The World Starts With Me

Pregnancy: 4 Girls and 4 Boys!

Today's Lesson

Pregnancy: 4 Girls ánd 4 Boys!
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. Students gain knowledge and facts through the interactive presentation called Pregnancy: 4 Girls ánd 4 Boys!. They then explore these issues in a role play exercise.

In the third part of the lesson, they will be making a slogan in MS Word about their feelings on pregnancy and will be advocating action in the community. The lesson rounds off with deciding which slogan is the best to be uploaded to the 'groups online' presentation.


  • Students learn the most relevant facts about pregnancy
  • Students are aware of the reasons and pressures involved in getting pregnant and how they can resist pressure
  • Students are aware of the advantages of waiting for the 'right time' to get pregnant

Learning Objectives  

Students can:


  • 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
  • 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 students 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

Computer, design and creative skills

  • take a part in a play
  • do a presentation and speak in public
  • design a personal slogan in Word advocating against unintended pregnancy
  • demonstrate how to use Word Art options in MS Word
  • demonstrate how to design a layout in MS Word, using fonts, sizes and colours
  • explain step by step how to download new fonts from the Internet to the computer
Lesson Outline


1. Warming Up - Notable Names (5 mins)
2. Pregnancy: 4 Girls ánd 4 Boys! - Presentation (40 mins)
3. Group Work I: Role Play (40 mins)
3. Group Work II: Slogan Art (40 mins)
4. Conclusion and homework (5 mins)



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


Warming Up

Notable Names (5 mins)


  • Students have a positive feeling and some fun


All students 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 students take turns to call out their name to the group, e.g., Fabulous Fred, Princely Murad, etc. Maybe students can remember these names and use them in the remainder of this session.


Pregnancy: 4 Girls ánd 4 Boys!
- Presentation (20 mins)


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


Students read the presentation together in pairs. The presentation includes some discussion points, which students should address together before continuing with the next slides. Once the students have worked through this presentation, they can do the pregnancy quiz, the menstruation movie and the fertilization movie.

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 behaviour for boys and girls.


Discuss with the students the presentation about pregnancy, contraceptives, abortion and raising a child. Also discuss with them the Pregnancy Quiz. Explain where students can take a pregnancy test and where they can go for support in case of pregnancy.


It is important that boys should also feel responsible for avoiding pregnancy, but they should not feel accused. Not all boys act irresponsibly: sometimes the girl is the careless one or the one pushing for sex without a condom.


Role Play (40 mins)


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


Step 1
Use the four stories in the role plays which you can find in the tools section.
The themes of the four 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
  • A boy is faced with life-changing choices and responsibilities

    Students 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.

Step 3
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?


Slogan Art
exercise can be done on the computer or on paper(40 mins)



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

Students choose a slogan for the front page of a newspaper to express their views of teenage pregnancy to the community. Students type the slogan in Ms Word, using Word Art and different fonts, sizes and colours. If there are many more students than computers, this exercise can also be done using paper and pencils instead of using Word.

Step 1
Have students look at the examples while you explain the assignment. <See Examples>

Step 2
In thinking about their personal slogan, message or statement, students 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 students type their slogans in Ms Word and save them to the right folder. They write their slogan or statement, plus their name and age, in a font, size and colour of their choice. For students using paper and pencils: draw the slogan or statement and write down name and age.

Step 4
When students have finished producing their slogans, the group can look at them and discuss what they have come up with.

  • Have students 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?

Students can choose the best slogan to be uploaded to their school's online presentation. The guidelines for uploading are included in the teachers' manual. <See Teachers>


Conclusion and homework (5 mins)
Round off the session, reminding students of the importance of what we have been discussing today.

Invite students 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.

Tools, Games & Materials

Role Play Stories

Story 1. Using condoms or not


  • Students learn to negotiate condom use
  • Students experience what it is like to talk about the use of condoms
Introduction to the role play and the characters

Meseret is 18 years old. She has been going out with Surra 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.

Surra is 20 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 Meseret and finds her a smart and sensitive girl.

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

Perfect for Surra means romantic, sweet, music - but no condom. Surra 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. Meseret feels differently. She wants them to use a condom. Surra proposes they could have sex on her 'safe days' only. Meseret knows that there are no 'safe days'. How can she convince Surra?

Role play

Meseret: 'Surra, your reasons for not wanting to use a condom are not good because…'
Surra: 'But …'

Suggestions for observers' questions

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

Story 2. Discovering that you are pregnant


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

Introduction to the role play and the characters

Hiwot is 16 years old. She lives near her aunt.

Auntie Derartu is the sister of her mother, who died several years ago. Derartu is a strong, wise woman, who has taken care of her sister's children since she died, in addition to her own six children.

Hiwot has known for a while that Muse, 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. Hiwot didn't dare to refuse to have sex with Muse even though she had wanted to wait until she was older. Somehow Hiwot was afraid of losing his attention because she felt proud that an older boy like Muse was interested in her. Nor did she want to spoil the relationship between Muse 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 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. Hiwot goes to her aunt for advice.

Role play

Hiwot: 'Auntie Derartu, I feel so terrible, I think I'm pregnant. I don't know what to do. Can you help me please?'
Aunt: 'Oh Hiwot …'

Suggestions for observers' questions

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

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


  • Students learn assertiveness skills
  • Students learn to advocate their rights

Introduction to the role play and the characters

Sidise is twenty years old. She has a three-year-old son. Sidise has always had a dream of becoming a doctor. Sidise was seventeen and still in her last year of secondary school when she gave birth. She thought her future vanished at the age of seventeen, 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. Sidise is still living with her mother, who helps her out. Up until now, Sidise 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, Sidise has increasingly felt the urge to try and set things right in her life, to fight for a second chance, to pick up her old dream. Sidise decided to apply for a second chance at her old school. She wrote a letter to explain her situation, express her motivation and ask for a second chance. The headmaster invites her for an interview.

Role play

Sidise: '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?'
Sidise: 'You know ...'

Suggestions for observers' questions

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

 Story 4. Ideas about contraceptives


  • Students develop opinions about the use of contraceptives, including condoms
  • Students learn to negotiate the use of condoms and other contraceptives

Introduction to the role play and the characters

Tizita is sixteen years old. She is a hairdresser in town and has had a relationship with Tewodros for some time now.

Tewodros is nineteen years old. He works as a messenger and is very much in love with Tizita.Tizita and Tewodros feel they have a good relationship and they do have sexual intercourse.

They enjoy their sexual relationship but there's one issue. Tewodros feels that they have to use condoms to avoid pregnancy and protect themselves from STIs and HIV. Tewodros is very keen on using condoms because it protects them twice.Tizita wants them both to be tested for STIs/HIV and, if they are both fine, to use the pill. Tewodros heard that, if Tizita takes the pill, she might not be able to get pregnant later on. Now they have a dilemma.

Role play

Tizita: 'I don't want to use condoms. What happens when they get lost in my body?'
Tewodros: 'But that …'

Suggestions for observers' questions

  • What do you think of the situation?
  • What misguided ideas do both of them have?
  • What do you think of their negotiation skills?
  • What could they have done or said better?
  • What solution do you have for this situation?



Examples of this Lesson

Pregnancy 4 Girls ánd 4 Boys!


download the word files to see the animations

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