Swahili Live

Course
Materials

KISWAHILI  SYLLABUS

 

1.0              THEME AND OBJECTIVE

 

  • GREETINGS AND REQUESTS 2 HOURS

To enable the learner acquire basic vocabulary and sentence patterns and use them correctly in greetings and requests.

  • SPECIFIC OBJECTIVES By the end of the unit, the learner should be able to:
    1. recite and recognize the letters of the alphabet
    2. listen and respond appropriately to greetings
    3. use vocabulary and sentence structures to greet and make requests
    4. recite simple rhymes and poems on greetings and requests
    5. draw patterns and write the letters of the alphabet
    6. Write legibly and

1.3              LANGUAGE CONTENT

2 HOURS

  • LANGUAGE PATTERNS
    • Greeting and responses

e.g. Good Morning, Hello /Hallo.

  • Use of Mr. Miss and Mrs g Good morning children. Good morning Mrs. Etale. Good afternoon Mr. Otieno.
  • How are you? e.g. How are you children?

We are very well, thank you. We are fine.

  • Please may I ….e.g. Please may I go out. Yes, you

1.3.2        VOCABULARY

Good morning. Good afternoon, Good evening, please, may, sorry, Excuse me, Mr, Mrs, Miss, yes, good, goodbye, thank you

2.0        THEME AND OBJECTIVE

2 HOURS

  • HOME
  • To enable the learner name the objects found in the home and use plural forms correctly.
  • SPECIFIC OBJECTIVES By the end of the unit, the learner should be able to:
    1. listen and respond to names of things in the home
    2. talk about things in the home
    3. use vocabulary and sentence structures correctly
    4. use the given structures to ask and answer questions
    5. recite rhymes and play language games relating to the home
    6. draw and name objects in the home
    7. write names of objects found in the home
    8. draw patterns and write the letters of the alphabet
    9. write legibly and

2.3              LANGUAGE CONTENT

2 HOURS

  • LANGUAGE PATTERNS
    • Naming things. What is this/that?

This/That is ….This is a chair. That is a chair.

  • What are these/those? These/those are ….. These are chairs. Those are
  • Simple singular and plural forms (regular forms, e.g. cup-cups, clock – clocks, pan – pans, roof – roofs)
  • Use of indirect object with imperativeg. Give it to Mwangi
  • Use of indirect object with present continuousg. I am showing it to him.

2.3.2        VOCABULARY  2 HOURS

House, room, chair, table, roof, plate, cup, stool, bed, spoon, clock, glass, sufuria, pan, knife, window, bottle, jug, fence, flower

3.0        THEME AND OBJECTIVE

 

  • CLASSROOM 2 HOURS

To enable the learner acquire vocabulary and sentence structures relating to the classroom and respond to simple classroom instructions

  • SPECIFIC OBJECTIVES By the end of the unit, the learner should be able to:
    1. listen and respond to instruction
    2. use given vocabulary correctly
    3. give and respond to classroom instructions appropriately
    4. use the sentence structures appropriately
    5. name objects in the classroom
    6. read the names of objects in the classroom
    7. draw /paint objects in the classroom and in the school
    8. write neatly and legibly

 

3.3        LANGUAGE CONTENT       2 HOURS

 

  • LANGUAGE PATTERNS
    • What is this? This /That is …..a This is a
    • Show me a/the…..This is a

……

  • May I ….. May I come in please?
  • Simple classroom instructions e.g.
    • Come
    • Shut the
    • Open the
    • Sit down
  • Who questions g
  • Who will open the door?

3.3.2        VOCABULARY  2 HOURS

teacher, pupil, boy, girl, class, desk, blackboard, table, chair, wall, door, window, class, time-table, ruler, book, duster, roof, floor, register, absent, roof, floor, register, absent, present, come, go, write, jump, read, sit, stand

4.0        THEME AND OBJECTIVE

 

  • NUMBERS 2 HOURS

To enable the learner count up to 99 in KISWAHILI and be able to express things in numbers correctly.

4.2         SPECIFIC OBJECTIVES

By the end of the unit, the learner should be able to:

  1. listen and respond to numbers
  2. state numbers correctly
  3. count in KISWAHILI up to 99 using appropriate vocabulary
  4. use sentence structures correctly
  5. recite rhymes /poems relating to numbers
  6. play language games on numbers
  7. match numbers and objects
  8. write numbers correctly
  9. write legibly and

 

4.3         LANGUAGE CONTENT          2 HOURS

 

  • LANGUAGE PATTERNS
    • Questions with How many?

e.g. How many cups are there? There is /are:-

  • cup
  • cups

10 cups

  • Express things in numbers g. one, two, three up to ninety nine.
  • Count numbers ………….
  • Show me three girls /pencils etc

4.3.2        VOCABULARY

count, numbers, counting. One, two, three  up to 99.

5.0        THEM AND OBJECTIVE

 

  • FAMILY 2 HOURS

To enable the learner acquire vocabulary and sentence structures relating to family and name the people in the family

 

5.2              SPECIFIC OBJECTIVES

By the end of the unit, the learner should be able to:

  1. use the given vocabulary correctly in sentences
  2. use the sentence structures appropriately
  3. sing/recite rhymes about people in the family
  4. draw their family members and write their names
  5. write the letters of the alphabet
  6. write patterns clearly and correctly
  7. write legibly and neatly

 

5.3              LANGUAGE CONTENT

 

  • LANGUAGE PATTERNS
    • What is your /her/his name? My name is ………..
    • My father’s name is …….
    • How many ……do you have?

I have two brothers /sisters.

  • This is my …………..

Her name is ………

Her name is Tatu.

  • Personal pronouns e.g. I, you, we, he, they,

-     I am a teacher

  • Use of who in questions in the singular formg. Who am I/he/she?

-     `

  • Use of who in questions in the plural form e.g. Who are they/we?

 

Who are the boys in the picture? The boys in the picture are Wafula and Kiptoo.

 

5.3.2        VOCABULARY 2 HOURS

mother, father, sister, brother, son, daughter, husband, wife, grandfather, uncle, aunt, cousin, nephew, niece, grandmother, grandchild, grandchildren, parent

 

6.0        THEME AND OBJECTIVES

 

  1. Read sentences about parts of the boy
  2. Write names of the parts of the body and match them to picture
  3. Form plural words from singular words
  4. Write legibly and neatly

6.1              LANGUAGE CONTENT

 

6.3.1        VOCABULARY   2 HOURS

eye, ear, mouth, hand, head, face, nose, neck, foot, leg, stomach, toe, chest, finger, thumb, arm, hand, body

 

7.0              THEME AND OBJECTIVE

 

  • DAYS OF THE WEEK AND THE WEATHER 2 HOURS

To enable the learner acquire vocabulary an sentences structures relating to the days of the week and the weather and use them appropriately.

 

7.2              SPECIFIC OBJECTIVES

By the end of the unit, the learner should be able to:

  1. use the given vocabulary correctly
  2. use the sentence structures correctly
  1. recite rhymes/poems, and sing songs
  2. state the days of the week
  3. read sentences /texts correctly
  4. draw pictures relating to the weather
  5. write the new words learnt
  6. write legibly and neatly

 

7.3              LANGUAGE CONTENT

 

  • LANGUAGE PATTERNS
    • What is the weather? It is ………….
      • It is cloudy
      • It is sunny
    • What day of the week is it? It is Friday
    • Adverbs of time g. yesterday
      • It rained
      • It was cloudy in the morning

 

7.3.2        VOCABULARY    2 HOURS

weather, wind, sun, clouds, rain, mud, cold, hot, warm, windy, sunny, cloudy, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, week, yesterday, last night, tomorrow, dusty, rainy

 

8.0              THEME AND OBJECTIVES

 

  • SCHOOL 2 HOURS

 

To enable the learner to:

  1. develop further vocabulary relating to classroom and school and use them appropriately
  2. appreciate the need to keep the environment clean

 

8.2              SPECIFIC OBJECTIVES

By the end of the unit, the learner should be able to:

  1. use the given vocabulary correctly
  2. name and recognize the colours learnt
  3. talk about the school environment
  4. use sentence structures correctly
  5. read about the
  6. identify and name different shapes
  7. write simple sentences to describe things in the school
  8. write legibly and neatly

 

8.3              LANGUAGE CONTENT

 

  • LANGUAGE PATTERNS
    • Use of where’s e.g. with inside, in, on, under, outside, between, beside, next, to, above, into
  • Colours: red, green, blue, orange, white, yellow, black, brown

 

  • Present continuous tense g.
    • I am walking
    • She is singing
    • You are cleaning
    • He is playing

 

  • Where questions demanding replies e.g. Where are you going? I am going to school

 

  • Use of present continuous affirmative with adverbials and phrases with prepositions g.
    • She is waling to Oketch’s desk
    • She is playing in the yard

 

8.3.2        VOCABULARY    2 HOURS

school, head teacher, office, store, toilet, library, uniform, pupils, flower beds, bell, rubbish pit,

broom, games, duty teacher, class teacher, square, circle, triangle, oval, rectangle, cut, sweep, wash

 

9.0              THEME AND OBJECTIVE

 

  • TIME 2 HOURS

 

To enable the learner acquire vocabulary and sentence structures relating to time and use them appropriately.

 

 

9.2              SPECIFIC OBJECTIVES

By the end of the unit, the learner should be able to:

  1. listen and respond to the time they do things at home and in school
  2. talk about the time they do some activities at home and in school
  3. use the given vocabulary in sentences
  4. use time phrases correctly in given sentence structures
  5. read time correctly
  6. sing songs/recite rhymes/poems relating to time
  7. draw clock faces showing the hour and half past the hour
  8. write nearly and legibly

 

9.3              LANGUAGE CONTENT

 

  • LANGUAGE PATTERS
    • Telling time up to half and hour e.g. It is half past eight. It is eight

 

  • When questions e.g. When did he leave the house?

 

  • What time is it?
    • It is twelve o’clock
    • It is twelve o’clock Yes, it is ……………..

 

  • What time do you …? e.g. What time do you eat your breakfast? At ……At 7 o’clock

 

  • Adverbs of time e.g. yesterday, last night, tomorrow, today, tonight

 

9.3.2        VOCABULARY

 

morning, afternoon, evening, night, clock face, time yesterday, tomorrow, sunset, sunrise, late, early, tonight, today, now, clock

 

10.0          THEME AND OBJECTIVE

 

  • MONTHS OF THE YEAR – 2 HOURS

 

To enable the learner to:

  1. acquire vocabulary relating to the months of the year and use the simple future time correctly
  2. appreciate the seasons in a year

 

10.2          SPECIFIC OBJECTIVES

By the end of the unit, the learner should be able to:

  1. state the names of the month of the year
  2. use the sentence structures correctly
  3. use ordinals correctly
  4. use the simple past tense correctly
  5. recite rhymes/poems related to the months of the year
  6. write the months of the year
  7. write legibly and neatly

10.3          LANGUAGE CONTENT

 

  • LANGUAGE PATTERNS

 

  • How many ……are there: How many months of the year are there?

 

  • Which is the fifth month of the Year?

 

May is the fifth month of the year

  • Simple past e.g. She walked Home

 

  • Simple future times

 

  • -I will go to Std. II next year

 

10.3.2    VOCABULARY

 

  • All the months of the year
  • The ordinals from first to the twentieth
  • Common verbs, with – ed, d, such as walk, jump, dance, cook, bake, climb, comb, wash
  • Verbs ending in – ing g. plant, weed, harvest

 

11.0          THEME AND OBJECTIVE

 

  • CLOTHES 2 HOURS

To enable the learner to acquire vocabulary relating to clothes and use it appropriately

 

11.2          SPECIFIC OBJECTIVES

By the end of the unit, the learner should be able to:

  1. use vocabulary in correctly in sentences
  2. use the sentence structures appropriately
  3. play games relating to clothes and colours
  4. identify different types of clothes

 

  1. write simple sentences about clothes
  2. match words/sentences and pictures

 

11.3          LANGUAGE CONTENT

 

  • LANGUAGE PATTERNS

 

  • What is this/that? This /that is a ……….

 

  • What is he/she wearing?
    • She /He is wearing a ……..
    • He is wearing a …………

 

  • I am wearing a………..

 

  • What colour is your ………

What colour is it? It is …………..

 

11.3.2    VOCABULARY

dress, shirt, pair of shorts, sweater, blouse, vest, shoes, belt, socks, neck tie, wear, button, nappy, scarf, handkerchief, buibui, leso, earrings, button

 

12.0          THEME AND OBJECTIVE

 

  • FARM ANIMALS AND TOOLS IN THE HOME 2  HOURS

 

To enable the learner to develop further vocabulary relating to farm animals and tools found in the home

 

12.2          SPECIFIC OBJECTIVES

By the end of the unit, the learner should be able to:

  1. name the tools and animals in the home
  2. describe the animals, and tools at home and their use
  3. use the sentence structures correctly
  4. form noun plurals from the singular nouns given
  1. write simple sentences
  2. match words/sentences with pictures
  3. draw some tools/animals found in the home
  4. write legibly and neatly

 

12.3          LANGUAGE CONTENT

 

  • LANGUAGE PATTERNS

 

  • Use of and to join sentences This is a hoe and this is a panga
  • Simple singular and plural forms e.g. cow – cows, animals

– animals, hen-hens

  • Adverbs with (-y) g.
    • The dog is eating quickly
    • The cow is walking slowly
  • Plan past with be with suitable adverbials g.
    • Where is the cat? It is under the table
    • Where was the bucket?

It was in the kitchen

  • Were the keys on the floor? No, they weren’t on the floor. They were on the table

 

12.3.2    VOCABULARY

 

tools, hoe, spade, shed, chicken, house, animals, cow, sheep, goat, hen, cock, pig, duck, cat, dog, bird, egg, meat, milk, quickly, slowly, loudly

 

13.0          THEME AND OBJECTIVE

 

  • TRAVEL 2 HOURS

 

To enable the learner acquire vocabulary and sentence structures relating to travel and use them appropriately.

 

13.2          SPECIFIC OBJECTIVES

By the end of the unit, the learner should be able to:

  1. use the given vocabulary correctly
  2. use the sentence structures correctly
  3. sing songs/recite rhymes and poems relating to travel
  4. read words/sentences/texts, relating to travel
  5. model /draw /paint things relating to travel
  6. write words /sentences correctly
  7. write legibly an neatly

 

13.3          LANGUAGE CONTENT

 

  • LANGUAGE PATTERNS

 

  • What is this/that?

This /That is a ……….

  • Simple adjectives e.g. small,big, slow, fast, quick
  • Is this a............................ ?

Is that a................. ?

No, it isn’t

  • Where is.................. ?

It is ………….

Is he sitting down? No he isn’t

  • Asking questions using what?

e.g. What are you doing? I am crossing the road

  • What is he doing?
  • He is driving a lorry

 

13.3.2    VOCABULARY

 

bus, road, car, train, bicycle, path, driver, aeroplane, ticket, lorry, crossing, ride, drive, donkey, left, right, look, fast, slow, big, small

14.0          THEME AND OBJECTIVES

 

  • SHOPPING 2 HOURS

To enable the learner to: acquire vocabulary relating to shopping and money and use it appropriately

acquire right moral values relating to shopping

 

14.2          SPECIFIC OBJECTIVES

By the end of the unit, the learner should be able to:

  1. use the sentence structures correctly
  2. role play buying /selling in the class shop
  3. identify different denominations of money
  4. read words/sentences /texts relating to shopping
  5. attempt written exercises relating to shopping
  6. form nouns plurals with ….es
  7. state good moral values relating to shopping
  8. write neatly and legibly

 

14.3          LANGUAGE CONTENT

 

  • LANGUAGE PATTERNS
  • Some and any with uncountable nouns g.
    • There is some flour in the
    • Did you buy any milk?
  • There is or isn’t + noun + phrase + adverbial g.
    • There is some rice in the shop
    • There isn’t any money in my pocket
  • Please give me ………….

Here you are . Thank you

  • Who questions demanding replies g.
  • Who is going to the shop?
  • Who’s selling the oranges?
  • Mariamu is selling the oranges

14.3.2    VOCABULARY

buy, shop, bread, sugar, rise, milk, flour, shopkeeper, counter, money, ten shillings, 100 shilling note, sell, market, orange, mango, tomato, potato, carrot, cabbage, honest, respect

 

15.0          THEME AND OBJECTVIVES

 

  • WILD ANIMALS 2 HOURS

To enable the learner to:

  1. acquire vocabulary relating to wild animals and use them appropriately
  2. realize that wild animals are useful to us

15.2          SPECIFIC OBJECTIVES

By the end of the unit, the learner should be able to:

  1. name wild animals correctly
  2. talk about common wild animals
  3. use the sentence structures appropriately
  4. identify the sounds made by different animals
  5. recite poems /rhymes on wild animals
  6. match names to pictures of animals
  7. form plural words from singular words
  8. write legible and neatly

 

15.3          LANGUAGE CONTENT

 

  • LANGUAGE PATTERN
    • Yes and No questions g. Is this a ?

Is this a lion? Yes it is

No, it isn’t

  • Show me a …………

Show me a lion

  • What is this/that? …… This/that is ………….
  • How many......... are there?

There is /are ……….

  • Simple instructions e.g. Make the sound of a …… Walk like a ……………

 

15.3.2    VOCABULARY

snake, elephant, monkey, lion, tortoise, giraffe, zebra, hare, antelope, rhino, leopard, buffalo

 

16.0          THEME AND OBJECTIVE

  • OCCUPATIONS 2 HOURS

To enable learners to acquire vocabulary relating to the jobs people do.

 

16.2          SPECIFIC OBJECTIVES

By the end of the unit, the learner should be able to:

  1. name different types of occupations people engage in
  2. talk about different occupations that people engage in
  3. use related sentences structures appropriately
  4. write simple sentences to describe the jobs people do
  5. use possessive pronouns correctly
  6. write legibly and neatly

 

16.3          LANGUAGE CONTENT

 

  • LANGUAGE PATTERNS
    • Use of who is definitions g.
      • The person who works in a shop is called a shopkeeper
      • One who makes clothes is called a tailor
    • Possessive pronouns e.g. my, your, our, their, mine, our

16.3.2    VOCABULARY   2  HOURS

shopkeeper, tailor, teacher, people, farmer, fishermen, drive, carpenter, work, mine, theirs, ours, their, your.

 

17.0          THEME AND OBJECTIVES

 

  • THE WORLD AROUND US 2 HOURS

To enable the learner:

  1. acquire vocabulary relating to their environment
  2. realize the need to take care of our surroundings

17.2          SPECIFIC OBJECTIVES

By the end of the unit, the learner should be able to:

  1. name things in the environment
  2. use sentences structures appropriately
  3. form plural words from singular words
  4. recite short poems/rhymes
  5. read short passages/texts
  1. state why it is important to take care of the environment
  2. draw and name some of the things found in the environment
  3. write legibly and neatly

 

17.3          LANGUAGE CONTENT

 

  • LANGUAGE PATTERNS
    • What is this/that? This /That is a ……..
    • What are these/those?

- These/those are ……..

  • Singular and plural forms Star – stars

River – rivers

  • Use of present continuous affirmative transitive with introductions of me/her/him/it/youg He is sweeping it. She is washing it.

17.3.2    VOCABULARY 2 HOURS

grass, tree, sun, leaf, branch, moon, star, river, lake, stick, stone, hill, valley, soil, sand, dust, water

 

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