Discover: Speaking about me and my family

Hello, little friend. Come sit with me. We will learn slowly, with play, songs and kind words. We meet the idea and see why it matters. The heart of this lesson is Speaking about me and my family.

In about 20 minutes we will: (1) say hello and warm up, (2) learn the new idea with examples, (3) practise together, (4) try it on our own, (5) check we understood, (6) pack away and celebrate.

• I can say what Speaking about me and my family means in my own words.
• I can show Speaking about me and my family with a picture, object or action.
• I can try one small task about Speaking about me and my family with help.

Look around. Can you find something that makes you think of Speaking about me and my family? Point to it. Smile. Now we begin.

This lesson uses the story or theme “Speaking about me and my family”. We listen first, then speak, then read, then write. New words are friends: we say them, clap them, and put them in a sentence about our own life. We use short steps, songs, and plenty of praise. Nobody is rushed. The teacher’s guide talks about this idea like this: “8 Answering questions 9 News and stories 9 News 10 Reading books 11 Turning pages from right to left 12 Topic 2 Speaking/Signing 13 Myself 13 My photographs 14 Formal greeting 14 Greeting grandparents”
Let’s walk through Speaking about me and my family slowly for ECD A English. Step A — Notice: what can we see, hear, or touch that belongs to this idea? Step B — Name: say the idea in a short sentence a child can copy. Step C — Try: one tiny task using goats. Step D — Talk: how does this help someone at home or at school in Zimbabwe? If the child looks tired, stop after Step C and return tomorrow. Remember: understanding is not a race. Repeating a small, true example is better than rushing a big, foggy one. When you finish, the child should be able to point, say, and try — not recite a page they do not feel.
Common mix-up for Speaking about me and my family: children sometimes copy a sentence they do not feel. Ask them to show Speaking about me and my family with soccer balls instead of only saying it. In ECD A English, a true example from Masvingo beats a long copied definition.
What good looks like: the child can (1) say Speaking about me and my family in their own words, (2) give a Zimbabwe example, (3) help someone else try a tiny task. If any piece is missing, return to the Learn lesson. Charts and pictures on this page are helpers, not decoration.
Worked example for Speaking about me and my family (ECD A English). A child starts with something they already know. They point, they name, they try. Example 5: they use a home object (a cup, a leaf, a coin, a song) to show the idea. Then they tell a helper: “This is Speaking about me and my family because …” A second example is slightly harder: two objects, or a short sentence, or a tiny game. We do not skip the easy example. The easy one is the ladder.

How we unpack this

1. Notice: look, listen or touch something that belongs to Speaking about me and my family.
2. Name: say the idea in one short sentence a child can copy.
3. Try: one tiny task with a home object.
4. Talk: how this helps at home or school in Zimbabwe.

Watch for this mix-up

Copying a long sentence is not the same as understanding Speaking about me and my family. If the child cannot show it, go back one step.

Success looks like

• Says Speaking about me and my family in their own words.
• Gives one Zimbabwe example.
• Helps someone else try a tiny task.

A short story from Masvingo. A younger sibling sat with a child in ECD A and said, “Today we will understand Speaking about me and my family in English.” They looked at exercise books on the mat. First they named what they could see. Then they asked one curious question. When the child felt stuck, they did not skip the idea. They made it smaller: one object, one word, one try. After a drink of water they tried again, and the idea began to feel friendly. That is how Speaking about me and my family moves from a book page into a real Zimbabwean day. You can tell this story at home in your own words, using people and objects you actually have.
Tell the story again, but change the place. The idea Speaking about me and my family must still be true.

English in Zimbabwe lives beside ChiShona and IsiNdebele. The theme “Speaking about me and my family” is a door: we listen, speak, read, then write, just as people do at the shops or on the radio.

Say each word. Clap the beats. Draw a tiny picture.

Look for Speaking about me and my family today in a village homestead, or wherever you are. It may hide in mangoes, in a conversation at the shops, in a game after school, or in helping at home. When you spot it, say: “That is Speaking about me and my family.” Then tell one sentence about it. If you cannot go outside, draw the place and point to the idea in your drawing. Real life is the best exercise book because it does not close when the lesson ends.
Common mix-up for Speaking about me and my family: children sometimes copy a sentence they do not feel. Ask them to show Speaking about me and my family with soccer balls instead of only saying it. In ECD A English, a true example from Masvingo beats a long copied definition.
What good looks like: the child can (1) say Speaking about me and my family in their own words, (2) give a Zimbabwe example, (3) help someone else try a tiny task. If any piece is missing, return to the Learn lesson. Charts and pictures on this page are helpers, not decoration.

Do this with an adult or a friend:

1. Say the name of today’s idea: Speaking about me and my family.
2. Point to something in the room that belongs to this idea, or draw it.
3. Clap or jump once for each example you can find.
4. Tell one sentence: “I see …”

Write 3–5 sentences (or dictate them to an adult) about Speaking about me and my family. Use at least two new words from the lesson. Read your work aloud.

Extra play (choose two):

1. Sing a two-line song that names Speaking about me and my family.
2. Build Speaking about me and my family with stones, bottle tops, or clay.
3. Teach a toy or a younger child in one sentence.
4. Colour a picture and label it with help.

Stop while it is still fun. Tomorrow we can choose a different two.

1. Draw or photograph (with a helper) one real example and caption it.

Can you: (1) say Speaking about me and my family? (2) show it with your hands or a drawing? (3) tell one thing you liked? If yes, you are ready. If not, we practise again — that is learning.

Today we met Speaking about me and my family. Tomorrow we will use it again, a little deeper. Tell someone at home one new word or one new idea. Drink water, stretch, and be proud of trying.
If you get stuck: make the task smaller. Use one object, one word, or one drawing. Ask for the idea in ChiShona or IsiNdebele first, then try English. Drink water, stretch, and try one more time — then stop if you are tired.

Crayons, paper, and something to count or hold. An adult nearby to help. A short story page, or pictures from a newspaper or old magazine.

Sit beside the child. Praise effort (“You kept trying”) more than speed. Keep this sitting under 20 minutes. Use home objects. End with a hug or a song about Speaking about me and my family.