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Lesson 8

Lesson 8: Pregnancy for Girls and & Boys


  • Pupils learn the most relevant facts about pregnancy. 
  • Pupils are aware of the reasons and pressures involved in getting pregnant and how they can resist pressure. 
  • Pupils are aware of the advantages of waiting for the ‘right time’ to get pregnant. 
  • Describe the monthly menstruation cycle, including fertile days, and the fact that the menstruation cycle of teenage girls is not yet regular; 
  • Describe fertilization, pregnancy and pregnancy tests, as well as the physical and social implications of early pregnancy; 
  • List two signs of pregnancy in the girl’s body and explain that a missing menstrual period does not always mean a girl is pregnant; Mention at least one place or clinic where a girl can take a pregnancy test; List three options for young people in case of an unintended pregnancy; 
  • Explain three ways of preventing pregnancy; 
  • Explain that  condom  use  is  the  safest  contraception  in  terms  of  protection  against  both  pregnancy  and STIs/HIV; 
  • Describe what contraceptives are, what their function is, list two kinds of contraceptives, give one example of each kind and explain how they prevent pregnancy; 
  •  Explain the risks involved in ‘withdrawal before ejaculation’ for boys, and the ‘safe-days method’ for young  people and bust myths related to pregnancy and abortion; 
  • Define ’emergency contraception’; 
  • Describe the fact that illegal abortions are often unsafe and done in unhygienic circumstances and list three  negative consequences for girls when they have a ‘secret’ abortion. 
  • Argue that being pregnant and giving birth is wonderful but only at the right time and with the right person 
  • Emphasize  that  both  boys  and  girls  are  responsible  for  getting  pregnant,  during  pregnancy  and  delivery  and when they have a baby, show they are motivated to use effective contraceptive methods, including condoms, when they have sexual intercourse and to avoid unsafe abortion 
  • (Male Pupils) show they realize it is also their responsibility to offer support if their partner happens to be pregnant 
  • Show they are motivated to seek help if a girl’s pregnancy is unexpected and unintended 
  • Show they are aware of social standards, peer pressure and influences of people around them in the matters of pregnancy and abortion. 
  • Explain step by step how to negotiate condom and contraceptive use with a sexual partner 
  • Provide a scenario for talking about sexuality with a sexual partner 
  • Demonstrate how to discuss teenage pregnancy in the community. 


In this lesson, students deal with the issue of pregnancy and will come to understand that pregnancy is a beautiful thing if it happens at the right time and in the right circumstances. Pupils gain knowledge and facts through the interactive presentation called Pregnancy: for Girls and for Boys!. They then explore these issues in a role play exercise.This is how you can introduce this lesson to your pupils: Pregnancies; This is quite a high figure, don’t you think? Are you or your girlfriend going to be one of these? Or  are you and your boyfriend/ girlfriend going to wait till the time and circumstances are right for you? So that  you can fully enjoy and raise your baby in a way that feels right. What are your options when you get pregnant  before you are ready?   Besides the information you need, we will ask you to think about your situation. You will read the interactive presentation, followed by a quick quiz to see whether you are ready for pregnancy. You will be exploring the issues in a role play. To finish this session, we will make personal statements with photos.   Pregnancy is a beautiful thing, as long as the time and conditions are right! ‘ 

Learning Resources

Teaching Methodologies

In this lesson the teachers and learners will use different active learning methods. For examples:

  • Method 1
  • Method2
  • Method3
  • Method4

Delivery of this lesson will be done with minimum requirement that discussed in the following steps.

Delivery Method
  1. Reflect (some minutes) 

Ask a few Pupils to tell something about their reflection activities from the previous lesson. 

2. Notable Names (warm up – 5 mins)  


  • Pupils have a positive feeling and some fun. 


Step 1. All Pupils stand in a circle. Instruct everyone to think of a positive adjective that starts with the same first letter as his or her own name. For example, if your name is Frederick, your adjective might be ‘Fabulous’. Everyone takes a minute to  come  up with a positive adjective and then Pupils take turns to call out their  name to the  group, e.g., Fabulous Fred, Princely Patrick, etc. Maybe Pupils can remember these names and use them in the remainder of this session.

3. Pregnancy: 4 Girls ánd 4 Boys! – Presentation (20 mins) 


  • Pupils are  familiarized  with  facts  about  getting  pregnant  and  some  of  the  issues  involved  in  dealing  with  early pregnancy. 


  • Pupils read the presentation together in pairs in their Pupils Book.
  • The presentation includes some discussion points, which  Pupils  should  address  together  before  continuing  with  the  next  slides. 
  • Once the  Pupils  have worked through this presentation, they can do the pregnancy quiz. 

The presentation covers the following topics: 

  • How you get pregnant; 
  • signs and symptoms of pregnancy;
  • pressures on getting pregnant; 
  • physical and social disadvantages of getting pregnant at an early age and of being single;  
  • contraceptive methods: their use and effectiveness, their advantages and disadvantages; 
  • myths about getting pregnant; 
  •  Options in the case of unintended pregnancy and the advantages and disadvantages of each solution;

 Unsafe abortion. 

The presentation advocates responsible behavior for boys and girls. Discuss with  the  Pupils  the  presentation  about  pregnancy,  contraceptives,  abortion  and  raising  a  child.  Also discuss with them the Pregnancy Quiz. Explain where Pupils can take a pregnancy test and where they can go for support in case of pregnancy. During the discussion you can use the following materials:

  • Model of the reproductive system of a woman (on paper or poster)
  • Model of the reproductive system of a man (on paper or poster) 
  • Models of examples of contraceptives to demonstrate (IUD, pill strip, etc) 


 When discussing correct condom use, remember the six steps of correct condom use:

Step 1: check the date 

Step 2: open carefully 

Step 3: check the right side 

Step 4: squeeze the top 

Step 5: roll off to the end of the erect penis (while squeezing the top) 

Step 6: hold the condom when removing the penis after ejaculation  


  It is important that boys should also feel responsible for avoiding pregnancy, but they should not feel accused,


4. Condom.  Role Play (40 mins)


  • Pupils practice talking about some of the issues involved in young people’s pregnancies; 
  • Pupils digest the information from the presentation; 
  • Pupils form an opinion on different aspects of teenage pregnancy and the options for young people in case of pregnancy. 


Step 1. Use the three stories in the role plays. See end of this lesson.  The themes of the three stories are: A couple is asking themselves whether they should use condoms to protect themselves against unintended pregnancy. A girl has just found out she is pregnant and goes to her auntie. A girl has had a child on her own and wants to go back to school. Pupils are divided into groups of four. Each group is given a story to work with. Each group takes 10 minutes to read the situation, to decide who will play which character and to decide what they should say to each other. 

Step 2. The groups perform their role play before the whole group. Their play should continue for a while until the scene comes to a particular conclusion. Keep an eye on the time so all groups get a chance to participate. The other groups  watch  and  afterwards  comment  on  choices  made  and  things  said  in  the  role  play.  Decide how many role plays can be done in the time available. Guide the discussion of each role play with questions such as:

  • What do you think of the situation? 
  • How did he/she negotiate? 
  • How could she/he improve her/his approach? 
  • How did he/she respond? 
  • What do you think of both their arguments? 
  • What argument would you use if you were one of them? 

5. Slogan Art exercise should be done on paper (40 mins) 


  • Pupils clarify what they think about teenage pregnancy and what they believe is important. 


Step 1. Pupils choose a slogan for the front page of a newspaper to express their views of teenage pregnancy to the community. Pupils write the slogan in different sizes and colours using paper and pencils.  Have Pupils look at the examples at the end of the pupils book while you explain the assignment. 

Step 2. In  thinking  about  their  personal  slogan,  message  or  statement,  Pupils  should  choose  an  aspect  of  the  issues involved in teenage pregnancy they feel is important to say something about and then try to reduce that statement to one sentence.  

Step 3. All Pupils should write their slogan or statement, plus their name and age, in a size and colour of their choice  using paper and pencils:   Step 4  When  Pupils  have  finished  producing  their  slogans,  the  group  can  look  at  them  and  discuss  what  they  have come up with 

  • Have Pupils chosen different slogans? 
  • Which slogans are the most effective? 
  • Does anyone not agree with someone else’s slogan, why?  
  • Could you present these slogans to the community and would this be a good idea?  

Tip: Pupils can choose the best slogan to be used for their school’s presentation.    

Conclusion and homework (5 mins) 

Round off the session, reminding Pupils of the importance of what we have been discussing today. 


Invite Pupils to go and visit an age-mate they know who has had a baby and ask them how they feel about it; perhaps they can offer to help in some way.

Role Play Stories 

Story 1: Using condoms or not 


  • Pupils learn to negotiate condom use. 
  • Pupils experience what it is like to talk about the use of condoms. 

Introduction to the role play and the characters 

Kidst is 13 years old. She has been going out with Peter for over a year now. She is still very much in love and their relationship has grown into a steady one. They both intend to stay together.

Anteneh is 14 years old. For the first time, he is going out with someone who has remained attractive, interesting and fun to be with for more than a year now. He is really fond of Kidst and finds her a smart and sensitive girl. 

Anteneh and Kidst are curious: how would it feel to have sex with someone they love so much? They have often talked about it. Kidst has never had sex before. Anteneh has, once. They both want it to be perfect. 

 Perfect for Anteneh means romantic, sweet, music – but no condom. Anteneh feels this would spoil the atmosphere. Besides, there is no reason to use condoms: he has only ever slept with one girl and she looked very healthy. 

Kidst feels differently. She wants them to use a condom. Anteneh proposes they could have sex on her ‘safe days’ only. Kidst knows that there are no ‘safe days’. How can she convince Anteneh?  

Role play Kidst: Anteneh, your reasons for not wanting to use a condom are not good because…’  Anteneh: ‘But …’ 

Suggestions for observers’ questions

  • What do you think of the situation? 
  • How did Kidst negotiate with Anteneh?  
  • How could she improve her approach? 
  • How did Anteneh respond?  
  • What do you think of both their arguments?  
  • What argument would you have used if you had been Anteneh or Kidst?  

 Story 2: Discovering that you are pregnant 


  • Pupils learn what a boy and a girl can do when they find out that the girl is pregnant.
  • Pupils can experience what it would be like to be pregnant. 

Introduction to the role play and the characters

Konjet is 14 years old. She lives near her aunt. Auntie  Seble is the sister of her mother, who died several years ago. Seble is a strong, wise woman, who has taken care of her sister’s children since she died, in addition to her own six Pupils. Konjet has known for a while that Amha, a friend of her brother’s, likes her. He wrote her   letters. She likes  him too, but she was not ready yet for having sex. Konjet didn’t dare to    refuse to have sex with Amha even  though she had wanted to wait until she was older. Somehow Konjet was afraid of losing his attention because  she  felt  proud  that  an  older  boy  like  Amha  was  interested  in  her.  Nor  did  she  want  to  spoil  the  relationship between Amha and her brother. Now she hasn’t had a period for three months. She thinks she is pregnant and it wasn’t even nice to sleep with him.  In two months’ time, she will be taking her final Primary Leaving exams. If the school management finds out she is pregnant, they won’t allow her to take the exams. What should she do? Abortion is illegal and dangerous, but having a child will ruin her plans for the future. The pregnancy starts to show and she definitely needs some support. Konjet goes to her aunt for advice. 

 Role play

Konjet:  ‘Auntie  Seble,  I  feel  so  terrible,  I  think  I’m  pregnant.  I  don’t  know  what  to  do.  Can  you  help  me please?’   Aunt: ‘Oh Konjet …’ 

Suggestions for observers’ questions

  • What do you think of the situation?  
  • How did Konjet approach her aunt?  
  • How could she improve her approach?  
  • How did Aunt Seble respond?  
  • What do you think of the solutions the two came up with? 
  • What would you do if you were in Konjet’s situation?

Story 3: A single mother wants to go back to school  


  • Pupils learn assertiveness skills; 
  • Pupils learn to advocate their rights. 

Introduction to the role play and the characters

Meseret  is  14 years old. She has a one-year-old son. Meseret has always had a dream of becoming a doctor.  Meseret thirteen, but she has never given up her dream. The  headmaster is an old, well-respected man. He believes in discipline and hard work. He feels that a single mother is a bad example to the other pupils. The  father  of  the  baby  was  a  boy  she  dated.  When  they  were  alone,  he  expected  more  than  she  wanted to give and he took it. Unfortunately, she was pregnant and forced to leave school, to give birth and to take care of  her  son.  Meseret  is  still  living  with  her  mother,  who  helps  her  out.  Up until  now,  meseret  has  silently  had  her doubts about the things that happened to her, although she loves her son very much. What does she have to offer to him? Lately, Meseret has increasingly felt the urge to try and set things right in her life, to fight for a second chance, to explain her situation, express her motivation and ask for a second chance. The headmaster invites her for an interview. 

 Role play

Meseret: ‘Thank you for the opportunity you have given me to explain my case.’  

Headmaster: ‘It is not as simple as you may think, young lady. How would you suggest we could give you the chance to graduate without breaking our own rules?’  Janet: ‘You know …’  

Suggestions for observers’ questions

  • What do you think of the situation?  
  • How did Meseret defend her case?  
  • What do you think of her arguments and her proposal? 
  •  How did the headmaster respond?  
  • What could Meseret have done or said better? 
  • What solutions or arguments would you have thought of in this situation? 



Created on By admin

Quiz for Lesson 8

Quiz for Lesson 8

1 / 10

8.1. In a normal circumstance, what is the right time to get pregnant?


2 / 10

8.2. The menstruation cycle of all teenage girls is not regular; 

3 / 10

8.3. The effect that illegal abortions are often unsafe is 

4 / 10

8.4. How we can protect pregnancy case? 

5 / 10

8.5. What is the safest preventive method for pregnancy, STIs and HIV/AIDS?


6 / 10

8.6. Pregnancy is a beautiful thing if it happens at the right time and in the right circumstances.

7 / 10

8.7. Unintended pregnancy leads to:

8 / 10

8.8. Giving birth is wonderful but only at the right time and with the right person 

9 / 10

8.9. Withdrawal before ejaculation’ for boys and the ‘safe-days method’ for young girls is the safest contraceptive method.

10 / 10

8.10. Mention at least one place where a girl can take a pregnancy test and other sexual reproductive health service

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