them.
them.  Draw pictures about the
He/She is tall, short, etc. sentences and let them match the pictures to the sentences after reading the sentences.
 copy letters and words  Write the letters on the blackboard.

C. Writing  Let the students practise, individually and in groups, writing patterns related to the letters
 read what they have Letters: x,j,q,z and write the letters in print several times.
written words beginning with  Let them copy down the
them letters and the words and read them in class.
English: Grade 1
Assessment
Students look at pictures (from magazine/or stick figures on the blackboard) Reading: Student match simple descriptions to pictures
and describe people.
English: Grade 1
Unit 9: Describing Animals (11 periods)
describe the physical appearance of animals
read all alphabet letters
read words beginning with the given alphabet letters
complete words with letters
copy words to complete sentences by choosing the correct word.

 Demonstrate to the class.
 tell size, colour and  Verbs: ' to be'
number of animals and It's a white cat. E.g. It's a white cat.
parts of their body ‘to have’: It has 2 ears. It's small.
 Plural nouns: ears, legs, It has 2 ears.
hands, etc. It has a long tail.
‘They are black cats.’  Make the students tell the class
Domestic and wild as above by pointing to the pictures of different animals.
animals known to the  Listen and identify.
children in mother  Have a student start to draw and animal on the board. The other students must guess what it
tongue: cat, dog, rat, fox, is.
zebra, etc.
Animal parts: tail, fur,
paws, etc.
 read letters and words B. Reading  Read and make them repeat after you.
 complete words with  Letters: a-z and words  Let them read aloud by themselves.
missing letters beginning with them.  Read and complete words with letters and sentences with words.
 complete sentences with  Content words: names  Read passages about animals with the students.
missing of animals, etc.
words
 Write letters and words on the
 copy letters and words. C. Writing blackboard and let the pupils copy them down.
 Letters: a-z
and words related to the
unit.
English: Grade 1
Assessment
Speaking and Listening
In pairs students describe pictures of animals Reading Students are given word cards of familiar words. They put them
in alphabetical order.
English: Grade 1
Unit 10: Describing Objects (11 periods)
 describe the size, shape and colour of objects
 ask question about objects
 recognise all lower case alphabet letters
 read words and sentences related to the topic
 write words and phrases related to the topic.

 tell the shape and  Verb 'to be'.  Present different objects and ask
colour of objects It's a red pen. using ' what is - - - ?'
 ask and answer It's a small ball. E.g. Student 'A' talking to student 'B'
questions using the They're big shoes. A: What's this?
given language pattern  Question word. B: It's a big ball.
What's this/that? A: What shape is it?
 Adjectives: big and B: The ball/It is round.
small. A: What's that?
B: It is a long pen.
A: What colour is it?
B: The pen is blue/It’s blue.
 Make the students practise in
pairs.
 Have students draw pictures of objects as you describe them.
 Have them describe and draw pictures in pairs.
 Play ‘I spy
 read letters, words and B. Reading  Read the words and the sentences
sentences  Letters a-z and words and let the students repeat after you.
 read words and match related to them.  Encourage them to practise on their own.
them with pictures  Words and sentences:-  Let them read and match words with pictures.
he, she, she has a bag,  Read a story about a lost item that has to be described to others.
etc.
 copy letters and words C. Writing  Write letters and words on the
 Letters a-z and words blackboard and make the students copy them down.
 read what they have
related to the topic,  Introduce different letter, word,
English: Grade 1
written .
 Words, and phrases sentence, identification activities such filling the missing letters or words, picture reading,
related to the language caption writing, etc
pattern.
Assessment
In pairs one student describes an object and the other guesses what it is
English: Grade 1
Unit 11: Where Is The Box (11 Periods)
 identify the position of people and objects
 read and match sentences containing the names of objects and their positions to pictures
 make simple sentences describing the position of people, animals and objects
 copy letters a-z.

Students will be able to: A. Listening and Speaking  Prepare a dialogue.
 ask and answer where  Question word:  Draw pictures on the board or show pictures.
people, animals and Where - - - ?  Collect objects or models related
objects are  Prepositions: on, near, to the dialogue.
 tell where people, in, under, etc.  Ask them where each object or
animals and objects are Where's the box? It's on model is and let them respond to your questions.
the chair. E.g.:
Where's the boy? He's A. Where's the box?
near the door. B. It's on the chair.
Household items: pot,  Make them practise in pairs.
box, bottle, etc.  Play a game in which children have to
choose the correct picture, according to the position of objects, animals or people in the
picture
 Play ‘hide and seek’ with objects.
B. Reading  Read the alphabet letter

 read letters and words
 Letters (a – z),  Prepare words to be read.
 read and match words
with pictures
the rubber, the ball, the  Let them read after you and then
cat, the pot, etc. individually.
on the table, near the  Help them read and do different activities, such as matching sentences to pictures.
door, etc.  Continue the story fro the previous lesson about a lost item.
 copy words C. Writing  Practise print writing from a - z

 write letters  Letters a - z  Write the words on the
 write and complete  Words: bone, band, bend, blackboard.
sentences with words etc.  Have the students copy down pictures and sentences from the blackboard.
 Have students draw and label their own pictures.
English: Grade 1
Assessment
Teacher arranges some objects on a desk. Students ask and answer
questions about the locations of objects e.g. Where is the box? It’s
under the table.
English: Grade 1
Unit 12: Instructions (11 Periods)
 carry out instructions
 make requests/give commands
 identify capital alphabet letters
 read sentences of command
 copy sentences of command.

 give and carry out  Commands and requests:  Review classroom commands already learned by the students.
instructions E.g. Stand up, sit down,  Demonstrate instructions to the class
 listen to instructions and please touch your leg, i.e. Give the instructions and do the actions yourself.
do activities bring me a pencil, show E.g.
me your pencil, etc. T: Stand up. (Do the action yourself).
Touch, bend, raise, a part T: Sit down, please. (Do it yourself)
of the body. Turn around; T: Touch your leg. (Do it yourself).
run; march; walk T: Walk to the door. (Do it yourself).
slowly/quickly; hop, skip,  Make any two students act out in
jump, etc. the same way. One gives the instructions and the other performs the actions. Repeat
Daily activities: Every with other pairs of students by varying the contents.
day I walk to school. I  Teach ‘exercise commands’ on the spot or take the students into a wider space.
read and write. I play, etc.  Students could work out an exercise routine for other students to follow their commands.
 Play the game ‘Simon says’ (You could call it ‘Tigist says’) with students.
 Teach the rhyme: ‘Clap your hands’
 Teach activities that are part of students’ daily life at school and at home. Use mime and
pictures to teach these.
 Sing ‘If you’re happy and you know it, clap your hands.’
 read letters, words and B. Reading  Read the capital letters.

sentences  Capital litters A - L words  Have students match capital and lower case letters.
 read and do actions and sentences of  Have students read their names beginning with the letters.
commands stand up, sit  Write the words and the sentences.
down, touch the chair,  Read them and let the students
stand near the door, etc. repeat after you individually and in groups.
 Make the students read and do the
Come here.
actions on their own.
English: Grade 1
Go away.  Read a simple story with students about ‘Do what I say!’ -
 copy words and sentences C. Writing Let them practice writing A – L

 blackboard and let the pupils copy them
 read what they have  Letters (A - L)
copied Touch your leg.  Then have them write the capitals and lower case letters in pairs.
Walk to the bed.  Write words and sentences on the blackboard and let the pupils copy them
He has a ball, etc.
Stand up.
Assessment
In pairs students give each other instructions e.g. run, walk, stand up, sit
down etc.
English: Grade 1
Units 13 Look What we Can do (12 Periods)
 identify and tell what they and others can do
 read and perform activities
 use the language pattern orally and in writing.

 say what they and others can  Subject pronouns  Demonstrate to the class.
do I i.e. Say you can do something and then show it in action.
 show what they or others can You + can + action verb E.g. Say 'I can jump' and then show it in action
He Say 'I can write' and then write on the blackboard, etc.
do
 Give instructions to students and let the students say and do the actions.
 say sentences about actions She
E.g.
It T: Draw a cat.
We S: 'I can draw a cat' and then draws a picture of a cat.
They T: He can draw a cat.
Example: T: Sing
I can read. S: 'We can sing' and then sing.
She can sing. T: They can sing
We can jump.  Make the students do this in groups.
They can draw a cat, etc.  Show pictures of what people can do for students to talk about.
 Read sentences aloud for students to match to pictures.
 Teach the rhyme: ‘My eyes can see’
B. Reading  Read the capital letters.
 read words, and sentences.  Capital letters (M-Z)  Match capital letters to lower case letters.
 read and complete sentences  Sentences about what people  Teach students’ names that begin with the letters.
can do  Read and let the students repeat
after you individually or in groups.
 Let the students' practice on their own
 Have the students match sentences to pictures.

 copy the given letters, words C. Writing
 Read stories with students about what different animals can do.
and phrases  Letters (M-Z)  Let them practise writing (M-Z)
 write and complete  Write words and phrases on the blackboard.
sentences  Let them copy and read.
 Let them copy sentences about pictures of animals and/or from substitution tables
English: Grade 1
Assessment
Students look at pictures and talk about what animals can do.
English: Grade 1
Unit 14: Our Likes and Dislikes (11 Periods)
 give information about people’s likes and dislikes
 understand and match information from reading with pictures
 write information from pictures
 carry out a class survey.

 Demonstrate to the class.
 tell what they and others  Present simple. E.g. I like oranges.
like. E.g.
 Call out students in turn and
I like + countable
let them tell their likes.
He/she likes nouns
E.g. I like plants.
We/they like
Animals, foods, games,  Encourage each student to tell his/her likes and then tell the class what he/she
school subjects (so that likes.
students can talk about E.g.S1: I like bananas.
their likes) T: He likes bananas.
 Individual practice.
S2: I like cats.
T: She likes cats.
 Let the students practise in pairs as shown above.
 Have students do class surveys and draw simple charts to show the likes of
students.
 Play ‘bingo’ with likes and dislikes.
 Have students make up rhymes in groups about what they like.
B. Reading  Let students read the names of students in the class.
 match words, phrases and Capital letters (A-Z)
 Place words, phrases and
sentences with pictures He likes goats.
They like cows. sentences on the right hand side of a shash board and pictures on the left hand
I like bread. side.
She likes tea, etc.  Let the students read and match
We like English.
They like maths, etc. the words, phrases and sentences with the correct pictures.
 copy words C. Writing  Write words, phrases and sentences on the blackboard
 draw and write names for  Capital letters A - Z  Make them copy down, read and draw the pictures and name them.
pictures I like bread.  Let them draw and label simple charts of the things students in the class like.
She likes tomatoes. Etc.
English: Grade 1
Assessment
In pairs students look at a number of pictures. They say what they like.
E.g. I like dogs. I like bananas.
English: Grade 1
Unit 15: What We Learn At School (11 Periods)
 describe their school day
 use suitable language to describe their school subjects
 recognize alphabet letters (a-z and A-z) and read names, words and sentences
 write names of their friends and family members starting with capital letters.

Listen and speak about:
 talk about class-room  Mathematics and  Draw pictures on the blackboard
activities activities done in the or fix pictures of different objects on a shash board.
 ask and answer questions maths lesson.  Teach students to talk about their
about classroom  Environmental Science school day and school subjects and what they learn using appropriate English words.
activities and subjects and concepts learned in
studied the first grade.
 Aesthetics and different
 talk about games they activities done in that
play at break time subjects (reviewing the
language pattern: I can
…)
 Games and other
activities performed in
the break time.
 read words and sentences B. Reading  Review reading the letters a-z and
 read their name and their  Letters A - Z, a-z A - Z.
friends’ names  Names  Have students write the letters in the correct order on a blackboard or fix them on a shash
 Names of school subjects board.
 Have students read the names of other students.
 Select words and sentences about school subjects for students to read.
 Make the students read in turn.
 Have them read an account of a school day and arrange illustrations of the day’s activities
in the correct order
 Read accounts of the different school subjects or of the school day of different students.
 Introduce writing names of the students beginning with capital letters.
 help students to write the names of family members starting with capital letters.
English: Grade 1
 copy given words,  Write words, phrases and sentences about school subjects on the blackboard
phrases and sentences or fix them on a shash board.
 Make the students copy down the words, phrases and sentences
 write their names C. Writing
 Have children fill details into a schedule of their school day and/or label pictures of
correctly  Names of students
school activities
 complete sentences with  Names of school
suitable words subjects.
Assessment
Teacher puts a number of language patterns (from grade 1) on the
blackboard. E.g. This is …, I can…., I like…., My mother…., her bag ….
Etc. Students make sentences using the patterns
Reading and writing
Students match pictures to word cards. Students write the alphabet.
Students write in the first letters of some words. Students write their
names. Students fill in the gaps in familiar sentences. E.g. I _________
walk. ____ like oranges.
English: Grade 1
Vocabulary Items
By the end of Grade 1 the students should know the meaning of 150 words. The list below is a suggested vocabulary list. Teachers are free to teach different
words which are more appropriate to the local environment.
Classroom Objects trousers Adjectives

bag skirt big
book sweater small
chair happy
desk People tall
duster boy short
pen girl long
pencil man strong
rubber woman
ruler mother
table father
brother
Parts of the Class sister
classroom teacher
blackboard student Colours
door black
floor Parts of the Body blue
window arms green
eyes red
Everyday Objects ears yellow
ball fingers
box legs
flower hair
pot
stick Other Nouns
stone cat Numbers
cow one
Clothes bananas two
dress oranges three
jacket name four
shoes number five
shorts six
English: Grade 1
seven read team
eight run give
nine see listen
ten show look at
shut say
Prepositions sing
in sit tell
near stand write
on touch exercise
to walk page
picture
Pronouns Social Expressions again
he fine here
she thank you come
I good-bye good
it good morning/afternoon right
they hello wrong
her how are you along
his please round
my down
your Question words up
me what
where Other Words
Verbs who a
am and
is School subjects there
are yes
has English no
have Maths this
can Environmental Science that
bring Aesthetics the
dance Mother tongue
draw (vocabulary related to subjects)
go
jump Instructional Words
like everybody
open grade
point
put group

English Syllabus Grade 1

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English Syllabus for Grades 1-4

The English syllabus for grades 1-4 was revised by:

Solomon Worku Curriculum Expert, GECFDD, Ministry of Education

GECFDD, Ministry of Education, Addis Ababa, April 2008

What are the main changes?

Competency Content/Language Item Learning activities and Resources

Competency Content/Language item Learning activities and Resources

 read alphabet letters B. Pre-Reading Reinforce letters e,a,t

Competency Content/Language item Learning activities and Resources

 read letters and initial B. Pre-Reading  Reinforce previous letters.

Competency Content/Language item Learning activities and Resources

C. Pre-Writing  Demonstrate the lines and the patterns on the blackboard.

Competency Content/Language item Learning activities and Resources

Competency Content/Language item Learning activities and Resources

Competency Content/Language item Learning activities and Resources

 write words,  Practise writing initial letters of words in print

Competency Content/Language item Learning activities and Resources

 Have students describe pictures of people wearing different clothes:

 copy letters and words  Write the letters on the blackboard.

Competency Content/Language item Learning activities and Resources

Competency Content/Language item Learning activities and Resources

Competency Content/Language item Learning activities and Resources

B. Reading  Read the alphabet letter

 copy words C. Writing  Practise print writing from a - z

Competency Content/Language item Learning activities and Resources

 read letters, words and B. Reading  Read the capital letters.

 copy words and sentences C. Writing Let them practice writing A – L

Competency Content/Language item Learning activities and Resources

 Have the students match sentences to pictures.

Competency Content/Language item Learning activities and Resources

Competency Content/Language item Learning activities and Resources

Classroom Objects trousers Adjectives

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