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Baseline

Orientation Course for Form One Teachers Book

Science,Mathematics and Social Sciences

THE MINISTRY OF EDUCATION AND VOCATIONAL TRAINING

Baseline Orientation Course for Form One

Science

Mathematics

Social Sciences

The Ministry of Education and Vocational Training

Education Quality Improvement Programme for Tanzania English Language Teaching

Ministry of Education and Vocational Training 2015

Created with the support of the British Council and DFID. All rights reserved. If you wish to reproduce, scan, transmit or use this material or any part of it for another purpose, please contact the Ministry of Education and Vocational Training for written permission.

i

Foreword

The need to improve teaching and learning in Tanzanian secondary education does not contradict efforts to bring about the mastery of English as the medium of instruction. The abrupt change of medium of instruction from Kiswahili in primary schools to English in secondary schools creates a learning gap for most learners. Students entering Form One find themselves unable to communicate well using English as the instructional language and so struggle to sail through their secondary education. The Baseline Course, introduced between 1988 and 1994, was intended to help learners in Form One to cope with their secondary education subjects taught in English. The course introduced the learners to different content areas using English in a simplified way so as to give them a smooth transition into using English as a medium of instruction. However, some challenges were observed in the teaching and learning of Baseline, especially in the design of the books and teacher competencies in relation to delivery of Baseline course. Similarly, the changing times require educational material to be in step with current educational developments. Thus, a review of the Baseline course was inevitable. I am glad to reintroduce the new Baseline, which is a six weeks course designed to introduce Form One students to their subjects taught using English as a medium of instruction. The materials are simple, interactive and interesting to help learners enjoy their learning in their first days in secondary school. The design focuses on creating a sound foundation and platform for the integration of English with the other core secondary subjects at the same time as ensuring promotion of the basic language skills.

The book has been developed alongside the Form One syllabus, taking into account both the revision of the English language students have learnt in primary school and introducing new language concepts from Form One subjects. It is topic-based to enable learners to relate their lessons to the experiences embedded in Baseline course.

It is my sincere hope that Baseline course will serve the purpose. I am optimistic also that the course will absorb the shock of using English immediately when learners start secondary education. Lastly, I am confident that Baseline course will build a strong foundation for mastery of secondary school subjects as well as bringing about successful learning.

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Acknowledgements

These materials have been developed through the cooperative efforts of Tanzanian education experts from the public and private sectors representing different subject areas, many secondary school teachers of English, officers at the Ministry of Education and Vocational Training and British Council trainers and academic managers working within the Education Quality Improvement Programme for Tanzania English Language Teaching (EQUIPT ELT).

The following groups of education experts have contributed to the writing of the new Baseline: Tanzania Institute of Education , Ed-Improvement Agency and Unimenta.

The Ministry of Education and Vocational Training would like to thank the Education Quality Improvement Programme for Tanzania English Language Teaching (EQUIPT ELT) for supporting the preparation and piloting of the materials and UK Aid for providing the funding which has made possible the publication of the new Baseline.

Ministry of Education and Vocational Training P.O. Box 9121, Dar es Salaam 2015

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Contents Page Page FOREWORD i WELCOME Iv Topic 1 ME AND MY LIFE 1 Topic 6 SCIENCE IN OUR LIVES 196 1. My family 4 1. The human body 199 2. My day 8 2. Health and sickness 204 3. My likes and dislikes 12 3. Safety 209 4. My home 16 4. First Aid 212 5. My future plans 20 5. Science apparatus 215 6. My old school 23 6. Laboratory rules 219 7. Stories from my country 27 7. Combustion 223 8. My life at secondary school 31 8. States of matter 226 9. My hopes and dreams 34 9. Ways of learning science 229 10. My English 37 10. Simple machines 234 Topic 2 NUMBERS 40 Topic 7 OUR NATION 238 1. Whole numbers 42 1. Our history 241 2. Types of numbers 45 2. Our national symbols 245 3. Addition and subtraction 48 3. Our festivals 249 4. Multiplication and division 52 4. Our governance 252 5. Fractions 57 5. Sources of history 256 6. Decimals 61 6. Our cultural values 259 7. Percentages 65 7. Our basic rights 263 8. Converting fractions, decimals and percentages 70 8. Social organisations in our history 268 9. Integers 74 9. Our neighbours 271 10. Number patterns 78 10. Our international neighbours 273 Topic 3 LIVING AND NON-LIVING THINGS 82 Topic 8 TOURISM 276 1. Identifying living and non-living things 84 1. Tourist attractions 278 2. Classification of living things 88 2. Tourism and the economy 282 3. Animals 92 3. The Olduvai Gorge 286 4. Domestic animals 96 4. The Ngorongoro Crater 289 5. Insects 100 5. Mount Kilimanjaro 292 6. Harmful insects 104 6. The Jahazi Festival 296 7. Common plants 107 7. The Wildebeest migration of the Serengeti 300 8. Types of plants 110 8. Visiting Mbeya 304 9. Plants for food 113 9. The effects of poaching 307 10. Viruses 115 10. Conservation of tourist attractions 310 Topic 4 THE SOLAR SYSTEM 118 Topic 9 LIFE SKILLS 313 1. The planets of the solar system 120 1. Gender awareness 316 2. The movement of the Earth 124 2. Team work 320 3. Solar Energy 128 3. Problem solving 324 4. Planet Earth and the Moon 132 4. Coping with stress 327 5. People and places on the Earth 136 5. Dealing with peer pressure 330 6. Water for life on Earth 141 6. Drugs and alcohol awareness 333 7. Weather 144 7. Creativity 336 8. Weather forecasting 147 8. Tolerance 340 9. Our climate 151 9. Keeping fit 344 10. Conserving our environment 155 10. Time management 348 Topic 5 SHAPES AND MEASUREMENT 160 Topic 10 WORLD OF WORK 352 1. Common shapes 162 1. Types of work 355 2. Four-sided shapes 165 2. Responsibilities in the family 359 3. Three-sided shapes 169 3. Personal qualities for work 363 4. Angles 172 4. Skills for work 366 5. Circular shapes 176 5. Tools for work 370 6. Instruments for measuring 180 6. Sectors of work 374 7. Measuring time 184 7. Job seeking skills 378 8. Measuring length 188 8. Different professions 382 9. Measuring mass 191 9. Institutions 387 10. Measuring volume 194 10. Entrepreneurship 390

GLOSSARY 394

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Introduction

Welcome to the Baseline materials.

These new materials are a completely updated version of a course manual first produced for our secondary schools in cooperation with the British Council between 1988 and 1994. At primary level in Tanzania pupils are taught in Kiswahili. English is just one of their school subjects. At secondary level, however, English is the medium of instruction in many classrooms and students are expected to use English to communicate. Baseline contributes to bridging this gap and giving students the confidence and support they need to succeed in their efforts to learn their secondary school subjects effectively.

Baseline is based on the belief that teachers and students want to work hard and perform well at school. It aims to equip teachers and students with a dynamic course that enables young people to hit the ground running, ready to learn. The focus is on creating a sound foundation and platform for the integration of English and other core subjects being taught in English: Mathematics, Social Science and Science subjects.

Baseline is designed to be used intensively during the six-week orientation course for all Form One students, and consists of a Student Book, a Teachers Book and a set of Teacher Resources.

Approach

The new Baseline has been created around a syllabus which has been designed to take into account both the revision of English language from primary school and introducing new language concepts from Form One subjects in secondary school. The syllabus was the blueprint for developing the topic content.

The ten topics build on what students have learnt in the primary school syllabus and introduce new English language concepts for learning Form One subjects in secondary school. The topics incorporate lessons drawing on Mathematics, Science (biology, chemistry and physics), Social Science (geography, history and civics) and English. All teachers of Form One students will have the opportunity to use the material and contribute to introducing new students to the language of their own subject areas.

Baseline is topic-based. Topic-based language learning means that the emphasis of the lessons in language learning is on a subject or theme, and the contents of the book are arranged around these topics. It also means that the lesson will include doing work on a topic in class. There are many benefits of topic-based language learning including the following:

topics make it easier to relate the lesson to the experience and interests of young teenagers learners can associate words, functions, structures and situations with a certain topic and this

association helps both understanding and memory learners and their needs are brought more into focus teachers are able to give a personal or local touch to materials depending on the class.

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Baseline is divided into ten topics, each of which includes ten lessons of approximately 35 minutes duration with optional extension activities and homework. Some lessons can be held over a double period if you would like but can also be treated as single lessons.

The activities are designed to be interactive and communicative and there is an emphasis on listening and speaking. The students listen to the teacher for their instructions and each lesson contains at least two activities for the students to do in groups, pairs or alone. There is a selection of reflection and homework activities to extend the lesson beyond the classroom. Students think more about what they are learning and the activities give them the opportunities to relate classroom learning to their lives and themselves.

Lesson information

A typical lesson is divided as follows:

Vocabulary and structures: The key words and language items that will be the focus for that

particular lesson.

Lesson content objectives: What the learners will be able to do by the end of the lesson.

Learning strategy: The type of activity learners will do to support their understanding i.e.

pair work, role-play etc.

Preparation: What you will need to make or do before the lesson.

Introduction: A 5-minute activity usually led by the teacher to open the lesson and

introduce the theme or focus.

Presentation: A 10-minute activity which presents the new target language and

vocabulary for the lesson.

Practice: An activity which allows the students to practise. The students will

typically now focus on some pair or group work that enables them to

practise the new language and vocabulary.

Consolidation/evaluation/

assessment:

This is a 5-minute activity which uses the language and content

covered in the lesson and allows the teacher time to check that

learning has taken place.

Reflection: These reflections ask both the student and the teacher to think about

the learning and teaching that has happened.

Answers: Answers to the Student book activities.

Extension: This is an activity that extends the topic if you have time.

Homework: Some homework is shown in the Student book and some is only listed

in the Teachers book.

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Homework and reflections Reflection activities are listed at the end of the lesson in the Teachers book (TB) materials. Some of the reflection activities, but not all, are listed in the Student book (SB) materials. The purpose of the teacher reflections is to enable teachers to think more about how they are introducing new concepts and ideas, and reflect on how students are responding and whether there is more they can add to support student learning. The purpose of the student reflections is to help students think more about what they are learning and to give them opportunities to relate the learning to their lives and to themselves. There is a selection of homework activities and ideas that students can do outside the classroom to extend their learning. These activities are optional, but we would ask you to encourage students to use these opportunities as much as possible. It is helpful for them to be thinking of the course as an intensive immersion in language and concepts to help better equip them for secondary school. Student book The Student book is designed to have the minimum of written instructions in order that the students listen to the teacher for their instructions and develop their listening skills. There are symbols to tell them who to work with and what skills they should be using. Each lesson contains at least two activities for the students to complete in groups, pairs or alone. A list of what is covered is included at the beginning of each topic. Exercise books We do not expect the students to write in the Student books. Ideally, students will have exercise books they can use for exercises, writing and some of the activities. Making and finding resources You may be asked to use maps and charts or similar items in the lessons. If you do not have them then try to borrow these from other teachers. If you cant get them from other teachers you can make your own maps on large pieces of paper or draw them on the board. If all else fails and you cant do any of that then leave it out of the lesson. For some of the lessons you will need to make word cards for the activities. Make sure that you make these large enough so the whole class can see them. Use black pen on a white background and write the words in simple print not cursive letters. Card is better than paper but use whatever you can find. If you do not have white paper you can use recycled card from cereal boxes or similar.

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Symbol list

You will need the Student book

You will not need the Student book

Work alone

Work in pairs

Work in groups

Answers

Listen

Speak

Read

Write

Homework

Reflect

Topic 1: Me and my life

1

Me and my life

Lesson By the end of the lesson

the students will be able to:

Vocabulary Structures Learning strategies

1. My family

state their name, age

and place of residence

say who is in their

family

state what they are good at/not good at.

Place of residence; parents (father, mother); brothers/sisters; grandfather/ grandmother; school subjects

Present simple first

and third person

singular: I live/he lives;

I have/she has;

How many..

good/not very good

at + ing; His/her

name is; His/her

mothers name is;

We (are) both

Classifying basic personal information within themes

Differentiating between verb forms.

2. My day talk and write about their daily routines

demonstrate understanding of another persons daily routine

understand and use the time to say when things happen every day .

Get up; eat/have breakfast/lunch/dinner; have a bath; do sports; pray; sweep the floor; go to bed; go to sleep; start school

The time: at seven oclock; at half past seven; Present simple questions using do with the time

Listening for gist before listening for more detail.


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3. My likes and dislikes

express likes and dislikes correctly

use short replies to questions about likes and dislikes

collate information in groups about favourite things and convey this information to the teacher

analyse the likes and dislikes of the class.

Dancing; playing football; reading comics; going to the cinema; doing homework; playing netball; fighting; cleaning; walking to school; listening to music; coffee; pineapples; bananas; rice; snakes; popular; school subjects (such as English, mathematics, science etc.)

I like/dont like (noun); I like/dont like ...ing; Yes, I do/No, I dont; My favourite is; The most popular is

Summarising information in groups.

4. My home

demonstrate understanding of the main points of a short factual text about a town

describe the location, population, economic activity and main buildings/activities in their own town.

town; region; north; south; east; west; industry; buildings (bank; post office; school; cinema; hospital; supermarket; police station); near; next to; jobs (farmer, etc.); food processing; manufacturing.

There is/there are; It is; It has

Activating previous knowledge; predicting/guessing content of a text

extracting important information from a text

note taking.

5. My future plans

demonstrate understanding of the future plans and intentions of other people

express the future plans of other people and their own future plans, with everyday verbs.

Help; study; read; play; practise; go shopping; listen to music

You are going to; She is going to; He is going to; I am going to; She isnt going to; He isnt going to; Im not going to

Listen to the plans of others and judge what is realistic and unrealistic, thereby giving situational meaning to the target structure.

6. My old school

demonstrate understanding of sentences in the simple past tense

produce some regular/irregular verbs in the past tense.

Take; eat; play; have; learn; study; start; read; patient; noisy

Regular past verbs: played, started; Irregular past verbs: took, ate, read, studied, had; Simple past negative: I didnt like

Activate previous linguistic knowledge and refer to it

Refer learning to personal experience

Deduce the formation of language through experimentation.


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7. Stories from my country

understand the main points of a story told in the past tense

recall and write the past forms of some irregular verbs.

hut; yard; lonely;

firewood; gourds;

noble chieftain;

seeds; plants;

vanish; roof;

calabash; dry; turn

into; climb;

surprised

Past regular/ irregular verbs: was; lived; had; grew; cleaned; fed; washed; cut; carried; cooked; looked; put; prayed; appeared; gave; vanished; hid; could; wanted; hoped; went; began; called, helped; ran; made; sat; started; turned; happened, learned

Listening for true/false happenings in a story

Remembering and writing the past forms of some irregular verbs.

8. My life at secondary school

make predictions about how their life at secondary school will be

express agreement/disagreement with predictions

make predictions about their future lives.

School subjects; strict; improve; playtime; future

Will/wont; I think will happen; I dont think will happen; I think/dont think so.

Analysing the use of will to express predictions; trying to agree/disagree with given predictions; formulating new predictions.

9. My hopes and dreams

Reviewing previous topics in order to remember them more easily in tests.

Ambitions; bus

driver;

photographer;

tailor; lawyer; hard

job; hard work; fun;

exciting;

interesting; grow

up

Id like to; I want to; I hope to; When I am older; When I grow up

understand various ways of expressing hopes and ambitions for the future

express their hopes and ambitions for employment

express hopes and ambitions related to other fields of life.

10. My English

co-evaluate and self-evaluate their English language abilities

co-correct errors in the English used in previous lessons

suggest steps that can be taken to improve their own English proficiency.

Listen; understand; read; speak; write

I can; I cant; I need to; I should; (plus all structures from lessons 1 to 9)

Self-evaluation.


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Lesson 1: My family

Vocabulary: Place of residence; parents (father, mother); brothers/sisters;

grandfather/grandmother; school subjects

Structures: Present simple first and third person singular: I live/he lives; I

have/she/he has; How many do you have? good at/not very good at + ing;

His/her name is; His/her mothers name is ; We are both

mothers name is; We (are) both

Lesson content objectives:

By the end of the lesson the students will be able to:

state their name, age and place of residence

say who is in their family

state what they are good at/not good at.

Learning strategies: Classifying basic personal information within themes; differentiating

between verb forms.

Introduction (5 mins)

Say: Good morning/afternoon. How are you? Wait for the students to reply.

If you dont know their names, see if some students can name each other. Say: Whats his name? Whats her name? They will answer: His name is /her name is

Ask some other students (who have not been named) what they are good at. Say: What are you good at? Are you good at football? Are you good at mathematics?

Tell the students something you are not very good at. Say: I am not very good at drawing; I am not very good at

Presentation (10 mins)

Say: Open your book at Topic 1, Lesson 1 and look at Activity 1. Hold up your Student book at the correct page and point to the activity. Ask: Which page do you need? Wait for the

students to reply.

Ask how old they think the girl (Neema) is.

Ask them to copy the diagram into their exercise books.

Explain to the students that you are going to read out information about Neema and they should listen and write the answers for each point next to the arrows. Read the text.


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Neema Neema is 13 years old. She lives in Dodoma. Her fathers name is Hassan and her mothers

name is Salma. She has two brothers and no sisters. She also has a grandfather and a

grandmother. Neema is very good at mathematics but she is not very good at English.

Ask questions about Neema to check the students have heard and written the correct answers.

For example:

How old is Neema? (Answer 13 years old)

Is Neema a boy or a girl? (Answer A girl)

What is Neemas mothers name? (Answer Salma.)

How many brothers does Neema have? ( Answer- two)

How many grandmothers does Neema have? ( Answer- one)

Check if the students know the difference between his/her and if they can use the apostrophes for possessive.

Practice (5 mins)

Say: Look at Activity 2. Hold up your Student book and point to the activity.

Ask the students to complete the sentences about Neema. They should choose the correct verb form and add in the answer.

Monitor the students; make sure they are choosing the correct verb form.

Feedback on the answers.

Consolidation/evaluation and assessment (10 mins)

Ask the students to draw a similar diagram like the one in Activity 1 in their exercise books but with their own name in the middle and information about themselves around it.

The students find a partner and tell the partner about themselves using the information in the diagram. They should then swap diagrams and read about their partner.

They join with another pair and tell that pair about their partner.

Monitor and listen to check that the students are using the correct language and pronouns (I/he/she and have/has.)


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Reflection

Say:

Tell me how your life and family are similar or different to Neemas or your partners family.

State something the same or different between your information and Neemas or your partners information.

All people are the same in many ways. What similarities can you think of?

Answers Activity 1

Activity 2

a) Her name is Neema.

b) She is 13 years old.

c) She lives in Dodoma.

d) Her parents names are Salma and Hassan.

e) Neema is good at mathematics but she is not very good at English.

f) She has two brothers and no sisters.

g) She has one grandfather and one grandmother.

Good at: Mathematics

Age: 13

Lives in: Dodoma

Not very good at: English

Grandfather: 1

Grandmother: 1

Brothers: 2

Sisters: 0

Parents names: Hassan and Salma


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Extension activity

Draw a Venn diagram on the board and write Neemas name above one circle.

Ask the students to think about how they are similar to Neema and to write the answers in the intersection of the two circles.

Ask the students to think about how they are different to Neema and to write the answers in the non- overlapping parts of the circles. They can say: Neema but I

They should find something similar on their life diagrams. They can write or say: We both...

Teachers reflections

The students should be familiar with am/is, have/has and the use of how many...in asking questions.

Note: if there are any problems using is/are and have/has this will affect further units. The

students must be able to use this target language. You may need to repeat this lesson or

include another on the use of this target language.

Possible homework

The students could use the information they have learned about their partner to write a paragraph about them as well as a paragraph about themselves.

Neema and X

Girl

Age 13 Lives in

Dodoma

Lives in

Iringa


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Lesson 2: My day Vocabulary: Get up; eat/have breakfast/lunch/dinner; have a bath; do sports;

pray; sweep the floor; go to bed; go to sleep; start school

Structures: The time: at seven oclock; at half past seven; Present simple

questions using do with the time



talk and write about their daily routines

demonstrate understanding of another persons daily routine

understand and use the time to say when things happen every day.

Learning strategy: Listening for gist before listening for more detail.

Preparation: Read and practise the text about Rashidi before the class. A clock may be

needed to revise the time in English.



Ask: What time is it? and note how accurately they reply.

Note: The students are required to understand and say the time in this lesson, so you need to

know if this is going to be a problem.

Say: Open your Student book at Topic 1, Lesson 2 and look at Activity 1. Hold up your Student book at the correct page and point to the activity. Ask: Which activity and page do you need?

Wait for the students to reply.

Say: Today we are going to talk about what we do every day. Look at these pictures. What do they show? (Answer eating, cleaning, praying.)

Ask some students: Do you pray every day? Do you have lunch every day? What time do you have lunch?

Ask the class to put their hands up and tell you other things they do every day.

List the actions on the board.


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Say: The boy eating lunch in the picture is called Rashidi. Listen to me telling you about Rashidis day.

Ask them to look at the first picture in Activity 1 and say: Do you think Rashidi goes to sleep in the morning or at night? Read through the list of actions in Activity 2 with the students and

make sure they understand everything. Tell them that the actions in the list are not in order.

Ask the students to listen and write the time that Rashidi does things as they hear that time. This will tell you whether they can write down the times. Read the text.

Feedback on the time and if needed write it on the board.

Note: If the students do not know how to write the time, you will have to keep stopping and

writing it on the board for them to copy. You will need to teach this again on another day.

Read the text again and this time tell the students to complete the table.

Feedback with the answers.

Rashidi

Rashidi gets up early every day, at about 6 oclock in the morning. He washes his hands and face

and gets dressed. Then at half past six he has breakfast with his family. Before leaving the house

at 7 oclock he prays. Then he walks to school. At 8 oclock he starts school and he studies in

class until lunchtime. He has lunch at 1 oclock and after lunch he has more lessons at school. At

3 oclock he does sports at school and then he goes home. At 5 oclock he feeds the animals and

at 6 oclock he has dinner. Then he does his homework and plays with his brothers. At 8 oclock

he has a bath and prays again. At 9 oclock he goes to sleep because the next day he will have to

get up early again!

Practice (10 mins)

Ask the students if they do the same things as Rashidi every day, and to put their hands up if they do different things at different times every day.

Take about five feedback answers.

Write on the board: I get up at 7 oclock.

Then write gapped sentences on the board. I ____________ at ______________.


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Put the students in pairs and ask them to write five sentences in their exercise books about their daily routine. They should use the sentence on the board as a model.

Monitor the activity. Encourage the students to use words from their book and to check spelling etc.

Note: It is a good idea to keep the top right hand side of the board as a place for vocabulary

and translations. This way the students know where to look when they need help with a word.

If anyone in the class asks for a spelling or translation then you can write it here so that it is

there for the rest of the class. Make sure that you let the class know what kind of word each is:

(n) = noun; (v) = verb; (adv) = adverb; (adj) = adjective, etc.


Put the students into groups of four and ask them to swap exercise books and read sentences about another student out loud.

Note: For this, they will have to add s to the verb when using he/she. If they cannot do this

easily you will need to give more practice in another lesson.

get up

pray

eat

visit

sleep

read

Vocabulary

do homework (v + n)

listen to music (v + n)

watch TV (v + n)

I get up at 7 oclock.

I ______ at ________ .


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Reflection

Ask the students if girls and boys have different daily routines and talk about why.

Ask the students if they need more practice saying and writing the time in English.

Answers

Activity 1

Eating, sweeping, praying.

Activity 2

Time Activity

21.00 9 oclock He goes to sleep.

13.00 1 oclock He has lunch.

15.00 3 oclock He does sport.

08.00 8 oclock He starts school.

06.00 6 oclock He gets up.

20.00 8 oclock He has a bath.

18.00 6 oclock He has dinner.

07.00 7 oclock He prays.

17.00 5 oclock He feeds the animals.

06.30 half past six He has breakfast.

Extension activity

Put the students into pairs.

Ask the students to interview each other about their daily routines. Tell them to use, What time do you?


Did the students do well listening and writing at the same time?

Do the students need to revise the time in English?


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Lesson 3: My likes and dislikes Vocabulary: Dancing; playing football; reading comics; going to the cinema; doing

homework; playing netball; fighting; cleaning; walking to school; listening to

music; coffee; pineapples; bananas; rice; snakes; juice; popular; school subjects

(such as English, mathematics, science etc.)

Structures: I like/dont like (noun); I like/dont like ...ing; Yes, I do/No I dont; My

favourite X is ; The most popular X is


By the end of the lesson, the students will be able to:

express likes and dislikes correctly

use short replies to questions about likes and dislikes

collate information in groups about favourite things and convey this information to the teacher

analyse the likes and dislikes of the class.

Learning strategy: Summarising information in groups.



Say: Open your book at Topic 1, Lesson 3 and look at the picture in Activity 1. Hold up your Student book at the correct page and point to the picture.

Say: What are the people doing in this picture? (Answer Reading, writing/doing homework, playing football.)

Then ask different students: Do you like playing football? Do you like reading? Do you like doing homework/studying? Accept any kind of reply for now. If any students appear not to understand, demonstrate through facial expressions, gestures, smiley faces, etc.

Write on the board I like and I dont like And ask several students to finish the sentences orally.


Ask the students to look at Activity 1 and to write two lists in their exercise books. One list with the heading I like and one with the heading I dont like. Draw it on the board.


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Write, Yes, I do. and No, I dont. on the board. Quickly, ask groups of students a Do you like? question from the list. (Answer Yes, I do. or

No, I dont.) Then ask students to put up their hands for every item in the table. Say: Put your hands up if you like dancing, and react, saying: Oh, dancing is very popular! or Oh, homework is not very popular! Ask confident students to take over from you and ask the questions.

Practice (10 mins)

Ask students to look at Activity 2 and write their favourites in their exercise books. They have five minutes for this.

Tell the students to get into groups of four and find a way to collect the information about what everybodys favourite things are. Ask each group to decide on a secretary to take notes

of the favourites. They have about five minutes for this.

I like I dont like

Vocabulary

Do you like ?

Yes, I do. /No, I dont.


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Draw a table on the board like this:

Ask the secretary of each group to shout out the favourites for each thing and how many members of the group stated them as favourites. Note on the board.

Ask the students to add up which are the most common favourites.

Reflection

Say:

A lot of people in this class like Not many people like

What is the most popular?

What is the least popular school subject and why dont you like it?

Extension activity

The students write a list of Do you like? questions and interview each other.

If they are ready, they report back with He/she likes/doesnt like.

Favourite

fruit

game/sport

school

subject

animal

colour

song


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Were the students able to organise the information on their own in groups?

Did the students speak English during the group activity? If not, how will you change that next time?

Possible homework

The students could use the information they have learned about the favourites of the class to write a paragraph.


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demonstrate understanding of the main points of a short factual text about a town and region.

describe the location, population, economic activity and main buildings/ activities in their own town.

Learning strategies: Activating previous knowledge; predicting/guessing content of a text;

extracting important information from a text; note taking.

Preparation: Bring a town map or map of Tanzania to class.



On the upper left side of the board write the name of the town where your school is situated.

Write region and ask: Which region is our town in? (Refer to map if you have one.)

Under that write near and ask: Which other towns or regions are near our town? (Refer to the map if you have one.)

Write jobs and ask: What jobs do people do in our town?

Write industries and ask: What is an industry? What industries are in our town? (Answer This is a difficult question to answer so accept the name of a factory or the name of a product.)

Write buildings and ask: What buildings are there in our town?





(n) = noun; (v); = verb (adv); = adverb; (adj) = adjective, etc.

Lesson 4: My home

Vocabulary: Town; region; north; south; east; west; industry; buildings (bank;

post office; school; cinema; hospital; supermarket; police station); near; next to;

jobs (farm, etc.); food processing; manufacturing.

Structures: There is/there are ; It is ; It has


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Say: Open your book at Topic 1, Lesson 4 and look at Activity 1. Hold up your Student book and point to the correct page.

Tell the students to look at the position of Mafinga on the map and point to the words such as population, etc. on the board. Ask the students if they know any information about Mafinga.

Ask the students to read the text. In pairs, see if they can find the information about Mafinga that was listed on the board, about their town.

Practice (5 mins)

Ask individual students, then the whole group, to make sentences about Mafinga using the prompt words on the board.

Ask the students to look at the gapped sentences about Mafinga in Activity 1 and say which words are missing.

Say: Look at Activity 2. Hold up your Student book and point to the activity.

Ask students in pairs to make notes about their town in the table. They dont need to copy the questions. Monitor the activity and help students with any words they dont know.

Feedback as a whole class.

Dodoma

population

region

near

jobs

industries

buildings

Vocabulary

population (n)

Industry (n)


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Ask the students as a whole group if their town is similar to Mafinga. How is it the same? How is it different?

Put the students into groups of three. Ask them to draw a Venn diagram showing what is similar and what is different.

Ask: What are your favourite things about your town?

Reflection

Ask the class if they could now describe another town in English, neither their town nor Iringa. Are they able to do so? Ask them for an example of a nearby town and mention population,

jobs, etc.

Ask the class what they have learned and what they still find difficult.

Answers

Activity 1

a) (More than) 50,000 people live in Mafinga.

b) Most people in Mafinga work as farmers.

c) The main industries in Mafinga are manufacturing and food processing.

d) Mafinga belongs to the Iringa region .

e) Iringa region is near Singida, Dodoma, Morogoro, Ruvuma, Mbeya and Lake Nyasa.

Extension activity

Ask students:

Where can I get an aspirin in our town?

Where can I buy some chicken in our town?

Where can I play sport in our town?

Where can I pray in our town?

Let the whole class call out answers then choose individual students and ask: Hands up who can tell me the way there. Let the students try to give you directions which dont need to be

precise as they are not objectives of the lesson.


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What did the students already know?

What do they still need to learn?

Possible homework

The students could use the information they have learned about the town to write a paragraph about their town or they can draw a map of the town and label it in English.


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demonstrate understanding of future plans and intentions of other people.

express the future plans of other people and their own future plans, with everyday verbs.

Learning strategy: Listen to the plans of others and judge what is realistic and unrealistic,

thereby giving situational meaning to the target structure.

Preparation: Think of some mimes for actions you are going to do. For example, what you do

when you are going to go to sleep, (get undressed, put your nightclothes on, look sleepy, rub

your eyes) when you are going to brush your teeth (pick up the toothbrush, put toothpaste on

it), when you are going to clean the floor (pick up the broom in a certain way).



Say: I am going to have a very busy day today. I am going to do lots of things. Lets play a game. You watch me and guess what I am going to do today.

Say: You are going to and ask the students to repeat it and then write it on the board. Tell the students this is what they have to shout out.

Mime three or four actions demonstrating what you are going to do. Mime what you would do before the action i.e. getting ready to do the action, (see preparation above) not the action

itself, so that the students understand the going to concept.

Say: Open your book at Topic 1, Lesson 5 and look at the picture in Activity 1. Hold up your Student book and point to the correct page.

Ask: What is she going to do next weekend? Students may reply simply play or skip; if so encourage them to say She is going to

Lesson 5: My future plans

Vocabulary: Help; study; read; play; practice; go shopping; listen to music

Structures: You are going to ; She is going to ; He is going to ; I am going

to; She isnt going to ; He isnt going to ; Im not going to


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Ask the students to look at Activity 1 and to read the sentences about Dalailas plans for the weekend. They should ask questions if there is anything they dont understand.

Explain that you are going to tell them about Dalailas plans and that they should decide which of the sentences in their books are true or false.

Read the text out aloud.

Dalaila

Dalaila has a very busy weekend coming up. She is going to get up very early on Saturday

morning because she is going to help her mother. She is going to clean the house, go shopping

and then she is going to study English. On Sunday she is going to read one chapter of her

favourite book, then she is going to meet her friends and practise dancing. She isnt going to

play with her sisters because they are going to work in the garden with their father.

Then read aloud a second time and correct the true/false exercise with the students. Try to get affirmative (She is going to) and negative (She isnt going to) replies from the class.

Practice (10 mins)

Ask the students to look at Activity 2 in the Student book and read the instructions and the example. They should write six sentences about their plans for the weekend. Monitor the

activity. Give students ideas if necessary (Are you going to cook the dinner? Yes? No?)

Put the students in groups of four. Ask them to read out their true and false plans to each other, so that the rest of the group can decide which are true and which are false.


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Ask the students to write two sentences in their exercise book about what another student in their group is going to do next weekend.

Check that students are producing the correct sentences.

Reflection

Ask:

What are you going to do after this class?

What are we going to do at oclock? (Choose a predictable activity such as have lunch, clean the classroom.)

Answers Activity 1 a) She is going to sleep a lot. False b) She is going to help her mother. True

c) She is going to meet her friends. True d) She is going to play with her sisters. False

e) She is going to study English. True f) She is going to go shopping. True

g) She is going to read three books. False h) She is going to listen to music. False

i) She is going to practise gymnastics. False

Extension activity (5 mins)

Ask the students to mime an activity that they are going to do. Other students should guess: You are going to


Did the activities work to help the students understand and use going to correctly? Did the students have problems with am/is/are? Did the students seem to enjoy the lesson?


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demonstrate understanding of sentences in the simple past tense

produce some regular/irregular verbs in the past tense.

Learning strategies: Activate previous linguistic knowledge and refer to it; refer learning to personal experience. Deduce the formation of language through experimentation.



Write Yesterday on the board.

Say: Yesterday I finished work at 3 oclock. I was very tired. Write the sentence on the board.

Underline the ed in finished and underline was.

Say: These are the past forms, for yesterday.


Write these verbs on the board.

am take eat is make are

learn play study read clean start

Ask the students if they know the past forms of these verbs. Write the verbs on the board in their past forms when the students tell you. Check their pronunciation of the regular past

tense verb endings. Any that the students dont know write the translations in the top right

hand corner in your vocabulary section.

Lesson 6: My old school

Vocabulary: Take; eat; play; have; learn; study; start; read; (plus other school

verbs which may emerge); patient; noisy

Structures: Regular past verbs: played, started; Irregular past verbs: took, ate,

read, studied, had; Simple past negative: I didnt like (a brief introduction for

receptive purposes)


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Note: Regular past tense verbs usually end with ed. However, these ed endings are

pronounced differently depending on the sound that comes before the ed. It is important that

the students begin to hear and produce the different endings.

Board bash (Optional 10 mins)

Line the class up into three teams at the other end of the room to the board. Write on the board /t/, /d/, /Id/spread out across the board. Point to each one in turn and repeat the sound.

Tell the students that when you call out a regular past tense verb the person at the front of each team must run to the board and hit the correct sound. The team that hits the correct

sound first wins a point. Read the list of verbs in random order. Count up the points and

congratulate the winning team.

Note: You can also hold up word cards of the past tense verbs and play the same game.

Verbs /t/ = smashed, checked, baked, talked, worked

/d/ = planned, cheered, called, raced

/Id/ = subtracted, planted, added, visited.

Practice (10 mins)

Say: Open your book at Topic 1, Lesson 6 and look at the picture in Activity 1. Hold up your Student book and point to the correct page.

Ask them to copy the text into their exercise books adding the correct verb in the past tense for each gap.

Monitor the activity. Remind them that some verbs will be used more than once. Check the activity as they go along.

/t/ /d/ /Id/


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Note: The students have the past forms on the board to copy so the only problems should be

choosing the right verb for each gap. Possible difficulties: make friends, and confusion

between learn/study. Also both learned and learnt are acceptable!


Ask the students to look at Activity 2 and complete the exercise in their exercise books. Help the students with any new verbs and monitor/check their work.

Reflection

Ask the students how we form most verbs in the past.

Ask them if they noticed how we formed the negative (I didnt like) in the past.

Ask the students if they prefer their new school or their old school.

Answers Activity 1:

My old school was smaller than this school. It had six classrooms and three hundred children. My

teacher was very patient but sometimes we were very noisy!

I started school when I was 6 years old. My mother took me to the bus stop and I was very

nervous! But soon I made lots of new friends.

In my old school we learned/learnt/studied lots of interesting things. We studied/learned/learnt

science and reading, of course. But we also cleaned the classroom and the yard. We ate rice and

beans almost every day! We read story books, geography books and history books. But the best

part for me was when we played volleyball outside!

Extension activity

Ask the students questions about their old school:

How many students went to your old school?

What time did you start class in your old school?

Did you clean your old school?

Did your old school have a big playground? (Accept one-word or yes/no answers.)


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Did the students already know how to form the past tense in English?

Which verbs in the past do they need to work on more?

Possible homework

The students could research past tense verbs with regular endings. They could find as many as possible with their translations and put them into groups depending on the sound at the end.

The challenge could be to work out the rule for each group before the next lesson.


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understand the main points of a story told in the past tense

recall and write the past forms of some irregular verbs.

Learning strategies: Listening for true/false happenings in a story; remembering and writing

the past forms of some irregular verbs.

Preparation: Familiarise yourself with the story and the pronunciation of important words.

Check any vocabulary you dont know before the class.



Tell the students they are going to hear a traditional story that they might know.

Put the important vocabulary (listed above) on the board and try to make sure the students know the meaning of most words.


Read out the story below, with as much expression as possible. If necessary, stop and repeat parts, use gestures and drama to help the students understand.

Say: Open your books at Topic 1, Lesson 7. Point to Activity 1 (true or false). Tell them they are going to hear the story again and say whether the sentences are true or false. Tell them to

listen and read the sentences at the same time.

When you have finished, ask: Is number 1 true or false? and continue through the sentences.

Lesson 7: Stories from my country

Vocabulary: hut; yard; lonely; firewood; gourds; noble chieftain; seeds; plants;

vanish; roof; calabash; dry; turn into; climb; surprised

Structures: Simple past regular and irregular verbs (is/was; live/lived; have/had;

clean/cleaned; feed/fed; wash/washed; carry/carried; cut/cut; cook/cooked;

look/looked; pray/prayed; appear/appeared; give/ gave; grow/grew; vanish/

vanished; are/were; can/could; put/put; want/wanted; hope/hoped; go/went;

begin/began; call/called, help/helped; run/ran; make/made; sit/sat; start/started;

turn/turned; happen/happened, hide/hid; learn/learned


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Once there was a woman called Shindo. Shindo lived at the foot of a mountain. She had no family, and was very lonely. She was always tired too because no one helped with the housework.

One day, Shindo looked up at the snowy peak of the mountain and said, Great Mountain Spirit, my work is too hard. Please send someone to help me! Suddenly, a noble chieftain appeared beside her. He said, I am a messenger from the Great Mountain Spirit. The chieftain gave her some gourd seeds and said to her; Plant these carefully. They are the answer to your prayers. Then the chieftain vanished. Shindo planted the seeds and cared for them as she was told. The seeds grew in one week and Shindo took them home to put on the roof of her hut to dry. Shindo put one gourd next to the cook fire. She hoped it would help it to dry faster.

The next morning, Shindo went off to work in her field. But back in the hut, the gourds began to change! They grew heads, arms and legs. Soon, they were not gourds anymore. They were children!

One boy was by the fire, where Shindo had put her favourite gourd. The other children called to him from the room. Ki-te-te, come help us! Well work for our mother. Come help us, Ki-te-te, our favourite brother! Kitete helped his brothers and sisters down from the roof and they cleaned the hut and yard, fed the chickens, washed the clothes, carried water, cut firewood and cooked a meal for Shindo to eat when she returned. When the work was done, Kitete helped his brother and sisters back onto the roof and they all turned back into being gourds again.

When Shindo returned to her hut, she was so surprised! The work was done and even her food was ready! She didnt know who had helped her! The same thing happened the next day! On the third day, Shindo hid behind the door of the hut and watched what was happening. She saw the gourds turn into children and call Kitete with their song. Shindo also saw them working in the house and when they finished they started to climb back to the roof.

Shindo shouted out No, no! Do not change back into gourds! You will be the children I never had, and I will love you and care for you. So, Shindo kept the children and she was no longer lonely.

One day when Shindo was working in the garden, Kitete was playing and ran into Shindo. She fell over and broke the clay pot. Shindo shouted at Kitete, Youre not a real child at all. Youre nothing but a calabash! The very next moment, Kitete turned into back into a gourd.

Shindo was very upset and called on the other children to help! The children went running to the roof and began singing the song to their brother one last time. Ki-te-te, come help us! Well work for our mother. Come help us, Ki-te-te, our favourite brother! Slowly the gourd began to change and soon Kitete was a child again! Shindo learned her lesson. After that she was very careful what she called her children and they all lived in happiness for the rest of her days.


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Practice (10 mins)

Put the students into small groups.

Ask the students to correct the false sentences about the story in their exercise books. Ask them to look at the example. Remind them how the negative is formed in the simple past. Ask

fast finishers to help other students. Check their work as they do it and help them with the

negative forms.


Write these verbs on the board: Feed carry grow tell think bring begin run hide.

Ask the students if they can remember how they are formed in the past. How do they pronounce each word?

Reflection

Ask the students if the story was sad or happy.

Ask the students if they can tell you the message of the story.

Answers

Activity 1

1. Shindo lived near a river. FALSE 2. Shindo was sad and lonely. TRUE 3. Shindo had a family. FALSE 4. Shindo asked the mountain spirit to help her. TRUE 5. A messenger gave Shindo some gourd seed. TRUE 6. The seeds took many months to grow. FALSE 7. Shindo kept one gourd for herself. TRUE 8. The gourds changed into children. TRUE (Except one, Kitete) 9. Kitete helped the children climb down from the roof. TRUE 10. Shindo hated her new children. FALSE 11. Shindo was angry with Kitete. TRUE (but only for a time) 12. Shindo didnt live with the children in her house. FALSE 13. Shindo was very happy to have the children back with her. TRUE


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Activity 2

Correct statements

1. Shindo didnt live near a river, she lived at the foot of a mountain.

3. Shindo had no family .

6. The seeds didnt take a month to grow, they grew very quickly.

10. Shindo didnt hate her new children, she loved them.

12. Shindo lived with the children in her house.

Extension activity

Ask students to re-tell the story. Go around the class and correct any mistakes in past tense verb forms.


Was there too much new vocabulary? Did the students know some of the past forms of the verbs? Do you need to ask students to do some homework on these past verb forms? Did the students understand the general message of the story?


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make predictions about how their lives at secondary school will be express agreement/disagreement with predictions make predictions about their future lives. Learning strategies: Analysing the use of will to express predictions; trying to

agree/disagree with given predictions; formulating new predictions.


Say: Good morning/good afternoon. to the students and wait for their reply.

Ask: How many years will you study in secondary school? and write the question on the board.

Ask: How old will you be when you finish secondary school? and write the question on the board. Underline will in both questions.

Ask the students why the word will is used in the sentence. (Answer It refers to future predictions. If they dont answer then use prompt questions such as Is this a question about

yesterday? Today?

Ask: Do you think your time at secondary school will be a happy time in your life? Write four possible answers on the board for the students to choose from:

Yes, I think so.

No, I dont think so.

Yes, it will be a happy time.

No, it wont be a happy time.


Ask the students to open their books at Topic 1, Lesson 8 and look at Activity 1.

Write on the board: Yes, we will. / No, we wont. /Yes, I think we will. / No, I dont think we will.

Lesson 8: My life at secondary school

Vocabulary: School subjects; strict; improve; playtime; future

Structures: Will/wont; I think will happen; I dont think will happen; I think

so; I dont think so.


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Read each prediction and ask students to put their hands up if they agree.

Ask some students to give you an answer verbally using the answers on the board.

For each prediction, ask the students to give reasons and/or examples, for example: I think we will do different sports like and because I saw some students practicing them. Follow the

examples with further questions, such as: Do you think you will like playing?

Practice (5 mins)

Put students into pairs and ask them to look at Activity 2.

Ask for a volunteer to make a prediction about the first example. Such as: I think we will learn more science subjects.

Then give the students time to write three more predictions in their exercise books. Go around and make sure that they are forming the sentences correctly. Help if necessary.

Ask some students to read out a prediction to the class. Ask the other members of the class if

they think these predictions will come true.


Write My future life in Tanzania on the board and ask the students to make predictions about how their country will change, and how their lives will change because of changes to the

country.

Note: Possible topics are mobile phones, solar energy and tourism in Tanzania.

Reflection

Discuss with the class whether they think life in the future will be better or worse, and how?

Answers

Activity 2

Example sentences:

I will learn new subjects. I will study more subjects.

We will have longer playtimes. We will make new friends.

I will get lots of homework. I wont have the same friends.

I wont forget to do my homework.


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Extension activity

Ask the students to write a short paragraph on their predictions about life 20 years from now.


Did the students understand the concept of will/wont?

Do they need more writing practice with this structure?

Did they stay interested in the lesson, or are they too young to make predictions?


34



understand various ways of expressing hopes and ambitions for the future

express their hopes and ambitions for employment

express hopes and ambitions related to other fields of life.

Learning strategy: Reviewing previous topics in order to remember them more easily in

tests.


Draw a circle in the middle of the board and write JOBS in the middle of the circle.

Ask the students to shout out the names of as many jobs/professions they can think of. Get at least ten on the board. Translate them if necessary.

Ask students to look at Topic 1, Lesson 9, Activity 1 and name the jobs done by people in the picture.

Ask: Which of these is a hard job? (Use facial expressions, gestures to demonstrate tiredness, hard work, etc.)

Ask: Which job gives you a lot of money?

Ask: Which job is most fun? Exciting? Interesting?

Write on the board: What job would you like to do when you are older?

Ask four or five students to answer and say why.

Write a model sentence on the board: I would like to be a doctor, underlining I would like to, I want to be a teacher, underlining I want to and I hope to have my own business,

underlining I hope to.

Lesson 9: My hopes and dreams Vocabulary: Ambitions; bus driver; photographer; tailor; lawyer; hard job; hard

work; fun; exciting; interesting; grow up

Structures: Id like to; I want to; I hope to; When I am older; When I grow

up


35


Ask the students to open their books at Topic 1, lesson 9 and look at Activity 1.

Read the instructions with them and give them time to write the names down in their exercise books. They may not recognise or know all the jobs.

Read the text twice. The second time, stop after each sentence and ask the students to tell you the job. Write the job on the board if it isnt already there. Ask students to check their spelling.

1. Hello. My name is Juma. I like anything that moves and I love travelling around my region.

When I grow up I would like to be a bus driver.

2. Hi! I am Sheila. I have to study very hard at school and pass all my exams because I hope to be a lawyer when I am older. Lawyers can make a lot of money and they can help people at the

same time!

3. Hello. My name is Grace and when I finish my studies I would like to be a photographer for a newspaper. I think it would be so interesting to find the right photograph for every news

story!

4. I am Elias. Hello. I like children, all children! Im not sure what I want to do when I am older. I would like to work with children. I think I would like to be a teacher.

Practice (10 mins)

Clean the board.

Ask the students to look at Activity 2.

Ask for some spoken examples.

Write: Id like to/I hope to/I want to on the board.

Give the students time to write their sentences. Monitor the activity. Help with spelling. If any new job vocabulary is needed, share it on the board. Show interest in their ambitions!





(n) = noun; (v) = verb; (adv) = adverb; (adj) = adjective, etc.


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Ask the students to share their hopes and ambitions with the person next to them and see if they have any similar ones.

Ask partners to tell the class about their similar hopes.

Encourage all students to use all three structures (Id like to /I want to /I hope to).

Reflection

Ask the class if it is important to think about the future and why?

Ask the class if they think their hopes are possible or impossible to achieve.

Ask them if their hopes and ambitions are the same ones that their parents and teachers have for them.

Answers

Activity 1:

Juma Bus driver

Anna Lawyer

Grace Photographer

Elias Teacher

Extension activity

Discuss gender specific jobs and how these might be changing. Move the discussion towards the opportunities for girls rather than the difficulties.


Did I have the chance to explain the concepts properly?

Were the students comfortable with the three structures?

Do I need to explain more about why it is when I grow up and NOT when I will grow up?


37



co-evaluate and self-evaluate their English language abilities

co-correct errors in the English used in previous lessons

suggest steps that can be taken to improve their own English proficiency.

Learning strategy: Self-evaluation.

Preparation: You should read over previous lessons and be aware of what the students have

been able to achieve and what they have found difficult.


Write on the board: English for secondary school: a problem or something to work on?

Ask the students to put their hands up if they think their English will be a problem in secondary school.

Ask them to put their hands up if they think it is good to study in English in secondary school.

Ask them to put their hands up if they would prefer to learn/study in their own language in secondary school.

Allow students to express opinions about this, in English or their own language.


Ask the students to open their books at Topic 1, Lesson 10 and look at Activity 1.

In pairs, the students ask each other the questions, write their partners answers and correct each others English.

Monitor the activity and help with co-correction.

Ask the students if they think as a class they remember the English from previous topics.

Lesson 10: My English

Vocabulary: Listen; understand; read; speak; write

Structures: I can; I cant; I need to; I should; (plus all structures from

lessons 1 to 9)


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Practice (10 mins)

Ask the students to look at Activity 2. They should write the answers in their exercise books. Monitor the activity and take note of students ideas about their own strengths/weaknesses.

Take feedback if anyone is happy to talk about it.

Ask the students how they can work on improving their English. Wait for at least five or six ideas to be offered by different students. If they have no ideas to offer, ask questions such as:

If you dont understand your teacher, what can you do?

If you dont feel comfortable speaking English, how can you make this better?


Write on the board: To make my English better, I need to/I should, and ask at least five students (who did not speak earlier) to finish the sentence.

Ask the students to put their hands up if they think English will be a problem for them in secondary school.

Say: Problems have solutions, so what are the solutions?

Ask another five students for solutions. Show interest and thank them for every solution offered.

Reflection

Ask students why it is good to study in English. (Move the lesson to a positive mindset)

Ask the students to look again at questions 1 9 in Activity 1 and suggest which question needs more work.

Answers

All answers will be individual to each student.

Extension activity

Ask each student to design an error-correction activity. They should write three sentences with mistakes in them for their partners to correct.


39


Were the students able to co-evaluate and self-evaluate or were they too generous/too strict? How will you deal with this next time?

Are the students aware of their own language needs?

Were the students able to offer some practical solutions to their English language development?

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Topic 2: Numbers

Numbers

1 2 3 4 5 6 7 8 9 10 Topic By the end of the lesson the

students will be able to: Vocabulary Structures Learning

strategies

1. Whole numbers

read whole numbers up to 1000 in numerals and in words

write whole numbers up to 1000 in numerals and in words

numeral; whole numbers in words and numerals up to 1000

What number is this?; What numbers that?; Its

Pair work asking and answering questions

2. Types of numbers

identify even and odd numbers up to 1000

sort groups of numbers into ascending and descending order.

even; odd; numeral; in ascending/ descending order; connect; go together; stand up; sit down; turn around

Is this an odd/even number?; Its odd/even; Which of these is .?;

Ordering

3. Addition and subtraction

find the sum of two whole numbers

find the difference between two whole numbers.

Subtraction/subtract; take away; minus; the difference between; addition/add; total of; sum of, plus; equals; is equal to; numbers ending in teen and ty

X plus/add Y equals; X minus/take away Y equals; What is the total/sum of ?;What does X plus Y equal?; Whats the difference between and?; What does X minus/take away/ subtract Y equal?

Mental arithmetic

4. Multiplication and division

find the product of two numbers

find the quotient of two numbers.

times; multiplied by; product; quotient; divide, goes into; equals

What is the product/quotient of X and Y?; The product/quotient of X and Y is ; three fours are; What is X times/divided by Y?; X multiplied by/ divided by Y equals/is

Mental arithmetic

repetition

5. Fractions recognise and say fractions

write fractions in words and in numerals.

a third; two thirds; a quarter; three quarters; a half; a sixth; two sixths; all fractions in numbers and words

What fraction is shaded/unshaded?; What fraction is this?

Visual representa-tions

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Topic 2: Numbers

6. Decimals read decimals state decimal place round up and round

down to a given number of decimal places.

decimal point; decimal place; digit; zero, point; ones/units; tenths; hundredths; thousandths; and (as a substitute for the decimal point)

Whats the place value of; Round off to X decimal places

Organising and sorting place value

Kinaesthetic students will appreciate the opportunity to move and learn

7. Percentages

identify percentages read percentages write percentages in

words and numerals.

percentage/percent; per; express;

What is X percent of Y? Find the percentage of...;

Revision of small chunks through a quiz

Using a dictionary or other students to understand meanings of words

8. Converting fractions, decimals and percentages

convert between fractions, decimals and percentages.

percentage/percent; per, express; decimal; fraction

What is X percent of Y?; Find the percentage of...; Express X as a Y; X as a Y is...

Using games to learn

9. Integers identify positive and negative numbers

relate the use of positive and negative numbers to real life situations.

positive integers; negative integers; above/below zero; freezing; boiling; minus; degrees centigrade; temperature; thermometer; higher; lower; profit; loss; more than; less than.

Is this a negative/positive number?; Its a positive/negative number; Is the temperature above/below freezing/boiling?; Which temperature is colder/hotter?

Lines as graphic organisers

Using the top right hand corner of the board as a place for vocabulary notes and translations

10. Number patterns

identify patterns of numbers

identify numbers within a pattern

create number patterns.

odd; even; multiple of; ascending; descending; divisible by; fraction; percentage; decimal; rule; term

Whats the rule?; Whats the next term?; What is (s) the next number in the sequence?

Ordering patterns of numbers

42

Topic 2: Numbers

Lesson 1: Whole numbers Vocabulary: Numeral; whole numbers in words and numerals up to 1000

Structures: What number is this?; What numbers that?; Its



read whole numbers from 0 up to 1000 in numerals and in words

write whole numbers from 0 up to 1000 in numerals and in words

Learning strategy: Pairwork asking and answering questions.



Write 5, 7, 10, 12, 15, 19, 40, 60, 136, 279, 366, 801, 999, 1000 on the board.

Point to each number in order and say, What numbers this? and get the class to say the number.

As they say the numbers check the pronunciation.

Note: Point out the following:

Nineteen teen; forty ty; twenty-six the hyphen; one hundred and thirty-six the and,

all lower case and no commas; check that they are not putting an s on the end of the word

one hundred; one thousand this is often said as a thousand.


Say: Open your book at Topic 2, Lesson 1 and look at Activity 1. Hold up your Student book at the correct page and point to the activity. Ask: Can you read the numbers in this activity? Wait

for the students to reply.

Ask for a volunteer to help you demonstrate.

Point to any number in the activity and ask: What numbers this? The student answers.

Now the student points and asks you the question. You answer.

Ask for another volunteer and the two students demonstrate to the class.

In pairs, the students do the activity.

Monitor and help.

43

Topic 2: Numbers

Practice (10 mins)

Write the numbers, 3, 6, 8, 11, 12, 16, 19, 23, 46, 55, 60, 79, 88, 90, 133, 348, 517, 645, 890, 1000 all over the board.

Put the class into two or three teams with each team in a line stretching away from the board.

Shout out the numbers and the front person in each team runs to the board and tries to be the first to touch the number.

Keep score and praise the winners.


Say: Look at Activity 2. Hold up your Student Book and point to the activity.

Write the word two on the board and ask: Is this a numeral? (Answer no)

Write the number 3 on the board and ask: Is this a numeral? (Answer yes)

Ask: What is a numeral? (Answer A symbol of a number.)

Students repeat numeral.

Say: Take out your exercise books. Copy and complete the table.

Monitor and help.

Reflection

Ask the students how much of the topic they remember from primary school.

Ask them whether they think they would benefit from reviewing all the numbers up to 1000 at home.

44

Topic 2: Numbers

Answers Activity 1

940 nine

hundred and

forty

453 four

hundred and

fifty-three

19 - nineteen 814 - eight

hundred and

fourteen

646 six

hundred and

forty-six

680 six

hundred and

eighty

334 three

hundred and

thirty-four

9 - nine 123 one

hundred and

twenty-three

124 one

hundred and

twenty-four

567 five

hundred and

sixty-seven

212 two

hundred and

twelve

718 seven

hundred and

eighteen

57 fifty seven 199 one

hundred and

ninety-nine

0 - zero 1000 one

thousand

870 eight

hundred and

seventy

473 four

hundred and

seventy-three

568 five

hundred and

sixty-eight

Activity 2

One hundred and thirteen 113 523 Five hundred and twenty-three

Seven hundred and forty-two 742 140 One hundred and forty

Eight hundred and fifty-nine 859 257 Two hundred and fifty-seven

Six hundred and thirty-six 636 617 Six hundred and seventeen

Three hundred and seventy 370 499 Four hundred and ninety-nine

.

Extension activity

Each student writes three numbers on a piece of paper.

In groups of six, the students swap pieces of paper and read out the new numbers to the rest of their group.

The group checks that they are correct.

Monitor and help.


Did the students know their numbers both spoken and written?

Do you need to revise the numbers again in another class?

45

Topic 2: Numbers

Lesson 2: Types of numbers Vocabulary: Even; odd; numeral; in ascending/descending order; connect; go

together; stand up; sit down; turn around

Structures: Is this an odd/even number?; Its odd/even; Which of these is ?



identify even and odd numbers up to 1000

sort groups of numbers into ascending and descending order.

Learning strategy: Ordering.

Preparation: Make number cards in numerals from zero to the number of students you have

in the class.

Note: The Introduction and Presentation stages are best done in a large room or outside in the

yard.



Give each student a number card.

Ask the students what number is on their card. Ask some of the students to read out their number.

Everybody should check that they are correct.

Ask the students to get into ascending order and then descending order. Use hand gestures to show going up and going down. You can ask who has the biggest number and who has the

smallest number and put them at the top and bottom of the line. Then show that the other

students should line up between. If there are too many students you can split the groups up so

that they are working in groups of ten or twenty.

When they have got into groups ask each group to repeat: We are in ascending/descending order. They can say their number one after another along the line if you have time.


Ask the students to get into groups of numbers that they think go together or connect.

Note: This activity could produce many different answers. Students may get into groups of

46

Topic 2: Numbers

numbers that contain one digit or two digits they may get into ascending or descending order or

they may get into smaller groups of sequential numbers. All answers are acceptable if they have

an explanation.

Go with whatever groups they form and discuss what connections the numbers have with each other.

Ask numbers 2, 8, 12, 26, 30 and 34 to come to the front.

Ask the class how they connect. (Answer They are all even numbers.)

Write these even numbers on the board and students repeat after you, even numbers.

Ask numbers 7, 11, 15, 23, 33 to come to the front.

Ask the class what they all are. (Answer They are all odd numbers.)

Write these odd numbers on the board and students repeat after you, odd numbers.

Ask all the students to come to the front and line up in:

ascending order

descending order

descending odd number order

ascending even number order. (Show ascending/descending with arm gestures.)

Ask them to read out their numbers in the order after they finish each line-up.

Practice (10 mins)

Say: Open your Student book at Topic 2, Lesson 2 and look at Activity 1. Hold up your Student book at the correct page and point to the activity. Ask: Which topic, lesson and activity do you

need? Wait for the students to reply.

In pairs, the students ask each other whether the numbers are odd or even.

Monitor and check that the students are using the correct English.


Play a short game of Stand up, sit down, turn around.

Say: Even numbers stand up. Odd numbers turn around.

All the students swap numbers and you repeat the game using different actions.

Reflection

Ask the students whether they think odd and even numbers are important in maths. Why?

Ask them whether they need to practise their numbers in English more. Tell them to say all the numbers they see around them in their lives in English to help practise them more.

47

Topic 2: Numbers

Answers

Activity 1

Even numbers are 206 two hundred and six; 142 one hundred and forty-two; 70 seventy;

44 forty-four; 22 twenty-two; 14 fourteen.

Odd numbers are 17 seventeen 19 nineteen; 27 twenty-seven; 41 forty-one; 67 sixty-

seven; 99 ninety-nine; 111 one hundred and eleven; 121 one hundred and twenty-one;

153 one hundred and fifty-three.

Activity 2

even numbers 122, 1000, 66, 76, 144

odd numbers 51, 73, 97, 53, 999, 61, 1

Extension activity

Tell the students to look at Activity 2 and complete it in the exercise books. Feedback with the answers.

Put the students into groups of four, the students take turns to say all the e

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