Chapter One: Using ICT Tools to Search for Information

Chapter One: USING ICT TOOLS TO SEARCH FOR INFORMATION

Introduction

Information and Communications Technology (ICT) plays an essential role in learning English. In this chapter, you will familiarise yourself with various types of search engines and browsers (e.g., Google, Bing, Firefox and Opera mini). You will also learn to utilise ICT tools to search for general information from books, journals and other publications. The competencies developed will enable you to find reliable learning materials and enhance your vocabulary, comprehension, and pronunciation skills.

Think about

the way you use a computer/phone/tablet to get general information.
the way you can use a computer/phone/tablet to learn English.

Activity 1: Familiarising with various types of search engines and browsers

(a) Recite the following poem and answer the questions that follow.

What a revolution!
We suffer no more
It eases our search
A search for knowledge
What a place to be
The age of ICT.

Bored we will never be
Entertained and educated
Our thoughts increased in speed
Our knowledge enriched at a click
The click of your finger
Brings you back tons of information.

Be wary though
It may bring woes to your life
If not lack of privacy
It is loss of control
Of what to believe or not
It is then isolation
Becoming antisocial
Too much of anything is indeed harmful.

Questions

What is the poem about?
What is ICT?
What are the advantages and disadvantages of ICT?

(b) Find the meaning of the following words in the dictionary: ease, enrich, wary, woe, antisocial. Then construct a sentence for each word.

Lost in the wild

Lwaga woke up to the sounds of birds chirping. "The birds! What time is it?" he murmured to himself with his eyes still closed. He knew he was late for school. He tried to wake up, but he couldn't move a muscle. His body ached all over. When he managed to sit up, he held his head in his hands as if it were heavy. He looked around in confusion. "Where am I?" He muttered to himself. Slowly his memory came back. He had been involved in a plane crash!

He had won a Geography Essay Competition on water preservation in Africa. He was awarded together with other things, a paid trip to the Kingdom of Lesotho, a tiny landlocked country, bordered by South Africa. He remembered his excitement to visit The Kingdom in the Sky, as it is famously known and see Katse Dam, the second largest dam in Africa.

He found himself alone in an unfamiliar place. Lwaga remembered his phone in the waist pack. Amazingly, he found it in flight mode and the battery was at 37 per cent. Although he was weak, he managed to change the phone to the normal mode and send an SOS to all his emergency contacts. He pulled himself and started dragging himself to find out the signal. After an hour he found a strong signal and looked for his location on the Google Maps. He found out that he was in the middle of nowhere. Immediately, he pinpointed his location on the map and tried to tap the button "share". He felt dizzy; as he was struggling to hold his phone, he lost consciousness. When he regained consciousness, he realised that he was in hospital. His legs and one arm were in casts as he had several broken bones. Later they told him that the messages he had sent and the location he had shared helped the rescuers locate him.

(Dedicated to the fallen heroes)

Questions

Who is the main character of the story?
What facilitated his rescue?
What have you learnt from the story?
How else can the use of the Internet enhance one's life?

Match the words in Column A with their meanings in Column B.

S/n	Column A	Column B
1.	daze	A. a setting on a smartphone or tablet for use when aboard a plane
2.	flight mode	B. a signal or message that a person sends when he/she is in danger and needs help
3.	landlocked	C. a movement or sound that is made to give somebody information, instructions or warning
4.	pinpoint	D. surrounded by land
5.	SOS	E. find and show the exact position of somebody/something or the exact time something has happened
6.	signal	F. unable to think clearly because of shock or being hit on the head

(d) Construct sentences using any five words listed in Column A in (c).

(e) Discuss and write down what comes to your mind when you see the word in the picture below and complete the task that follows.

Copy the image in your exercise book. Thereafter, complete the image using the words and phrases from the discussion.
Pronounce the words you have identified in (d) and give their meanings.
List down different uses of the Internet that you know.

(f) Study the following picture of search engines and browsers then answer the questions.

Google

yahoo!

Questions

Which among the browsers and search engines listed in (f) have you ever used?
Why did you use them?
What other browsers and search engines are you familiar with?

Activity 2: Utilising ICT tools to search for general information

(a) Read the extract and study the web page that follow. Then, answer the questions after it.

Leila is a student at Rungwe Secondary School. She plans to visit the Tanzania Institute of Education, which is the centre for curriculum excellence in the country. Her visit aims to get more information about the Institute and buy some books. Before the visit, she needs to get information about the Institute from the Internet which will help her to prepare well. Her search directed her to the following page:

[Web page content would appear here]

Questions

Which among the browsers and search engines listed in (f) have you ever used?
Why did you use them?
What other browsers and search engines are you familiar with?

Chapter Two: Listening to Various Types of Information

Chapter Two: LISTENING TO VARIOUS TYPES OF INFORMATION

Introduction

Listening is a very important skill in learning English since it enables a person to engage, understand, connect, sympathise and acquire knowledge and information from different sources. In this chapter, you will learn to listen to and acquire information from presentations and answer questions accordingly. You will then practise pronouncing and writing words heard from oral, audio and audio-visual sources. Furthermore, you will learn to reproduce messages from oral presentations. The competencies developed will help you to interpret oral messages and enhance your communication in various contexts.

Think about

things you like to listen to.
the importance of paying attention while listening.

Activity 1: Answering questions based on information from presentations/tasks

Listening to oral information

Sing the following song.

Listen up, it's time to hear
Open up your ears, there's nothing to fear
The world's full of sounds, both far and near
Listen carefully, there's so much to hear!

Listen, listen, listen with care
Listen and learn, be aware
That's the way that you prepare
Very good English for you to share.
Come my friend, let's not be shy
Let's listen together, you and I!

(a) Listen carefully to the passage Welcome Form One read by your teacher and answer the following questions orally.

Questions

What was the ceremony about?
What activities had the students done before the ceremony started?
Why were the teachers very excited?
Who was the guest of honour for the ceremony?
What advice did the guest of honour give to the students?
"Good discipline is the hand you must use for harvesting educational fruits." What does this statement mean?
Why do you think a "Welcome Form One" ceremony is important?

Task

Construct one sentence using each of the following words and present them to the class: ceremony, guest of honour, discipline, supervise, accompany, school compound and arrange.

(b) Listen to the poem recited by your teacher and answer the following questions.

Questions

What is the poem about?
What does the phrase "another level" mean?

Task

List down the new words you have heard in the poem and use a dictionary to find their meanings.
Construct three sentences using any of the new words you have listed down and share them with your friend.

Questions

Who is Mr Boma?
Where was Mr Boma going?
What crossed the road when Mr Boma was driving?
What did Mr Boma do to avoid the accident?
Why did they call the ambulance?
What did the doctor do?

(d) Listen carefully to the text Fire accident at school read by your teacher and answer the following questions.

Questions

What happened at Tupendane Secondary School?
Who helped to put out the fire?
Which buildings of the school were destroyed by the fire?
Where was the National Flag situated in the school compound?
Where were the offices of the Deputy Headmaster and Academic Mistress located?
Which building was not destroyed by fire?

(e) Listen to instructions given by your teacher and complete the drawing tasks given.

Responding to questions from others

(a) Study the following picture. Then, answer the questions that follow.

Hi, Mary, what's wrong?
- I don't feel well Tammy. I have a stomach ache. I feel very weak.

Questions

Who started the conversation? How do you know?
Why does the second speaker feel unwell?
Have you ever been engaged in a conversation or dialogue? What was it about?

(b) Listen to the dialogue read by your teacher and respond to the following questions.

Questions

Who are taking part in the dialogue?
What is the name of the headmistress?
Why did Hakeem transfer to Jiwe Kuu Secondary School?
What extracurricular activities did Hakeem enjoy participating in at Kilimani Secondary School?
Which subjects is Hakeem interested in and why?
What advice does the Headmistress give to Hakeem about making friends and getting involved in the community?
Who can Hakeem turn to for academic assistance?
What does the Headmistress say about the teachers and students?
What does Hakeem say about his new school and his expectations at the end of the dialogue?

Speaker 1:

My name is Anna! I'm a Form One student here at Mkuyuni Secondary School. I am the firstborn in our family. I have two young brothers and one young sister. My father is not only a farmer but also an animal keeper. He keeps goats, cattle and sheep. My mother is a fruit vendor at Gegeni Market Centre. I love my family. Are you also a Form One student here?

Speaker 2:

......

Speaker 1:

How was your first day at secondary school?

Speaker 2:

......

Speaker 1:

What is your favourite subject and why?

Speaker 2:

......

Speaker 1:

Who do you live with?

Speaker 2:

......

Speaker 1:

What food do you like most and why?

Speaker 2:

......

Speaker 1:

That's great. Can we be friends?

Speaker 2:

......

(d) Pair up to take turns asking and responding to the following questions:

Questions

What activities do you do after school?
What would you do if you saw thieves in your neighbour's house?
What would you advise your fellow student who wants to drop out of school because they live far from the school?
Which game or sport do you like the most and why?
What are some of the bad behavioural practises at your school? How would you like to change them?

(e) Complete the following conversation about weekend activities using your own words or expressions.

Max:

Hello Juma! How was your weekend?

You:

………

Max:

Alright! Mine was good. I watched a football game on Saturday. Did you watch it too?

You:

………

Max:

Which team is your favourite?

You:

………

Max:

Ooh! Why do you like it?

You:

………

Max:

Okay my friend. We will catch up later. Bye!

You:

………

(f) Pair up to take turns in asking and answering questions about your likes and dislikes.

Task

Prepare a conversation between a shopkeeper/seller and a customer and dramatise it with your friend to the class.

Activity 2: Practising pronunciation of words from oral, audio and audio-visual sources

(a) Listen to the following tongue twisters as they are read to you by your teacher and read after him/her at a regulated speed. Then, answer the questions that follow.

I really like reading long novels
If a dog chews shoes, whose shoes does he choose to chew
Peter Piper picked a peck of pickled peppers
A peck of pickled peppers Peter Piper picked
If Peter Piper picked a peck of pickled peppers
Where's the peck of pickled peppers Peter Piper picked?
I thought a thought
But the thought I thought wasn't the thought I thought,
If the thought I thought I thought had been the thought I thought,
I wouldn't have thought so much.

Questions

Which tongue twister was easy or difficult to pronounce? Why?
What is the meaning of the following words: peck, picked, peppers, doctor, doctoring and thought?

Task

Arrange the following words to form tongue twisters. Then, pronounce them to the class.

can a how clam cram in can a cream clean?
seaward, snails six slippery slid slowly.
a mat the black sat cat on and fat ate a rat.
thinkers thick, thoughts thin three thought thoughtful

(b) Act out the following dialogue and answer the questions that follow.

[Shamimu, a Form One student, meets two classmates during break time. Their conversation goes as follows:]

Shamimu:

Hi!

Kipeto:

Hi! How are you?

Shamimu:

I'm fine! What about you?

Kipeto:

I'm doing well! My name is Kipeto. I live in Sasati Village. This is my best friend, Anande. We are both in Form One. We studied at Itunda Primary School in Romeni Ward. What's your name?

Shamimu:

My name is Shamimu! I'm from Bandagila Village. I studied at Samanda Primary School in Kamo District.

Anande:

Wow! So we're neighbours. I'm from Kamo District too but I live in Hombeza Village. In which class are you?

Shamimu:

I'm also in Form One, Stream B. It's my pleasure to meet you both!

Anande:

Thank you. Happy to see you too, Shamimu! We're both newcomers to this school! I'm in Form One too, majoring in music. I want to be a musician.

Kipeto:

Guys, have you decided on the elective subjects? Personally, I'm thinking of choosing either French or Chinese. I want to become a language expert.

Shamimu:

Ooh! That's wonderful. I aspire to be a doctor; therefore, I am in the science stream. I'm studying six compulsory subjects, including Physics, Chemistry and Biology. However, I will also opt for either Literature in English or Fasihi ya Kiswahili to strengthen my language skills. I want to be able to compose literary works because I also enjoy creative writing.

Anande:

Shamimu, you're right! To become a musician, I'll have to opt for either Literature in English or Fasihi ya Kiswahili to enhance my music career. Therefore, Kipeto, you need to sit down and make the right decision based on your ambition.

Shamimu:

I agree with you, Anande. It is important to follow your ambition. Kipeto, you're very quite; is anything the matter?

Kipeto:

I have been following this conversation closely. I have learnt a lot. Thank you guys!

Shamimu:

I have learnt a lot too, thank you!

Anande:

The break is over. Have a good day.

Shamimu:

Have a good day.

Kipeto:

Have a good day, too.

Questions

What is the dialogue about?
In which primary school did Kipeto and Anande study?
According to the conversation, which subjects promote creative writing?
Why does Kipeto want to study French or Chinese?
Why is it important to follow your ambition in selecting elective subjects?

(c) Pronounce the following words and use a dictionary to find their meanings. Then, pick five words from the table below and construct one sentence for each word.

ambition	neighbour	major	compulsory
expert	discussion	concur	wonderful
conversation	pleasure	musician

(d) Imitate the audio text played by your teacher in the classroom. Observe the correct pronunciation of words.

(e) Watch the video clip played by your teacher in the classroom and perform the following tasks.

Repeat the first sentence you heard in the text about Africa.
Write down and read at least five words you heard in the video clip.
Name the animals mentioned in the video clip.
Mention the tourist attractions mentioned in the video clip.

Task

Watch any video clip or listen to any audio text on a familiar and appropriate subject. Then, write down all new words you hear and present them to the class.

Narrating simple events

(a) Study the picture and answer the questions that follow.

[Picture would appear here showing a girl telling a story to two boys]

Questions

What is the girl doing?
What do you think the boy with the open palm is doing?
What is the boy with the crossed arms doing?
Have you ever told any story? In pairs, share your stories.

(b) Read the following narrations of simple events. Then answer the questions that follow.

Bora:

A night before my journey to a boarding school, I was awake most of the time. I woke up very early in the morning and prepared for the journey. At around 6:00 am, my father and I were already at the bus station and ready to board the bus. The bus left at 7:00 am and the trip was very exciting. It was my first long trip and since I had a window seat I had a good view of places and people. The bus arrived at the school junction at 12:00 pm Upon arrival, we went to the administration block where the school matron welcomed us and checked all my belongings. Then, she took me to one of the dormitories while my father left the school and went back home. I was very excited. I felt very proud to have joined such a nice school.

Kamu:

My birthday is on 21st July. Last year, I turned twelve. I invited my best friends, Lamyana, Mpepa and Simba, to my birthday party. The party was held at our home. My mother prepared delicious food, a nice cake, juice and bites. She also bought sweets. The party started at 4:00 pm and ended at 6:00 pm. My friends, family members and I ate, drank and danced. My friends bought me a very nice watch and a mathematical set as gifts. My mother gave me a very nice dress while my father promised to take me to the Ngorongoro National Park during the next holiday. I really enjoyed that wonderful day.

Questions

When is Kamu's birthday?
Who promised to take Kamu to the Ngorongoro National Park?
Why did Kamu invite Lamyana, Mpepa and Simba to her birthday party?
Why didn't Bora sleep well the night before his journey to school?
Why do the students have to report to the school administration block?
Why was Bora excited?

[Pictures would appear here for story creation]

(d) Narrate simple events that have happened in your life.

Task

(i) Ask your family or relatives to tell you a story about your family history and share it with your classmates.

(ii) Listen to a story or watch a movie and retell it to your friends.

Activity 3: Writing words heard from oral and audio-visual sources

(a) Listen to the words dictated by your teacher and write them down.

(b) Listen to the sentences dictated by your teacher and write them down.

(d) Watch the audio-visual text played by your teacher and perform the task below.

Task

List the new words you have heard from the video clip.
Read the words from your list to the class.

Activity 4: Reproducing messages from oral presentations

(a) Follow the steps below to play a whispering game using the messages from the teacher.

Steps

Make a circle or line of 5-10 students.
Whisper a message to the first person next to you who will also whisper it to the next person. Make sure you whisper the message only once to prevent other players from hearing it.
Keep sharing it until the last person receives the message. The last person to receive the message will share it with the class aloud.
The person who received the original message will also share it aloud with the class so that the class can compare it with the last message.
If the message received by the last person is different from the original one, track down to identify where the distortion occurred and possible reasons for that.

(b) Play a whispering game by using messages that each group member has prepared.

Task

Create two announcements and read them to the class for other students to repeat.

Chapter Three: Producing Short and Coherent Oral Messages

Chapter Three: PRODUCING SHORT AND COHERENT ORAL MESSAGES

Introduction

Producing short and coherent oral messages involves selecting the most relevant points and presenting them in a logical sequence, using appropriate language and tone for the intended audience. In this chapter, you will learn to distinguish between words with minimal or no sound distinctions that have different meanings. Next, you will learn and actively participate in pronouncing words with short and long vowels, unfamiliar sounds as well as words with similar sounds that have different spellings. The competencies developed will enable you to convey messages effectively and create a better understanding amongst your peers and teachers.

Think about

what prevents you from speaking English easily.
the importance of speaking clearly.

Activity 1: Distinguishing words with minimal sound distinctions that have different meanings

(a) Pronounce the following pairs of words:

Word Pair 1	Word Pair 2
pray	play
crowd	cloud
gape	cape
die	tie
arrive	alive
pay	bay
fine	vine
rice	lice
seal	zeal
air	hair

DO YOU KNOW?

The words in (a) are called minimal pairs. Minimal pairs are pairs of words that vary in meaning by only one sound (phoneme) while sharing pronunciation in other sounds.

For example:

rice - lice
These words differ only in the first consonant sounds. The word rice begins with the consonant /r/ while lice begins with the consonant /l/. It is very important to get the pronunciation right because if you pronounce the word wrongly, you change the meaning completely. Imagine eating lice!

ship - sheep
These words differ only in vowel length. In the word ship, 'i' is pronounced as the short vowel /ɪ/, while in the word sheep, 'ee' is pronounced as the long vowel /i:/.

pit - pin
These words differ only in the final consonant sounds. The word pit ends with the consonant sound /t/ while the word pin ends with the consonant sound /n/.

(b) Pronounce the following tongue twisters with minimal pairs of words. Then identify those minimal pairs in each tongue twister.

1. She sells sea shells by the seashore.

2. Peter Piper picked a peck of pickled peppers.

3. How can a clam cram in a clean cream can?

4. Betty Botter bought some butter, but she said the butter's bitter

5. Nine nice night nurses nursing nicely.

6. Fred fed Ted bread and Ted fed Fred bread.

7. She threw three free.

8. A big black bug bit a big black bear.

Write a list of five words and leave the gaps after each word.
Ask your friend to copy the words and fill in the gaps with words he/she thinks will make up minimal pairs.
Read the words and check if your partner got them right.
If he/she gets the right word, give her/him a point.

(Exchange roles and continue with the activity)

(d) Match the words in List A with their corresponding words in List B to create minimal pairs. Thereafter, read each word in a minimal pair you have created. Then, select five minimal pairs and construct one sentence using each of the words in the minimal pairs you have selected.

S/n	Column A	Column B
1.	sick	A. rider
2.	flesh	B. grow
3.	gate	C. load
4.	glow	D. live
5.	road	E. get
6.	ten	F. seek
7.	jail	G. lamp
8.	leave	H. pen
9.	writer	I. fresh
10.	camp	J. nail

Task

Create a short story of not more than two paragraphs using words from the table in (d) Read your story to the class.

Activity 2: Practising pronunciation with proper word stress

(a) Read the following text about stress. Then, read the sentences containing words with stressed syllables below it.

When we pronounce a multi-syllable word, one of the syllables is pronounced with more prominence, and this is called a stressed syllable. Stress, therefore, is the force used when saying a syllable in a word. The other syllables in the word are pronounced with less emphasis and referred to as unstressed syllables.

1. proDUCE - He works on a farm and helps to proDUCE fresh vegetables.
PROduce - The local store sells a variety of fresh PROduce.

2. reCORD - She likes to reCORD her favourite songs on her phone.
REcord - The police officers have made a REcord of the crimes in our area.

3. inCREASE - The company plans to inCREASE its production capacity.
INcrease - There is an INcrease in the cost of running the business.

4. DESert - The camel navigates through the hot DESert.
deSERT - After a long wait, he decided to deSERT the company.

5. reJECT - The admissions committee decided to reJECT her application.
REject - He felt like a REject in a new school.

6. refUND - He decided to refUND the money he had borrowed from his friend.
REfund - The store issued a REfund for the damaged item.

7. PERmit - The city requires a PERmit for building construction.
perMIT - They perMIT their children to participate in sports.

In each sentence, the capitalised syllables are pronounced with stress. The difference in stress of the syllables result in the difference in meaning. For example, if the word produced is stressed on the first syllable (PROduce), it means fruits and vegetables, but when it is stressed on the second syllable (proDUCE), it means creating or making something. Therefore, stress is important in distinguishing meanings and conveying accurate messages.

(b) Think of three other words with shifting stressed syllables. Then, make a pair of sentences from each to differentiate their meanings.

(c) Choose five words in the table below and construct a sentence for each. Then read the sentences while observing the stressed syllables in them.

beautiful	neighbour	demonstrate	incredibly
advertisement	appreciate	question	government
management	moment	community	experience
disappoint	referee	disobey	discontinue

(d) Read the following sentences while stressing the underlined parts.

It is absolutely correct.
He taught me English.
She walked to school.
They brushed their teeth.
Kenzo is good at volleyball.
A zebra is a beautiful animal.

Activity 3: Pronouncing words with short and long vowels

Words with short vowels

(a) Recite the following poem and answer the questions that follow.

In a cozy corner, a cat did stand
With a rat in her paw, she felt so grand
Her fur so sleek, not an ounce of fat
She played with the rat, and that was that.

The cat took its time, it had its own plan
Till the rat fought back, got away and ran
The cat gave chase tried to give it a whack
But the rat escaped, through a small crack.

Oh, the cat was so sad, really really mad
But inside the crack the rat felt so glad
The rat had been clever and seen the gap
And that is the way it escaped the trap.

Task

Copy all the words written in boldface in the poem.
Read the words you have copied.
Construct five sentences with other words that rhyme with the words written in bold type.

DO YOU KNOW?

All the words in boldface have a short vowel sound /æ/. In English, short vowels are single vowel sounds that are pronounced shortly and clearly. Apart from sound /æ/, other short vowels in English include the following:

Short e /e/ or /ɛ/, as in bed, red, pen, step, bet
Short i /ɪ/ as in sit, lip, win, fish, hit
Short o /ɒ/ or /ɑ/, as in dog, top, pot, log, box
Short u /ʊ/ as in put, good, wood

Please note that English spelling can be irregular. Hence some words may not perfectly follow these patterns. However, these examples should give you a good idea of the short vowel sounds in English.

(b) Identify other words with short vowels in the poem and pronounce them to the class.

My mum and dad have a farm near the sea. My dad is a fisherman. One day when he was away fishing, my mum went to the store to pick a hoe for farming. On her way to the farm, she saw a black dog. It was a big fat dog that looked odd in the street. My mum was shocked for a moment and asked herself, "Whose dog is this?" The dog ran through long grass to catch a rat. Mum worked on the farm till she became very tired. Then, she picked up her umbrella and went back home.

A few days later, monkeys invaded the farm and ate the crops. The bad news reached my mum, who felt sad and said to herself, "I need a new job." She sat down and thought for a while. Then, she came up with an idea. "I like to cook! I could run a café!" She spoke to herself. The following day, she baked buns and chapatti and bought some soft drinks. She put a funny poster up at the gate that read, "Home café adds more flavour." She sold all she had prepared and made a big profit.

Questions

What is the passage about?
What is the suitable title for this passage?

(d) Copy 15 words with short vowels from the passage in (c) and pronounce them. Then, construct five sentences from any words you have pronounced.

Exercise

Use the words in the box to complete the sentences that follow.

mug

car

ran

shop

win

tune

vote

hit

hat

fell

bit

I heard a nice ______ from the singer who entertained us during our get-together party.
The naughty boy climbed on a tree and ______ into the well.
Taifa Stars will ______ all the remaining matches.
They encouraged all citizens to ______ in the presidential election.
The dog ______ the cat in the neck.
I hope my grandson will buy a ______ for me.
Can I have a coffee ______ please?
Do you work at Mlandege ______?
A motorcycle ______ the wall near our school gate.
The drunkard drove his ______ into the lake.

Task

Complete the following table by filling in ten words for each short vowel.

Short sound a /æ/	Short sound e /e/	Short sound i /ɪ/	Short sound o /ɒ/ or /ɑ/	Short sound u /ʊ/

Words with long vowels

(a) Recite the following poem and answer the questions that follow.

I'm stuck in a train taking me home
Nothing to do but my thoughts roam
The engine hums, the wheels cry in pain
As train moves on through the pouring rain.

I look through the window at the plain
I look for some life, but all in vain
Yet lots of ideas dance in my brain
A world full of wonders to attain
Linked together, like a chain.

I'm stuck in a train taking me home
Nothing to do but my thoughts can roam
Journey's so long, the train is so slow
But I'll reach my dream, that much I know.

(b) Copy all the words in boldface from the poem. Then, pronounce the words and construct a sentence for each.

DO YOU KNOW?

All the words in boldface in the poem above have long vowels.

Study the following table containing a list of words with long vowels. Then, pronounce the words.

Long 'a' /ɑː/	Long 'ei'/eɪ/ words	Long 'i' /iː/ words	Long 'i'/ aɪ/ words	Long 'o'/ɔː/ words	Long 'u' /uː/ words
bar	bake	tree	shine	more	food
car	cake	bee	pine	shore	human
tar	lake	feel	light	chore	soup
far	fake	be	tie	sore	school
star	grate	sea	fine	core	uniform
cigar	bake	seen	why	door	blue
scar	baby	beach	delight	straw	huge
mart	play	clean	white	phone	fruit
cart	maid	steal	nice	roast	cute
dart	jail	read	apply	room	room

Exercise

Complete the following sentences using the words given in the box below.

mountain

waves

peach

lake

tale

tune

green

mural

desert

kite

The ____ is flying high in the sky.
He told us a long ____ about how he left his country.
The ____ tree produces delicious fruits.
She wore a beautiful ____ dress to the party.
The ____ rolled gently onto the sandy beach.
The ____ stretched across the vast horizon.
He played a nice ____ on his guitar, and everyone clapped.
The ____ shimmered in the sunlight.
We went for a hike on the ____ and saw breathtaking views.
The ____ was painted with vibrant colors and intricate patterns.

Task

Provide five words for each of the following types of vowels:

Long 'a'
Long 'e'
Long 'i'
Long 'o'
Long 'u'

Activity 4: Practising pronunciation of unfamiliar sounds

(a) Read the following short story and answer the questions that follow.

Maka lived in Mpuguso Village. He was a tough and naughty boy, always getting into trouble. One day, while walking through the forest, Maka saw a big bough hanging low from a tall tree. He thought of a plan to play a prank on the villagers. He carefully tied the bough to a nearby rope, creating a makeshift swing. When a villager tried to use it, the bough broke, and the innocent villager was caught in the act, causing everyone to burst into laughter.

Maka realised his mistake. Feeling guilty for causing harm, he decided to change his ways and be responsible. From that day on, he promised to use his mind creatively to bring benefits to the villagers rather than causing harm to them. Though he still had his playful moments, he put his energy into helping his parents and the community, thus bringing joy and laughter without causing any trouble.

Task

Write down the lesson you learned from the story.
Copy all the boldfaced words in the story.
Pronounce each word you have copied.
Find the meaning of each word you have copied then use it in a sentence.

DO YOU KNOW?

The words in boldface in the story have unfamiliar sounds. Unfamiliar sounds are phonemes that are not commonly heard or used. Such sounds are commonly found in English words borrowed from other languages, technical or specialised terms, jargons, archaic words, and newly coined words.

(b) Pronounce the following words:

psychology

champagne

queue

enzyme

examine

chore

Zinjanthropus

debt

ledger

chaos

Exercise

Complete the sentences in Column A by writing the correct words from Column B.

S/n	Column A	Column B
1.	He looked..... the window.	(a) laugh
2.	The journey was......	(b) tough
3.	They ......they could win.	(c) bought
4.	He was......stealing.	(d) caught
5.	She made us ...... with her silly jokes.	(e) through
6.	He ......a nice shirt.	(f) bought
7.	An eagle rested on a tree ......	(g) thought

Activity 5: Practising pronunciation of words with similar sounds that have different spellings

(a) Pair up to read the dialogue and complete the task that follows.

John: Good afternoon, Dad!

Mr Jumbe: Good afternoon, John. How are you?

John: I'm not okay, Dad!

Mr Jumbe: Ooh! That's why you are basking in the sun? What's wrong with you?

John: I feel very cold, weak and tired!

Mr Jumbe: Did you eat anything?

John: Yes, I ate eight slices of bread.

Mr Jumbe: Alright! I thought you ate the whole loaf of bread! Have time to rest, you will be fine!

John: OK! I will do so.

Mr Jumbe: When is your terminal examination?

John: It will be next week!

Mr Jumbe: Here are two presents for you. Open the package carefully so that you don't poke a hole in it.

John: OK! Thank you, Dad!

Mr Jumbe: I can hear something heavy moving on the balcony! What is that?

John: Mmmh! I don't know! Let me go and check. [John opens the door]

Mr Jumbe: No! John! Wait! Let's go together!

John: OK, Dad!

Task

Identify any words with similar sounds but different spellings from the dialogue.
Pronounce each word you have identified in (1).
Use a dictionary to find the meaning of each word in (1).

(b) Pronounce the following words with similar sounds but different spellings, and do the exercise that follows.

for	four
flour	flower
by	buy	bye
to	two	too
dew	due
week	weak
see	sea
hi	high
no	know
ant	aunt
fare	fair
eight	ate
prize	prise

Exercise

Complete the following sentences using the words in the box in (b).

My birthday is next……….
He was………young ….. carry a big box.
I need ...... pounds ...... buy a ticket.
I will ...... you in the classroom.
My sister is......years old.
She will ......a plate of food.
The doctor said the temperature was very ......
Her terminal examination report is ...... tomorrow.
The grass was wet with ......
River Nile pours its water into the Mediterranean ......
Joyce got a ...... for scoring high marks in English.
A trip ...... Mikumi will cost 60,000 shillings including the bus fare.

Remember: Practice makes perfect! Keep practicing these sounds to improve your pronunciation.

Chapter Four: Developing Vocabulary from Conversations and Written Texts

Chapter Four: DEVELOPING VOCABULARY FROM CONVERSATIONS AND WRITTEN TEXTS

Introduction

Vocabulary is an essential part of English language learning. This chapter will enable you to acquire enough vocabulary through speaking and writing activities. It will allow you to practise this in an appropriate context. You will, therefore, learn new vocabulary in conversations and written texts. You will also learn to play vocabulary-building games and use digital and non-digital games to improve your vocabulary. The competencies developed will enable you to communicate well in speech and writing.

Think about ways to improve your vocabulary.

Activity 1: Writing new vocabulary from conversations and written texts

Vocabulary from conversations

(a) Read and act out the following dialogue and answer the questions that follow.

[Mfwimi and Balongage are friends. Mfwimi lives in Igagala Village, Njombe District and Balongage lives in Maduma Village, Mufindi District. One day Balongage, visited his friend Mfwimi. Mfwimi took him to his avocado farm. They had a conversation as follows:]

Mfwimi:

Welcome to my green gold farm, my friend.

Balongage:

[Admiring the trees] Green gold! My friend, this is a new term to me.

Mfwimi:

[Smiling] Yeah. We call it so here because it is the major selling crop in Njombe. Many people here in Njombe have stories of success to tell about this crop.

Balongage:

Oh! That's good to hear. Your avocado trees look very healthy. How do you take care of them?

Mfwimi:

Well. It all starts with selecting good avocado seedlings. I also use organic manure to enrich the soil before planting the seedlings. Moreover, I use balanced fertiliser to boost growth and yield the best fruits.

Balongage:

Alright! How about weeding?

Mfwimi:

Weeding is very important to prevent the avocado trees from being attacked by pests and diseases. Some farmers use chemicals, but I prefer hand weeding. My wife and I do the weeding using hand hoes. We sometimes hire people to help us.

Balongage:

Do you face any challenges growing avocado seedlings?

Mfwimi:

Yes, of course! The biggest challenge is during the dry season when I use a traditional watering can to water the seedlings, and that is quite a task. I'm thinking of shifting to drip irrigation.

Balongage:

So, after all the hard work, how long does it take before the harvest?

Mfwimi:

[Pointing at avocados] You can see some are ready now. It usually takes a few years for avocado trees to start bearing fruits, but once they start, you can harvest them annually. It is recommended to pick them when they are mature and not when they are ripe.

Balongage:

[Looking excited] I'm inspired, Mfwimi. I want to start my avocado farm. Can you help me to get started, please?

Mfwimi:

Of course! I have a few healthy seedlings that I can sell to you. I will also accompany you to the local nursery here in Njombe where you can buy some too.

Balongage:

Thank you! Sorry, I forgot to ask you about the market.

Mfwimi:

[Smiling] My friend, that is why we call it green gold. Avocados are very marketable in the country and abroad. Agents flock to the farms. You don't need to worry about their market as long as your avocados are healthy. For your information, Tanzania is one of the largest producers of avocados in Africa.

Balongage:

Is there anything important I have not asked?

Mfwimi:

Yes! Pruning is also important! You need to remove all the withered leaves to promote healthy growth.

Balongage:

Thank you, Mr Green Gold. [They both burst into laughter at Mfwimi's nickname]

Mfwimi:

You're welcome, Balongage! Good luck with your avocado farming! If you need any more tips or help with your farm, don't hesitate to ask.

[The following day, Balongage left Mfwimi's home very determined to turn his small maize farm into an avocado farm. Although he faced some challenges, he never gave up. His dedication and resilience brought him the success he had never imagined.]

Questions

Who is engaged in the dialogue?
What does the term green gold refer to?
What lessons do Mfwimi give to Balongage about avocado production?

Task

Create a vocabulary strip in your exercise book and write new vocabulary from the dialogue in the first column of the strip.
Use a dictionary to find the meaning of each vocabulary and write its meaning in the second column of the strip.

(b) Pronounce the words given in the box and construct a sentence for each word.

seedling

mature

cultivate

yield

manure

flourish

fertilizer

marketable

weeding

pests

drip irrigation

boost

pruning

water can

DEBATE

[Picture of students participating in a debate would appear here]

Questions

What are the students in the picture doing?
Have you ever taken part in a similar activity? What was it about?
Why are the notebooks useful in that activity?
Who are those sitting in front of the classroom?
Why do you think there are two sides in this activity?
Why do you think the activity is important to students?

DO YOU KNOW?

A debate is a discussion whereby individuals express their arguments by focusing on a specific topic or idea. Usually, in a school context, a debate involves two sides or teams: one supporting a proposition (the affirmative team), and one opposing a proposition (the opposing team). However, there should be a debate leadership to ensure the quality of evidence, argument and the performance of the debate, hence making a judgement. The leaders of a debate include a chairperson, a secretary and a timekeeper. Sometimes, in the school context, the judgement may be done by a teacher. The winner is the one who gets the highest points. The floor (audience) may be involved in the debate, but they will not be directly engaged in the discussion.

(d) Conduct a debate on the motion "A single-party system is better than a multi-party system."

Questions

What was interesting about the debate?
What did you learn from the debate?

Task

Organise yourselves into a debating team, choose one topic from the given box and debate. Then, write down the vocabulary you have developed with their meanings and use five of them to make sentences (one for each).

Topics

Participating in elections is important for national development.
Video games are a source of moral destruction in the society.

Vocabulary from written contexts

(a) Read the following passage and answer the questions that follow.

Seaweed cultivation in Zanzibar

Seaweed cultivation in Zanzibar involves a simple and natural process. First, farmers tie small pieces of seaweed to ropes. These ropes are then placed in the shallow, clean water surrounding the island. Over a few weeks, the seaweed grows in the ocean's gentle embrace. Healthy seaweed often has vibrant colours and looks fresh and plump. Once it is ready, the farmers harvest it by hand.

Seaweed has many different uses. It is commonly used in various cuisines, including soups and salads, as seasoning. Seaweed extracts are often used in cosmetics and skincare products. They can help hydrate the skin and are rich in vitamins and minerals. Seaweed can be processed into organic fertilisers. These fertilisers provide essential nutrients to plants and improve soil quality. In medicine, seaweed is used to make some pills that might help sick people to feel better. Even in packaging, seaweed is used to make things that will not damage the environment. Seaweed can also be used in the production of biofuels as an alternative to fossil fuels. Moreover, seaweed farming is eco-friendly, as it doesn't require harmful chemicals or deforestation. However, harvesting seaweed inappropriately can have negative ecological impacts and harm the seaweed population, so it is necessary to approach it with care and consideration for the environment.

Despite the multiple uses of seaweed, there are some challenges facing this industry. Seaweed farming can be affected by climate change, as rising sea temperatures and extreme weather events can harm the crops. Seaweed farming can be difficult, and it requires dedication and time. Furthermore, farmers may face challenges with transport and markets for their seaweed. In spite of these challenges, seaweed cultivation continues to be an important part of Zanzibar's economy.

Questions

What activities are involved in seaweed cultivation in Zanzibar?
What are the advantages of seaweed cultivation in Zanzibar?
What challenges do seaweed farmers in Zanzibar face?

(b) Find the meaning of the following words: seaweed, plump, cuisine, organic, deforestation and biofuels. Then, construct a sentence for each word.

Annual event

Muungano Secondary School usually hosts a sports and games event every year to celebrate, acknowledge and reward students who perform the best in sports and games. This year, they invited Goimanda Secondary School for a friendly match. The headmaster emphasised the importance of sports for health, making friends, and even as a potential career.

After the opening speech and words of encouragement from the headmaster, all students ran to Guja National Stadium. Spectators from all corners of the city attended the match too. The stadium was already full half an hour before the whistle was blown to mark the beginning of the match. Other spectators wanted to jump over the wall, but security officers prevented them. According to the programme, the girls' football match was scheduled to be played first. Before the match, all players went through inspection procedures.

Goimanda Secondary School was the first to score through a penalty that was awarded after a foul play against their attacking mid-fielder in the penalty box. The ball was put in the net by Nyalade, their team captain. Just a minute before the final whistle, the other team equalised through a free kick. The match ended in a 3-3 draw.

Fifteen minutes after the girls' match, it was the boys' turn. It was a very entertaining match. Both teams had high ball possession and each player tried to give accurate passes. On the final whistle, the whole stadium burst with joy and excitement. The scoreboard read 3-1 in favour of Goimanda Secondary School.

In the evening, the awarding ceremony was held at a nearby social hall. The function was well organised. There was a school live band and several cultural artist groups to entertain the audience.

The headmaster of Muungano Secondary School read out the names of the sports teachers and players who had been shortlisted for various awards. Ms Mjengi emerged as the best sports and games teacher. Nyirande, the girls' team captain, received a certificate of appreciation for her team participation. Mbojo, on the other hand, received a winner's certificate and a trophy on behalf of the Goimanda Secondary School team. He lifted the trophy whistled and applauded.

Questions

What is the passage about?
What was the aim of the event?
Which teams played the friendly match?
Who was the team captain for the girls?

(d) List down all sports and games vocabulary found in the passage and give their meanings. Then, pick any five words from the list. Construct a sentence for each and present them to the class for discussion.

(e) Re-read the passage. Then, based on the passage, match the words in Column A with the words with similar meanings in Column B.

S/n	Column A	Column B
1.	spectators	sports arena
2.	captain	recognise
3.	fans	viewers
4.	stadium	award
5.	acknowledge	punishment
6.	trophy	game
7.	possession	balancing
8.	match	ownership
9.	penalty	skipper
10.	equalising	supporters

Task

In a group, list down 10 words related to sports and games and explain their meanings. Pick any five words from the list and construct a sentence for each word.

(f) Read the following poem and answer the questions that follow.

In Serengeti's embrace the gatekeeper stands tall
A breath-taking expanse where wonders never fall
Wildlife in abundance a sight to behold
Reveals the secrets of this park it's our Earth's beating heartland.

With the ranger as our guide our spirits will soar
Like a beach where the sun sets they all wish to stay
Lions basking in glory the big five in their prime
Beneath acacia trees in the savannah they roam.

Habitats scattered like a puzzle's design
Across the Serengeti a treasure to find
So, let's journey together where ecosystem unfolds
Through the camps and the plains the beauty's beyond compare.

Bird-watching with wonder guided by a tour guide's care
In this natural attraction the wildebeests pass by
Tourists from afar with a ranger's reserve
In Serengeti's embrace they've found their home.

Questions

What is the poem about?
What are the attractions mentioned in the poem?
Where is the park found?
Write down the new words you find in the poem then pick five words and construct a sentence for each.

(g) Re-read the poem and identify vocabulary items related to tourism. Use a dictionary to find their meanings. Then, pick five words and construct a sentence for each.

Exercise 1

Match the words in Column A with their corresponding meanings in Column B.

S/n	Column A	Column B
1.	breathtaking	A. a famous or interesting place that tourists visit
2.	scattered	B. look at something carefully and quietly
3.	ecosystem	C. extremely impressive or stunning
4.	gigantic	D. a community of living organisms that live in and interact with each other in a specific environment
5.	harmony	E. spaced or spread out
6.	unique	F. agreement of ideas, feelings, or actions or a pleasing combination of different parts
7.	sight	G. see or notice something
8.	habitat	H. distinctive and not like anything else
9.	encounter	I. a place where a particular type of animal or plant usually lives
10.	observe	J. extremely large or of a great size

Exercise 2

Fill in the gaps using the words given in the box.

bask

planting

chairperson

vote

fertilizer

stadium

wildlife

opposers

ecosystem

free kick

tourism

seedling

fans

election

democracy

goalkeeper

tourists

In a democratic country, citizens have the right to ______ leaders of their choice.
Usually, farmers apply ______ to the soil to enhance the growth of crops.
The ______ made an excellent save, denying the opposing team a chance to score.
The ______ were delighted to ______ in the sun while waiting for the tour.
______ flowers and vegetables in the garden bring me much profit.
The agenda for discussion was outlined by the ______ who called the meeting.
The ______ was packed with excited fans who were eager to watch the championship game.
______ plays a vital role to the economy through providing jobs and an income.
I finished planting some new avocado ______ last week.
During the match ______ of both teams cheered as their teams scored a goal.
______ promotes equality and freedom, and values the opinions of every individual.
Preserving the environment allows to balance the ______.
Our team scored a goal from a powerful ______ following a foul committed by the opposing team in the final minutes of the game.
It is important to follow the tour guide's instructions when observing ______ to avoid disturbing their natural behaviour.
Students eagerly awaited the upcoming ______ to choose their new representatives.

Task

Read various texts on tourism. Identify the words related to tourism in such texts and find their meanings. Then, pick 10 words out of those you have identified and construct a sentence for each. Present the sentences to the class for discussion.

Activity 2: Playing vocabulary-building games using digital and non-digital resources

Playing charades

(a) Study the pictures and identify the actions in the charades. Then, construct a sentence for each action.

[Pictures showing various charade actions would appear here]

(b) Identify the adjectives represented in the charades. Then, construct a sentence for each.

Task

Pair up and pick any two of the following topics: kitchen equipment, furniture, travelling, the market. Then play charades and answer the questions that follow.

Steps

Think or create a bowl of phrases or titles.
Act out the phrases or titles using hand signals and body motions.
Let others guess what the phrases or titles are.

List the vocabulary that you have developed from the topics chosen above.
Use any five words from your list and construct a sentence for each. Follow the steps given.

Playing picture games

Play a picture-word matching game as instructed by your teacher. Then, list the new words you have developed from the game and construct a sentence for each.

Playing flashcard games

(a) Study the following picture of Bananagrams. Then, construct five sentences using any ten words.

[Picture of Bananagrams game would appear here]

(b) Play the Bananagrams by following the steps written below and complete the task that follows.

Steps

Create a group of 2–8 players.
Place all 144 cards/tiles face down on the table/playground to form a bunch.
Each player should take his/her playing cards/tiles. The number of cards/tiles depends on the number of players.

2 - 4 players with 21 cards/tiles each
5 - 6 players with 15 cards/tiles each
7 - 8 players with 11 cards/tiles each

One player calls out "SPLIT" and every player turns his/her cards/tiles face up and starts to arrange the cards/tiles to form grids of words. Words must read left to right (horizontally) or top to bottom (vertically).
Whenever a player places his/her last card/tile in the grid he/she calls out "PEEL" and other players repeat the call out. That player takes a card/tile from the bunch and continues to play until the bunch has fewer cards than the number of players. At any time during the game, a player may call out "DUMP" if she/he wants to change the card/tile. If so, place the card face down in the bunch and take three cards from the bunch.
The first player to have used all the cards in forming words calls out BANANA and she/he is declared a TOP BANANA.

Task

Write down the words you formed.
Construct a sentence using any five words you have formed.

Playing bingo games

apartment	intend	opinion	labour	repair
indulge	embrace	summary	rapid	vivid
await	urgent	BINGO!	occupation	portion
weary	pledge	hygiene	essential	awful
exhaust	compile	accurate	similar	recycle

(d) Pair up to play the bingo game using the following steps:

Create bingo cards by using manila, drawing paper, a marker and a ruler. Draw 4 vertical lines and 4 horizontal lines to form 24 squares.
Prepare a list of 24 words.
Write words on each bingo card.
Read out one-word definition at a time with your partner. Identify its correct word by placing any marker (grain, bottle cap, etc.)
When a player gets all the cards correctly, he/she shouts "BINGO". Take turns in playing the game.

Then

Pick any three words from the bingo game picture in (c).
Use a dictionary to find the meaning of other words.
How useful was the game in developing vocabulary?

Task

Play a vocabulary word jumble game below.

JUMBLED LETTERS
1. MCRAEA	6. NECPIL
2. TETBOL	7. SETV
3. EETR	8. LOI
4. LOW	9. KBLCA
5. TAPRERNCE	10. LAWL

Chapter Five: USING APPROPRIATE GRAMMAR AND VOCABULARY

Chapter Five

Using Appropriate Grammar and Vocabulary in Oral and Written Contexts

Introduction

Learning grammar and vocabulary in English is very important because it enables one to construct well-structured sentences and convey ideas coherently. In this chapter, you will learn to express ideas or opinions using appropriate grammar and vocabulary. You will also learn to construct sentences using appropriate grammar and vocabulary related to a specific context. Finally, you will learn to debate on topics using appropriate grammar and vocabulary.

Think About

The difficulties you face when speaking and writing in English.
The ways to solve those difficulties.

Activity 1: Expressing Ideas or Opinions with Proper Grammar and Vocabulary

Word Search Puzzle

Find the following words in the puzzle:

diagnosis

syringe

doctor

cardiologist

prescription

wound

medicine

health

Tasks:

Find and circle the words in the puzzle
Use a dictionary to find the meanings of the words
Choose any five words and construct a sentence for each

Dialogue Practice

Jontwa:

Hi Libe. I'm okay, but I was wondering if you could lend me some money.

Libe:

Ha ha ha! Are you serious? Wait! Jontwa, are you in trouble?

Jontwa:

No cos, I'm short of money and I'm at the checkout point here at Keila Supermarket.

Questions:

What are the differences between shopping at the supermarket and shopping at the local market?
Which words in the conversation do you consider proper in expressing an opinion?

Activity 2: Constructing Sentences Using Appropriate Grammar

Understanding Articles

Did You Know? The words 'a', 'an', and 'the' are called articles. Articles help specify whether we're talking about something specific or general.

Article	Usage	Examples
a	Used before words that begin with a consonant sound	a book, a university, a European
an	Used before words that begin with a vowel sound	an apple, an hour, an MBA
the	Used to refer to specific or particular nouns	the sun, the President, the book I read

Exercise: Fill in the blanks with the correct article

Jane is wearing ______ hat.
Bring ______ umbrella with you.
The players received ______ National Flag.
Ngapo was bitten by ______ snake. ______ snake was very poisonous.
Put the letter in ______ envelope.

Understanding Pronouns

Types of Pronouns

Type	Definition	Examples
Personal	Refer to specific people or things	I, you, he, she, it, we, they
Demonstrative	Point to specific things	this, that, these, those
Possessive	Show ownership	mine, yours, his, hers, its, ours, theirs
Reflexive	Refer back to the subject	myself, yourself, himself, herself, itself

Exercise: Fill in the blanks with the correct pronoun

Neefa and Pepe went to the market. ______ bought some fruits.
The dog whoofed because ______ was hungry.
______ will be going to Mbeya to visit her mother.
Is this pen yours? No, ______ is not. It belongs to Hakeem.
Tuli and ______ are going to the hospital to visit ______ mother.

Activity 3: Debating with Proper Grammar and Vocabulary

Debate Topics

Conduct a debate on one of the following topics:

Animals have the same rights as humans.
Tourism brings more benefit than harm to the environment.
More land should be dedicated to national parks.

Debate Tips:

Use formal language and appropriate vocabulary
Structure your arguments logically
Support your points with evidence
Use proper grammar throughout
Listen carefully to the opposing side

Chapter Six: READING TEXTS FOR COMPREHENSION

Chapter Six

Reading Texts for Comprehension

Introduction

Reading is an important skill as it enables individuals to develop problem-solving skills and the vocabulary needed for different communicative purposes. In this chapter, you will learn to create the order of events in a story. Next, you will learn to summarise stories using different methods. Lastly, you will retell the stories. The competencies developed will enable you to comprehend written texts and acquire more vocabulary, hence enabling you to communicate effectively.

Think About

Something interesting you have read recently. Share your thoughts with the class.

Activity 1: Sequencing Events

The Story of Aika

Aika had one big problem. She loved sleeping more than anything else. Hence, she always arrived late at school. Every morning, her mother would wake her up, but Aika would go back to sleep; Aika's mother tried everything, but nothing worked. So, that was her life for sometime.

Firstly, her mornings would start in chaos as she would rush to get dressed and have a quick breakfast. She would get out of the house and find herself running like a cheetah through the streets to make it to school on time. On the way, she would collide with other people and cause mayhem. Moreover, she would sometimes step into Machinga's goods as she ran. This behaviour caused a lot of problems for her.

Next, her teachers and classmates would be astonished as she burst into the classroom, panting and untidy. Her English teacher, Ms Mpingo, would raise an eyebrow and say, "Aika, it is nice of you to join us... again." Ms Mpingo knew Aika needed to learn the importance of punctuality. So, together with Aika's classmates, they appointed Aika class monitor.

Finally, Aika's unpunctuality became a thing of the past. She discovered that being punctual not only reduced her stress levels but it also allowed her to be more attentive in class and build better relationships with her classmates.

Questions:

What was Aika's biggest problem?
Why was that a problem?
Who helped Aika overcome the problem and how?
What do you learn from this story?
Study the words in boldface. Discuss why they have been used in the text and explain their contribution to your understanding of the story.

Sequential Words

Sequential words help create a chronological order of events or ideas in a story. They guide readers through a smooth and logical flow of events.

Sequential Word	Usage Example
First/Firstly	First, she woke up early to get ready for her big adventure.
Next	Next, she set out on her journey with a sense of excitement.
Then	She thanked the stranger and then continued on her way home.
Afterwards	Afterwards, she encountered a friendly stranger who offered to help.
Finally	Finally, she reached her destination.
Therefore	Therefore, she felt a great sense of accomplishment and joy.

Exercise: Complete the Story

Complete the following passage using the words: afterwards, later, before, then, next

______ starting the day's journey, the hikers gathered their gear and checked their maps for the trail ahead. ______, they set off on the trail, enjoying the breathtaking view of Mount Kilimanjaro. ______, they met a sharp hill, which challenged their stamina. ______, as the sun began to set, they found a good spot to rest and share stories around a campfire. ______, they laid out their sleeping bags under the night sky, looking forward to the adventures that awaited them on the next day.

Activity 2: Summarising Stories

Methods of Summarising

5Ws and 1H Method

Answer these key questions about the story:

Who - Who are the main characters?
What - What happened in the story?
When - When did the story take place?
Where - Where did the story happen?
Why - Why did the events occur?
How - How did the story end?

First, Then, Finally Method

Organize the main events in chronological order:

First - What happened at the beginning?
Then - What happened in the middle?
Finally - How did it end?

SWBST Method (Somebody Wanted But So Then)

Break down the story structure:

Somebody - Who is the main character?
Wanted - What did they want?
But - What was the problem?
So - How did they try to solve it?
Then - What was the resolution?

The Sacrifice

Over a hundred years ago, in Northern Nigeria, there lived a fierce chief called Apa. He was the chief of the Jukuns, a brave and warlike tribe, and they waged war on the peace-loving Igala people. At that time, the Igala people were ruled by a very beautiful queen, whose name was Ebule-Jonu. She was a good and just ruler. All her people loved her very much.

The situation became more and more serious, and the fighting grew fiercer and fiercer. Every evening, the women of Igala wept, as their husbands, sons, and lovers returned from the battle exhausted and wounded, or when some did not return at all. Many plans were made, but they brought no success. Ebule-Jonu became very worried.

After consulting a soothsayer, they received devastating news: victory over the Jukuns could only be achieved if they sacrificed their queen by burying her alive. The councilors were saddened by the news so were the rest of the people. After the councilors had broken the news to the queen, she did not object. She freely accepted to be offered as a sacrifice to reverse their fate and ensure victory to her people.

She set off to Idah, the market square, where she was buried alive. After three days the Igala people defeated the Jukuns and restored peace and their land.

Main Characters:

Chief Apa

Queen Ebule-Jonu

The Soothsayer

The Igala People

The Jukuns

Comprehension Questions:

Who are the main characters in the story?
What is the story about?
Where did the story take place?
When did the story happen?
Why did the conflict happen in the story?
How did the conflict in the story get resolved?

Task: Summarise the story "The Sacrifice" using the SWBST method.

Activity 3: Retelling Stories

Techniques for Successful Story Retelling

Identify and put the main events in order. This involves knowing the flow of events (plot).

Use the "first, next, then, last" formula to organize the story structure.

Map the story before retelling it by visualising it or understanding its key elements (characters, setting, plot, conflict, and resolution).

Focus on the plot structure (exposition, rising action, climax, falling action or resolution).

Practise retelling the story in a pair or group. Listen to each other's story, encourage one another and learn from others.

Retelling Practice

Illustration: Kalulu the Hare

Task: Read the story about "Kalulu the Hare" and retell it to the class using the retelling techniques you have learned.

Retelling Checklist:

What was the story retold by your partner about?
How did the story start?
Who is the main character in the story?
Who are the other characters found in the story?
When did the story happen?
What is the main idea in the story?
Is the story interesting? Why?
What lesson do you learn from the story?

Chapter Seven: COMPREHENDING ORAL MESSAGES

Chapter Seven

Comprehending Oral Messages

Introduction

Communication is a two-way traffic. For a message to be transmitted and received correctly, both sides involved in the communication process should effectively comprehend the information. Therefore, comprehending oral messages helps to communicate effectively in different contexts. In this chapter, you will learn to paraphrase and respond to various oral messages from different contexts. Additionally, you will participate in various phone conversations. Furthermore, you will learn to respond to questions about oral messages. The competencies developed will enable you to communicate appropriately in different contexts.

Think About

How you understand others when they speak English to you.
Whether other people understand you when you communicate with them in English.

Activity 1: Paraphrasing Various Oral Messages

What is Paraphrasing?

What do you do when you paraphrase?

You say or write it in your own words.

Understanding Paraphrasing

Study the following sets of sentences and identify the differences:

Original:

I am happy.

Paraphrased:

I feel great.

Original:

My mother was shocked.

Paraphrased:

My mother was dismayed.

Original:

The shirt was expensive, so I couldn't buy it.

Paraphrased:

I failed to purchase the shirt, because it was high-priced.

Questions:

Do you see any difference in each pair of sentences in both sets? What is the difference?
Does the meaning of each sentence change when paraphrased? How?

Learning to Paraphrase

Guilla:

How was your day, Shedenga!

Shedenga:

My day was awesome, Guilla! I need your help.

Guilla:

Which help my friend?

Shedenga:

I sometimes fail to paraphrase, especially sentences and paragraphs.

Guilla:

Ooh! Worry not, let me help you. Let's start with the meaning of paraphrasing. It means using your own words to express a speech or text clearly without changing its original meaning. For instance, the sentence "She has been fond of watching games since she was young" simply can be paraphrased as "She has been enjoying watching games since her childhood"

Steps for Paraphrasing Complex Text:

Read carefully while highlighting words and phrases to be changed
Rewording - Use a dictionary to find synonyms while preserving meaning
Rewriting - Change word forms and re-arrange sentences
Re-checking - Compare the new version with the original

Why is paraphrasing important?

Develops vocabulary
Enhances communication skills
Helps in interpreting ideas and information
Sharpens thinking and understanding

Activity 2: Responding to Oral Messages from Different Contexts

Oral Instructions and Orders

Sesi:

Hi Fati! Wow, you look great my friend.

Fati:

Thank you, Fati! You look gorgeous too. Where are you off to?

Sesi:

To the market. Kalali Market is far but we can't avoid going there.

SBTT Method for Responding to Oral Instructions:

Smile - Reduces anxiety and fear
Breathe - Let go of negative emotions
Think - Consider the answer calmly
Talk - Deliver your carefully thought answer

Simon Says Game

Play the Simon Says game and respond to oral instructions:

If the statement begins with "Simon says", respond to the instruction
If the statement doesn't begin with "Simon says", don't respond

Examples:

Open the door.
Close your eyes.
Clap your hands.
Stand up.
Open your book.

Phone Conversations

Conversation A - Informal

Speaker 1:

Hello! My name is Kongoya Malumbi! How's it going?

Speaker 2:

Hello Kongoya! It's going well. What's up!

Speaker 1:

I'm sorry. I'm Londa's classmate. May I speak with him?

Conversation B - Formal

Mwananchi:

Good afternoon. My name is Sadala Nova, from Kurunzi in Mpome Ward.

Mobile:

Good afternoon. You are welcome Mr. Nova, This is Moonile speaking from the headquarters of the National Environmental Management Council (NEMC) Public Relations and Communication Unit, how can I help you?

Formal Phone Conversation	Informal Phone Conversation
Used for official purposes, job interviews, contacting authorities	Used for casual, personal and friendly interactions
Uses formal language, polite and respectful interaction	Uses informal language, relaxed and friendly interaction
Begins with formal greetings and states name, place and purpose	Starts with casual greetings and friendly questions
Flows professionally, asks for clarification if needed	Flows naturally without specific agenda
Ends by summarizing main points, thanking for time	Ends casually with informal closing statements

Activity 3: Responding to Questions About Oral Messages

Responding in Familiar Contexts

Doctor-Patient Conversation

Patient:

Excuse me doctor! May I come in?

Doctor:

Yes of course, you are welcome!

Patient:

How're you, Doctor?

Doctor:

I'm fine. How can I help you?

Patient:

I've not been feeling well. I've had pains in my stomach since morning.

Comprehension Questions:

What is the dialogue about?
Who started the dialogue?
Why did the patient visit hospital?
What symptoms did the patient have?

Responding to Interview Questions

School Election Interview

Chairperson:

Welcome to the school election committee panel!

Student:

Thank you all, good afternoon!

Panellist 1:

Good afternoon! Could you please introduce yourself?

Student:

My name is Kibibi Mita. I'm currently in Form One, majoring in Agriculture and Food Processing subjects. I'm excited about running for the students' welfare leadership position.

Panellist 4:

Why are you interested in that position?

Practice Questions for Role-play:

What makes you think you fit in that position?
What will you do to help your fellow students with low academic performance?
How will you motivate your fellow students to study hard?

Interview Response Tips:

Listen carefully to each question
Think before you speak
Be honest and authentic
Use appropriate vocabulary
Maintain eye contact and positive body language

Chapter Eight: RESPONDING THROUGH ORAL AND WRITTEN COMMUNICATION

Chapter Eight

Responding Through Oral and Written Communication

Introduction

Responding through oral and written communication makes the language user competent and confident. In this chapter, you will learn to respond appropriately through speaking and writing. You will also learn to use appropriate grammar and vocabulary in different contexts, specifically in greetings, bidding farewell and apologising. Thereafter, you will learn to use appropriate language and expressions in communicating with people of different age groups and statuses, particularly peers, elders, family members and leaders. The competencies developed will enable you to respond appropriately to oral and written communications in different interpersonal communication contexts.

Think About

Why you love your favourite football team.
Whether students should be allowed to go to school with smartphones.

Activity 1: Expressing Ideas and Opinions in Different Interpersonal Communication Settings

Dialogue Practice: Career Choices

Mr Kabezi:

Sophia, this is Mzee Mussa, my former classmate at Nyamgongo Primary School.

Sophia:

Shikamoo. It's nice to meet you, Mzee Mussa.

Mr Mussa:

Marahabaa. Nice to meet you too, Sophia. Who is that pretty girl with you, Sophia?

Sophia:

Oh! This is my best friend, Tausi. We are in the same class.

Mr Mussa:

What are you going to be when you finish school?

Tausi:

I plan to employ myself after I finish school.

Sophia:

No! I plan to continue to tertiary education. I think after a university education, I can get employed and earn a high salary.

Comprehension Questions:

Why were Mr Kabezi and Mr Mussa at Msalato Secondary School?
What are Sophia's plans after completing her studies?
What are the reasons for her plans?
Why does Tausi opt for self-employment?
Which side do you support and why?

Opinion Phrases to Use:

I think…
I guess…
In my opinion…
I would say…
I'm of the view that…

Written Communication Practice

Dar es Salaam Rapid Transport (DART)

David lives in Arusha. He has come to Dar es Salaam for a meeting. Every morning, he uses a Dar es Salaam Rapid Transport (DART) bus, popularly known as Mwendokasi to go to the meeting. While talking, David gives his views about the Mwendokasi buses. He thinks that public transport in Dar es Salaam has improved greatly because of the buses, and he wishes that a similar project be introduced in Arusha and other cities in Tanzania.

On the other hand, Maridadi is of the view that there are not enough Mwendokasi buses. As a result, the few available are overcrowded. This is the reason why some passengers are not disciplined.

Tasks:

In your own words, explain David's and Maridadi's opinions about Mwendokasi.
Give your opinion about public transport in your area.
Write three sentences describing what you see in different social situations.

Activity 2: Using Appropriate Non-verbal Cues in Interpersonal Communication

Understanding Non-verbal Communication

Types of Non-verbal Cues

Non-verbal Cue	Characteristics
Facial Expression	Showing emotions and attitudes through smiling, frowning, raising eyebrows, or squinting
Eye Contact	Maintaining or avoiding eye contact during a conversation shows confidence, interest, or discomfort
Body Posture	How individuals hold themselves indicates their level of engagement, openness, or authority
Gestures	Enhancing or clarifying verbal messages through pointing, waving, or using thumbs up
Touch	Physical touch communicates feelings of warmth, sympathy, or support
Vocal Cues	Tone, pitch, and volume of voice reveals emotions and influences meaning
Clothing and Appearance	How individuals dress conveys personality, social status, or cultural affiliations
Silence	Absence of speech can convey emotions like confusion, discomfort, or respect

Remember: Non-verbal cues can vary significantly across cultures. Interpreting them correctly requires sensitivity and cultural awareness.

Non-verbal Cues Practice

Scenario 1: Two men are talking to each other. One is leaning forward with open palms, while the other has crossed arms and avoids eye contact.

What might each person be feeling?

Scenario 2: A student is speaking to a teacher. The student maintains appropriate eye contact, nods occasionally, and has an open posture.

What does this communicate about the student's attitude?

Activity: Act out the following expressions using only non-verbal cues:

Disappointment

Show how you would express disappointment without words

Pleasure

Demonstrate pleasure through facial expressions and body language

Excitement

Express excitement using gestures and posture

Irritation

Show irritation through non-verbal cues only

Activity 3: Using Appropriate Language with Different Age Groups and Statuses

Greetings and Expressions

Appropriate Greetings

Discussion Questions:

How do you greet your friend, father, mother, or other elders in your first language?
Which words do you use in the morning, afternoon and evening for greetings?
How do you say to a friend you visited that you want to leave in your first language and English?
What do you say in your first language and English to your friends, teacher or parents when you have misbehaved or made a mistake?

Mr Sikitu:

Good morning, Mr Sikujua!

Mr Sikujua:

Good morning, my friend Sikitu. Nice to meet you, today.

Mr Sikitu:

Nice to meet you too! Meet Ms Brilliant, the Managing Director of Sophia Cosmetics Empire in Dar es Salaam.

Mr Sikujua:

Hello! Ms Brilliant. Nice to see you.

Ms Brilliant:

Hello! Nice to see you, too!

Tasks:

Identify all the words in the dialogue that express greetings.
Identify words that express bidding farewell.
Identify words that express apology.

Communication Across Different Groups

Situation	Appropriate Response
Someone says to you, "How are you doing?"	……………………………………………………
Someone accidentally steps on your foot and says, "Sorry!"	……………………………………………………
Someone thanks you for your help	……………………………………………………
Someone is travelling/leaving and says "Goodbye" to you	……………………………………………………
Someone asks you, "Can I take the chair please?"	……………………………………………………
Someone asks you, "Can you open the door for me, please?"	……………………………………………………

Role-play Scenarios:

A teacher holds a conversation with his/her student whose academic performance is low.
A police officer sees a man breaking into someone's car, catches him and takes him to the police station for interrogation.
A family conversation where a student shares their school report with parents.

Chapter Nine: USING APPROPRIATE GRAMMAR AND VOCABULARY FOR ORAL COMMUNICATION

Chapter Nine

Using Appropriate Grammar and Vocabulary for Oral Communication

Introduction

Using appropriate grammar and vocabulary enables one to communicate clearly. In this chapter, you will learn to express daily routines and ongoing activities. You will also learn to express family relationships and occupations. Thereafter, you will learn to express ownership/possession and give directions. The competencies developed will enable you to become confident in communicating and understanding thoughts and ideas orally and in writing.

Think About

The difficulties you face in making English sentences.
The efforts you make to compose correct sentences in English.

Activity 1: Expressing Daily Routines

Daily Routine Analysis

Doctor Rose's Routine

"I'm Doctor Rose. I work at Afyanjema Hospital. When I arrive at the hospital in the morning, I sign in the attendance book. I do the morning round in the wards to see the admitted patients (in-patients) and check their progress. Thereafter, I go to the consultation room in the Out-Patients Department (OPD) where I attend patients who have registered for consultation."

Comprehension Questions:

What does Doctor Rose do when she arrives at the hospital?
When does she do the ward round?
What time does she break for tea and lunch?

Create Your Daily Routine

Use the following table to write a paragraph about your daily routine activities:

Activities	Time
Wake up	6:00 am
Brush my teeth and take a bath	6:10 am
Take lunch	1:00 pm
Rest	2:00 pm
Do my homework	3:00 pm
Play volleyball with my friends	5:00 pm

Useful Phrases for Routines:

After that, ...
In the morning/afternoon/evening, ...
At (time), ...
Then, ...
Next, ...
... and then ...
When I ..., ...
... from (time) to (time)

Activity 2: Expressing Ongoing Activities

Present Continuous Tense Practice

Family Activities Dialogue

Mother:

Janet, what are you doing now?

Janet:

I am cleaning the windows.

Mother:

Good. What is Michael doing?

Janet:

He is sweeping the floor, mother. Where is Nuru?

Mother:

She is feeding the chickens.

Practice Questions:

Write a sentence explaining what each person is doing: Janet, Michael, Nuru and their mother.
What are people in different situations doing right now?

Present Continuous Tense:

We use the present continuous tense to talk about actions happening right now or around this very moment. We use a form of the verb "to be" (am, is, are) and add the main verb with an -ing ending.

Examples:

She is playing with her toys.
They are watching TV tonight.
I am studying English now.

Sentence Construction

Create sentences using this structure:

listening to the radio

Mary

are

reading a newspaper

Negative Sentences

Practice negative forms:

Janet is playing netball. → Janet is not playing netball.
They are fetching water. → They are not fetching water.

Activity 3: Expressing Family Relationships and Occupations

Family Relationships

Maganga's Family Tree

Family Relationships:

Maganga and Kalunde have two children: Ali and Suzy
Suzy is married to Peter
Ali is married to Upendo
John and Joyce are Suzy and Peter's children
Idi and Selina are Ali and Upendo's children

Relationship Exercises:

Maganga is Kalunde's ______. (husband)
Suzy is Maganga's ______. (daughter)
Peter is Ali's ______. (brother-in-law)
Upendo is Kalunde's ______. (daughter-in-law)
Joyce is Ali's ______. (niece)

Occupations and Workplaces

Description	Occupation
A person who sells fruits	fruit vendor
A person who types different documents	typist
A person who collects money on a bus	bus conductor
A person who cuts people's hair	barber
A person who repairs motor vehicles	mechanic

Where do they work?

Teacher → school
Doctor → hospital
Accountant → office
Librarian → library
Sports referee → stadium

Activity 4: Expressing Ownership/Possession

Possessive Forms

Possession Practice

Question and Answer Practice

Example:

Question: Is this your pencil?

Answer: No, it isn't mine. It's yours.

Answer: Yes, it's mine.

Sentence Construction

Construct sentences expressing possession:

It is your pen.
They are my books.
It is their house.
They are our parents.

Family Possessions: List things that members of your family own.

My father owns a car, a house and a farm.
My mother ______
My sister ______
My brother ______
My uncle ______

Activity 5: Giving Directions

Direction Practice

Directions to Mjimwema Market

"First of all, take the cattle track through the bush until you get to a dirt road on your left. Follow it until you get to where it branches. Take the right branch and walk down into the valley. Cross the river and walk straight up the hill. At the top, you will see a radio tower on your left, near a huge baobab tree. Walk past the radio tower and carry on straight for about 500 metres until you reach the village office on your right."

Comprehension Questions:

Where did Collins want to go?
How could he get to the dirt road?
What should he cross before going up the hill?
Where is the radio tower?
How far is the village office from the radio tower?

Direction Vocabulary:

Go straight
Turn left/right
Cross the road
Walk past
Continue until
On your left/right
Next to
Between

Practice Activity

Draw a sketch map of your school and explain:

The direction from your home to school
How to get to the chemistry laboratory from your classroom
How to get to the boys' toilets from the main gate

Chapter Ten: CREATING A VARIETY OF TEXTS USING APPROPRIATE TONE AND REGISTER

Chapter Ten

Creating a Variety of Texts Using Appropriate Tone and Register

Introduction

In creating various texts, tone and register are of utmost significance. Tone refers to the attitude or feelings you have about the topic you intend to write on while register is the level of formality or the use of language according to the context. In this chapter, you will learn the main stages of writing texts. Next, you will learn how to write friendly letters and invitations. Thirdly, you will learn how to create dialogues on various topics. Thereafter, you will learn how to create and express your daily and weekly routines orally. The competencies developed will enable you to create a variety of texts using appropriate tone and register according to the context.

Think About

The way you use language in different settings.
The differences you observe when you read different texts.

Activity 1: Recognizing the Main Stages in Writing Texts

The Writing Process

Five Stages of Writing

1. Prewriting

Gathering materials, organizing thoughts, and planning your writing. This is the foundation for your writing - like collecting ingredients for a special meal.

2. Drafting

Putting your ideas in written form. Let your creativity flow and get words down on paper - like a chef's first attempt at preparing a meal.

3. Revising

Reviewing and improving the draft. Checking critically and improving content - like adjusting flavors and spices in a meal.

4. Editing

Polishing the writing to make it error-free. Checking for grammar, spelling, punctuation, consistency and arrangement of sentences.

5. Proofreading

The final step - reviewing the whole text line by line to identify and correct any remaining errors. Like the last tasting before the meal leaves the kitchen.

Discussion Questions:

What is the difference between pre-writing and drafting stages?
What is the difference between editing and proofreading stages?
Which stage do you think is most important? Why?
Is writing without following these stages wrong? Why?

Practice: Choose any topic and write two paragraphs following the stages in writing that you have learned.

Activity 2: Writing Friendly Letters and Invitations

Understanding Tone and Register

Different Tones in Writing

Text A (Happy Tone): "Hello Tahilii! I just called to share some very good news that has filled my heart with joy. This beautiful morning, everything seems to be going just right. I can't help but smile when I think about all the blessings in my life."

Text B (Sad Tone): "I feel very sad today. There's deep sorrow within me. It seems like everything is not going according to plan, and I don't know what to do. I feel lonely and empty."

Text C (Formal Register): "There is a cholera outbreak in our village. Our health centre has reported an increase in the number of patients with the symptoms. Immediate action should be taken, including the provision of clean drinking water and proper sanitation facilities."

Key Definitions:

Tone: The attitude or feelings a writer has about the topic
Register: The level of formality or use of language according to context
Formal Register: Used in academic writing, business communication, official documents
Informal Register: Used in everyday conversations, emails to friends, casual writing

Writing Friendly Letters

Components of a Friendly Letter

P. O. Box 2312
Bububu, Zanzibar
October 16, 2023

Dear Fetty,

I hope this letter finds you well. It feels like ages since we last saw each other. I wanted to drop you a quick note to catch up and say how much I miss you.

My school life at the boarding school has been crazy. When we first arrived early February, a party was organized in our honour. Many Form One students attended it. I could not go because you know how scared I get when I am around many people.

I cannot wait to see you during the December holidays.

Your loving friend,
Poppy

Sender's Address: Write your address on the top right corner

Date: Write the date on the top right corner

Greetings/Salutations: Start with a friendly greeting

Introduction/Opening: Write a sentence or two to introduce the letter

Body: The main part with news, thoughts or questions

Closing: End with a friendly remark

Name: Write your name at the end

Writing Invitations

Creating Invitation Cards

Dear Raheem,

I am planning a birthday party and I want you to be part of the fun.

Date: Saturday, 12th November
Time: 2:00 pm
Place: Tabata Relini

We will be serving different snacks, drinks and cake. Wear anything you feel comfortable in, but make sure it is blue. Your presence is the best present!

Please RSVP by 15th November at the mobile number 0075090000.

I can't wait to see you.

Your friend,
Imma

Invitation Writing Tips:

Use the present continuous tense for plans
Begin with capital letters for days, months, names
Use "hope you can come" to complete your invitation
RSVP means "please reply"
Provide complete information about the event
Give contact information
Specify requirements if any
Review before sending

Practice: Your birthday is coming up, and you want to invite a friend from your class. Write an invitation using all the components listed above.

Activity 3: Creating Dialogues on Various Topics

Dialogue Writing

Environmental Dialogue Example

Manjana:

Hello, guys! Back to today's business; what are we discussing today?

Nyenza:

We agreed to talk about the environment.

Manjana:

Okay! Who can tell us the meaning of environment?

Jamal:

If I can chip in quickly, I believe it is everything around us - the air we breathe, the water we drink, the land we cultivate, animals, even the trees we are sitting under right now.

Nyenza:

I agree. Our environment consists of all things and their surroundings. So it's important to protect it.

Manjana:

Why should we? Protect it, I mean.

Dialogue Analysis:

What is the purpose of this dialogue?
What are the key features of a good dialogue?
Discuss the language features used in the dialogue.

Dialogue Topics

Environmental conservation
School life and challenges
Future career plans
Social issues in community
Technology and education

Dialogue Features

Natural conversation flow
Appropriate character voices
Realistic interruptions
Proper punctuation
Clear topic development

Practice: Compose a dialogue of not more than a page using any topic of your choice. Then, act it out to the class.

Activity 4: Creating and Expressing Daily and Weekly Timetables

Routine Planning

Daily Routines

Morning Routine

Wake up
Make a bed
Wash my face
Take breakfast
Go to school

Afternoon Routine

Return from school
Take lunch
Rest
Do homework
Help with chores

Evening Routine

Study time
Family time
Prepare for next day
Read a book
Go to sleep

Weekly Timetable

Day/Time	Monday	Tuesday	Wednesday	Thursday	Friday	Saturday	Sunday
Morning	School	School	School	School	School	Chores	Church
Afternoon	Homework	Club	Homework	Library	Sports	Study	Rest
Evening	Family	Study	Family	Study	Relax	Social	Plan week

Practice: Using your school timetable, create a 7-day study timetable that includes your academic work, chores, and leisure activities.

MITIHANI POPOTE

Mega Menu

HOT

SECTIONS

ENGLISH LANGUAGE FORM ONE NOTES

Chapter One: USING ICT TOOLS TO SEARCH FOR INFORMATION

Introduction

Think about

Activity 1: Familiarising with various types of search engines and browsers

Lost in the wild

Activity 2: Utilising ICT tools to search for general information

Chapter Two: LISTENING TO VARIOUS TYPES OF INFORMATION

Introduction

Think about

Activity 1: Answering questions based on information from presentations/tasks

Listening to oral information

Responding to questions from others

Activity 2: Practising pronunciation of words from oral, audio and audio-visual sources

Narrating simple events

Activity 3: Writing words heard from oral and audio-visual sources

Activity 4: Reproducing messages from oral presentations

Chapter Three: PRODUCING SHORT AND COHERENT ORAL MESSAGES

Introduction

Think about

Activity 1: Distinguishing words with minimal sound distinctions that have different meanings

DO YOU KNOW?

Activity 2: Practising pronunciation with proper word stress

Activity 3: Pronouncing words with short and long vowels

Words with short vowels

DO YOU KNOW?

Exercise

Words with long vowels

DO YOU KNOW?

Exercise

Activity 4: Practising pronunciation of unfamiliar sounds

DO YOU KNOW?

Exercise

Activity 5: Practising pronunciation of words with similar sounds that have different spellings

Exercise

Chapter Four: DEVELOPING VOCABULARY FROM CONVERSATIONS AND WRITTEN TEXTS

Introduction

Think about ways to improve your vocabulary.

Activity 1: Writing new vocabulary from conversations and written texts

Vocabulary from conversations

DO YOU KNOW?

Vocabulary from written contexts

Seaweed cultivation in Zanzibar

Annual event

Exercise 1

Exercise 2

Activity 2: Playing vocabulary-building games using digital and non-digital resources

Playing charades

Playing picture games

Playing flashcard games

Playing bingo games

Task

Introduction

Think About

Activity 1: Expressing Ideas or Opinions with Proper Grammar and Vocabulary

Activity 2: Constructing Sentences Using Appropriate Grammar

Exercise: Fill in the blanks with the correct article

Types of Pronouns

Exercise: Fill in the blanks with the correct pronoun

Activity 3: Debating with Proper Grammar and Vocabulary

Introduction

Think About

Activity 1: Sequencing Events

Sequential Words

Exercise: Complete the Story

Activity 2: Summarising Stories

Methods of Summarising

Main Characters:

Activity 3: Retelling Stories

Techniques for Successful Story Retelling

Introduction

Think About

Activity 1: Paraphrasing Various Oral Messages

What do you do when you paraphrase?

Understanding Paraphrasing

Activity 2: Responding to Oral Messages from Different Contexts