Baseline Orientation Course Teacher's Book - 080209

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Baseline Orientation Course

for Form One
Teacher’s Book
Mathematics,
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Science and
Social Sciences
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Tanzania Institute of Education
BASELINE TEACHERS.indd 1 3/7/22 4:19 PM

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Baseline Orientation Course for Form One
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© Tanzania Institute of Education 2022
Published 2022
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ISBN: 978-9987-09-408-0
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P.O.BOX 35094
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Dar es Salaam
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Tanzania
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Mobile phone: +255 735 041 170/+255 735 041 168

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E-mail: director.general@tie.go.tz
Website: www.tie.go.tz
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All rights reserved. No part of this textbook may be reproduced,

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stored in any retrieval system, or transmitted in any form or by any

means whether electronic, mechanical, photocopying, recording,
or otherwise, without prior written permission of the Tanzania
Institute of Education.
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Contents
Acknowledgements.................................................................... v
Non-English words used in the coursebook.............................vi
Introduction............................................................................... vii
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Structure and organisation of the book................................... 1
Teaching listening ................................................................1
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Teaching speaking ................................................................2
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Teaching reading...................................................................4
Teaching vocabulary.............................................................5
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Teaching grammar................................................................8
Teaching writing ..................................................................8
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Lesson One: My life at secondary school................................... 9
Lesson Two: Myself and the family........................................... 14
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Lesson Three: My hopes and dreams........................................ 20

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Lesson Four: Arithmetic operations.......................................... 24

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Lesson Five: Numbers............................................................... 29

Lesson Six: Geometrical shapes and fractions........................... 34
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Lesson Seven: Identifying living and non-living things............ 38

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Lesson Eight: Domestic and non-domestic animals.................. 43

Lesson Nine: Useful and harmful insects.................................. 48
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Lesson Ten: Plants..................................................................... 54

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Lesson Eleven: The human body............................................... 60

Lesson Twelve: Diseases............................................................ 66
Lesson Thirteen: Our earth....................................................... 72
Lesson Fourteen: People and places......................................... 77
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Lesson Fifteen: Conserving our environment........................... 83
Lesson Sixteen: Measuring instruments.................................... 90
Lesson Seventeen: Safety and first aid kit................................. 96
Lesson Eighteen: Laboratory rules and symbols...................... 103
Lesson Nineteen: Science apparatus......................................... 110
Lesson Twenty: Measurement in science................................. 114
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Lesson Twenty-One: Simple machines.................................... 120
Lesson Twenty-Two: States of matter...................................... 124
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Lesson Twenty-Three: Our history.......................................... 128
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Lesson Twenty-Four: Social organisations ............................. 135
Lesson Twenty-Five: Our governance...................................... 141
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Lesson Twenty-Six: Our cultural values................................... 146
Lesson Twenty-Seven: Our basic rights................................... 151
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Lesson Twenty-Eight: Tourism and the Tanzanian economy.. 155
Lesson Twenty-Nine: The end of gender inequality................ 161
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Lesson Thirty: Drug abuse and alcoholism.............................. 167

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Lesson Thirty-One: Time management................................... 171

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Lesson Thirty-Two: Dealing with peer pressure and bullying.176

Lesson Thirty-Three: Entrepreneurship.................................. 180
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Lesson Thirty-Four: Social media........................................... 185

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Acknowledgements
The Tanzania Institute of Education (TIE) would like to acknowledge
the contributions of all the organisations and individuals who
participated in designing and developing this textbook. In particular,
TIE wishes to thank the University of Dar es Salaam (UDSM), the
University of Dodoma (UDOM), the Open University of Tanzania
(OUT), Mkwawa University College of Education (MUCE), school
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quality assurance offices, teachers’ colleges and secondary schools.
Besides, the following individuals are acknowledged:
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Writers: Ms Neema B. Matingo (TIE), Mr Yesaya Mweteni
(UDSM), Dr Eliakimu Sane (UDOM), Dr Julius E.
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Frank (OUT), Mr Rajabu S. Abdillahi (Mawenzi
Secondary School), Mr Constantine R. Kangalawe
Editors:
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(Temboni Government Secondary School) & Ms
Mary M. John (Mbezi Inn Secondary School)
Dr Gerald Kimambo (UDSM), Dr Yunusi C.
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Ng’umbi (UDSM), Dr Julius J. Taji (UDSM),
Dr John M. Biseko (UDOM), Dr Philpo John
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(MUCE), Dr Ancyfrida Prosper (OUT) & Dr

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Francis Kilowoko (MUCE)

Designer: Silvanus A. Mihambo
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Illustrator: Alama arts

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Cartographer: Anna P. Mushi

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Coordinator: Ms Neema B. Matingo

TIE also appreciates the participation of secondary school teachers
and students in the trial phase of the manuscript. Likewise, the
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Institute would like to thank the Ministry of Education, Science and

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Technology for facilitating the writing and printing of this teacher’s

book.
Dr Aneth A. Komba
Director General
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Non-English word used in the coursebook

Doogi a hehe word to mean beans
Gongo a local spirit (a strong alcoholic drink)
Jando traditional teachings that are offered to boys that
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accompany initiation rites and circumcision.
Mgolole a Hehe white traditional dress worn by men.
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Mtwa It is a title given to some Hehe leaders. It is equivalent
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to cheif.
Unyago
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traditional teachings offered to girls that accompany
initiation rites, music and dance.
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Wugimbi a Hehe traditional beer made from a mixture of maize
and millet.
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Introduction
English is the language of instruction at secondary education in
Tanzania. Since learners are taught using Kiswahili as a medium
of instruction at primary school, orienting them using English
as the language of instruction is important. Accordingly, the first
six weeks of secondary education should necessarily be spent for
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English language orientation. This Orientation Course aims to
enable students to acquire language skills required for curriculum
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and instruction.
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This Teacher’s Book, therefore, is meant to be a handy tool for
teaching by integrating language supportive pedagogy during the
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Baseline Orientation Course for Form One students. It provides
key information to enable both English language teachers and
other subject teachers to guide learners through acquiring English
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language skills necessary for subsequent learning. Collaboration
between English teachers and other subject teachers in teaching the
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language of instruction is emphasised. This is because every subject

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has language-specific skills that the English teacher may not be

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able to reinforce. Therefore, the book assists teachers in integrating

language supportive teaching content as they teach other subjects.
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It has language accessible activities that bridge the gap between

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students and teachers during the teaching and learning process.

It also guides teachers through teaching the four language skills
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as they teach other subjects. It helps teachers in identifying the

four main language skills namely listening, speaking, reading and
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writing along with the acquisition of contents of the basic subjects.

Teachers are encouraged to continue using these skills up to higher
level classes in secondary education since language acquisition is a
continuous process.
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All activities in this book are in line with the lessons designed in the
Student’s Book. One way to see an improvement in your students’
English language skills is to give them opportunity to interact and
collaborate in language activities in their daily practices. Such
practices should be fun, practical and relevant. In this case, the
activities provided are designed to encourage students to focus
on oral instructions, visualise the tasks given, and complete them
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correctly.
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Structure and organisation of the book

Lesson titles
The lesson titles are similar to those included in the Student’s Book.
They bear the titles of the main passage in the lesson stories. They
also provide situations for practising the activities for the four
language skills.
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Teaching listening
Listening activities are in three areas in each lesson. These are pre-
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listening, while-listening, and post-listening activities.
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Pre-listening activities
These activities aim at preparing students for what they are going
to listen to by setting its context. They help you to explore the
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students’ background knowledge and to motivate them to listen.
The activities are simplified to contextualise the students’ prior
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understanding of the text.
(a) While-listening activities
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These activities aim at enabling students to identify important

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things in the text they are listening to and make them pay attention
to the listening task. Ample time for students to jot down key points
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depending on their speed of reading and the requirements of the

task is provided.
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(b) Post-listening activities

These activities aim at enabling the students to reflect on the
listening experience. You can ask questions beyond the text to
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enable the students to relate the text with their daily life experiences.
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You should use various audio and audio-visual materials as

supplementary resources to improve students’ listening skills. Such
materials can be obtained from online sources.
Suggested teaching and learning resources
(a) television
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(b) audio-visual materials
(c) recorded speeches
(d) smartphones
(e) internet
(f) computer
(g) audio script and written music
(h) audiobooks
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(i) speakers for audibility
Nevertheless, you are advised to improvise teaching and learning
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materials according to your school environment.
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Suggested teaching and learning strategies
(a) Story telling
(b) Games
(c) Listening and drawing
(d) Listening to a secret message
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(e) Listening to a dialogue
(f) Guessing what it is
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(g) Questions and answers

Teaching speaking
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Students learn to speak in the second language through interaction

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and collaboration. The ability to communicate in a second language

can clearly and efficiently contribute to the success of the learners
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at school and later in life. Speaking activities in the Student’s Book,

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therefore, allows them to communicate with one another in English.

This book provides you with the knowledge on creating a classroom
environment where students can have real-life communication
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through meaningful tasks to promote oral language. This can

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only succeed if you encourage them to collaborate in groups and

complete the tasks together.
Suggestions for teachers in teaching speaking
The following are some suggestions for teachers while teaching
speaking skills:
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(a) Provide the maximum opportunity to students for speaking the
target language. A rich environment that contains collaborative
work, authentic materials and tasks, and shared knowledge is
essential.
(b) Involve each student in every speaking activity; for this aim,
practise different ways of student participation.
(c) Reduce teacher speaking time in class while increasing student
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speaking time. Step back and observe the students.
(d) Be positive when commenting on a student’s response.
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(e) Ask eliciting questions such as “What do you mean? and “How
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did you reach that conclusion?” to prompt students to speak
more.
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(f) Provide written feedback like “Your presentation was really
great. It was a good job. I really appreciated your efforts in
preparing the materials and the efficient use of your voice…”
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(g) Do not correct students’ pronunciation errors very often while
they are speaking. Corrections should not distract the student
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from his or her speech.

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(h) Involve speaking activities not only in the class but also outside
of the class; teachers and other people can assist you in these
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activities.
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(i) Move around the classroom to ensure that your students are on
the right track and see whether they need your help while they
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are working in groups or pairs.

(j) Provide the vocabulary that the students need in speaking
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activities before the class.

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(k) Identify challenges the students face in expressing themselves

in English and provide them with more opportunities to practise
speaking in the target language.
Suggested teaching and learning strategies
(a) Story telling
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(b) Games
(c) Role playing
(d) Interviews
(e) Reading a dialogue
(f) Picture narrating
(g) Questions and answers
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Teaching reading
Reading involves a great level of concentration. Students need to
be assisted in using different exercises such as scanning, skimming,
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and intensive as well as extensive reading to improve their English.
Some useful steps in teaching reading
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Step 1: Engage the students. The first step in teaching reading to
students is to get them «warmed-up» by engaging them in the topic
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of the reading passage. Engaging the students aims to introduce
the theme or topic of the reading. The student can be engaged, for
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example, by using visuals or a “warm-up” conversation. If you use
visuals, ask a question, such as “Who do you think lives here?” You
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should elicit responses from the students. Remember that lessons

should be student-focused. Hence, the students should do most of
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the talking.
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Step 2: Pre-teach new vocabulary. When preparing reading

activities, decide the vocabulary (lexis) that is critical for the
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learners to understand the story.

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Decide how you will teach the new words or keywords. You teach
key vocabulary which is critical to understanding the passage. This
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part of the lesson should not take too much time.

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Step 3: Ask a focus question. A lesson plan for teaching reading to

students should have a focus question. Write a question that covers
about three-quarters of what the main text is about to guide the
reading exercise. For advanced level students, ask a “gist” question.
This is a question whose answers the students should deduce from
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reading the passage.
Be sure to write the focus question on the board so that all students
can easily see it.
Step 4: Let the students read. Be sure to allow enough time for
the students to read the entire passage. You will have to observe
them to see how they are doing and when they finish. If one student
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is taking a long time to read, you can decide whether or not you
should wait until he or she finishes reading.
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Step 5: Ask questions about the reading. First, ask the students a
focus question.
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Besides, ask the students a few other questions about the reading.
If the students fail to answer the questions, allow them to read the
passage again.
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Step 6: Follow up with a task. A lesson plan for teaching reading
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to students should always be followed up with an oral or written
task. This allows them to bring in their knowledge of the topic and
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helps to reinforce comprehension and learning.

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Step 7 (Optional): Follow up with an activity. If you have extra

time, you can include another activity. This could be additional
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writing or speaking practices. It is helpful to include a specific

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activity into your lesson plan, but you can also be flexible. If the
students raise something they seem particularly interested in, ask
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them to write about or to continue with the conversation about it.

Besides, teaching reading comprehension, you can use these reading
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strategies to teach grammar which is embedded in the passage.

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Teaching vocabulary
Effective vocabulary instruction within the classroom involves
providing opportunities to motivate, model, master, magnify and
maintain vocabulary knowledge with meaningful feedback guiding
the learning sequence.
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Motivate
Students need to understand the benefits of a rich vocabulary. As
with all teaching, some students may be naturally curious, while
others will need to be coaxed into the journey of learning. Some
tips and tools for enhancing motivation are as follows:
(i) Take the time to demonstrate the importance of a rich
vocabulary;
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(ii) Make word exploration an integral part of classroom culture;
(iii) Create a word-rich environment;
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(iv) Find puns, jokes and other comic devices to add engagement
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to word studies, especially those that humorously interchange
multiple meanings; and
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(v) Prepare a word of the week with a challenge to use it creatively
in that week’s work.
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Model
In an explicit approach to vocabulary instruction, teachers should
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model the skills and understanding required to develop a rich

vocabulary.
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(i) Say the word carefully. Pronunciation is critical to allow

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students to make strong connections between written and

spoken language. Use syllabification to assist in articulating
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each part of the word appropriately.

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(ii) Write the word. There is a strong correlation between spelling

and vocabulary. For students to access their vocabulary in both
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passive and active contexts, they must be equipped to spell

new vocabulary.
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(iii) Give a student-friendly definition. The concise nature of

dictionaries means they require significant vocabulary
knowledge to interpret. Providing students access to
dictionaries and thesauruses alone will not necessarily give
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them the information they need to understand the meaning of a
word. Provide a definition that is meaningful for students, their
experiences and their existing vocabulary knowledge.
(iv) Give multiple meaningful examples. Use the word in sentences
and contexts that are meaningful to students. Do not provide
only one example. Provide a wide range of examples to allow
everyone to connect and relate to the word.
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(v) Ask for student examples. It may be valuable to have students
attempt to articulate their own examples of the word in
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context. Including this in the explicit teaching phase, provides
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opportunities to clarify multiple meanings and deal with
misconceptions.
Mastery
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Provide opportunities for students to help them master new
vocabulary in context through listening, speaking, reading and
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writing.
The best way to help students remember the words is by using
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them. The following methods can help the learners to consolidate

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their vocabulary knowledge:

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(i) Show students how to recognise new words.

The best way to help students to remember and retain the new
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words they are introduced to is to connect the new words with

objects in the real world. Pictures and flashcards are good,
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but real-world items are even better. This can be difficult with
more abstract words, but by dedicating more time and thought,
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the image or object used and your explanation of it will help

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build the student’s understanding.

(ii) Reinforce them to remember new words.
After a word has been introduced, students should see it at least
several times to commit it to memory. Activities like ‘fill in the
blank’ and ‘word bingo’ help students make strong connections
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between different words introduced to them.
(iii) Let them use their new words.
After being exposed to new words, students are ready to find the
ways they can use these words to make meaning. Activities like
using a word in a sentence, mind maps, fill in the blanks (with no
options) develop students’ use of words as tools for meaning and
communication.
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Teaching grammar
The following are three main ideas while creating grammar lessons:
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(a) Contextualise
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We all know that grammar should never be taught in isolation.
By teaching your students grammar in context, you will help
them to understand its usage better.
(b) Incorporate all skills SE
Grammar cannot be taught as a stand-alone item. Incorporate
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your target grammar in your reading, listening, and writing
activities to help reinforce your students’ understanding of its
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usage from the beginning of the lesson.

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(c) Teach thematically

Always teach with a theme in mind. This helps them make
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connections to their daily context, which in turn helps them to

remember better.
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Teaching writing
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Writing is often overlooked in teaching and learning. Emphasis

on English writing skills is essential, and it has long-term benefits.
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Writing skills will be useful to students in various situations, and

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they can help students develop a well-rounded English skill set.
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Lesson One
My life at secondary school
Introduction
In this lesson, students will learn the language skills for describing
things. They will learn how to describe things that are happening
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now and things that will happen in the future. They will also learn
the vocabulary used in school.
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Activity 1: Listening practice
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Pre-listening activity
(a) Ask the students how they feel to join secondary school.
While-listening activity
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(b) Ask the students to listen to a song attentively you sing to them
and answer the questions at the end.
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(c) Tell them to jot down points when you will be singing the song
It is a lesson you should heed, try, try again
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If, at first, you do not succeed, try, try again

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Then, your courage will appear, if you will persevere

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You will conquer, never fear, fear, fear, away.

(d) Sing the song once and then ask the following question:
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What can you do to succeed in life?

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Post-listening activity
Guide them through answering the questions under Activity 1(a) in
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the Student’s Book.

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Possible answers for the questions in Activity 1(a)

1. The message I get is that I should not lose hope when I do not
succeed in doing something.
2. If I have failed to do something, I should keep on trying.
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3. If I try to do something several times, I will have courage and
succeed.
4. Fear discourages us from succeeding.
Activity 2: Speaking practice
(a) Let each student say the time they woke up. Give them the
language structures to say the time they woke up. For example,
“I woke up at ….”
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(b) Ask the students to say who accompanied them to school. Give
them the language structures like, “My mom/ dad …,” “My
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dad and …”
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(c) Ask the students to say what they liked in the school environment.
Give them the language structures to express what they liked.
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For example, “In the school environment, I liked…,” or “What
I liked in the school environment is…”
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(d) Guide the students through describing what excited them at
school. Give them language structures like “I was excited
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because…” or “What excited me at school was …” or “At

school, I…which excited me.
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(e) Guide them through reading the tongue twister in Activity 2(b)
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in the Student’s Book.

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Activity 3: Reading practice

(a) Ask the students to read the passage twice.
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(b) Ask them to answer the questions under Activity 3 in the

Student’s Book after reading the passage.
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Possible answers for the questions in Activity 3

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1. The speaker is happy because, next week, he/ she will

become a secondary school student.
2. The speaker’s friend is Gwaki.
3. The motto of Masebe Secondary School is ‘Education is
Life’ (Guide the student to state their school motto)
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4. Guide students to differentiate horror movies from comedy
ones. The focus here is to make students learn the language
of differentiating things. Make them learn the use of words
like while, but, whereas, the difference between … and …
is that …”
i. Horror movies evoke fear while comedy create
happiness or make the audience laugh.
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ii. Comedy movies evoke happiness, whereas horror
movies evoke fear.
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5. After shopping, they will go home.
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6. After returning home, they will plan what to do to become
successful students.
Activity 4: Vocabulary practice
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(a) Ask the students to read aloud the words in the box. The focus
here is to help them pronounce the words correctly. Use a
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dictionary to guide you.
Words Meaning
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horror creating fear

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comedy creating happiness

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strict following rules

improve make or become better
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time management to use time efficiently

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timetable a chart showing time to do activities

play time time for playing
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future the time after the present

subject an area of knowledge that you study at
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school
uniform a type of clothing worn by all students
Ask the students to construct sentences from the words under
Activity 4(a) in the Student’s Book. Lead them into reflective
thinking.
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Examples of sentences
1. That boy has horror practices.
2. Jenga likes comedy.
3. The rules are strict.
4. The subject we learned today is Maths.
5. Our school uniform is attractive.
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6. Play time is included in the timetable.
7. Students should have time management skills.
(b) Guide students through filling in the blanks with the correct
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word from the box in Activity 4(b) Student’s Book.
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Answers to the questions in Activity 4(b)
1.
2.
3.
improve
play time
timetable
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4. subjects
5. future
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Activity 5: Grammar practice

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(a) Ask the students to read the phone conversation and answer the
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questions that follow.

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(b) Ask the students to find sentences in the passage with “will” and
“won’t” and copy them in their exercise books.
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(c) Ask them to write four sentences of their own with “will” and
“won’t”.
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(d) Guide them through identifying the questions beginning with

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“will” and copying it in their exercise books.

Answers under Activity 5(b)
1. I think
2. I will
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3. I don’t think
4. I won’t
5. I will
Activity 6: Writing practice
Guide the students through writing a passage about their plan
to excel in their lives. They can develop different stories in their
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passages but give them guidelines as found in the Student’s Book.
An example of a passage in Activity 6
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I plan to have a good life. Therefore, I will arrive at school on time
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every day and I will be sleeping at 9:00 p.m. so that I wake up
early for school. I will do every assignment given at school. If I
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miss any assignment, I will ask my teacher to give me another.
Moreover, I will be nice to my classmates and help them when they
need my help and I will show love and respect to my teachers for
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them to teach me well. I will respect everyone. I will also prepare
my timetable for the activities every week, which will help me to
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manage my time well. Sometimes I will use my private time to read

about animal husbandry because I want to keep cattle for business.
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I will study hard to acquire knowledge and skills at school and I

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will cooperate with my friends to do well in all the subjects taught.

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Lesson Two
Myself and the family
Introduction
This lesson helps students to talk about themselves and their
families. They will learn to talk about the people they know well.
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They will also learn the vocabulary used in talking about family. By
the end of the lesson, they will be able to express events in their own
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lives and that of others.
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them the following questions:

(i) What is your name?
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Guide the students through talking about themselves by asking
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(ii) How many members does your family have?
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(a) Ask the students to listen attentively to a story and answer
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questions at the end.

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(b) Read the story twice.

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Halima’s family
Halima’s family is large. It consists of ten members. The parents and
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their children make a total of six members. Halima’s grandfather

and grandmother also live with them. Besides, the parents have
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adopted two orphans. It is now an extended family.

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Guide the students through answering the questions in Activity 1(a)
Possible answers to the questions in Activity 1(a)
1. Halima’s family consists of ten members.
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2. The family has four biological children.
3. The parents have adopted two orphans.
4. It is an extended family because it includes parents, biological
children and other relatives.
(a) Guide the students through reciting the poem in small groups
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by taking turns. Let them correct one another when some words
are mispronounced. Help to correct mistakes when necessary.
(b) Guide them through answering the questions in Activity 2 in
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Answers to the questions in Activity 2
1. The poem is about a person who is proud of being African and
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ambitious to be a teacher.
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The person talking in the poem is Kisulo, an African who wants
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to be a teacher.
3. She wants to be a teacher because she wants to rescue the
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ignorants out of the darkness.

N
4. The person in the poem is a tall and slim African. She is also
LI
funny, kind, smart and generous. Besides, she is good at English.

(c) Guide students through thinking about themselves. Let them
N
use the poem as their guide.

O
Example
I am …(name). I live at …. (place). I am neither tall nor
R
short. I am good at telling stories. My ambition is to become a

successful entrepreneur.
FO
Activity 3 Reading practice

(a) Guide students through reading the passage.
(b) Guide them through answering the questions in Activity 3(a)
in the Student’s Book. Their role is to decide whether the
statements are true or false.
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Answers to the questions in Activity 3(a)
1. False 6. True
2. True 7. False
3. False 8. False
4. False 9. True
5. False 10. False
LY
(c) Ask the students to study the family tree and complete the
sentences provided.
Answers to the question in Activity (3b)
N
1. Grandfather
O
2. Grandmother
3. Nephew
4.
5.
Niece
Cousin…. and…...cousin SE
U
(d) Ask the students to match the words in Column A with their
descriptions in Column B in Activity 3(c) in the Student’s Book.
E
Answers to the question in Activity 3(c)

N
1. Cousin - My uncle or aunt’s child

LI
2. Nephew - My brother or sister’s son

3. Uncle - My mother’s brother
N
4. Grandfather - The father of my parents

O
5. Niece - The daughter of my brother or sister

R
(a) Ask the students to read the words in the box in Activity 4(a) in
FO

place of residence parents (father, mother) brothers/
sisters grandfather grandmother school subjects
(b) Ask the students to construct one sentence for each word in
Activity 4 (a) in the Student’s Book.
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Example of sentences in Activity 4(b)
1. My place of residence is Arusha.
2. My mother is an entrepreneur, but I want to be a teacher.
3. My father is a teacher, and my brother is an engineer.
4. Is your grandfather alive? Only my grandmother is alive.
(c) Guide the students through playing the “Guess What game.”
LY
The following questions may be used to guide the game:
1. What is the nationality of the people from Ghana?
N
2. What is the nationality of the people from Finland?
O
3. What is the nationality of the people from Egypt?
4. What is the nationality of the people from Greece?
5.
6. SE
What is the nationality of the people from Turkey?
What is the nationality of the people from Germany?
U
7. What is the nationality of the people from Cameroon?
8. What is the nationality of the people from Israel?
E
9. What is the nationality of the people from Botswana?

N
10. What is the nationality of the people from Comoro?

The class should be divided into two groups: the clue givers
LI
and the guessers. The clue givers must have the vocabulary
N
above written on a card and must provide clues to the guessers

O
who must attempt to identify the correct vocabulary.

R
(a) Ask the students to read the five sentences in Activity 5(a). Then
FO
change them into questions.

1. Do the children think they will go abroad?
2. Do we think we will travel tomorrow?
3. Does Sia think the train will arrive on time?
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4. Does she think she will score the highest marks?
5. Do they think the patient will recover soon?
(b) Ask them to change the sentences they have studied into
negative forms in Activity 5(a).
Answers to the question in Activity 5(a)
1. The children do not think they will go abroad.
LY
2. We do not think we will travel tomorrow.
3. Sia does not think the train will arrive on time.
N
4. She does not think she will score the highest marks.
5. They do not think the patient will recover soon.
O
(c) Ask the students to study how to introduce themselves and
others. Provide them with a demonstration if necessary.
SE
(d) Ask the students to read the sentences provided and write what
they think will happen.
U
(e) Ask the students to write three sentences for each of the
expressions given.
E
Example
N
1.…… think …... 2. I think it will rain soon.

LI
(f) Ask them to write five activities they like to do at home every
day.
N
(g) Ask them to write five activities they don’t like to do.
O
(h) Ask them to write five things their friends don’t like to do.
(i) Ask them to study the sentences which express the simple
R
present tense.
FO
Example. I wake up at 5:30 a.m every day.

(j) Ask them to write the sentences provided in the simple present
tense by changing the words in brackets into the correct form
in Activity 5(i) in the Student’s Book,
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Answers to the questions in Activity 5(j)
1. goes
2. likes
3. write
4. walk
5. wash
LY
6. speak
7. drive
8. sweeps
N
9. picks
O
10. teach
SE
(a) Instruct the students to write a paragraph on five things their
families do every day.
U
(b) Ask them to punctuate the story provided in Activity 6 in the
Student’s Book. Detect problems arising and provide the
E
students with solutions.

N
Answers to the question in Activity 6(b)

LI
My mother wakes up at 6:00 a.m every morning while my father

wakes up earlier than my mother. She prepares breakfast for us
N
while my father feeds the cows. At 7:00 a.m, we take breakfast;

O
after that, I go to school. Usually, it takes me 5 to 10 minutes to get

there because we live near the school. On the way, I always meet
my two friends, Mwanzani and Carista. We talk about the previous
R
lessons and homework as we walk to school.

FO
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Lesson Three
My hopes and dreams
Introduction
In this lesson, students will learn about the future plan through
playing the Whispering game for listening practice. They will
LY
study pictures of people performing different duties in their careers.
Then, they will read a story titled “My hopes and dreams” before
N
answering some questions. In the same lesson, students will do
grammar, vocabulary, and writing practices.
O
Activity1: Listening practice
SE
(a) Tell the students that they are going to play the Whispering
U
game.
(b) Guide them through playing the game by instructing the rules
E
of the game and rewards for successful players.

N
(c) Ask the students to form five groups and from each group pick
one student who will take the whisper to the group.
LI
N
(d) Guide them through playing the game using the following
O
whispers:
First group: When I’m thirty, I’ll have my own house.
R
Group two: When I’m twenty-five, I’ll own my company.

FO
Group three: When I’m twenty, I’ll be studying at university.

Group four: Physics makes us engineers.
Group five: Hardworking will make me a millionaire.
(e) Ask the first group members to pass the whisper to the next
group members.
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(f) Instruct them to continue to pass the whisper until the last
group member says it aloud.
(g) Reward the group that passes the whisper accurately.
(h) Ask the students the following questions:
1. Which country would you like to visit?
2. What would you like to study when you go to university?
LY
Why?
3. Who would you like to be in the future?
N
4. How many children would you like to have?
O
5. What kind of house would you like to have?
(i) Guide them through answering the questions appropriately.
(The students’ answers may vary)
Activity 2: Speaking practice SE
(a) Ask the students to study the picture and answer orally the
U
(b) Guide them through answering the questions appropriately.
E
(Allow different but relevant answers to reinforce speaking.)

N
The following are proposed answers:

LI
1. Students should describe the picture (e.g. I see…a car a

camera man/photographer, a tailor, a teacher, a car driver,
N
a musician, etc.).
O
2. Tailoring, driving, teaching, singing, video shooting/photo

taking
R
3. My favourite activity is………... (The students’ answers

may vary).
FO
(e) Guide the students through talking about the jobs they wish to
do when they grow up. You can use the following questions as
guides:
1. What would you like to do when you grow up?
2. Who would you like to be? Why?
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3. What would you like to do after graduating from
university?
(a) Ask the students to read the passage aloud in turns.
(b) Guide them through reading the passage aloud in turns and
identify difficult words for them to pronounce.
LY
(c) Guide the students through pronouncing the identified words
correctly.
(d) Ask the students to re-read the passage silently while writing
N
answers for the comprehension questions.
O
(e) Guide them through answering the questions appropriately.
Possible answers
1.
2.
SE
Tula wants to become either a doctor or a teacher.
Tula would become a millionare by starting a business.
U
3. Tula’s success would make her parents proud.
4. To make the world a better place to live in is in Tula’s top
E
list of dreams.
N

LI
(a) Ask the students to read aloud the words in the box and identify
the words which are difficult for them to pronounce.
N
(b) Guide them through pronouncing the identified vocabulary

O
correctly.
(c) Ask the students to find the meaning of each vocabulary.
R
(d) Guide them through getting their appropriate meaning.

FO
(e) Ask the students to choose any six words from the box and
construct a sentence for each.
(f) Guide them through constructing meaningful sentences.
(g) Ask the students to choose correct words of occupation from
the box in Activity 4(b) and use them to complete sentences
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given.
(h) Guide them through choosing words and using them
appropriately to complete the sentences.
(a) Ask the students to read aloud the expressions in the table and
identify those which are difficult for them to pronounce.
LY
(b) Guide them through pronouncing the identified words correctly.
(c) Ask the students to construct sentences using expressions in
N
Activity 5(a).
O
(d) Guide them through constructing relevant sentences.
(e) Ask the students to use the questions in Activity 5(b) to express
what they will do.
SE
(f) Guide them through answering the questions appropriately.
U
(g) Ask the students to read the saying in Activity 5(c) and answer
questions 1-4.
E
(h) Guide them through answering the questions appropriately.

N

LI
(a) Ask the students to write three sentences about their hopes and
dreams.
N
(b) Guide them through writing their sentences appropriately.

O
(c) Ask the students to answer the questions in Activity 6(b).

(d) Guide them through answering the questions correctly.
R
FO
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Lesson Four
Arithmetic operations
Introduction
In this lesson, students will learn about arithmetic operations.
Arithmetic is a branch of Mathematics that deals with numbers
LY
and basic operations such as addition, subtraction, multiplication
and division. Thus, students mastering them will develop their
N
mathematical ability in arithmetic operations. Therefore, students
will learn the language used in arithmetic operations.
O
(a) Ask the students pre-listening questions. SE
U
(b) Guide the students through listening to the following passage:
E
Read the passage twice.

Juma goes to the market to buy mangoes. He buys twelve
N
mangoes: four for himself, two for his young sister and one
LI
for each of his friends. He doesn’t want to give his young

sister three mangoes because if he does that he will remain
N
with a few mangoes for his friends. Juma also thinks that his
sister is too young to finish three mangoes. Juma is very good
O
at dividing, subtracting, adding and multiplying things. His

teacher, Mr Masumbuko who is very good at Mathematics,
R
teaches him.
FO
(c) Instruct the students to sit in groups of four and guide them
through discussing the questions. (Activity 1 (a) in the Student’s
Book).
1. How many mangoes did Juma buy?
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2. Why does Juma give two mangoes to his young sister?
3. How many friends does Juma have?
4. What is Juma good at?
(a) Demonstrate how to pronounce the tongue-twisters as students
listen attentively in Activity 2 (a) in the Student’s Book.
LY
(b) Guide the students through reading the tongue-twister aloud
several times, in chorus, groups, and individually to practise
pronunciation.
N
(c) Instruct the students to sit in groups of four and guide them
O
through reading words in the table and answering the questions
in Activity 2 (b) in the Student’s Book.
SE
(d) Guide the students through answering the questions in Activity
2(b) in the Student’s Book.
U
1. (i) +
E
(ii) −
N
2. 10 ÷ 2 =
LI
3. 2×3=
N

O
(a) Ask the students to read the passage under Activity 3(a) and
answer the questions that follow.
R
(b) Guide them through reading aloud in turns and note the words
FO
which they fail to pronounce correctly.

(c) Guide the students through pronouncing the words correctly.
(d) Ask the students to repeat reading the passage silently and
answer the comprehension questions.
(e) Guide them through writing correct answers from the passage.
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You may use the following proposed answers:
1. The King had three daughters before the triplets.
2. After the birth of the triplets, he had six daughters.
3. A float of crocodiles lived in the river.
4. Three daughters were left after one was captured by the
LY
crocodile.
5. King Jua’s sons had two wives because Ilunjile was a
N
polygamous society.
6. Three arithmetic operations were performed in the story,
O
namely subtraction, addition and division.
7. One child fell into the river.
8. Students’ responses may vary.
SE
U
1. True
2. False
E
3. False
N
4. False
LI
5. False
N

(a) Ask the students to read aloud the words in the table (Activity
O
4(a) in the Student’s Book).

R
(b) Guide them through pronouncing the words correctly.

(c) Instruct them to find the meaning of the words in the box
FO
(Activity 4(a) in the Student’s Book).

(d) Instruct the students to find the meaning of the words from a
dictionary and write in their exercise books (Activity 4(a) in
the Student’s Book).
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(e) Guide the students through finding other information given
in the dictionary about the words subtraction/subtract, take
away, minus, the difference between, addition/add, total of,
sum of plus, equals, is equal to, goes into, numbers, times,
multiplied by, product of quotient, and divide (Activity 4(a) in
LY
(f) Guide the students through writing example sentences for the
given words in Activity 4(c) in the Student’s Book.
N
(g) Guide the students through writing verb forms of the provided
words in Activity (4b) in the Student’s Book.
O
Suggested answers in Activity 4(b)
1.
2.
add SE
multiply
U
3. divide
4. calculate
E

N
LI
Minus
plus
N
total
times
O
result
equivalent
R
FO

(a) Instruct the students to write sentences in numerical form in
Activity 5(a) in the Student’s Book.
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1. 6 + 5 = 11
2. 20 − 7 = 13
3. 20 ÷ 5 = 4
4. 20 × 5 = 100
5. 4 × 3 = 12
LY
(b) Instruct the students to answer the questions in Activity 5(b) in
N
O
1. one hundred and eighteen
2.
3.
4.
thirty-three
thirteen
twenty-seven
SE
U
5. seventy-nine
6. two
E
7. eighty
N

LI
(a) Guide the students in pairs through adding numbers in Activity

N
6(a) in the Student’s Book.

O
(b) Guide the students through adding the numbers both

horizontally and vertically to the puzzle in Activity 6(b) in the
R
Student’s Book.
FO
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Lesson Five
Numbers
Introduction
In this lesson, students will learn how to read numbers in words
and numerals. They will also listen to mathematical riddles and
LY
counting songs which offer both speaking and reading practice
relating to numbers. Besides, they will be introduced to arithmetic
N
vocabulary and types of numbers with their operations. Lastly, they
will learn how to use articles appropriately.
O
SE
(a) Ask the students the following pre-listening questions on
U
numbers:
1.How many times does your father visit school?
E
2.How long did it take you to complete primary education?

N
3.How long is it going to take you to complete secondary

education?
LI
4. How many are you in your family?

N
5. How many friends do you have at school?

O
(b) Ask the class to listen to a story attentively.

Twalib’s father did not study beyond class three during his
R
childhood. However, he is a very successful farmer. Twalib

FO
has just completed Form Four at Mawai Secondary School.

He helps his father with keeping records of the harvests.
The records are as follows: 200 bags of rice @ weighing
100 kg, 50 bags of beans @ weighing 100 kg and 20 bags of
groundnuts @ weighing 100kg. A bag of rice currently sells
at 50,000 Tanzanian shillings.
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(c) Guide the students through answering the questions under
Activity 1 in the Student’s Book.
Possible answers to the questions in Activity (1a)
1. Twalib’s father reached class three.
2. He is successful in farming.
LY
3. All the crops produced 270 bags.
4. Each bag weighed 100kg.
5. If the father sells 100kg of rice, he will get 50,000/=.
N
(d) Guide the students through reading the numbers in words
O
in Activity 2(c) in the Student’s Book and constructing five
sentences using these numbers.
(a) Ask the students to sing the song in pairs. SE
U
(b) Ask them to read the numbers in the box in turns.
Eg. 940 = nine hundred and forty.
E
(c) Ask them to answer the four questions.

E.g. The greatest number is nine hundred and forty.
N
The lowest number in the table is nine.

LI

N
(a) Ask the students to read the numbers aloud.

O
(b) Ask them to circle all the prime numbers in the box.
Answers to the question in Activity 3
R
0 10 17 20 25 27 30 53
45 66 86 100 102 36 65 223
FO
345 67 87 97 51 23 65
888 354 8 9 2 333 76
999 970 1000 910 123 655 386
332 773 442 567 332 111 664
222 99 870
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(a) Ask the students to read aloud the words in the table in Activity
4(a) in the student’s Book.
(b) Ask them to write the numbers in the box in words.
56 Fifty-six 9 Nine
LY
77 Seventy-seven 43 Forty-three
88 Eighty-eight 11 Eleven
N
76 Seventy-six 13 Thirteen
89 Eighty-nine 66 Sixty-six
O
99 Ninety-nine 17 Seventeen
76 Seventy-six 880 Eight hundred and eighty
66
43
Sixty-six
Forty-three
450
900
SE
Four hundred and fifty
Nine hundred
U
5 Five 44 Forty-four
76 Seventy-six 12 Twelve
E
55 Fifty-five 16 Sixteen
N
(c) Ask them to read the numbers and answer the questions orally
LI
in Activity 4(c) in the Student’s Book.

N
1. Number three is an odd number.

O
2. Number 10 is an even number.

3. The odd numbers are 1, 3, 5, 7, 11, 17, 19, 23, 27, 29, and 31.
R
4. The even numbers are 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 222,
44.
FO

(a) Guide the students through studying sentences in Activity 5(a)
Guide them through using articles. Use the following examples
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of sentences.
- An elephant is the largest animal on land.
- A fly is an insect.
- There is an egg on the ground.
- The sun and the moon give us light.
- The sun rises in the east and sets in the west.
- There is air everywhere.
LY
- Water is very important in our life.
NB:
N
Use the last two sentences to inform your students that
O
sometimes a noun or noun phrase is not preceded by an article.
In such occasion we say there is zero article.
5(b) in the Student’s Book.

SE
(b) Ask the students to use articles to fill in the blanks in Activity
U
1 2 3 4 5
E
the the an a the

N

LI
(a) Ask the students to complete the table as required in Activity

N
6(a).
O
Words Numeral Numeral Words

R
One hundred and 113 523 Five hundred and

thirteen twenty-three
FO
Seven hundred 742 140 One hundred and

and forty-two forty
Eight hundred 859 257 Two hundred and
and fifty-nine fifty-seven
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Six hundred and 636 617 Six hundred and

thirty-six seventeen
Three hundred 370 499 Four hundred and
and seventy ninety-nine
(b) Ask them to read the examples provided and answer the given
questions.
LY
E.g. Does your mother speak English?
Yes, she does/ No, she doesn’t.
N
Possible answers
O
1. Yes, I do./No, I dont.
2. Yes, I can./No, I can’t.
3.
4.
Yes, he does./No, he doesn’t.
Yes, she can./No, she can’t.
SE
U
5. Yes, you may./No, thank you.
6. Yes, I will./No, I won’t.
E
7. Yes, you must./No, you mustn’t.

N
8. Yes, I will./No, I won’t.

9. Yes, It is okay./No, it is not okay.
LI
10. Yes, I have./No, I haven’t.

N
11. Yes, I do./No, I don’t.

O
R
FO
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Lesson Six
Geometrical shapes and fractions
Introduction
In this lesson, students will learn about the shapes of objects and
their fractions. They will learn to pronounce their names and
LY
use them in sentences. They will also learn the symbols used for
representing fractions. Finally, they will learn how to read fractions
N
and the vocabulary used in fractional expressions.
O
1.How many students are in the classroom?

SE
(a) Ask the students the following pre-listening questions:
U
2.If we divide them into four groups, how many students
will be in each group?
E
N
(b) Ask the students to listen to the following story attentively.

LI
Five children paid their grandmother a surprise visit last weekend.

It was on her birthday. So, the grandchildren took different gifts
N
for her. On arrival, Miriam, the eldest sister, rushed to hug her
grandmother. When the children were seated on round stools,
O
their grandmother brought four oranges. However, there were

more children than the oranges. Fortunately, their grandmother
R
was quite smart in arithmetic. She gave the oranges to all the
children except Miriam. Then, she asked all the four children to
FO
divide their oranges into four equal parts. So, each of them gave
a quarter of their oranges to Miriam. Therefore, Miriam got a full
orange while the rest were left with only three quarters of the
oranges each.
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(c) Guide the students through answering the questions in Activity
1.
1.Five children went to visit their grandmother.
2.The stools were round.
LY
3.The grandmother brought four oranges.
4.The four children were directed to divide their oranges
N
into four equal parts.
O
5. Miriam got a quarter of an orange.
6. Miriam benefited more because she got the whole orange.
SE
(d) Guide the students through using the 8 possible clues to find
the correct fraction of the challenges in Activity 1(c) in the
Student’s Book.
U
Answers to the questions in Activity 1(c)
E
3
Challenge 1 =
N
4
LI
5
Challenge 2 =
11
N
3
Challenge 3 =
O
3
R

(a) Recite the poem at normal speed in Activity 2(a) in the Student’s
FO
Book.
(b) Ask the students to recite the poem in the Student’s Book and
answer the questions.
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Answers to the questions in Activity 2 (a)
1. A girl is talking in the poem. I know this because of the
mentioning of the pretty dress which is normally worn by
women and girls.
2. She wants to lose a fraction of her weight so that she can
wear any clothes she chooses.
3. A half of sixteen is eight.
LY
4. She doesn’t want to put much food on her plate because
she wants to lose weight.
N
(c) Ask the students to study the diagrams and write answers as
O
shown in the Student’s Book.
SE
(a) Guide the students through reading the fraction provided and
answer the questions.
U
Guide the students through writing the fraction in words in
Activity 3(b) in the Student’s Book.
E

N
1. three quarters
LI
2. a quarter
3. a half
N
4. three over five

O
5. six over six

R
(a) Guide the students through reading aloud the words in the box
FO
in Activity 4(a).
(b) Guide them through writing each expression in numerals.
(c) Guide them through drawing diagrams for the fraction in
Activity 4(c).
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(a) Ask the students to read the statements provided.
(b) Ask the students to write two sentences for each word/
expression in Activity 5(b).
Students’ responses may vary. Consider their correctness.
LY
Examples
1. Put the lights on.
2. Your drink is less than mine.
N
3. Forty is greater than thirty.
O
4. The fraction of the object is two over five

SE
(a) Guide the students through using the diagrams provided
to develop a paragraph and using the fraction in numerals
U
and words. Encourage the students to discuss the task in
pairs.
E
(b) Guide the class to study the fraction shape puzzle provided
N
and find out the solution.

Ask the students to discuss this puzzle in pairs.
LI
N
O
R
FO
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Lesson Seven
Identifying living and non-living things
Introduction
In this lesson, students will learn about things found in their
LY
surroundings. They will learn how to group them into living and
non-living things. They will also learn the appropriate vocabulary
used in describing living and non-living things.
N
O
SE
(a) Guide the students through brainstorming things that surround
their environment and classifying them into living and non-
living things.
U
While-listening
(b) Read the story with a correct pronunciation.
E
Poor swan
N
A farmer had a duck that laid ten eggs. Soon, they all hatched.
LI
Of the ten, nine ducklings looked like their mom. The tenth one
was big, gray and ugly. All the other ducklings made fun of the
N
ugly one. Unhappy in the farm, the poor duckling ran away to a
nearby river. There she saw white and beautiful swans. Afraid and
O
lost, she wanted to drown herself in the river. However, when she
looked at her reflection in the river, she realised that she was not
R
an ugly duckling but a beautiful swan!

FO
(c) Guide the students through answering the questions orally
after you have read the passage. Let them respond in their
small groups and then as a whole class.
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1. Ten ducklings were hatched.
2. Nine ducklings looked like their mom.
3. The poor duckling ran away to the river because the
other ducklings made fun of her.
4. No. She was not ugly but a beautiful swan.
LY
5. Guide them through understanding the moral value of
the story.
For example:
N
- Don’t laugh at others because they are created
O
differently.
- Everyone needs to know that they are beautiful the way
they are.
(a) Guide the students through playing the tongue-twisters game.
U
(b) Ask the students to recite the poem and answer the questions
E
that follow.
N

1. The poem is about animals and their characteristics.
LI
2. The three characteristics of animals are:

N
(i) some have fins, for example fish.

(ii) others have wings, for example ostrich.
O
(iii) some lay eggs, for example hen.

3. Some animals move by flying, while other animals walk.
R
4. Animals were created by the Creator/God.

FO
5. The two lines that show comparison are:

(i) some are as big as the elephant.
(ii) some are as small as an ant.
(c) Give the students different structures to contrast different
animal sounds in the question under Activity 2(c).
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1. Dogs bark while sheep bleat.
2. Bees buzz but cocks crow.
3. While cows mow snakes hiss.
4. Swans cry while snakes hiss.
5. Dogs woof or bark.
(d) Ask the students to observe the pictures and answer the
questions in Activity 2(e).
LY
Answers to the question in Activity 2(e)
1. I see living and non-living things such as a cat, a tree, a fly,
N
a table, a cup and a sauce. (Students’ answers may vary)
O
2. Living things are people, a dog, a cat and a tree. Non-living
things are plates, a table, cups, etc.
3.
SE
Answers may vary but they might include stones, insects,
animals, etc.
U
Guide the students through reading the story in their book and
E
answering the given questions.

N

LI
1. Elephant was not invited to the meeting because Lioness

hated Elephant/ Lioness and Elephant were great enemies.
N
2. A baby lion is called a cub.

O
3. They failed to lift the tree from the cub because the tree
was too heavy.
R
4. When someone does not like you, you should remain

FO
patient.
5. When someone has done good things to you, you should
thank them and be nice to them as well.
6. If I were Elephant, I would not accept the appointment
because it is given as a favour after helping her cub.
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7. The immoral practices done by Lioness are:
(i) hating Elephant.
(ii) awarding public office to Elephant after helping her
child.
8. The message we get from the story is that:
i. You should not hate others.
LY
ii. You should not revenge when someone does something
wrong to you.
N
iii. You should love each other because you need support
from others.
O
iv. You should not use your power to oppress others.

SE
(a) Guide the students through discussing and writing the names
U
of the babies of the listed animals.
E
1. calf 12. lamb/ lambkin/ cosset

N
2. calf 13. cub/ whelp

LI
3. hatchling/ chick
14. kid/ billy
4. calf 15. gosling
N
5. fawn 16. foal/ colt/ filly/ stat/ stag/ hog-colt/

O
youngster/ yearling/ hogget

6. fledgling/ eagle 17. joey
R
7. calf 18. cub

8. fry, fingerling 19. owlet/ fledgling
FO
9. kit/ cub/ pup 20. piglet/ shoat/ farrow

10. cold/ foal 21. pup, pinkie/ kitten
11. tadpole/ polliwog/ 22. kitten/ bunny/ kit
froglet
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(a) Ask the students to read the words provided in the box and find
the meanings of ten words of your choice in the dictionary.
(b) Ask the students to construct one sentence for each word you
have chosen in Activity 4(b).
Examples
1. Reproduction is the process of producing off-springs.
LY
2. Respiration is the act of breathing.
3. Sensitivity means the condition of being sensitive.
N
(a) Guide the students through studying the sentences which
O
compare the quality of two equal things in Activity 5(a).
SE
(b) Ask the students to construct different sentences using “as....a”
U
(a) Guide the students through reading the characteristics of living
things in Activity 6(a).
E
(b) Ask the students to match the characteristics in 6(a) with one
N
of the groups of living things in the table in Activity 6(b).

LI
Mammals Birds Insects Plants

Have hair or fur Have feathers Have antennae Grow in one
N
and give birth and can and compound place and have
O
usually fly eyes leaves

R
FO
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Lesson Eight
Domestic and non-domestic animals
Introduction
In this lesson, students will learn about domestic and non-domestic
animals. They will also learn how to compare and contrast objects
LY
in real situations using adjectives, and words used in describing
domestic and non-domestic animals.
N
O
(a) Prepare a list of names of domestic and non-domestic animals.
SE
Read the names to students and ask them to spell them.
(b) Ask the students to mention the names of other animals they
U
know.
E
(c) In a dictation, read each animal name twice and guide the
N
students through writing these names one after another. You

LI
can have names such as donkey, chicken, ant, grasshopper and

millipede.
N
O
(d) Ask a few students to spell the names of the animals they have
written.
R

FO
(a) Guide the students through identifying the names of animals

they see in the pictures. Move around to support and encourage
students to talk. Motivate them with expressions such as good…
well done, oh that’s right, what’s more, that’s excellent, etc.
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The names of the animals are as follows:
crocodile rhinoceros cat dog duck sheep
cheetah buffalo hyena antelope hen fox
(b) Guide the students through practising speaking by asking
questions about animals in the picture and have them respond
to each other.
LY
(c) Let them ask questions about the objects and provide responses.
The focus here should be talking about distant objects and
N
supporting them to mention different names of animals using
O
the pronouns “that” and “those”.
Examples
(i) What is that?
- That is a dog.
(ii) What type of animals are those?
SE
U
- Those are domestic animals.
E

N
1. Students’ responses may vary.

2. It is a domestic animal.
LI
3. Yes. I know a dog/cat/sheep/horse.

N
4. Students’ responses may vary. For example: I like dogs

O
because they protect us from enemies/I do not like sheep

because they make a lot of noise.
R
5. Yes. We have goats/cows at home/No. We do not have

FO
domestic animals at home: We keep them because:

(i) They provide us with milk, meat.
(ii) We get money when we sell them.
Provide language structures in which their responses will
fit well.
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Examples
(i) There are ……. animals at our home.
(ii) The animals we have at home are …....
(d) Guide the students through reciting the poem and answering
the questions that follow. The focus should be on the correct
pronunciation of words and the understanding of their
LY
meanings. Then, ask them to discuss and develop answers to
the questions.
N
Possible answers to the questions in Activity 2(d)
O
1. The answers may vary.
2. The person saw different types of animals, including fierce
SE
and kind animals, big and small animals, those who eat
meat and those who eat grass etc.
U
3. The person could have been attracted by the giraffe because
it is beautiful and graceful.
E
4. The wild animals I have seen are zebra, giraffe and lion. /
N
I have never seen any wild animals.

LI
5. Student’s answers may vary.

N

Guide the students through reading the passage. Follow the reading
O
guide provided in the introduction.

R
Possible answers in Activity 3

FO
1. The story is about the lion, boar, and vulture/animals.

2. They were fighting because everyone wanted to drink
water first.
3. The vultures were waiting for one or both of them to fall
prey after fighting.
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4. The story teaches us that fighting is bad; when we fight, we

give the enemy the advantage to defeat us.
Guide the students through pronouncing the words and arranging
them into two groups.
LY
Domestic animals Non-domestic animals
N
hen, dog, cat, cow, turkey, buffalo, guinea fowl, lion, monkey,
goat, duck, sheep, rat, hippopotamus, giraffe, rhinoceros,
O
pigeon goose, zebra, hyena, cheetah

SE
(a) Guide the students through reading aloud and practising
U
the sentences with adjectives before nouns and those with
adjectives at the end of the sentence.
E
(b) Instruct the students to construct four sentences in pairs, each

N
with an adjective either before or after a noun.

LI

N
(a) Guide the students through developing paragraphs by using

O
the guiding questions provided in Activity 6(a)..

(b) Guide the students through developing a story using the guiding
R
questions they have been given in Activity 6(b). Ask them to

develop the story individually. Then ask some volunteers to
FO
read their stories to the class. For example, a student can

develop a story like the following:
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Example 1
My dad loves cows
My dad loves cows, and we keep them for milking purposes.
I have been drinking milk from our cows since my childhood.
We also have two dogs. We named the male dog Faster and
the female dog Bella. Faster is bigger and fiercer than Bella.
LY
Example 2
I love giraffes
N
My favourite animal is the giraffe. I love the giraffe because
O
it is tall, beautiful and has a long neck. It is a very polite
animal and it attracts tourists who bring foreign currency to
SE
the nation. The main enemies of the giraffe in the jungle are
lions and cheetahs.
U
(c) Guide students through constructing five sentences using the
adjectives in Activity 6(c) in the students’ book.
E
N
LI
N
O
R
FO
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Lesson Nine
Useful and harmful insects
Introduction
In this lesson, students will learn about useful and harmful insects
by listening to a story which you will read. They will study pictures
LY
and answer questions about them in speaking practice. By the end
of the lesson, they will be able to identify insects that are useful and
N
harmful to humans beings.
O
SE
(a) Ask the students the names of insects and their benefits to
humans.
U
(b) Guide the students through listening attentively to the
E
story about useful and harmful insects. Follow the reading

instructions.
N
Useful and harmful insects

LI
Insects are the most diverse group of living things on earth. They are
N
found in all environments, including water, air and soil. Examples

O
of insects include grasshopper, butterfly, housefly, cockroach,

beetle, bee, ant, wasp, and termite. Insects play an important role
R
to human beings. Insects, such as bees and butterflies are useful in

agriculture as they act as pollinators; many plants depend on insects
FO
for pollination. Bees also produce raw materials for production of

honey and wax products in industries. Insects are used in biological
control of pests in certain cases. Other insects such as praying
mantises and ladybirds have been very effective predators to reduce
the number of pests. Insects are used as food; they are a good source
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of protein for humans and other animals. Examples include edible
grasshoppers, locusts and larvae. Insects are used in research and
biological studies. Other insects, such as butterflies, are valued for
their beauty.
Apart from their usefulness, insects can be harmful to human beings.
Some insects such as bees, wasps, ants and bedbug, bite human
beings, causing pains and mild swelling. Some insects are vectors
LY
of animal and plant diseases, for example, houseflies, mosquitoes,
and tsetse flies. Mosquitoes carry organisms which cause malaria,
N
and tsetse flies carry organisms which cause sleeping sickness to
O
human beings. Some insects destroy plants. These include locusts
and caterpillars. Insects are also parasitic to animals; they grip
SE
themselves on human skin and suck blood. Examples of such
insects are ticks, jiggers, and bedbugs. Cockroaches and termites
destroy human properties such as timber, furniture and clothes.
U
Guide the students through:
E
i. naming any ten insects heard from the story.

N
ii. mentioning places they can be found.

LI
iii. telling whether the insects identified are harmful or useful.

N
Possible answers to Activity 1

O
1. Bees can be found on hives, flowers and trees. They are useful
as they provide us with honey, but they are also harmful since
R
they can sting.

FO
(c) Encourage the students to develop the habit of listening to

English audio/audio-visual materials to improve their listening
skills.
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(a) Guide students through studying the pictures given and naming
the insects in Activity 2(a).
The names of the insects
i. cockroach
LY
ii. ant
iii. mosquito
N
iv. termite
O
v. praying mantis
vi.
vii.
ladybird
dragonfly
SE
U
viii. housefly
E
ix. grasshopper
N
(b) Guide the students through mentioning the insects which can
LI
fly.
(c) Lead the students to identify which insects are useful and state
N
the reasons.
O
(d) Lead the students to identify which insects are harmful and
state the reasons.
R
(e) Guide the students through reading the tongue-twister aloud in

FO
pairs in Activity 2(b) in the Student’s Book.

(f) Guide the students through reciting the poem and answering
the questions about it in Activity 2(c) in the Student’s Book.
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Possible answers for the questions in Activity 2(c)
1. The word ‘me’ stands for a human being.
2. The word ‘puncture’ means to make a hole or pierce which
causes pain.
3. The word ‘you’ represents a mosquito.
LY
(a) Guide students through reading the story and answering the
questions that follows.
N
O
1. A butterfly’s life starts as a very tiny egg.
2. The butterfly’s mother lays an egg on a leaf so that the
SE
newly hatched catepillar can use it as its food.
3. A butterfly sheds its skin to accommodate its rapid growth.
4. A butterfly pumps blood into its wings to make them flap.
U
(b) Guide the students through reading the words in Activity 3(b)
E
in the Student’s Book with a correct pronunciation.

N

(a) Guide the students through matching the words or expressions
LI
in Column A with their correct meanings from Column B in

N
Activity 4(a).
O
S/n Column A S/n Column B

R
1. caterpillar v. pupa
2. shed iv. remove natural coverings
FO
3. pupa iii. a caterpillar in the state of

development to adult stage
4. tiny viii. very small
5. useful ii. important
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6. harmful i.
causing/ able to cause harm
7. larva vii.
little caterpillar
8. metamorphosis vii.
a process in which someone or
something changes completely
into something different
(b) Guide the learners through spelling out the following words.
LY
Check whether students are spelling them correctly. Write
the correct spelling on the board after you have checked the
students’ work.
N
bee ant butterfly cockroach mosquito praying mantis
O
grasshopper beetle dragonfly ladybird scorpion spider
centipede cricket bedbug
Activity 5: Grammar practice SE

(a) Guide the students through reading the words in Activity 5(a)
U
(b) Guide the students through filling in the blanks with the correct
E
words in Activity 5(b) in the Student’s Book.

N
Answers to questions in Activity 5(b)

LI
1. into
N
2. whose
O
3. which
4. on
R
5. which
FO

Guide the students through arranging the sentences in chronological
order to get a meaningful paragraph.
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The order of the sentences
A butterfly’s life is a very interesting one. It starts out as a very tiny
egg. This egg is laid by the mother on a leaf. This is an important
stage so that it is hatched. It is then nourished by the leaf to grow.
When the caterpillar hatches out, it immediately begins to eat the
leaf it is on. For it to grow, it needs to eat a lot. It sheds its skin as it
LY
grows to accommodate its rapid growth. Soon, the little caterpillar
(scientifically known as a larva) stuffs itself with leaves, growing
N
little by little.
O
Take-home assignment
Ask students to ask people at home or listen to English audio/audio-
visual materials about the uses of plants.
SE
U
E
N
LI
N
O
R
FO
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Lesson Ten
Plants
Introduction
In this lesson, students will learn about plants and their uses in our
LY
life. They will do various activities to improve the four language
skills in describing plants. For instance, they will learn how to
express preferences in different situations.
N
O
(a) Ask the students pre-listening questions on plants.
While-listening activity SE
(b) Read the poem using correct pronunciation. Ask the students to
U
listen carefully because you will later ask them questions.
Let’s plant more plants
E
They are important to us

N
They provide herbs to cure diseases

LI
And bark for traditional dress.

N
Let’s protect plants

O

They give fruits and roots for food
And home for the animals we eat.
R
FO
Let’s not cut down plants

They produce grass for grazing
And sticks for security and dancing.
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Let’s not cut plants
They produce timber for fishing boats
And wood for carving tools.
For all people in the world
Show love to plants
LY
They give oxygen and absorb carbon dioxide
Recreation areas and materials for building.
N
O
SE
1. The importance of plants in the world is as follows:
(i) They produce herbs.
U
(ii) They provide building materials.
(iii) They provide food and fruits.
E
(iv) They produce oxygen and absorb carbon dioxide from the
N
atmosphere.
(v) They provide wood for carving tools.
LI
(vi) They provide habitat to animals and insects.

N
2. Plants give oxygen and take carbon dioxide from the

O
atmosphere.
3. We can protect plants by using the following ways:
R
(i) Avoiding burning fire

(ii) Avoiding unplanned cutting of trees
FO
(iii) Planting more trees

(iv) Reporting those who cut trees to government authorities
(v) Spreading knowledge about the importance of trees in our
lives
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4. The word carving means artistic work which involves designing
and creating objects from hard materials like wood. Carving is
done to create goods such as wooden spoons, human figures,
and animal figures.
5. (Make sure that the students can name different fruits. Where
possible, take the fruits to the classroom. Give the students the
language structures to name the fruits.)
LY
The fruits which can be found at the local market are mangoes,
oranges, bananas, pineapples, avocados, etc. (Students’ answers
N
may vary.)
O
(a) Ask the students to study the picture in Activity 2(a) in the
Student’s Book.
SE
(b) Probe the students to speak in class. Ask them to tell you
what they see in the picture. Let them discuss in pairs before
U
discussing as a whole class.
E

N
1. I see a plant/ tomato plant/ roots/ leaves/ parts of a plant.

2. The parts of the plants are roots, stem, leaves, flowers and
LI
fruits.
N
(c) Let them discuss the functions of each part in pairs.

O
Part of a plant Function

i. Roots • Absorb water and mineral salts from the soil
R
• Anchorage to the soil

ii. Stem • Supports the plant
FO
• Transports water and mineral salts from the

roots to the leaves and other parts of the
plants.
• Transports manufactured food from the
leaves to different parts of the plant
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iii. Leaves • Produce food for the plant by photosynthesis

iv. Flowers • Help in reproduction
v. Fruits • Protect seeds
• Disperse the seed
(d) Guide the students to study the picture provided and provide
the correct answers.
LY
Possible answers to the questions in Activity 2(b)
N
1. Sugarcane
2. Pineapple
O
3. Sunflower
4. Maize
Activity 3: Reading practice SE

Guide the students through reading the passage and responding to
U
the questions that follow.
E
Possible answers to the questions in Activity 3

N
1. The story is about plants and their uses in our life.

LI
2. Some plants felt bad because they considered themselves

to be disadvantaged.
N
3. Ecosystem is a biological community of interacting

O
organisims and their physical environment (students’

answer may vary).
R
4. From the story, we learn the following:

FO
(i) We should not consider ourselves more or less

important than others because everyone has a
contribution to the society.
(ii) We should embrace our diversity.
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(a) Ask the students to read aloud the words provided using correct
pronunciation.
(b) Assist them in understanding the meaning of the words.
(c) Guide the students through constructing five sentences from
the words provided.
LY
Possible sentences
1. Tomatoes, spinach and onions are vegetables, while peas
N
and cucumbers are fruits.
O
2. Carrot juice nourishes the human body.
3. I bought broccoli, pumpkins, and lemon at the market.
SE
Guide the students through writing one sentence about preference
U
for each pair of words or types of foodsstuff given under Activity 5
E

N
1. I prefer cucumber to cauliflower.

LI
2. I prefer both carrots and onions.

3. I like sunflower but I dislike pumpkin.
N
4. I like both green pepper and red pepper.

O
5. I prefer lemon juice to mango juice.

6. Juma prefers both tomatoes and eggplants
R
7. She prefers spinach to cabbage.

FO
8. Children prefer mangoes to pawpaws.

9. My sister prefers chips to ugali.
10. I like pineapple juice more than passion juice.
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Guide the students through completing the poem using the words in
the box in Activity 6 in the Student’s Book.
Can you imagine a world without plants?
No vegetables or fruits to eat
LY
No flowers to make honey
N
O
No flowers for decoration
No oxygen for respiration
No honey made by bees
SE
U
E
No life anywhere to see

N
LI
N
O
R
FO
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Lesson Eleven
The human body
Introduction
The human body is a single structure that consists of the head,
LY
neck, torso, arms and legs. In this lesson, students will learn about
the human body and its parts. They will also learn about the vital
organs and their functions. The lesson will help them learn about
N
the parts of their body and how better to take care of them.
O
SE
(a) Ask the students what they know about the word torso in the
introduction.
U
Meaning
E
A torso includes the chest (in front), the back, the shoulders
N
and the abdomen. The internal organs which we cannot see are
the heart, lungs, stomach, liver with gall-bladder, pancreas,
LI
spleen, kidneys and small and large intestines (bowels).

N
(b) Ask students to give you feedback on the take-home assignment

O
which required them to ask others to about the uses of plants.

(c) Also, tell them to tell you what they listened to as a take-home
R
essay.
FO
(d) Guide students to play the Simon Says game. The game should
focus on the parts of the body. Tell them it is important to listen
attentively to be the winners.
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(e) Reward listeners who will win.
(a) Ask the students to sing the following song:
Head, shoulders, knees, and toes, knees and toes.
LY
And eyes and ears and mouth and nose.
N
O
And eyes and ears and mouth and nose.
SE
(b) Ask the students to study the picture provided and read the
U
parts of the body aloud.
(c) Guide the students through playing the What If game using the
E
following items:
N
1. What if human beings did not have hands?

LI
2. What if we did not have fingers?

3. What if humans did not have feet?
N
4. What if we did not have the tongue?

O
5. What if humans did not have eyes?

6. What if humans did not have ears?
R
7. What if humans did not have skin?

FO
8. What if humans did not have teeth?

9. What if humans did not have noses?
10. What if humans did not have hair?
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Play this game with your students to help them practise
mentally and think about the functions of different parts of the
body. Give them time to think about the situation. If needed,
you might prompt with a comment that includes the answer. Be
patient and do not focus too much on the answers.
Possible answers to the What if game in Activity 2(c)
LY
Students’ answers may vary.
1. They could not manipulate objects: pushing, patting,
N
scooping, carrying them.
O
2. We could not grip objects.
3. They could not support the body, walk or run normally.
4.
5.
SE
We could not speak, test, or facilitate swallowing food.
They could not see.
U
6. They could not hear others.
E
7. They could not protect our bodies against harmful

ultraviolet rays from the sun; regulate temperature; prevent
N
loss of moisture; and protect injury from physical, thermal,

LI
and mechanical energy.

N
8. They could not chew, cut, grind food.

O
9. They could not smell or breathe in filtered air.

10. They could not protect our heads from some physical,
R
thermal, and mechanical energy.

FO
Possible answers to the questions in activity 3

1. The five vital human organs are the brain, heart, kidneys,
liver and lungs.
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2. The following are the functions of the liver:
(i) detoxifying the body from harmful chemicals,
(ii) breaking down drugs,
(iii) secretion of bile and
(iv) producing blood-clotting proteins
3. The brain does the following:
LY
(i) It controls the whole body.
(ii) It receives and sends signals to other organs through
N
the nervous system and secreted hormones.
O
(iii) It is responsible for our thoughts, feelings, memory
storage, and general perception of the world.
SE
4. If the liver fails to work, the body will fail to:
(i) get rid of detoxifying harmful chemicals,
(ii) break down drugs,
U
(iii) filter blood,
E
(iv) make secretion of bile, and

(v) produce blood-clotting proteins.
N

LI
(a) Guide the students through pronouncing the vocabulary

N
provided correctly.
O
(b) Assist them in learning the meaning of each vocabulary.

R
Survival is the state of continuing to live, despite

FO
an accident, ordeal, disease, or difficult

circumstances.
Signal is a gesture, action, or sound that is used
to convey information or instructions.
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Nervous system refers to a network of nerve cells and
fibre that transmits nerve impulses
between parts of the body.
Hormone refers to a regulatory substance produced
in an organism and transported in tissue
fluids such as blood or sap to stimulate
LY
specific cells or tissues into action.
Detoxify means to remove poisonous/toxic
N
substances from an object.
O
Filter means remove impurities or solid
particles from a liquid or gas passed
Secretion
through it.
SE
is a process by which substances are
U
produced and discharged from a cell,
gland, or organ for a particular function
E
in the organism or excretion.

N
Circulatory system refers to the system that circulates

LI
blood and lymph throughout the body,

consisting of the heart, blood vessels,
N
blood, lymph, and the lymphatic vessels

O
and glands.
(c) Assist the students in constructing sentences from any of the
R
three words.
FO
Possible answers to the questions in Activity 4(c)

1. Many people in war zones are struggling for thier survival.
2. The secretion of milk continues until the weaning period.
3. The TV signals are weak.
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Guide the students through reading and explaining actions that are
taking place now. Use the examples provided.
1. is playing
2. am writing
LY
3. is taking
4. is ironing
N
5. are drinking
O
Guide the students through filling in the blanks with the correct
form of the verb to complete the passage.
SE
Answers for Activity 6 are provided in bold
Today is Sunday. My family and I are relaxing at home. My uncle,
U
Lupa is watching a film on TV. My mother is preparing lunch for
the whole family. My sister, Tula, who is a singer, is helping my
E
mother in the kitchen. My lazy kitten, Swati, is sleeping on the

N
sofa. My grandparents are reading their books in the shade of a

LI
mango tree. Now, I am asking you, what are you are doing?
N
O
R
FO
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Lesson Twelve
Diseases
Introduction
In this lesson, students will learn about diseases, their causes and
preventive measures. They will learn about the diseases caused by
LY
harmful bacteria and viruses. They will also learn about measures
to take to prevent the spread of such diseases. Finally, they will
N
learn about controlling mechanisms for different diseases and the
precautions they should take to be safe.
O
Pre-listening
SE
(a) Ask students to reflect on the last time they or their relatives
U
were sick. Let them mention the name of the disease and the
symptoms they had.
E
While-listening
N
(b) Guide the students through playing a whispering game about

disease/bacteria/virus. You may use the following suggested
LI
sentences:
N
1. Viruses can cause diseases like flu and COVID-19.

2. Symptoms of malaria can be vomiting, headache, and
O
fatigue.
3. COVID-19 can be controlled through vaccination and
R
social distancing.
FO
Post-listening
(c) Conduct a discussion on the importance of listening to
instructions.
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(a) Guide the students through studying the pictures under Activity
(b) Guide the students through discussing the following questions
in a small group and then present their answers to the class.
1. Examples of the diseases caused by viruses are chickenpox,
flu (influenza), herpes, Human Papillomavirus (HPV),
LY
infectious mononucleosis, mumps, shingles, measles and
rubella.
2. Viral or bacterial diseases can be prevented through the
N
following ways:
O
(a) stop sharing personal items
(b) covering your mouth when coughing or sneezing
(c) getting vaccinated
(d) practising safe sex SE
(e) stop picking your nose, touching your mouth or eyes
U
(f) handling animals with caution
(g) washing hands frequently
E
N

Guide the students through reading the passage and answering the
LI

N

O
1. Diseases are caused by infections from bacteria and

viruses.
R
2. The diseases caused by bacteria are strep throat,

tuberculosis and urinary tract infections (UTI).
FO
3. The diseases caused by viruses are flu, warts, HIV/AIDS,

ebola and COVID-19.
4. Viruses multiply themselves by invading cells and using
those cells to multiply themselves.
5. We can treat some viral infections using antiviral
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medicines.
6. We can prevent ourselves from contracting viral diseases
by getting vaccinated.
7. Vaccines are important to me and the people around me
because they protect us against diseases.
8. The safety of vaccines is ensured by subjecting them to
LY
rigorous testing and evaluation before approval.
N
(a) Guide the students through reading the words provided in the
O
box with a correct pronunciation.
measles rabies flu illness virus serious minor infection

infectious spread multiply inject
SE
eradicate transmit
immune immunisation antibodies disease vaccination living
U
cells organism
(b) Guide the students through playing the Last Man Standing
E
game in Activity 4(a).

N
The Last Man Standing - game

LI
Objective: To enhance vocabulary use in sentences

Steps
N
i. The teacher asks all students to stand up.

O
ii. The teacher mentions one word after another (the words in the
box in Activity 4(a)) and asks the first student in a column to
R
construct a sentence using the mentioned word.

FO
iii. If the student constructs the sentence correctly, they will

be allowed to keep on standing but if they fail they will be
required to sit down. This means the student who stands up
is still in competition but the one who sits down is out of the
competition.
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iv. The teacher writes the correct sentences on the board and
mentions another word. The teacher may repeat the previous word.
v. The teacher asks the second student in the column to construct
a sentence using the mentioned word.
vi. The game continues until there is only one student left standing.
vii. The last one is declared the winner of the game for the day.
LY
Possible sentences
1. The world has living and non-living organisms.
N
2. People are encouraged to get vaccinations to avoid viral
O
infections.
3. Mosquitoes transmit malaria.
SE
4. Cleaning the environment may help to eradicate malaria.
5. Rabies is a viral disease that causes inflammation of the
brain in humans and other mammals.
U
E
(a) Guide the students through filling in the blanks.

N
1. are caused
LI
2. are prevented
N
3. are tested…are approved

4. are used
O
5. is protected
R
(b) Guide the students through constructing five sentences from

the words provided.
FO
Possible answers to the question in Activity 5(c)

1. Viruses and bacteria cause infectious diseases.
2. Infectious diseases are preventive.
3. Some insects are harmful.
4. Aika is not ill.
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5. Polio is a viral disease.
6. Washing hands after visiting the toilet is one of the hygienic
conditions.
7. I am going to the hospital for a medical check-up.
8. Regular exercises keep our body healthy.
9. Drug abuse is a deadly practice.
10. Keep drugs in a safe place.
LY
N
(a) Guide the students through matching the diseases with their
respective ways of preventing them.
O
Answers to the question in the Activity 6(a)
S/n Disease
1. Cholera
S/n
SE
Preventive measures
v. Washing hands frequently with soap and
U
clean running water after using toilet
and eating warm foods
E
Malaria i. Sleeping under treated mosquito nets

N
2. AIDS ii. Abstaining from sexual intercourse,

avoiding contact with blood and other
LI
body fluids, and avoiding sharing sharp

objects
N
3. Ebola iv. Avoiding contact with wild animals such

O
as monkeys and avoiding body contact

with an infected person
R
5. COVID-19 iii. Washing hands frequently with soap and

clean running water, and wearing masks
FO
when in to public places

(b) Ask the students in groups of 3-5 to select one viral disease
they know. Ask them to write a paragraph on how community
members protect themselves against that disease. Use the
following ways to guide them:
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1. Name the viral disease and the way people in your
community protect themselves against it.
2. Name the symptoms of the disease.
3. How does it spread?
4. How do people in their community protect themselves?
5. What do they advise their community members to do to be
LY
safe?
Example
N
How our community prevents the spread of COVID-19
O
Our community has begun a campaign to protect people from
contracting the coronavirus. The virus is spread through droplets
SE
generated when an infected person coughs or sneezes, or through
droplets of saliva or discharge from the nose. Therefore, the
community has agreed that all people should frequently wash their
U
hands, avoid unnecessary gatherings and wear protective gear. The
community has also decided that everyone should be encouraged to
E
get vaccinated against the coronavirus. Furthermore, the community

N
has agreed that anyone who has fever, dry cough, tiredness, aches
LI
and pains, diarrhoea, headaches, etc. should seek medical attention

immediately.
N
O
R
FO
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Lesson Thirteen
Our earth
Introduction
In this lesson, students will learn that the earth is our home
LY
planet, and it supports life. They will also learn the relationship
between the earth and other planets, the sun and the atmosphere.
Additionally, they will learn how human activities affect the earth
N
and recommend what should be done to save it. The lesson will also
O
expose them to the language used in geography and environmental
studies.

SE
U
Ask the students the following questions to prepare them for
listening activities:
E
1. What do you do to protect the environment?

N
2. Who is responsible for global warming?

LI
Answers
Students’ responses to the questions may vary. Their
N
responses should be related to the following:

1. Reduce activities that increase the earth’s
O
temperature.
2. Human activities are responsible for increasing the
R
earth’s temperature.
FO
While-listening activities
(a) Read slowly the passage about Global warming as the students
are listening attentively. Read it again at an increased speed.
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Global warming
Global warming is the increase in temperature of the earth’s
atmosphere. It is a long-term phenomenon that has been
experienced since the pre-industrial period. It is caused by human
activities, mostly fossil fuel burning. The process increases heat-
trapping of greenhouse gas levels in the earth’s atmosphere. The
term is frequently used interchangeably with the term climate
LY
change. However, climate change refers to both human and
naturally produced warming and the effects it has on our planet. It
is most commonly measured as the average increase in the earth’s
N
global surface temperature. Since the pre-industrial period,
O
human activities are estimated to have increased the Earth’s
global average temperature by about 1 degree Celsius (1.8 degrees
Fahrenheit). It is obvious that human activities have warmed the
atmosphere, ocean and land.
SE
Source: Adapted from https://climate.nasa.gov/resources/global-
warming-vs-climate-change retrieved on the 17/07/2021
U
(b) Read it at normal speed.
(c) As you read, engage the students in listening by asking them
E
the followig questions to see whether they have been listening

N
attentively.
LI
1. What is global warming?

2. What are the causes of climate change?
N
Post-listening activities
O

1. Global warming has been observed since the pre-industrial
R
period.
FO
2. The cause of global warming is human activities, mostly fossil

fuel burning.
3. The term climate change is frequently used interchageably
with global warming.
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4. Climate change refers to both human and naturally induced
warming and the effects it has on our planet.
5. Human activities have increased the degree of the earth’s
global surface temperature by about one degree celcius (1.8
Fahrenheit)
LY
(a) Instruct the students to sit in groups of five and guide them
through studying the picture and answering the questions in
Activity 2 in the Student’s Book.
N
Students’ responses to the questions may vary, but the
O
following answers can guide you.
1. Vehicle, factory, fire, motorcycle, fire, grass, smoke from
the factory.
SE
2. Vehicles and industries produce smoke due to the
U
combustion of fuel.
3. Smoke destroys the ozone layer and increases the surface
E
temperature.
N
4. We can save our earth if we reduce activities that are

harmful to the earth’s surface.
LI

N

O
1. The name earth is a Germanic word, which means ‘the

ground.’
R
2. The difference between the earth and other planets is that

the earth is the only planet that has water.
FO
3. The earth revolves around the sun once every 365.25 days
on its axis.
4. The four layers that separate the earth’s interior are the
inner core, the outer core, the mantle and the crust.
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5.When plates of the continental crust collide, mountain
ranges, such as the Himalayas, are pushed upwards.
6. Almost 70 per cent of the earth’s surface is covered by
ocean water that average 2.5 miles deep.
7. The earth’s atmosphere is composed of about 78 per cent
nitrogen, 21 per cent oxygen and 1 per cent other gases,
such as carbon dioxide, water vapour and argon.
LY
8. The atmosphere absorbs and retains heat.
9. The greenhouse gases have added the earth’s average
N
temperature by 1.8 degrees Fahrenheit.
O
10. The weather patterns have changed in many ways because
of human activities which add harmful gases to the earth’s
SE
atmosphere.(Students’ answers may vary)

U
(a) Guide the students through reading aloud the words in the
table to practise pronunciation (Activity 4(a) in the Student’s
E
Book).
N
(b) Guide the students through constructing correct sentences

LI
using the words from the table (Activity 4(b) in the Student’s
Book).
N

O
(a) Guide the students through reading and observing the verb
forms (Activity 5 in the Student’s Book).
R
(b) Guide the students through finding structures of sentences in

FO
simple verb forms.

(c) Guide the students through using simple verb forms.
(d) Instruct the students to use simple verb forms.
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Instruct the students to write a short composition by following
guidelines in Activity 6 in the Student’s Book.

Answers may vary among students. The following is an
example of the student’s composition:
LY
The common environmental problems in my community
are waste disposal, overpopulation, and overgrazing.These
N
problems are mainly caused by water pollution, deforestation,
O
and expansion of urban areas to traditional rural areas.
Environmental problems are likely to cause diseases and
SE
deaths. People in my community are trying to grow trees and
conduct environmental awareness programmes to preserve
the environment. If they succeed, they will solve overgrazing,
U
overpopulation, and deforestation problems. I advise people to
stop cutting down trees and destroying water sources.
E
N
LI
N
O
R
FO
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Lesson Fourteen
People and places
Introduction
In this lesson, the students will learn about people and the
LY
countries they live in. They will be introduced to the continents,
countries and the names given to people from different continents
and countries. They will also learn that the world is made up of
N
people of different nationalities, depending on the places they live.
O
The skills they develop from this lesson will enable them to describe
their nationality and that of others.
Activity 1: Listening practice SE

U
Ask students the following questions to prepare them for a listening
E
activity:
N
1. Have you ever thought of going outside the country?

LI
2. What do you need for travelling outside the country?

N

O
Students’ responses to the questions may vary. The following are

possible responses:
R
1. I always think of going outside the country.

2. I need a passport, a visa, a national ID, etc.
FO
(a) Slowly read to the students the passage about Mwakifuna the
motorist, while they are listening attentively.
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(b) Read it again with increased speed.
(c) Read it at a normal speed.
(d) As you read, engage the students in listening by asking them
questions to see whether they have been listening attentively.
1. Where does Mwakifuna live?
LY
2. What does Mwakifuna do to earn a living?
Mwakifuna the motorist
N
Mwakifuna is a Tanzanian motorist living in a small village near
O
the border in Tunduma. He gets many passengers from within and
outside the country. One day, Mwakifuna got a passenger who spoke
SE
a different language. He gave him a ride to the border, as he used to
do with others. He thought that the passenger was a Zambian who
U
wanted to go to his home country. When they got to the border, the
passenger did not want to drop. He kept on speaking a language
E
that Mwakifuna did not understand. He then got the idea of seeking
N
help from his friends who were not Tanzanians but could speak
LI
Mwakifuna’s language. He called his first friend, who was Zambian,

but he could not understand the language of the passenger. He then
N
proceeded to his Congolese friend, but he could not get any help.
O
He finally consulted the immigration officers for help. After seeing

the officers, the passenger quickly gave them his documents. They
R
went through them and found out that the passenger was Scottish,
FO
but he could only speak Portuguese. From that day, Mwakifuna

realised that not every black foreigner is Zambian or Congolese.
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1. The nationality of Mwakifuna is Tanzanian.
2. The nationalities of the two friends Mwakifuna sought help
from are Zambian and Congolese.
3. The officers found the passenger’s nationality by examining
LY
his documents.
4. The passenger was European because he came from Scotland,
N
which is a country in Europe.
O
Instruct the students to sit in groups of five and guide them through
SE
studying the map and answering the questions (Activity 2 in the
Student’s Book).
U
E
1. Asia is the largest continent.

2. Australia is the smallest continent.
N
3. The continent that is inhabited by Indians is Asia.

LI
4. The nationality of a person from Canada is Canadian.

5. The nationality of a person from Spain is Spanish.
N
6. The nationality of a person from Tanzania is Tanzanian.

O

R
(a) Ask the students the following pre-reading questions to prepare

FO
them for a reading practice.

1. Mention three continents that you know.
2. Which continent is not occupied by people? Why?
3. Which continent do the following people come from:
Italians, Portuguese, Polish, French and Germans?
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Students responses may vary, but here are possible responses
1. The three continents are Africa, South America and Asia.
2. Antarctica is not occupied by people because it is covered
with ice.
3. Italians, Portuguese, Polish, French, and Germans come from
Europe.
LY
1. There are seven continents in the world.
N
2. Antarctica is the only continent that is not occupied by people.
O
3. People are named after their continents/countries.
SE
(a) Instruct the students to sit in pairs and ask them to pronounce
correctly the following words:
U
continent country land mass southern/northern hemisphere
E
race inhabitant nationality country Asia Africa North

America South American Antarctica Europe Australia
N
Nationalities: Brazilian, American, Tanzanian, Australian,

LI
Chinese and English

N
(b) Guide the students through participating in the Guess What

game. You may use the following questions:
O
1. I come from Japan. My nationality is …….

R
2. I come from East Africa. My capital city is Bujumbura. I

am ……….
FO
3. I come from Botswana. My capital city is Gaborone. I am

……….
4. I am Scottish. I come from ……….
5. I come from England. I am ……..
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(a) Guide the students through writing the nationalities for the
countries in the table
Answers to Activity 5(a)
Country Nationality Country Nationality
LY
Brazil Brazilian Algeria Algerian
Kenya Kenyan Italy Italian
Asia Asian Norway Norwegian
N
Japan Japanese Greece Greek
O
France French Iraq Iraqi
Russia Russian Switzeland Swiss
Saudi Arabia
Morocco
Saudi Arabian
Moroccan SE
Belgium
Zimbabwe
Belgian
Zimbabwean
U
(b) Guide the students through answering questions in Activity 5(b).
E
N
Answers may vary but each students should construct ten

sentences.
LI
1. I am Chinese.
N
2. We are Zambians.
3. They are Africans.
O
4. My friend is Kenyan.
R

FO
(a) Instruct the students to sit in groups of four and guide them
through discussing questions to write a passage about their
favourite football team.
(b) Instruct the students to give answers in complete
sentences.
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(c) Instruct the students to organise answers in one paragraph in
their exercise books.
Answers may vary, but the following are possible responses.
My favourite football team is Mtakuja FC. The coach of the
team is Mr. Mafuru whose nationality is Tanzanian. The team
LY
has a total of 26 players include 24 local players and two
international players. The nationalities of the international
N
players in my favourite team are Zambian and Congolese. The
best player in the team is Gwala while my favourite player is
O
from Zambia. I advise young Tanzanian footballers to keep on
practising.
SE
U
E
N
LI
N
O
R
FO
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Lesson Fifteen
Conserving our environment
Introduction
In this lesson, students will learn about conserving our environment
LY
and the reasons for doing so. They will also learn the dangers of
not conserving their environment for their life and that of other
organisms like animals and plants. The lesson will also instil into
N
them knowledge of preserving the environment.
O
SE
(a) Ask the students to respond to the following questions:
U
1. Where do you fetch water for home use?
2. What should we do to conserve water sources?
E
N
(b) Read the following poem to the students.

LI
Dear river and dear pond,

N
What wrong have we done you?

You no longer give us water
O
Don’t you know we’ll die?

R
Dear tree and dear grass,

Why shouting like that?
FO
Your killer is our killer

Your healer is our healer
We all share one pillar
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Man the killer
Man the healer
Man the pillar
Tell man we’re all dying
Let him save our souls!
(c) Guide the students through reciting the poem and discussing
LY
the questions.
N
(d) Instruct the students to sit in groups of five to share their
experiences in conserving the environment.
O
SE
1. Trees and grass are complaining to the river and pond.
2. They are complaining because they can’t get water.
U
3. They want man to save their souls.
(e) Guide the students through listening to audio/ audio-visual
E
materials to improve their listening skills.

N

LI
(a) Demonstrate how to pronounce a tongue-twister in the Student’s

Book, as the students listen attentively.
N
(b) Guide the students through reading a tongue twister aloud

O
several times, in chorus, groups, and individually to practice

correct pronunciation.
R
(c) Guide the students through studying the pictures and answering
FO
the questions under Activity 2(b) in the Student’s Book.

Answers to the questions in Activity 2 (b)
Responses may vary according to students’ perceptions. Make
sure that the responses provided are related to the picture. The
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following are possible responses.
1. Answers to this question may vary.
2. Picture A has water, trees, and animals while Picture B
shows dry environment.
3. I think picture B’s environment is dry due to human
activities.
LY
4. Picture A shows that if people conserve the environment,
they will get water, food, rain and meat from their animals.
Picture B shows dry environment which is unfavourable
N
for living organisms.
O
5. Human activities like cutting down trees can destroy the
environment.
Activity 3 Reading Practice SE
U
them for a reading practice:
1. What is environment?
E
2. What do you do to preserve the environment?

N
3. What strategies are useful to preserve the environment?

LI
Answers to the questions in Activity 3 above

N
Students’ responses may vary, but they should be related to the

O
following:
1. Environment is everything surrounding human life, for
R
example, water, air, plants and other non-living things.

FO
2. I do the following to preserve the environment:

(i) Plant trees,
(ii) Conserve water when washing hands, and
(iii) Throw unused items into the designated dustbins.
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3. Strategies that may be useful to preserve the environment
are reforestation and recycling of plastic waste.
(b) Guide the students through reading aloud the passage in
Activity 3 from the Student’s Book.
(c) Instruct the students to read the passage silently. Observe them
to ensure each student is reading.
LY
(d) Ask the students to sit in groups and guide them through
discussing comprehension questions.
(e) Move around and observe the participation of each student in
N
the discussion on the comprehension questions.
O
(f) Instruct the students to answer the questions in their exercise
books individually (Activity 3 in the Student’s Book).
SE
Answers to the questions under Activity 3
U
1. The little grey planet was sad because people did not look
after it.
E
2. The boy could not find a place to keep the flower because
every place on the grey planet was contaminated.
N
3. He took the flower to the moon.

LI
4. Flowers can grow in the land which is not polluted or

N
contaminated.
5. If we do not look after our planet, a day will come when
O
flowers will only be able to grow on the moon.

R

FO
(a) Pronounce the words in Column A as the students listen

attentively (Activity 4(a) in the Student’s Book).
(b) Instruct the students to sit in pairs and then guide them through
reading the words in Column A (Activity 4(a) in the Student’s
Book).
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(c) Instruct the students to match the words in Column A with their
meanings in Column B (Activity 4(a) in the Student’s Book).
S/N Column A Column B

1. bushfires ii.
LY
2. conserve iv.
3. deforestation v.
N
4. degradation i.
O
5. environment vi.
6. pollution vii.
7. recycle
SE
(d) Instruct students to make words from the groups of jumbled
iii.
U
letters given under Activity 4(b) in the Student’s Book and to
construct 5 sentences.
E
(e) Guide the students through constructing one correct sentence

N
for each word given under Activity 4(b) in the Student’s Book.
LI
Answers to the questions under activity 4(b)

N
S/n Column A Column B

O
1. recycle Plastic bottles can be recycled.

R
2. factory Don’t build a factory near a source of water.

FO
3. waste Plastic waste pollutes the environment.

4. protect Water sources must be protected.
5. plant Plants are sources of income, building materials
and food.
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(a) Guide the students through reading the sentences in Activity
(b) Ask the students to make meaningful sentences using the words
given in Activity 5(c).
LY
Possible sentences in Activity 5(c)
The answers may vary but use the following sentences as a
N
guideline.
O
1. He must be very rich. He has a private jet.
2. Atupele can run very fast.
3. Please sir, may I go out?
4. You have to study hard to pass your exams.
5. I might see you at school.
SE
U
E
(a) Guide the students through brainstorming the vocabulary used

N
in the environmental context. Belowe are examples:

LI
conserve deforestation degradation global warming

N
planet pollution protect recycle soil waste

O
(b) Instruct the students to use the words they have brainstormed
to construct 10-sentences that describe how they protect the
R
environment.
FO
(c) Students’ responses may vary. Make sure that the sentences
they provide relate to environmental protection.
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Answers to the questions under Activity 6(a)
The following sentences are illustrative:
S/n Vocabulary Sentences
1. conserve We must conserve our environment.
2. deforestation We should to stop cutting trees to avoid
deforestation.
LY
3. degradation I prevent environmental degradation by
planting more trees.
N
4. global We can control global warming by reducing
warming deforestation.
O
5. planet We need to protect our environment.
6. pollution We stop pollution by taking care of our
7. protect
environment.
SE
The earth’s atmosphere protects our planet.
U
8. recycle Waste recycling helps to conserve the
environment.
E
9. Soil We need to avoid pesticides and fertilisers to

keep the quality of the soil.
N
10. waste We need to control industrial waste to avoid

LI
pollution.
N
Answers to the questions under Activity 6(b)

O
1. needn’t 4. needn’t 7. must 10. can’t

2. can’t 5. may 8. can
R
3. may, mustn’t 6. can 9. may

FO
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Lesson Sixteen
Measuring instruments
Introduction
In this lesson, students will be introduced to different measuring
LY
instruments and what they measure. The measurements will focus
on size, quantity, length, time, distance, volume and degree. They
will also learn the importance of measurements in science. Lastly,
N
the lesson will guide them through learning that each measurement
O
has its relevant measuring instrument.

SE
U
(a) Ask the students to listen carefully to the passage that you will
read.
E
N
(b) Dictate the following passage for the first time and ask them to
LI
repeat after each sentence that you dictate.

Mwanamwema
N
My name is Mwanamwema. I am 180 centimetres tall. I weigh

O
54 kilogrammes. I live in Kiembe Samaki. My house is 50 metres

away from the main road. I always walk for 1 hour from my home
R
to school. My school is 5 kilometres from the town centre. I usually

FO
spend 8 hours at school on weekdays. I like watching movies. I

often watch movies in the evening for 30 minutes only. I spend the
rest of my time studying.
(c) Guide them through pronouncing the words in the passage
correctly.
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(d) Dictate the passage for the second time and ask the students to
write after each sentence you dictate.
(e) Ask the students to proofread the sentences they have
constructed.
(f) Assist them in correcting errors.
LY
Guide the students through studying the picture and answering the
N
questions under Activity 2 in the Student’s Book.
O
SE
Students’ responses may vary. Use them to elicit classroom discussion
about measuring instruments to improve their speaking skills.
1. The instruments seen in the picture are scales, clock, tape
U
measure, ruler, measuring cylinder, and spring balance.
E
2. A clock is an instrument that is used for measuring time.

3. A tape measure is an instrument used for measuring size and
N
distance.
LI
4. The instrument that is used for measuring 10 kilogrammes of

rice is scales.
N
5. The instrument used for measuring the volume of water is a

O
measuring cylinder.
R

(a) Ask the students to read the passage in Activity 3 in the Student’s
FO
Book and answer the questions that follow.

(b) Guide them through reading aloud in turns and noting down
the words which they fail to pronounce well.
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(d) Ask the students to re-read the passage silently and answer the
comprehension questions.
(e) Guide them through writing correct answers from the passage.
LY
1. Tuizo wakes up at 6:00 a.m every day.
2. Tuizo and Kiri usually walk or run 5 kilometres in the morning.
N
3. Tuizo uses 20 litres of water to have a bath.
O
4. The capacity of water at Tuizo’s home is 10m3 (cubic metres).
5. Tuizo’s mother usually buys 2 kilogrammes of wheat flour to
SE
prepare chapati for their breakfast and others for sale.
6. They usually drink 500mls of milk for breakfast.
U
7. The school is 200 metres away from Tuizo’s home.
8. At school, Tuizo has a garden measuring 7 metres long and 2
E
metres wide.
N
9. Each bunch of flowers costs not less than 5000 Tshs.

LI
10. The price of flowers depends on the weight of each bunch.

N

O
(a) Read aloud the words in the table (Activity 4(a) in the Student’s
Book) as the students listen attentively.
R
(b) Guide the students through reading aloud the words in the table
FO
to practise pronunciation under Activity 4(a) in the Student’s

Book.
(c) Ask the student to construct meaningful sentences using the
words in the table in Activity 4(a).
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Consider the following sample sentences:
1. The box has a volume of five cubic metres.
2. I wear my watch every day.
3. A kilogramme of maize porridge is enough for eight people.
4. You can measure your height using a ruler.
LY
5. You should control your weight.
6. The volume of this container is 8 cubic metres.
N
7. A great mass of water flooded the village.
O
8. A beam balance is an instrument that measures the mass of
different objects.
9. Yesterday I lost my tape measure. SE
10. Spring balances are found in the laboratory.
U
11. The distance from Arusha to Moshi is approximately 80
kilometres.
E
N
(d) Pronounce the words in Column A under Activity 4(b) in the

Student’s Book as the students listen attentively.
LI
(e) Instruct the students to sit in pairs and then guide them through
N
reading the words in Column A under Activity 4(b) in the

O
Student’s Book.
(f) Instruct the students to match the words in Column A with their
R
meanings in Column B under Activity 4(b) in the Student’s

FO
Book.
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S/N Words Meaning

1. volume vii
2. watch v
3. cylinder vi
4. cubic metre i
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5. beam balance ii
6. tape measure iii
N
7. ruler iv
O
1. cooks
4. takes
SE7. eat 10. pick
U
2. wakes up 5. walks 8. drink
3. finish 6. sell 9. prepares
E

N
(a) Instruct the students to sit in groups of five and guide them
LI
through discussing the questions to write a passage about the

N
football team they like most.

O
(b) Instruct the students to give answers in complete

sentences.
R
(c) Instruct the students to write answers individually in one

FO
paragraph in their exercise books.

Students’ answers may vary, but the following are possible
answers:
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1. I wake up at 6:30 a.m.
2. After waking up, I brush my teeth, take a shower and iron
my clothes.
3. I prepare myself for 15 minutes.
4. I usually use 10 litres of water to have a shower.
5. I drink half a litre of milk for breakfast.
LY
6. The distance from home to school is 5 kilometres.
7. It takes me 20 minutes to walk from home to school.
N
8. I have two friends who I frequently meet.
O
9. Mwajuma is 13 years old, 145cm tall and 30kg heavy;
Juma is 13 years old, 150cm tall, and 31kg heavy.
10.
11.
is 30metres. SE
The distance from my classroom to the assembly ground
My classrom is 10feet high and 15feet long.

U
12. The size of my school compound is 700 square metres.
E
13. I usually spend 8 hours at school on weekdays.

14. I usually spend 2 hours self-studying at home.
N
15. I usually go to bed at 9:00 p.m.

LI
N
O
R
FO
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Lesson Seventeen
Safety and first aid kit
Introduction
Accidents can easily happen in messy and cluttered spaces.
Sometimes, students may feel unsafe when the classroom is too
LY
small and crowded with objects and people. It is important to keep
the classroom clean and clear of objects that can cause trips, slips
N
and falls. Such objects can be backpacks, beverages, and loose
O
pieces of paper. In case of an accident, first aid offers a wide range
of benefits. Therefore, the injured need appropriate first aid.

Pre-listening activity SE
U
A Telephone Whispering Game
Steps to follow
E
(a) Create two teams of students and set up both teams in lines or a
N
circle. Players should be spaced far apart so that they will not
overhear the word when it is not their turn.
LI
Note: Proper positioning is important when playing the telephone

N
game. If the students are not in a line, they will not know when
it is their turn.
O
(b) Write down the message and choose the first two students in the
two lines to read it silently.
R
FO
(c) Instruct the first student to whisper the message to another

student who will then whisper to the next student and so on,
until the end of the line or circle.
(d) See how much the word has changed. Once the last person
hears the word or phrase, trace the message by asking each
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student what they thought they heard. This is the moment when
all the players learn how much the word or phrase changed
through their “telephone line.”
(e) Write the original message on the board.
(f) The winner is the team with the most accurate spelling,
pronunciation, and content. Bonus points for originality and
LY
hilarity may be awarded.
N
Telephone message:
O
Let’s stay safe for our own sake and others
(g) After the game, ask the students the following questions:
SE
1. What have you learned from the game?
2. Discuss why a message often changes when it is passed on
U
from one person to another.
Possible answers
E
1. The reasons could vary. Some of them can be:

N
(i) not being able to ask questions.

LI
(ii) whispering rather than talking normally.

2. The message was difficult.
N
(a) Instruct the students to write a summary of what they have

O
listened to.
(b) Guide the students through sharing their work in small groups
R
for comments.
FO
(c) Guide the students through incorporating the comments to

improve their work.
(d) Guide the students through sharing their improved work in the
classroom.
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(a) To practise speaking, instruct the students to sit in pairs and
guide them through reading the dialogue and acting it out
under Activity 2(a) in the Student’s Book.
(b) Instruct the students to sit in a group of four and guide them
through discussing the questions (Activity 2(a) in the Student’s
Book).
LY
Answers to the questions in speaking Activity 2(a)
N
1. Katete was scared of being hurt during the first day at
school.
O
2. According to Mrs Chompa, Katete would be helped
because the school had safety measures.
SE
3. I think Katete was scared because the place was huge with
a lot of unfamiliar people. He was worried that he would be
U
hurt.
(c) Guide the students through studying the picture and answering
E

N

LI
The responses may vary but must be in line with the following:
1. In the picture, I see a rubbish heap with pieces of glass.
N
2. The girl who is being held has been injured by broken

O
glass.
3. They are taking the girl to hospital.
R
4. To avoid accidents, people should dispose of waste in

FO
proper places.
5. If an accident like that happens to me, I will go to hospital
immediately.
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Activity 3: Reading Practice
them for a reading practice.
Questions
1. What is a warning?
2. What would happen if you wandered in wild grass with
snakes?
LY
3. Mention the effects of snake bites.
Answers to the questions under Activity 3(a) above
N
Students’ responses may vary, but the following are possible
O
answers:
1. A warning is a statement that tells you that something bad,
SE
dangerous, or annoying might happen for you to be ready
or avoid it.
U
2. I might be bitten by a snake.
3. Effects of snake bites include swelling, difficulty breathing,
E
injuries and even death.

N
(b) Guide the students through reading aloud the passage in

LI
Activity 3 in the Student’s Book while you follow and listen.

(c) Guide the students through finding the meaning of vocabulary
N
items related to the passage and constructing sentences using

O
word cards, pictures and flipcharts.

(d) Instruct the students to read the passage silently. Observe them
R
to ensure each student is reading.

FO
(e) Instruct the students to sit in groups and guide them through
(f) Move around and observe the participation of each student in
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(g) Instruct each students to answer the questions in their exercise
1. The students went to Kitulo Game Reserve for a study tour.
2. Chautundu suffered an injury from a snake bite.
3. Chautundu remained behind because he wanted to pick
LY
some flowers.
4. The students knew that Chautundu was in danger because
N
he yelled “Mamaaa nakufa!”
O
5. The doctor insisted on having a first aid kit wherever we go.
SE
(a) Ask the students to read aloud the phrases in the table under
U
(b) Guide them through pronouncing the phrases correctly.
(c) Instruct them to find the meaning of the phrases in the box
E
(Activity 4(a) in the Students Book)

N
(d) Guide the students through using a dictionary (Activity 4(b) in

LI

(e) Instruct the students to find the meanings of the words game,
N
bandage, razor blade, medicine and serious from a dictionary

O
and write them in their exercise books (Activity 4(b) in the

Student’s Book).
R
(f) Guide the students through finding other information about

FO
the words game, bandage, razor blade, medicine, serious

and venomous in the dictionary (Activity 4(b) in the Student’s
Book).
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(g) Guide the students through writing example sentences for the
given words in Activity 4(b) and (Activity 4(c) in the Student’s
Book).
S/N Word Meaning
1. game wild animals or birds that people hunt for sport
LY
or food
2. bandage a strip of woven material used to bind up a
N
wound or to protect an injured part of the body
O
3. r a z o r a flat piece of metal with a sharp edge or edges
blade used in a razor
4.
SE
medicine the study and treatment of diseases and injuries
U
5. serious significant or worrying because of possible
danger or risk; not slight or negligible
E
6. venomous containing venom-poisonous liquid that some

snakes, spiders, etc. produce when they bite or
N
sting
LI
Examples of sentences in Activity 4(c)

N
1. Yesterday, I visited a game reserve.

O
2. You may be wrapped up with a bandage if you have a cut.

3. A razor blade cannot cut a tree.
R
4. Some medicines are harmful.

5. His medical condition is not serious.
FO

Guide the students through answering the questions in Activity 5(a).
Answers to the questions in activity 5 (a)
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1. picked
2. removed
3. pricked
4. managed
5. interested
6. went
LY
7. cried
8. took
9. remained
N
10. paid
O
Students’ responses may vary.
1. I will jump to safety.
2. I will kill it by using the firewood.
SE
U
3. I will extinguish it by using water.
4. I will poison it.
E
5. I will ask him to stop.

N

LI
Guide the students through drawing the first aid kit and some items
N
inside it.
O

Scissors are important tools that should be included in any first aid
R
kit. Scissors can be used for:

1. cutting bandages to tie around wounds,
FO
2. helping remove dressings, and

3. reducing the risk of infection.
The bandage is used to:
1. protect the injured part.
2. cover the injured part.

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Lesson Eighteen
Laboratory rules and symbols
Introduction
In this lesson, students will learn laboratory rules and symbols.
LY
In the laboratory, rules and symbols are put in place to ensure
users safety. The lesson will help them to follow appropriate safety
procedures in response to any accident in the laboratory. This
N
will help to prevent, minimise, or eliminate hazards that would
O
otherwise be harmful to human life.

Simon says game SE
Simon says is a simple, funny and tricky game meant to eliminate
U
as many players as possible until one player remains as a winner.
One player takes the role of Simon and issues instructions to other
E
players which should be followed only when preceded by the

N
sentence “Simon says...”. It is a great way to practise giving and

following instructions since that is the basis of the game. Visual
LI
modelling (i.e. having a person who is “Simon” acting out the

N
instructions as they say them) is a good way to support students in

following instructions.
O
R
Steps of the game

FO
Follow these steps to make the game enjoyable and engaging:

(a) Divide the class into small groups. Within each group, name
one student, Simon. Whoever is chosen to be Simon will then
stand in front of the class or face the rest of the players in the
group.

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(b) Guide the students through understanding the Simon says
game.
Note: Remember that students should only follow the
instructions that begin with the expression “Simon says.” to
avoid elimination.
(c) After Simon gives a command, students should continue
LY
to perform the command until Simon moves on to the next
command.
N
(d) Instruct the listeners to pay attention to the commands given by
O
Simon, as Simon will try to trick them into obeying commands
that they shouldn’t, by giving them commands very quickly.
SE
(e) Demonstrate the role of Simon by giving several instructions to
a group of a few students.
U
Examples
1. Simon says, “Run up and down on the spot.”
E
2. Simon says, “Stay absolutely still and don’t move a

N
muscle.”
LI
3. “Simon says, “Jump up and down.” The players begin to

jump.
N
Then say “stop!”

O
(f) Check the students who have stopped and those who continue
jumping, who is right and who is wrong, who has to sit down
R
and who gets to continue playing?

FO
This is a well-played trick. When you said, “Stop”, you didn’t say,
“Simon says stop.” Hence, all players that kept jumping followed
the instructions, they should continue with the game. The players
who stopped jumping are out, and they should sit down.

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(g) Allow the students in their groups to play the game.
(h) Go through the groups and check their participation in the
game.
(i) Reward the winners by, for example, clapping hands or
complimenting them.
LY
(j) Conduct a discussion on the importance of listening to
instructions.
N
(k) Instruct the students to listen to a YouTube speech delivered in
O
English by a prominent leader to improve their listening skills.
(l) Instruct the students to write a summary of what they have
listened to.
SE
(m) Guide the students through sharing their work in small groups
and summarising them in one group work.
U
(n) Guide the students through presenting their group work to the
class for knowledge sharing.
E

N
(a) Guide the students through reading a tongue-twister aloud

several times in chorus, groups, and individually to practise
LI
pronunciation.
N
(b) Instruct the students to sit in groups of four and guide them
through studying the picture and answering the questions
O
(Activity 2(b) in the Student’s Book).

R

Students’ responses may vary. Listen to them and clarify their
FO
answers when needed.

1. I see pieces of laboratory equipment. I also see students.
2. Students are testing various samples./They are doing
experiments.
3. It is very important because it helps to test various theories.

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(a) Ask the students to read the passage under Activity 3 and
(b) Guide them through reading aloud in turns and noting the
words which they fail to pronounce well.
LY
(d) Ask students to re-read the passage silently and answer the
N
(e) Guide them through finding the correct answers from the
passage.
O
The following are possible answers:
SE
1. A laboratory is a place where scientists carry out
experiments relevant to their fields.
U
2. I will report immediately all accidents such as injuries,
and breakage of glass or any equipment to the laboratory
E
technician or teacher.
N
3. Long hair should be tied to avoid catching fire.

LI
4. I should keep my work station clean and in good order

before leaving the laboratory.
N
5. The phrase is used to mean moving around aimlessly.

O

(a) Ask the students to read aloud the words in the table in the
R

FO

(c) Instruct them to find the meaning of the words in the box
(Activity 4(a) in the Students Book).
(d) Guide the students through practising the use of the dictionary
(Activity 4(b) in the Student’s Book).

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(e) Guide the students through finding other information given in
the dictionary about the words laboratory, danger, chemical,
experiment, risk, scientist, escape, man-made, accident,
observe, safety and destruction (Activity 4(b) in the Student’s
Book).
(f) Guide the students through using a dictionary to find meanings
LY
of the words given in Activity 4(a) in the Student’s Book.
Examples of the meanings in Activity 4(b)
N
S/n Word Meaning
O
1. laboratory a room that is equipped for scientific
experiments, research or teaching
2.
3.
danger
chemical
SE
the possibility of suffering harm or injury
relating to chemistry or interactions of
U
substances
4. experiment a scientific procedure undertaken to make a
E
discovery, test a hypothesis, or demonstrate a

N
fact
LI
5. risk a situation involving exposure to danger/

likelihood of committing errors or causing a
N
problem
6. scientist a person who is studying or has expert
O
knowledge of one or more of the natural

sciences
R
7. escape break free from confinement or control

FO
8. manmade made or caused by human beings (as opposed

to occurring or being made naturally)
9. accident an unfortunate incident that occurs
unexpectedly
10. observe watch someone or something attentively

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S/n Word Meaning

11. safety the state of being secure or protected from
danger, risk, or injury
12. destruction the action or process that causes damage to
something to a state that cannot be repaired
(g) Guide students through choosing any four words from the table
LY
in Activity 4(a) and construct meaningful sentences.
Examples of sentences in Activity 4(c)
N
O
1. Kalambo is a man-made dam.
2. You must be careful in the laboratory; you may get involved
in an accident.
3.
4.
SE
Old people are at risk of contracting the coronavirus.
Water has H2O chemical properties.
U
E
(a) Ask the students to read the sentences in Activity 5 in the

N
Student’s Book.
(b) Instruct them to use and demonstrate the use of imperatives.
LI

N
Answers may vary from one student to another.

O
S/n Situation S/n Command

1. You are a leader of the class i. Quiet!
R
and you want to stop your

fellow students from making
FO
noise.
2. You see someone runing up ii. Watch your steps.
the stairs while talking on the
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3. Somebody is frightened iii. Open the door.

outside and wants to enter the
house quickly.
4. A mother scolds her child for iv. Don’t ever touch my
playing with her phone. phone.
LY
(a) Instruct the students to read carefully the laboratory rules
under Activity 3 in the Student’s Book.
N
(b) Guide the students through identifying rules which are violated
in the sentences given under Activity 6(a).
O
S/n
1.
Sentences
Some pieces of paper
SE
Rules violated
Keep your work station clean
U
caught fire in the laboratory
and in good order before
after students went home. leaving the laboratory.
E
2. Chimamy’s long hair Long hair (chin-length or

N
caught fire. longer) must be tied back

LI
and secured with hair nets or

special hats to avoid catching
N
fire
O
3. Domi and Dami are eating No eating or drinking is

biscuits in the laboratory. allowed in the laboratory
4. John is turning on the gas Unauthorised experiments
R
tap without being asked. or procedures must not be

FO
attempted.
(c) Take your students to a laboratory and guide them to observe
different apparatuses and study the enviroment.
(d) Instruct students to describe in writing what they saw in the
laboratory.

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Lesson Nineteen
Science apparatus
Introduction
In this lesson, students will learn how to accurately record scientific
LY
results using appropriate laboratory apparatus. They will also learn
different scientific concepts and how to conduct experiment using
appropriate laboratory apparatus. They will also play a Flyswatter
N
Imperative Game to improve their listening skills.
O
Activity 1: Listening Practice
SE
(a) Guide the students through playing the Flyswatter Game in the
classroom. This fun game can inject a bit of excitement into the
U
classroom.
(b) Prepare a list of imperative sentences that you will use to
E
play a flyswatter game. Then, divide the class into two teams.
N
Write one imperative sentence on the board (for example, “run

LI
fast”). If any member of the two teams knows the scenario of

the given imperative sentence (for example, “a coach talking
N
to the tennis player”), will clap, provide the scenario and earn
O
a point to the team. When the first sentence is resolved, erase it

and write another one until all sentences are completed.
R
NB:This game aims to teach students to listen to instructions in the

imperative form.
FO
(c) You can use the imperative like: Sit down; be quiet; put your
shoes on; go to sleep; brush your teeth; don’t be late; run fast;
and don’t run.

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(d) Ask the students to discuss what they have learnt.
(a) Guide the students through reading the tongue twister in their
book. Let them repeat it as many times as possible.
(b) Guide the students through studying the picture and answering
LY
the questions in Activity 2(b) in the Student’s Book.
(c) Guide the students through reciting the poem. They can repeat
N
it several times to perfect their pronunciation. (Instruct the
students to use simple language based on their level.)
O
(d) Guide the students through answering the questions in Activity
2(d)
SE
Possible answers to questions in Activity 2(d)
U
1. Poetry and science aid an ordinary man by keeping the
common man’s goal in mind
E
2. Bending light makes a rainbow

N
3. (Show them the prism and how it works)- A prism is a

transparent glass or plastic object that separates white light
LI
through it into different colours.

N
4. They both help the human mind

O
(d) Go with real objects to the classroom/take the students to the

laboratory.
R
(e) Instruct students to read aloud the names of those instruments

FO
(insist on correct pronunciation).

(a) Guide the students through reading the story in their books in
groups to identify the words they find challenging to read.

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(b) Discuss the words in the class. Select a few students to read
the story aloud in front of the class. (Take time to help students
with reading difficulties).
3 in the Student’s Book.
LY
(a) Guide the students through rearranging the letters to form
words in Activity 4(a).
N
O
1. Apparatus 2. mass 3. volume
4. laboratory 5.
SE
length 6.
(b) Instruct the students to look up the meanings of the words in
time
U
Activity 4(a) in dictionary.
E
apparatus tools that are needed for a particular or task.

N
mass the quantity of material that something contains.

LI
volume the amount of space that an object or a substance

fills.
N
laboratory a room used for scientific research, experiments,

O
testing and etc.

length the size or measurement of something from one
R
end to the other.

FO
time what is measured in minutes, hours, days, etc
(c) Ask them to match the words in Column A with their functions
in Column B.

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Answers to the questions under Activity 4(c)
1. - vi. 2. - v 3. - i 4. - vii 5. - ii
6.- viii 7. - ix 8. - iii 9. - iv
Activity 5: Grammar Practice

(a) Assist the students in reading the sentences in Activity 5(a).
LY
(b) Lead a discussion on the uses of the word forms in the present
and past tense.
N
O
1. 2. 3. 4. 5. 6.
are were

is
SE are is is
U
Guide the students through writing a passage titled “My school
laboratory.”
E
Example
N
In our school, we have three laboratory buildings. Our laboratories

LI
are painted white. These buildings are separated from the classroom
buildings. Our science teacher told us that they located the laboratory
N
in a separate compound on purpose. He said, in the laboratory, some

O
of the chemicals are explosives. These include Benzoyl peroxide,

Ammonium picrate and Ammonium nitrate. These chemicals can
R
be dangerous if not handled well.

FO

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Lesson Twenty
Measurement in science
Introduction
Measurement is one of the most important concepts in science. It
LY
helps scientists to conduct experiments accurately. Scientists need
tools to determine the quantity of things. In this lesson, students
will learn about scientific measurement.
N
Activity 1: Listening Practice
O
prepare them for listening: SE

(a) Ask the students to answer the following questions orally to
1. What is the size of your waist? How do you measure it?

U
2. What is the size of your shoes?
3. What is the size of your house?
E
Students’ answers may vary.

N
(b) Ask the students to listen to the story you are going to read
LI
them. Before reading, remind the students to listen attentively.

N
(c) Slowly, read the passage aloud with a correct pronunciation

O
and observe the punctuation marks while the students listen

attentively.
R
(d) Reread the passage aloud at normal speed, with correct

FO
pronunciation while observing correct usage of punctuation

marks. As you read, engage the students in listening by asking
some questions to check whether they are listening.

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Measurement is an act of finding out the exact size, weight, force,
length, or amount of something. It can also be a unit or system used to
calculate a standard measure of something. Without measurement,
it would be difficult to know the size of our clothes, shoes or even
the amount of sugar we put in the tea. In science, you can never just
grab some chemicals and mix them without measuring. This would
LY
result in scientific errors or serious damage.
N
(e) Ask the students to discuss the passage in pairs or small groups.
(f) Instruct the students to answer the comprehension questions
O
stated in the Student’s Book.
SE
(Creative answers should be encouraged to develop listening
U
skills.)
1. Measurement is the act of finding the size, quantity, or
E
degree of something.
2. The importance of measurement in students’ daily life
N
is to know the size, quantity, or degree of something

LI
(Other related answers are acceptable.)

N
3. Guide the students through mentioning things that can

be measured at school.
O
4. A suitable title for the passage is “Measurement.”

R
(g) Ask the students to listen to an audio or audio-visual clip

about measurement to improve their listening skills. (Any age-
FO
appropriate audio/ audiovisual materials can be used.)

(h) Instruct the students to summarise what they have listened to.
(i) Guide the students through sharing their works in pairs and
summarising them into one group work.

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(j) Ask the students to present their group work to the class for
knowledge sharing.
This practice aims to help the students to improve their language
skills. (Language rules are not strictly observed at this stage.)
(a) The students should fill in the blanks to complete the poem
LY
using the following answers:
i. know
ii. blue
N
iii. know
O
iv. knew
v. four
vi. I
vii. bee SE
U
viii. red
ix. sea
E
x. do
xi. sew
N
xii. wear
LI
xiii. right
xiv. there
N
(b) Guide the students through reciting the poem in the classroom,
O
considering the homophones.

(c) Ask them to copy any three homophones of their choice such as
R
know/no, sea/see, knew/new and find their meanings.

FO
For example, know vs. no

Know: to be familiar with someone, something
No: a negative reply, refusal/disagreement
Sentences (These will vary, depending on the word choice of
each student.)

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1. No, do not come. Tomorrow, I will not be around.
2. I know the place you are talking about.
3. The Mediterranean Sea is one of the water bodies.
4. I can see a nice book.
5. I knew where you had gone.
6. I bought a new green book.
LY
This practice helps the students to read and pronounce words
correctly, following the correct punctuation.
N
(a) Guide the students through reading the story in their books.
O
Then, read the story with correct pronunciation. Finally,
choose few students to read aloud.
SE
(b) Help those who read it with difficulty.
Answers in Activity 3
U
1. The simplest tool for measuring length is a ruler (any other
appropriate expression is acceptable.)
E
2. These apparatus measure the following:

N
(i) A cylinder measures the volume of liquid.

LI
(ii) A metre ruler measures distance.

(iii) A balance measures weight.
N
(iv) A micrometre measures diametre of tiny items.

O
(c) Encourage the students to answer in complete sentences.

R
(a) Guide the students through reading aloud the words in the
FO
Student’s Book and finding their meanings in groups. Insist on

the participation of each member in the group. (A dictionary
should be used.)
(b) Ask the students to construct sentences orally.
(c) Instruct them to use the words correctly.

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(d) Encourage them to participate in oral practice before going to
the writing activity.
(e) Ask them to construct sentences in their exercise books. (Mark
all the answers to identify an individual student’s strengths and
weaknesses.)
LY
(a) Guide the students through discussing the words with similar
sounds (homophones).
N
(b) Encourage them to use words with similar sounds in sentences.
O
(c) Familiarise them with the common name for such words with
similar sounds (i.e. homophones).
SE
(d) Let the students list as many homophones as possible.
U
1. 2. 3. 4. 5. 6. 7.
son brakes hare tale too pray peel
E
(e) Guide the students through writing two sentences using the
N
pairs of words given in Activity 5(c).

LI
(f) Guide the students through constructing two sentences by

using the pair of words given below.
N
1. heal/heel
O
2. hear/here
3. week/weak
4. meet/meat
R

FO
(a) This activity helps the students to express the concept of

measurement.
(b) Instruct them how to use measuring instruments in the
laboratory.

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(c) You can use measuring cylinders, beakers, and pipets as
teaching materials.
(d) Instruct the students how to read volume in different units like
millilitres and litres.
(e) Guide the students through answering the questions in the
Student’s Book.
LY
1. 70 millilitres
N
2. cylinder E
O
3. cylinder A
4. It depends on the interest of the student.
5.
6.
5 mls
184 mls SE
U
E
N
LI
N
O
R
FO

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Lesson Twenty-One
Simple machines
Introduction
A machine is anything that helps to make our work easier. Machines
LY
are an integral part of our daily life. You use machines daily and
without even thinking about them. In this lesson, students will learn
about simple machines, their types and functions.
N
O
(a) Ask the students to answer the following questions orally to
prepare them for listening:
1. What is a machine?
SE
U
2. Why do we use machines?
E
(b) Read the story to the students while observing punctuation

N
marks. Speak slowly and clearly to enable them to identify

LI
important points and the main ideas of the story. As you narrate,
make sure that each student is noting down some important
N
points.
O
Last month, Professor Uli of Rungwe University was reading a book.

The book was about a time machine. The book was so interesting
R
that Professor Uli decided to make his own time machine. He knew
FO
with this machine, he could go anywhere he wanted at any time.

Therefore, he made an engine, put a timer, and other pieces of
equipment. After completing, he turned it on. He sat inside and set
the date. It was 24th April 2005. He took off and arrived at Tema
Beach in May 2021. Where had he been all that time?

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(c) Narrate the story again to the students with a correct
pronunciation while observing punctuation marks. Again,
speak slowly and clearly to enable students identify important
points and the main ideas of the story. As you narrate, make
sure that each student crosschecks his/her work after taking
some important points or main ideas.
LY
(d) Ask the students to discuss in groups how they would gouge
a piece of rock out of their school garden and move it to a
different place.
N
O
(e) Guide the students through answering the questions in Activity
1(a). (Students should answer in complete sentences.)
SE
1. The character in the story is Professor Uli
U
2. He made a time machine.
3. Answers to questions 3 and 4 will differ from one student
E
to another (Allow the students to express themselves.)

N
(f) Ask the students to share their work with other groups.
LI
(g) Guide the students through sharing their work in small groups
and summarising the work into one group work.
N
(h) Guide the students through presenting their group work to the
O
classroom for knowledge sharing.

R
(a) Guide the students through discussing in pairs the names and
FO
functions of the machines in the picture under Activity 2(b) and

present their responses to the class.
(b) Guide the students through using the words in the box in
Activity 2(b) to describe the machines in Activity 2(a).

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(c) Ask the students to discuss with their neighbours how they
would gouge a piece of rock in their school garden.
(a) Guide the students through reading the story and answering
the questions.
LY
1. 2. 3. 4. 5.
TRUE TRUE FALSE FALSE TRUE
N
(b) Ask the students to mention the machines found at their home
and school.
O
(c) Guide the students through describing the uses of the machines
SE
they have identified. (Their responses may vary, but they can
mention things like a broom, a pair of scissors, and levers.)
U
This practice helps the students to be familiar with vocabulary
related to simple machines, which are common in our life.
E
(a) Guide the students to use a dictionary to find the meaning of

N
the words in the Student’s Book.

LI
The following are example responses:

1. wheel /wiːl/ one of the round objects under a car, bicycle,
N
bus, etc. that turns when it moves; he braked suddenly,

causing the front wheels to burst.
O
2. wedge /wedʒ/ a piece of wood, rubber, metal, etc. with

one thick end and one thin, pointed end that you use to
R
keep a door open, to keep two things apart, or to split wood

FO
or rock.
(b) Guide the students through constructing sentences using the
words they have discussed.
(c) Guide the students through pronuncing correctly the words in
Activity 4(c).

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(a) Guide the students through discussing how negative sentences
are formed. Examples are I have not; I’m not; and I don’t.
(b) Guide the students through doing more oral practice in their
groups.
(c) Guide the students to construct negative sentences in activity
LY
5(b).
1. We don not measure volume using a cylinder.
N
2. A wheelbarrow is not a simple machine.
O
3. An inclined plane is not used to lift heavy things.
4. Simple machines are not useful to our daily life.
5.
6.
7.
SE
Engineers do not use different machines to work efficiently.
Plastic materials are not the only simple machines.
Bicycles do not use wheels and axels.
U
8. The definition of a machine is not very clear.
Niku does not always operate machines.
E
9.
10. A screw is not a complex machine.
N

LI
(a) Guide the students in groups through finding the meaning of

N
the words in the box, as shown in Activity 6(a) in the Student’s

Book.
O
(b) Guide them through using the words in the box under Activity
6(a) in the student’s book to fill in the blanks in Activitiy 6(b).
R

FO
1. scissors
2. wedge
3. inclined plane
(c) Guide the students through writing a short text, describing two
other objects in the box in Activity 6(a).

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Lesson Twenty-Two
States of matter
Introduction
This lesson introduces students to different states of matter. They
will also learn to identify and comprehend various elements of the
LY
state of matter and how they are applied in our daily life. The lesson
will also expose students to the language used in science subjects.
N
O
(a) Guide the students through answering the following questions:
1. Mention different things found at home.
SE
2. Do you eat ice cream? How do people make ice creams?
U
(b) Guide the students through listening to the poem you recite.
E
Recite the poem twice and slowly . Ensure that the students are
N
listening and taking notes.

We are the four states of matter.
LI
I can move freely, so what is my name?

N
I can be all kinds of shapes,

My name is gas,
O
The next state of matter,

R
I am the densest of all,

Call me solid,
FO
Always hold my shape.

Then,
I am the one that can take all shapes
I can fall from the sky,

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My volume can change
My name is liquid.
You can call me plasma,
I am a gas
Found in lights made of neon
Plasma-made television!
LY
N
O
1. A student should mention any of the following states of
matter:
i.
solid
ii.
liquid
SE
iii.
gas
iv.
plasma
U
2. Solid
3. Gas
E
4. Liquid
N
5. Plasma is a gas found in lights made of neon.

LI

(a) Guide the students through studying the pictures in groups.
N
(b) Ask the students to present their group work for classroom
O
discussion.
(c) Guide the students through answering the questions orally in
R
the classroom.
FO
(d) Assist them in making corrections in the classroom.

1. In the pictures, I see states of matter/process of matter
transforming from one state to another.
2. Plasma is used in lamps and plasma television.

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3. Guide students through mentioning the types of matter in
their environment.
(a) Guide the students through reading the passage and answering
the questions in Activity 3(a).
LY
1. Liquid matter is composed of loose particles that conform
to the shape of their container.
N
2. Solid matter can be transformed into liquid through
O
melting.
3. Plasma is used for making fluorescent lamps and plasma
televisions.
SE
(b) Ask the students to fill in the blanks using the words in the box
U
in Activity 3(b).
E
N
1. 2. 3. 4.
gas particles plasma sublimation
LI

N
(a) Guide the students through reading aloud the words/phrases in

O
Column A under Activity 4(a), in the Student’s Book and find

them from the passage in 3(a) in the Student’s Book.
R
(b) Guide the students through reading the sentences containing

FO
the words from the passage in 3(a).

(c) Guide the students through matching the items in Column A
with the expressions in Column B.
(d) Guide the students through using each of the words in Column
A in Activity 4(a) in the Student’s Book to construct sentences.

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1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
ii. ix. iv. v. vi. iii. i. vii. x. ix.
(a) Guide the students through discussing the use of ‘is’ and ‘are’.
(b) Use objects in singular and plural forms.
LY
(c) Guide them through practising the expressions orally before
writing their work in their exercise books.
N
(d) Guide the students through using the objects available in the
O
classroom like books, chairs, etc.
Examples
1. There are many chairs in our classroom.
2. This is the book my mother gave me yesterday. SE
U
1. 2. 3. 4. 5.
E
is are are is is
N
LI

Guide the students through discussing the questions in Activity 6 of
N
the Student’s Book in pairs before writing in their exercise books.

O

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
R
True False True False False True False True True True False
FO

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Lesson Twenty-Three
Our history
Introduction
This lesson introduces students to past events that happened in
LY
Tanzania. History helps them become good citizens by exploring
the achievements of the great heroes and heroines of our country. In
this lesson, they will learn how history makes them understand their
N
past and present. They will also learn how history can shape their
O
future. Finally, it will expose them to various historical concepts.

(a) Guide the students through pre-listening activities, while-
U
listening activities and post-listening activities. Help students
to engage fully in the learning process.
E
(b) Guide the students through listening to the story which you will
N
read and ask them to answer the comprehension questions.

LI
(c) Guide the students through finding the meaning of the following
words before listening to the story.
N
S/N Column A Column B

O
1. ancestor a person in your family who lived long time

ago
R
2. bullets small metal objects that are shot from a gun

3. deity god/goddess
FO
4. spirit a part of a person that includes the mind,

feelings and character rather than the body
5. treason the crime of betraying one’s country,
especially by attempting to kill or overthrow
the sovereign or government

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6. nationalism identification with one’s own nation and

support for its interests, especially to the
exclusion or detriment of the interests of other
nations
(d) Ask students the following questions to prepare them for
listening to the passage: Our Heroes.
1. Mention any five heroes you know from your family,
LY
community, and society. (Kinjekitile Ngwale, Mkwawa,
Milambo, Mwl Julius Nyerere, …)
N
2. What would you do to make yourself a future hero?
O
(To work hard, to help people, to be patriotic…)
SE
(e) Slowly read to the students the passage about our heroes while
they are listening attentively. Read again at an increased speed.
U
Instruct the students to take notes.
(f) Read it at a normal speed.
E
(g) As you read, engage the students in listening by asking them

N

LI
Our heroes
N
Kinjekitile was a Matumbi living in what is now Tanzania (by then

German East Africa, later Tanganyika). In 1904, the little known
O
Kinjekitile disappeared from his home in Ngarambe. He returned

after a few days and said that he had been taken into control by
R
a spirit, called Hongo. Kinjekitile claimed to have communicated

FO
with the deity Bokero through the spirit Hongo. He encouraged his
followers to ignore tribal differences and unite against the Germans.
He told his followers that their ancestors had commanded him to
lead a resistance against the German colonial rule.
This helped Kinjekitile to start the Maji Maji War. He gave his

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people ‘holy water’ (maji) to protect them from the Germans. After
a group of Matumbi people ambushed the home of a local official
in July 1905, Kinjekitile was apprehended by German troops. He
was hanged for treason on August 4, 1905. His brother continued
Kinjekitile’s work and the resistance continued until 1907, with
over 100,000 local people killed. Many Tanzanians consider the
failure of the resistance as the seed of patriotism, and Kinjekitile
LY
(Bokero) Ngwale a national hero.
N
(h) Guide the students through answering the questions in Activity
O
1. of the Student’s Book.
SE
1. Kinjekitile Ngwale is a Matumbi hero who lived in what is
currently known as Tanzania.
U
2. He claimed to have communicated with the deity Bokero
through the spirit Hongo.
E
3. He wanted people to unite against the German rule.

N
4. Kinjekitile was hanged by the Germans.

LI
5. Kinjekitile is a national hero because he united his people

to fight against the colonialists who invaded their land.
N

O
(a) Guide the students through studying the map showing tribes in
Tanzania.
R
(b) Put them in groups to discuss what they see on the map and
FO
present a report to the class. (Group leaders should present

the report.

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1. Guide the students through mentioning where the tribes
shown in the map are found. For example, Arusha,
Dodoma, Mwanza, etc
2. (Students’ responses may vary.)
3. The chiefs and the areas they ruled
LY
(i) Milambo: He ruled the Nyamwezi of Tabora
(ii) Isike: He ruled the Nyamwezi of Tabora
(iii) Mkwawa: He ruled the Hehe of Iringa
N
O
(a) Guide the students through following the procedures for
reading and answering the comprehension questions.
SE
(b) Assist the students in using a correct pronunciation
(c) Observe their reading pace.
U
(d) Consider students with reading difficulties.
E
1. Oral traditions, archaeology, historical sites, written

N
records, archives and museums.

LI
2. Rulers of the country in different historical periods:

(i) Before 700 – Chiefs
N
(ii) Before the end of WWI – Germans

O
(iii) 1919-1961 –British

R
Our country was ruled by (a) chiefs before the arrival of the
FO
colonial rulers. The first foreigners to come to Tanganyika were the

(b) Arabs. Their rule started in (c) 700 and continued until 1500.
Then, the Portuguese ruled for (d) 380 years. The (e) Germans
ruled from 1885 to 1919. The fourth and last colonial rulers were
the (f) British. In (g) 1961, Tanganyika became independent, and it
united with (h) Zanzibar in 1964.

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The aim is to help students to develop English language vocabulary.
(a) Read aloud to students the words in the box in Activity 4(a) in
the Student’s Book and let them repeat after you.
(b) Write the words on the board and ask the students to spell them
correctly.
LY
(c) Ask the students to read the words written on the board.
(d) Ask the students to use a dictionary to find the meaning of the
words.
N
The meaning of the vocabulary items
O
1. Written records are historical narratives based on a written
record or other documented communication.
SE
2. A museum is an institution that keeps a collection of artefacts
and other objects of artistic, cultural, historical, or scientific
U
importance
3. Archive is a collection of historical documents or records
E
providing information about a place, institution, or group of

N
people.
LI
4. Colonisation is a process of settling among indigenous and

establishing control over them.
N
5. A hero is a person, usually a man who is admired by many

O
people for doing something brave or good.

R
6. Archaeology refers to the study of human history and prehistory

through the excavation of sites and the analysis of artefacts and
FO
other physical remains.

7. Oral traditions are the cultural knowledge and information that
have been passed down through speech from one generation to
the next.

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8. Historical sites are official locations where pieces of political,
military, cultural, or social history have been preserved due to
their cultural heritage value.
9. Defeat means win against someone in a battle or contest;
overcome or beat.
(c) Guide the students through making a sentence for each of the
LY
words above. For example: Mwalimu J.K. Nyerere is our hero.
Activity 5: Grammar Practice
N
(a) Guide the students through using on, in, and at correctly.
O
(b) Use proper teaching aid whenever possible.
(c) Encourage the students to practise using on, in, and at orally.
1. 2. 3.
SE
4. 5.
U
on in in in at
E

N
This practice aims to help the students use English and develop
writing skills.
LI
(a) Encourage them to write different things in a historical context.

N
(b) Guide the students through writing compositions using prompts.

O
(c) Depending on the circumstances and the environment, you may

ask them to write their villages’ history in their exercise books.
R
Possible composition about Nyerere in Activity 6

FO
Nyerere the hero

Mwl Nyerere is one of the African heroes. He was the first president
of Tanzania. He was born in 1922 in a village called Butiama
in Mara Region. He got his primary education from Mwisenge
Primary School in Mara Region. After that, he joined Tabora Boys’

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Secondary School, which was called St Francis by then. When he
finished secondary school education, he joined Makerere University
College in Uganda, before going to the United Kingdom for further
studies at the University of Edinburgh. His political journey began
in the early 1950s. His biggest political achievement was the
independence of Tanganyika in 1961. Nyerere is one of the heroes
because he organised and unified all tribes in Tanzania to fight for
LY
Tanzanian independence. Nyerere died on 14th October 1999 at St
Thomas Hospital in London. His date of death is commemorated
N
because of his political leadership and economic contribution to
O
Tanzanians.
SE
U
E
N
LI
N
O
R
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Lesson Twenty-Four
Social organisations
Introduction
This lesson introduces students to the relationship between people
and their social organisations. They will learn that, despite the
LY
inequality between men and women which is socially constructed,
neither a man nor a woman alone can make life better in the family,
N
clan and society.
O
SE
(a) Prepare the students for listening and note-taking when you
are reading. A pre-reading activity is desirable.
(b) Guide the students through listening to the story which you
U
will read to them. Tell them to get ready for comprehension
E
questions after listening:

N
(c) Encourage the students to listen to other activities like audio/

LI
audio-visual materials to improve their listening skills.

N
(d) Recite the poem for the students to listen.

I love my first social institution
O
The root of my organisation

My mother, my father
R
Nurturing me further
FO
My family first.
Come to my clan
I feel much calm
I celebrate my religion and my culture
My clan assures me of calm, unity.

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I’m proud of the tribe without tribalism
I treasure liberty in my tribe
My culture, my tribe with no turbulence
I’m proud of my tribe without tribalism
Till earth’s grand family possesses one soul.
LY
(e) Guide the students through answering the questions in Activity
1 in the Student’s Book.
N
1. The narrator means that the family is the first institution.
O
2. The narrator celebrates liberty in the tribe.
3. The narrator is proud of his/her tribe because it has no
tribalism.

SE
U
This activity aims to help students to use English to describe their
culture.
E
(a) Guide the students through reciting the poem in turns.

N
(b) Encourage them to participate in the activity.

LI
(c) Encourage the students to speak and comment on the poem.

(d) You can conduct a debate, if possible.
N
(e) Ask students to answer the questions after the poem (encourage
O
students to answer in complete sentences.)

R
1. The mother takes care of four children: feeding them,

FO
washing them, nursing them when they are sick, teaching

them morals, and providing them with a financial support.
2. The father loves the children and their mother. He is the
head of the family. He takes care of financial matters and
ensures their security.

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3. Ask the students to say who has more responsibilities
between father and mother.
4. Children should love their parents because they use
financial, mental, spiritual, and moral resources to raise
them.
LY
This practice aims to teach students to develop reading skills.
(a) Guide the students through reading the story silently.
N
(b) Pick students randomly to read the story aloud.
O
(c) Read the story at normal speed and allow the students to
conduct a 5-minute discussion.
SE
(d) Guide the students through reading the story aloud by taking
turns and ask them to answer the questions in their books.
U
(e) Ask the students to answer the questions in complete sentences.
E

N
1. The Makonde are people found on the southern coast of

LI
Tanzania in Lindi and Mtwara Regions.

N
2. Jando and unyago is one of the traditions and customs

found in Makonde culture.
O
3. The two lessons that girls are taught during the initiation
R
rites are self-hygiene, women’s duties and social

responsibilities, like taking care of the family.
FO
4. Guide the students through discussing cultural practices

in their society. Each pair should present their answers to
the class for discusssion.

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This activity aims to help students to increase their English
vocabulary.
(a) Guide the students through reading aloud the words given in
(b) Read the word again to correct their pronunciation.
LY
(c) Use relevant teaching aids like pictures and other suitable
materials.
N
(d) Divide the students in groups and assign them to find the
meaning of the words in the dictionary
O
Meanings of the words in Activity 4(a)
1.
2.
religious or traditional reasons. SE
Circumcision means to cut off part of the sex organ for
A clan is a group of families who are related to one another

U
3. Culture is a way of life and social organization of a particular
E
country or group.
4. Custom is something that is done by people in a particular
N
society because it is their tradition.

LI
5. Tradition is a transmition of customs and beliefs from

generation to generation.
N
6. Initiation is the action of admitting someone into a secret

O
society or group typically with ritual.

7. Duties refer to something that you have to do because people
R
expect you to do it
FO
8. Hunting is the practice of seeking, pursuing and capturing or

killing wildlife.
9. Responsibilities refer to the opportunity or ability to act
independently and take decisions without authorisation.
10. Traditional values are ideas that are considered to be of great

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importance in life and that are or have been, transmitted from
one generation to succeeding generations.
11. Warriors are brave or experienced soldiers or fighters.
(e) Guide the students to choose the correct word from the table to
complete the sentences given.
LY
1. initiation
N
2. clan
3. culture
O
4. customs
5. duties
6.
7.
hunting
responsibility
SE
U
8. tradition
9. values
E
10. worrior
N

LI
This part aims to introduce the students to English language rules.

N
(a) Lead the students to identify the meaning of adjectives using

appropriate contexts.
O
(b) Guide the students through discussing the uses of adjectives in

appropriate contexts.
R
(c) Ask them to construct oral sentences using the given adjectives.
FO
(d) Use appropriate teaching aid to teach this lesson.

(e) Ask students to use more adjectives to construct as many
sentences as possible.

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Possible answers to the questions in Activity 5(c)
1. The tall boy is my classmate.
2. The short girl is a good athlete.
3. Come with the big book.
4. We have a round table in our classroom.
5. The red book is for the teacher.
LY
This practice aims to help the students to develop writing skills.
N
(a) Guide them through developing a passage about their own
culture by following the prompts in the Student’s Book.
O
(b) Use appropriate teaching aids, like pictures for illustration.
SE
(c) Encourage the students to use English to express themselves.
(d) Assist students with difficulties in writing.
U
(Students’ answers may vary due to cultural differences.)
E
N
LI
N
O
R
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Lesson Twenty-Five
Our governance
Introduction
This lesson introduces the students to the order of managing an
organisation following a formal chain of authority. They will also
LY
learn about the organs that operate for the welfare of the people.
N
O
(a) Before reading to the students, ask them general questions
SE
about Tanzania and the way it is governed.
(b) Ask the students to read the questions in Activity 1.
(c) Ask them to listen and note down answers to the questions
U
while you are reading.
E
N
(d) Ask students to listen to the text that you will read to them and
LI
(e) Read the following text carefully and appropriately.

N
Our country is Tanzania. Tanzania was formed through the union

O
between Tanganyika and Zanzibar. There are local government

authorities in both Mainland Tanzania and Zanzibar. In the
R
Mainland, there are two types of local governments, namely Urban

Authorities and District Authorities. Urban Authorities include city
FO
councils, municipal councils and town councils. District authorities

include Township authorities. In Mainland Tanzania, there are 26
regions while in Zanzibar there are only five. Local government
authorities have the power to collect taxes, fees, and other charges.
These authorities exist for managing local authorities and enabling

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people to participate in the national development. Local government
authorities have the mandate to maintain law and bylaws, order and
good governance to promote economic and social welfare of the
people in their jurisdiction; and to ensure effective and equitable
delivery of quality services to the people.
(f) Ask students while-listening questions.
LY
Example
1. What is the name of your country?
N
2. Who is the president of your country?
3. How was Tanzania formed?
O
in Activity 1(a) in the Student’s Book. SE

(g) Ask the students to answer orally the comprehension questions

U
E
1. The three types of local governments are:

N
(i) city councils

LI
(ii) municipal councils and

(iii) town councils
N
2. The power of the local government is to collect taxes, fees and

O
charges.
3. The purposes of the local government are to:
R
(i) manage local authorities

FO
(ii) enable people to participate in development

4. The responsibilities of the local governments are to:
(i) maintain law, order and good governance
(ii) promote economic and social welfare of the people in
their jurisdiction

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(iii) ensure effective and equitable delivery of quality services
to the people.
Activity 2: Speaking
(a) Ask the students to read aloud the words in the box in Activity
2(a) and identify those which are difficult for them to pronounce.
LY
(c) Ask the students to construct sentences orally, using each word
in the box.
N
(d) Guide the students through constructing sentences orally,
O
using each word in the box appropriately.
SE
(a) Ask the students to read aloud the passage in Activity 3 in turns.
(b) Guide them through reading aloud by taking turns and note
U
down words that are difficult for them to pronounce.
E
(d) Ask them to read the passage silently and answer the
N
LI
(e) Instruct them to write correct answers from the passage.

N

O
1. The structure of the state authority contains three pillars.

2. The head of state, government and commander in chief of the
R
armed forces is the President.

FO
3. Other names of the parliament are the legislature and the

national assembly.
4. (i) The functions of the judiciary are to interpret laws, protect
civil rights and hear cases filed before the court of law.

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(ii) The parliament - making laws (approving the appointed
Prime Minister, discussing and approving national budgets
and plans).

(a) Ask the students to read aloud the words in the table under
Activity 4(a).
LY
(c) Ask the students to give the meanings of the words.
N
(d) Guide them through finding the meanings of difficult words.
O
(e) Ask the students to match the words in Column A with their
meanings in Column B.
SE
(f) Guide them through matching the words in Column A with
their meanings in Column B.
U
1. 2. 3. 4. 5.
E
v iii ii i iv
N
(g) Ask the students to choose three words in Activity 4(a) and
LI
construct two meaningful sentences for each.

N

(a) Ask the students to study the given examples and identify how
O
in, to, and by are used.

R
(b) Guide them through studying the examples and identifying how
the prepositions are used.
FO
(c) Ask the students to choose two words in Activity 4(a) and
construct two sentences for each.
(d) Guide the students through constructing two meaningful
sentences for each of the words chosen in Activity 5(b).

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(a) Ask the students to study the jumbled words in Activity 6(a) and
identify sentences they can form.
(b) Guide them through re-arranging the words to form meaningful
sentences.
LY
1. It is the Constitution of the United Republic of Tanzania.
N
2. We are responsible citizens.
O
3. We will go to Dodoma by bus.
4. The short novel is in the bag.
5.
SE
The President will give a speech tomorrow.
(c) Ask the students to use the words in Activity 6(b) to construct
meaningful sentences.
U
(d) Guide them through using the words appropriately to construct
E
meaningful sentences.
N
LI
N
O
R
FO

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Lesson Twenty-Six
Our cultural values
Introduction
In this lesson, students will learn the meaning and value of culture
LY
in Tanzania. They will also learn words which are often used when
talking about culture.
N
O
(a) Before reciting the poem, ask them general questions about
cultural values, as follows:
1. What do you know about culture? SE
2. What do you like about the culture of your society?
U
3. What makes you proud of your society?
E
(b) Ask the students to listen to the poem which you will recite and
N

LI
(c) Ask the students to read the questions in Activity 1(a) in the
N
Student’s Book and report if they find any problem.

(d) Guide them through reading appropriately.
O
(e) Ask the students to listen carefully and jot down answers to the
questions while you are reciting the poem.
R
(f) Recite the poem twice and appropriately.

FO
I am special, ridicule cannot sway me

I am strong, obstacles cannot stop me
I hold my head high, proudly proclaiming my uniqueness
I hold my pace, continuing forward through adversity
I am proud of my culture and my heritage

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I am confident that I can achieve every goal
I am becoming all that I can be
I am a black child, the child of God.
Adopted from Mychal Wynn
(g) Ask the students to answer the questions orally.
LY
Proposed answers to questions in Activity 1
N
1. The poem is about a black child /a child of God.
O
2. The person is proud of his/her culture and heritage.
3. The person is confident about achieving every goal.
4.
SE
I’m proud of my culture/country/society/ colour/. (Allow
as many answers as possible to identify students’ opinions.)
U
(a) Ask the students to read the dialogue and answer the questions
E
that follow orally.

N
(b) Guide them through reading and identifying words that are
LI
difficult for them to pronounce.

(c) Guide them through pronouncing difficult words.
N
(d) Ask them to answer the questions in Activity 2(a) based on their
O
personal experiences.
(e) Encourage them to provide relevant answers. Allow as many
R
answers as possible to reinforce speaking.

FO
Possible language structures to respond to questions in Activity 2(a)

1. My beliefs are...
- I believe that...
2. The languages which define my culture are...
- My culture is defined by __and __languages

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3. The good rituals practised in my society are...
Among the good rituals in my society are...
(f) Ask the students to study the picture in Activity (2b) and orally
(g) Encourage them to provide relevant answers. Allow as many
answers as possible to reinforce speaking.
LY
Possible language structures to answer questions in Activity 2(b)
1. In the picture, I see...
- There are ... in the picture
N
- The pictures have/show
O
2. The people in the pictures are...
- Those people in the pictures are
3. From the two pictures, I learn
- I learn ... from the pictures SE
U
(h) Ask them the following probing questions:
1. Do you know your tribe? What is it?
E
2. What practices are considered taboo in your society?

N
3. What do you like and dislike about your tribe?

4. What cultural practices do you consider good or bad in
LI
your community? Explain.

N
5. What should be done to stop bad cultural practices in

Tanzania?
O

R
(a) Ask the students to read the passage in Activity 3 and answer
FO
(b) Guide them through reading the passage aloud by taking turns
and identifying difficult words for them to pronounce.
(c) Guide the students through pronouncing the words correctly
and reading fluently.

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answers for the comprehension questions.
Proposed answers to Activity 3(b)
1. The Hehe are found in the southern highlands of Tanzania.
2. The Hehe became famous during the leadership of chief
LY
Mkwawa.
3. They offer meat and alcohol.
N
4. The Hehe normally eat ugali with beans.
5. The elders have the final say in the Hehe society.
O
6. The Hehe respect cemeteries because they believe it is
where their ancestors live.
SE
7. The traditional clothing of the Hehe is mgolole.
U
(a) Ask the students to read aloud the words in the box. Then,
identify words that are difficult for them to pronounce.
E
(b) Guide them through pronouncing the difficult words correctly.

N
(c) Ask the students to find the meaning of each word and guide
LI
them through getting their appropriate meaning.

(d) Ask them to choose five words from the box and construct one
N
sentence for each.

O
(e) Guide them through constructing meaningful sentences from

the words.
R

FO
(a) Ask the students to study the words in the box to find out how
they are formed.
(b) Guide them through using correct words ending in -ly to
complete the sentences in Activity 5(b), as shown below

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1. carefully
2. slowly
3. perfectly
4. angrily
5. loudly
LY
6. badly
7. nicely
N
8. quietly
O
9. easily
SE
(a) Ask the students to read correctly the words in the box and find
their meanings.
U
(b) Guide them through getting their appropriate meaning.
(c) Ask the students to use the words in the box correctly to
E
complete the paragraph in Activity 6.

N

LI
i. emigrants
N
ii. shock
O
iii. diversity
iv. conflicts
R
v. stereotype
vi. accepted
FO
vii. misconception
viii. behaviour
ix. technology

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Lesson Twenty-Seven
Our basic rights
Introduction
In this lesson, students will learn about basic rights. They will also
learn the language used to talk about basic rights.
LY
N
(a) Ask students about the basic human rights.
O
(b) Ask the students to listen carefully to the sentences that you will
dictate.
SE
(c) Dictate the following sentences for the first time and ask the
U
students to repeat each sentence after you have dictated.
1. A child’s rights are the basic needs.
E
2. Some cultures are against children’s basic rights.

3. Freedom is a basic human right.
N
4. The government should promote children’s rights.

LI
5. Education is one of the child’s basic rights.

(d) Guide them through pronouncing the words in the sentences
N
correctly.
O
(e) Dictate the sentences for the second time and ask the students
to write each sentence you have dictated
R
FO
(f) Ask students to proofread the sentences they have just written.
(g) Guide them through correcting errors.
(a) Ask the students to study the pictures in Activity 2 in the
Student’s Book and answer the questions that follow orally.

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(b) Guide them through answering the questions in Activity 2(a)
appropriately. (Allow different but relevant answers to reinforce
speaking.)
Language structures to answer questions in Activity 2(a)
1. In the pictures, I see__, __ and __
2. The children are...
LY
3. The differences between the children are...
- The children differ in...
- The children are differentiated by...
N
4. I advise the parents of the students in the pictures A and B to ...
O
(c) Ask the students to recite the poem in Activity 2(b) in turns.
(d) Guide them through reciting the poem appropriately (observe
pronunciation, rhyme and rhythm.)
SE
(e) Ask the students to answer the questions from the poem they
U
have just recited. (Answers should be given orally.)
(f) Guide them through answering the questions appropriately
E
(Allow different but relevant answers to reinforce speaking.

N
Answers should be opinion-based).

LI

(a) Before reading, ask the students the following questions about
N
drug abuse:
O
1. Why do some young people engage in drug abuse?

2. What problems are young people likely to face if they do
R
not stop drug abuse?

3. What do you advise a friend who is at risk of engaging in
FO
drug abuse?
(b) Guide them through answering the questions using relevant
general information.

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(c) Ask the students to read the passage aloud and identify difficult
words for them to pronounce.
(d) Guide them through pronouncing the identified words correctly.
(e) Ask the students to re-read the passage silently while noting
down answers to comprehension questions.
(f) Guide them through answering the questions correctly.
LY
1. John is an orphan.
N
2. His parents died of COVID-19.
O
3. John resorted to drug abuse after his parents’ death.
4. He was punished because he attempted to rob Mr Bilali.
5.
6.
7.
John was sentenced to jail.
SE
Mr Bilali was ferocious and fearless.
(Students’ answers may vary).
U
E
those which are difficult for them to pronounce.

N

LI
(c) Ask the students to find the meaning of each word.

N
(d) Guide them through getting the appropriate meanings of the

words.
O
(e) Ask the students to choose any five words from the box and use
them to construct sentences.
R
(f) Guide them through constructing relevant sentences.

FO

(a) Ask the students to study the verbs in the box and describe how
they are formed.
(b) Guide them through identifying suffixes added to indicate past

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in regular forms and the changes in irregular forms.
(c) Ask the students to rewrite the sentences given in Activity 5(b)
by changing their verb forms into the past.
(d) Guide them through writing appropriate past forms in each
verb they change.
LY
2. suggested 3. broke 4. lived 5. called 6. saw
(e) Provide two examples in the use of -d/ed forms and those which
N
do not use the -d/ed form
O
(a) Ask the students to read sentences 1-7 in the Student’s Book
and put the verbs in past form.
SE
(b) Guide them through changing the verb forms to appropriate
past forms.
U
(c) Ask students to write a paragraph using sentences 1-7 in their
past form.
E
(d) Guide them through writing a coherent paragraph using the

N
sentences given.
LI
(e) Ask students to proofread the paragraph they have written.

N
(f) Ask them to use correct spelling and punctuation.

O

I saw the prince sitting on the big stone crying. The frog asked
R
why the prince was crying. The prince replied that the golden ball
fell into the deep well. The frog promised to help the prince to find
FO
the golden ball. The frog suggested that it wanted to live with the
prince in the same house. The prince ran away after getting the
golden ball. In the evening, the prince heard a small voice of the
frog at the corner of his house.

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Lesson Twenty-Eight
Tourism and the Tanzanian economy
Introduction
In this lesson, students will learn about tourism in Tanzania and
LY
its contribution to the economy. They will learn the words used in
tourism and the appropriate language used to talk about tourism.
N
O
(a) Ask the students to listen to the text that you will read to them.
SE
(b) Before reading, ask them general questions about the national
parks of Tanzania.
U
Examples
1. Which national parks do you know in Tanzania?
E
2. Which animals can you find in the national parks?

N
3. Which national park do you like most? Why?

LI
(c) Guide them through answering the questions correctly.

N
(d) Ask them to listen while you read the passage.

O
(e) Read the following text carefully.

One of the interesting events in Serengeti National Park is the
R
migration of the wildebeest from Serengeti in Tanzania to Maasai

FO
Mara in Kenya and back to Serengeti. This event attracts many

tourists because the wildebeest move in large numbers and they
graze across the grassy plains. The Serengeti’s wildebeest move
from Serengeti to Maasai Mara crossing River Mara and back
to Serengeti. Herds of wildebeest move for nutritious grass and

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calving. This journey has no real beginning or end because the life
of a wildebeest is an endless migration, a constant search for grass
and water. The migration doesn’t come without disadvantages.
Each year, over 250,000 wildebeest die as a result of injuries,
exhaustion or killing by carnivores such as lions, tigers, cheetahs and
crocodiles. Serengeti National Park is one of the world’s heritage
sites for ecological research and tourism. Serengeti National Park
LY
has a great contribution to the economy of the nation.
N
(f) Guide them through answering the questions in Activity 1(a).
O
1. Serengeti National Park is famous because of the migration
SE
of the wildebeest from Serengeti (Tanzania) to Maasai
Mara (Kenya) and back to Serengeti.
U
2. Wildebeests’ migration attracts tourists because they move
in large numbers as they graze across the grassy plains.
E
3. The famous animals for attacking wildebeest are carnivores

N
such as lions, tigers, cheetahs, and crocodiles.

LI
4. The common food for wildebeest is grass.

N
(a) Ask the students to study the picture and answer the questions
O
that follow orally.

R
(Allow different but relevant answers to reinforce speaking).

FO

1. Students should describe the picture (e.g. I see…the
crocodile, the wildebeest/animals, the river/water/lake)
2. The wildebeest/animal is about to be attacked by the
crocodile. /The crocodile is moving towards the other

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animals. / The crocodile is about to catch the wildebeest/
animal, etc.
3. The crocodile lives in water/ the river/lake. The crocodile
lives near the water/river/ lake. The crocodile lives in
water and on the land, etc.
4. Wildebeests are attacked by crocodiles because crocodiles
LY
are a carnivores. They depend on meat from other animals
for food.
5. I would…. run away/ call for help/be scared/ watch
N
them/ take precautions/ take a photo/ enjoy the event/ hit
O
the crocodile with a stone/ shout for help/ call my friends
to see, etc.
SE
(c) Guide the students through studying the map and answer the
questions in Activity 2(b) in the Student’s Book.
U
1. Tanzania and Kenya are the two countries that host
E
wildebeest.
N
2. The wildebeest can be found at Serengeti National Park,

Masai Mara and Grumeti Game Reserves.
LI
3. The wildebeests can be found in Tanzania from the

N
beginning of October to the beginning of July.

O
4. Wildebeest can be found in Kenya from the end of July,

August and September.
R

FO
(a) Before reading, ask the students general questions about

tourism in Tanzania.
Example
1. What makes most tourists visit Tanzania?
2. What does Tanzania benefit from tourism?

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(c) Ask the students to read the passage and answer the questions
that follow.
(d) Guide them through reading the passage aloud in turns and
identifying difficult words for them to pronounce.
LY
(e) Guide the students through pronouncing the identified words
correctly.
N
(f) Ask the students to repeat reading the passage silently while
O
noting down answers for the comprehension questions.
(g) Guide them through answering the questions appropriately.
1.
SE
He thought the mountain was just a mere feature of the

U
environment.
E
2. He learned that (i) Mt Kilimanjaro is the highest mountain

in Africa; (ii) It is one of the tourist attractions in the world;
N
(iii) It is important to promote tourism; (iii) Tourism

LI
contributes greatly to the national economy.

3. He announced that he had heard good stories about Mt
N
Kilimanjaro while in America.

O
4. He chose 20 students to climb Mt Kilimanjaro.

5. It took them three days to climb the mountain from
R
Marangu gate to the summit.

FO
6. They contribute through the payments they make and the

things they buy.
7. He wants Tanzanians to protect and promote tourist
attractions because tourism contributes greatly to the
national economy.

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(h) Guide the students through studying the map In Activity 3(b) in
the Student’s Book and answering the questions that follow.

difficult words for them to pronounce.
LY
(c) Ask the students to find the meaning of each word and guide
them through getting them appropriate meaning.
N
(d) Ask the students to choose any five words from the box and use
them to construct sentences for each.
O
(e) Guide them through constructing relevant sentences.

SE
(a) Ask the students to read aloud the words in the table and
U
E
(d) Guide the students through filling in the gaps in Activity 5(b) in
N

LI
Answers to questions in Activity 5(b)

N
i. Tanzanian
O
ii. tour
iii. tourist
R
iv. America
v. resident
FO
vi. tour
vii. uniqueness

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(a) Ask the students to read aloud sentences 1-9 and identify words
that are difficult for them to pronounce.
(b) Guide them through pronouncing the identified words
appropriately.
(c) Ask the students to rearrange the sentences to form a paragraph.
LY
(d) Guide them through rearranging the sentences appropriately.
(e) Ask the students to write the paragraph they have formed.
N
(f) Guide them through writing appropriately. You may use the
O
following proposed answer.
SE
My name is Vaileth. I am thirteen years old. I live near Serengeti
National Park, which has many wild animals. I love all animals, but
my favourite animal is a lion. The lion can be harmful. It has a long
U
tail, a strong body, two small ears, four long legs, four big paws,
and a large mouth. Its colours are brown and light brown. The lion
E
is beautiful. It can run very fast. It lives in the savannah.

N
LI
N
O
R
FO

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Lesson Twenty-Nine
The end of gender inequality
Introduction
In this lesson, students will learn about the meaning of gender and
LY
all aspects of women’s and men’s lives and situations in the society.
They will also learn the language skills required to talk about
gender and gender issues.
N
O
Whispering game
SE
Tell the students that they are going to play the Whispering game.
(a) Guide the students through playing the game by informing
U
them the rules of the game and rewards for successful players.
(b) Ask them to form five groups and from each group pick one
E
student who will take the whisper to the group.

N
(c) Guide them through playing the game, using the following
LI
whispers:
N
Group One: Early marriage is not acceptable in our country.

Group Two: Peer pressure has a strong influence on young
O
people.
Group Three: I will inspire all young girls in our schools to
R
study hard.
FO
Group Four: Girls were not given opportunities to attend

school and participate in public presentations.
Group Five: I want to use mass media to change the world.
(d) Ask the students to pass the whisper among group members,
and the last person will say it aloud.

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(e) Guide them through passing the whisper until the last person
says it aloud.
(f) Reward with a point to a group that shares the whisper
accurately to enable the last person to say it without or with
minimal errors.
(g) Ask students to listen to the text that you will read to them and
answer questions that follow.
LY
(h) Ask students to read aloud the questions in Activity 1 in the
Student’s Book.
N
O
(i) Guide them through reading the questions appropriately.
(j) Ask students to listen and jot down answers to the questions
SE
(k) Read the following text carefully and appropriately.
U
My name is Mhafiwa. In my community, many girls have given
up their dreams for various reasons, including early marriages and
peer pressure. This makes me worried. Some of them have been
E
addicted to drugs and alcohol. This encourages me to work hard

N
to stand out in my education and inspire young people who aspire

LI
to be future leaders. I am an orphan and I live with my uncle who

has no job. It is difficult for him to cater for my tertiary education,
N
as he has to share the little he has with my other siblings who have
academic and other basic needs. I completed my secondary school
O
through aid given to me by TASAF. TASAF provided my family

with basic and academic needs. I have a dream to study at one of
R
the reputable universities in the world.

FO
This has made it necessary for me to apply for a loan from Tanzanian
Higher Education Students Loans Board to cover for my university
education. If I secure an admission into the university, I will study
hard to realise my dreams. Using the mass media positively, I will
bring changes among the youth that I wish to see in my community
and country.

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(l) Ask the students to answer questions from the Student’s Book
by stating whether each of the given statements is true or false.
(m) Guide them through answering the questions appropriately.
LY
1. i. False ii. False iii. True iv. True v. True
2. The reasons that prevent some girls from pursuing their
dreams are early marriages, peer pressure, drugs, and
N
alcoholic abuse
O
(n) Ask students to listen to audio/audio-visual materials to
improve their listening skills.
(a) Ask the students to study the picture and answer orally the
U
E

N
(Allow different but relevant answers to reinforce speaking.)

LI

N
1. Students should describe what they see in the picture

(e.g. I see… a boy cooking, a girl reading a book, a boy
O
carrying a bucket of water, a girl splitting firewook, a

bucket, firewood, a piece of wood, etc.).
R
2. Students should describe activities done by boys and those

FO
done by girls, as shown in the picture: cooking, splitting

firewood, fetching water, etc.
3. This is an opinion-based question. Allow as many valid
answers as possible. e.g. I’m satisfied because both boys

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and girls can work together. / Boys are given simple
activities/ Girls are given simple tasks/ etc.
4. Students should describe activities they like to do at home.
Check if they do similar activities or they are victims of
stereotypes. (Clear any kind of stereotype.)
5. Boys and girls should share household chores because
LY
they have equal rights and equal responsibilities in the
society.
N
(c) Guide the students through explaining why girls and boys
O
should share household chores equally.
SE
(a) Before reading, ask the students general questions about
gender equality. e.g
U
1. What do you know about gender?
2. What do people in your community say about men and
E
women?
N

LI
(c) Ask the students to read the passage and answer the questions
N
that follow.
O
(d) Guide them through reading the passage aloud in turns and
R
(e) Guide the students through pronouncing the identified words

FO
appropriately.
(f) Ask the students to repeat reading the passage silently while
jotting down answers for the comprehension questions.
(g) Guide them through answering the questions appropriately.

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1. In the past, girls and women lacked opportunities to
contest for leadership, going to school, and engage in
public services.
2. It is important to empower girls and women because they
have equal contribution to the family’s well-being as they
LY
work together to support children’s education.
3. It is important to end gender discrimination because it
N
affects both men and women/ it makes men overloaded
with responsibilities/ it makes women feel inferior, etc.
O
4. I advise them that a woman can become a leader/women
are good leaders right from the family/being a woman
SE
does not stop one from being a leader/don’t give up, we
already have women role models, etc.
U
(a) Ask the students to read aloud the phrases in the box and
E

N
(b) Guide them through pronouncing the identified phrases

LI
appropriately.
N
(c) Ask the students to find the meaning of each phrase.

(d) Guide them through getting their appropriate meaning.
O
(e) Ask the students to use each of the phrases from the box to
R
construct sentences.
FO
(f) Guide them through constructing relevant sentences.


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(c) Ask the students to choose five words from the box and use each
word to make a sentence orally.
(d) Guide them through constructing correct sentences orally.
(e) Ask the students to write five sentences using words chosen
from the box.
LY
(f) Guide them through writing their sentences appropriately.
N
O
SE
(b) Guide them through pronouncing the identified words
appropriately.
U
(c) Ask the students to copy the words in their exercise books.
(d) Guide them through copying the words appropriately.
E
(e) Ask the students to write five sentences using each of the words
N
in the box.
LI
(f) Guide them through writing correct sentences.

N
O
R
FO

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Lesson Thirty
Drug abuse and alcoholism
Introduction
In this lesson, the students will learn about drug abuse and
alcoholism and their effects on people’s lives. They will learn
LY
the language required for communicating about drug abuse and
alcoholism appropriately.
N
O
(a) Before reading the passage, ask the students the following
questions:
1. What is drug? SE
U
2. Why do you think some people engage in drug abuse?
3. What drugs do you know?
E
4. What is alcohol?
5. What happens when people drink too much alcohol?
N
6. Have you ever seen a person using drugs or drinking too

LI
much alcohol?
N
(b) Ask students to listen attentively to the story you are going to
O
read to them because you will ask them to respond to some

questions from the story.
R
Good morning. It is my pleasure to welcome everyone here.

FO
Today, I am going to give a speech on Drug Abuse. When drugs

are misused, they produce bad results. Most teenagers often misuse
drugs, mainly due to the influence of their peers.
Drugs were meant for positive uses. They are made to serve as
medicines for treating different human diseases. For example, they

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can be used to treat mental illness or depression. However, some
people use drugs to create a pleasurable effect on the brain. The
practice of using drugs to create pleasure is called drug abuse.
Drug abuse is immoral. Elders, parents, community, government
and religions condemn drug abuse. It is harmful and it damages
the body. Drug addicts who use needles to inject drugs are at risk
of contracting HIV and other infections. Often, drug users end
LY
up losing appetite, sustaining injuries and becoming homeless.
Because it is immoral, drug users are arrested and sentenced to jail.
N
Avoid drug abuse to live happily and have a long life. It is the
O
responsibility of everyone to report to parents, teachers, or
government officials when they see someone using drugs.
SE
Adapted from https://www.aplustopper.com/speech-on-drug-abuse/19/07/2021
(c) Guide the students through answering the questions in Activity 1.

U
1. Drugs were meant to serve as medicines for different
E
human diseases.
N
2. Some people use drugs, craving for pleasure in the brain.

3. Medication involves using drugs to improve mental illness
LI
and depression, while drug abuse involves using drugs to

N
create a pleasurable effect on the brain.

O
4. Everyone is responsible for stopping drug abuse in the

society.
R
5. If I find someone taking drugs, I will report them to parent,

government officials or teachers.
FO

(a) Guide the students through studying the picture in Activity 2(a)
and answering the questions that follow.
(b) Ask a relevant question from the picture. Encourage each
student to speak.

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1. One person in the picture is using drugs. Others are
sleeping because their bodies have been affected by drugs.
2. These are youths, in their teens or twenties.
3. They are in that condition because they are drug addicts.
4. The effects of drug abuse in the family are as follows:
LY
i. The addicts become a burden to the family because
They can fall sick/they are dependant.
ii. Drug abuse causes loss of money because drugs are
N
sold.
O
iii. Drug abuse causes loss of family members through
death. (Students’ answers may vary.)
iv. Poverty, diseases, deaths
v. Students’ answers may vary. SE
5. Guide the students through stating their advice to people
U
engaging in drugs.
E
(a) Ask the students to read the proverbs in Activity 3 in the

N
Student’s Book and answer the questions that follow (These

LI
proverbs were translated from Swahili proverbs you might

know.)
N
(b) Encourage the students to find the meanings of the following

O
words for them to understand the meanings of the proverbs

they will read.
R
Meanings
Alcoholic a person who is habitually drunk.
FO
Wine tapper a person who makes wine. It is used here to

mean a person who makes wine.
Palm wine wine made from palm. It is used here to mean
alcohol.
Ale any beer brewed by fermentation.

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Staggering shocking/ losing control
Treasurer someone who manages finance.
(c) Guide the students through answering the questions in Activity 3:
(a) Ask the students to write other words with the same meaning as
the ones given in the table below.
LY
Word Synonym
damage destroy
N
ale alcohol
palm wine taped local alcohol
O
brain intelligence
treasurer bursar
consume

use
SE
U
(a) Ask the students to study the words given in the box.
(b) Guide them through studying and identifying how they are
E
formed.
N
(c) Ask the students to identify adjectives formed from nouns.

LI
(d) Guide the students through constructing two sentences for

each word identified in 5(c).
N

O
(a) Ask the students to write a story about a lazy alcoholic they
know by using the guiding questions in Activity 6 in the
R
Student’s Book.
FO
(b) Ask them to use the questions provided in Activity 6 to write a

story. Guide them while writing.
(Students’ answers may vary.)

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Lesson Thirty-One
Time management
Introduction
This lesson is about time management. Students will learn the
LY
importance of managing time in their life. They will also learn the
language used for talking about time management.
N
O
(a) Ask the students to listen to the story that you will read to
them and answer the questions that follow. Ask them general
questions about time management.
For example,
SE
U
1. Why do we have a timetable at school?
2. What will happen if we do not value time?
E

N
(c) Ask the students to read aloud the questions in Activity 1.

LI
(d) Guide them through reading the questions correctly.

N
(e) Ask them to jot down answers for the questions while you are
O
reading.
(f) Read the following text carefully and appropriately.
R
Time is gold
FO
Once upon a time, there was a King and a lazy man. The lazy man
was a friend of the King. One morning, the lazy man asked the
King, “why does everyone say that I can’t do anything? Also, even
when I seek a job, everyone refuses me. My enemies have told
everyone that I never finish work in time”.

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The King said, “Let’s make a deal; before sunset, come to my
treasury and collect as much gold and pearls as you can. They will
all be yours.”
The man rushed to his wife. He explained everything to her. Then,
the wife said, “Go and get the gold and gems now. Time is gold for
you.” The lazy man sat down and said, “I can’t go now, give me
LY
lunch first.” After having lunch, he decided to take a nap but slept
for two hours. Then, late in the afternoon, he picked a few bags and
headed towards the King’s treasury. On the way, he felt hot. So, he
N
sat down under a tree to rest. Unfortunately, he ended up sleeping
O
for five more hours.
He finally reached the palace at sunset; it was already late. The
SE
palace gates had been shut hence he could not enter. He missed the
golden chance to get rich just because he did not know the value
of time.
U
Adapted from https://quitpit.com/moral-stories-on-time-management/
9/08/2021.
E
Moral of the Story

N
Time is precious. Spend it wisely.

LI
(g) Ask the students to answer the questions orally.
N

O

R
1. The story is about a lazy man who did not manage his
time.
FO
2. The King told the lazy man to go to his treasury before

sunset to collect gold and pearls.
3. The palace gates were shut.

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4. Yes. He had a chance to be rich because the King told him
to go and collect his treasure.
5. No. He didn’t because he loved eating and sleeping more
than managing his time.
6. (Answers may vary).
7. We should always value time/We should learn to observe
LY
time/We follow the timetable/We should use our time
wisely.
N
(a) Guide the students through studying the picture in Activity 2
O
and answering the questions that follow.
(b) Ask the students to discuss the proverbs in Activity 2 and report
SE
the meaning they get to the classroom.
(c) Guide them through discussing and obtaining relevant
meanings of the proverbs.
U
(d) Ask each pair to report the meaning of two proverbs in turns
until the list is exhausted.
E
(e) Guide them through reporting appropriately (Meanings are

N
opinion-based but contextualised in the proverbs).

LI
Example
If you kill time, you’ll bury opportunities – opportunities come
N
with time/if you lose time, you will also lose opportunities.
O
(f) Ask the students to present to the classroom the messages they
obtained from the proverbs.
R
(g) Guide them through presenting relevant messages.

FO
(h) Ask the students to identify other proverbs about time

management and present them to the classroom.
(i) Guide them through identifying and presenting the proverbs to
the classroom.

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(a) Ask the students to read the passage aloud in turns.
(b) Guide them through reading the passage aloud in turns, and
correctly.
LY
(d) Ask the students to repeat reading the passage silently while
writing answers for comprehension questions.
N
O
1. Masihara had bad experiences because he was not time
2.
3.
conscious.
He tried to catch the bus by running. SE
He thought he would make money through football.
U
4. He was dropped because he had always been attending
E
training late.
N
5. We should always manage our time wisely.

6. The two opportunities that Masihara missed were the trip
LI
to the national park and the plane to North Africa.

N

O
(a) Ask the students to read aloud the words in the box in the
Students Book and identify those which are difficult for them to
R
pronounce.
FO

(c) Ask the students to find the meaning of each word.
(d) Ask the students to use each of the words from the box to
construct complete sentences.

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(a) Ask the students to read aloud the expressions given in the
Student’s Books in Activity 4(a) and identify those which are
difficult for them to pronounce.
(b) Guide them through pronouncing the identified expressions
correctly.
LY
(c) Ask the students to choose five expressions from the list and use
each one to construct a sentence orally. Guide them through
constructing correct sentences orally.
N
(d) Guide them through writing the sentences correctly.
O
SE
(a) Ask the students to read aloud the expressions in the table in
the Student’s Book and identify those which are difficult for
them to pronounce.
U
(b) Guide them through pronouncing the expressions correctly.
E
(c) Ask the students to construct sentences using each time and
event in the timetable, beginning with “I …”.
N
(e) Ask the students to arrange their sentences sequentially into a

LI
passage.
N
(f) Guide them through writing a coherent passage.

Example
O
I wake up and pray at 6.00 a.m. At 7.00 a.m., I prepare myself

and have breakfast. I go to school at 8.00 a.m. At 9.00 p.m, I
R
…….
FO

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Lesson Thirty-Two
Dealing with peer pressure and bullying
Introduction
In this lesson, students will learn about peer pressure and bullying.
LY
They will also learn how to deal with peer pressure and bullying.
Furthermore, they will learn the language used to talk about peer
pressure and bullying.
N
O
(a) Ask the students to listen to the text that you will read to them
and answer the questions.
SE
(b) Before reading, ask them general questions about peer pressure
U
and bullying.
Example
E
1. Why do some students become stubborn at school?

N
2. What should be done to stubborn students?

(c) Guide them through answering the questions correctly.
LI
(d) Ask the students to read the questions in Activity 1.

N
O
(e) Ask them to listen and note down answers to the questions
R
(f) Read the following text carefully and appropriately:

FO
Matata the stubborn boy

Matata was a very stubborn boy. He was born in a very tough
neighbourhood in Moshi Town. His father used to beat him
regularly. As a result, he became strong and vengeful. One day, he
severely beat Chaurembo’s daughter. On the following day, he took

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Mwajuma’s books and tore them. He was known all over Maarifa
Secondary School for being rude and stubborn.
One day, he deliberately tore Mr Makwera’s coat and burnt his
motorcycle. Mr Makwera who was the discipline master became
angry. He summoned the discipline committee, and Matata’s parents
were requested to attend the meeting. All students who were bullied
by Matata gave testimonies against him. Matata was caned in front
LY
of the school assembly. Finally, he was expelled from school.
N
(g) Ask the students to answer the comprehension questions orally.
O
1. The stubborn boy was Matata.
2.
SE
He was stubborn because his father used to beat him
regularly.
U
3. Matata beat Chaurembo’s daughter severely.
4. He was canned and expelled from school.
E
5. He was known all over the school because he was rude and
N
stubborn.
6. Students gave testimonies against Matata because he
LI
bullied them.
N

O
(a) Ask the students to recite the poem in Activity 2 in turns, and
identify difficult words for them to pronounce.
R
(c) Ask the students to read the questions under the poem and
FO
answer them orally.

(d) Guide them through answering the questions orally in an
appropriate way. (The questions are opinion-based, hence
consider the relevance of the answers given and allow as many
answers as possible to promote speaking.)

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Dialogue
(a) Ask the students to read aloud the dialogue in Activity 2 in
the Student’s Book and identify difficult words for them to
pronounce.
(c) Ask the students to read the questions under the dialogue and
LY
discuss them in pairs.
(d) Guide them through discussing the questions in pairs and
preparing their answers.
N
(e) Ask each pair to present their answers for the classroom
O
discussion.
(f) Guide them through presenting and answering questions
appropriately. (Answers are opinion-based).
SE
U
(a) Ask students to read the passage aloud in turns.
(b) Guide them through identifying difficult words for them to
E
pronounce.
N

correctly.
LI
N
answers for comprehension questions.

O

R
1. The Form One student met four boys outside the gate.
FO
2. He was going home after classes.

3. He threw sand onto their faces to block their vision in
order to escape.
4. The four boys were expelled from school.
5. (Students’ answers may vary.)

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6. Bullying should be stopped by students by reporting all
bullying cases.
(a) Ask the students to read aloud the words in the box in the
Student’s Book and identify those which are difficult for them
to pronounce.
LY
(c) Guide the students through finding the meaning of each word
indicated in the box.
N
(d) Ask the students to choose five words from the box and construct
O
a sentence for each.
(e) Guide them through constructing correct sentences.
SE
(a) Ask the students to read sentences in Activity 5 in the Student’s
U
Book and find out how they are formed.
(b) Guide them through reading and identifying words used to
E
form the sentences.

N
(c) Ask the students to construct five sentences using the word
forms shown in the examples in Activity 5.
LI
(d) Guide them through using the words (i.e. pronouns) in

N
constructing five correct sentences.

O

(a) Ask the students to read aloud the expressions in the table in
the Student’s Book and identify those which are difficult for
R
them to pronounce.
FO
(b) Guide them through pronouncing the expressions correctly.

(c) Ask the students to construct eight sentences using relevant
expressions in the substitution table.
(d) Guide them through constructing eight correct sentences using
the substitution table.

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Lesson Thirty-Three
Entrepreneurship
Introduction
In this lesson, students will learn about entrepreneurship. They will
LY
learn what they need to do if they wish to be entrepreneurs. They
will also learn that developing entrepreneurial skills is important
for people who want to make use of available opportunities. They
N
will also acquire language skills required in entrepreneurship.
O
Activity 1: listening practice
SE
(a) Ask the students impromptu questions to attract their attention.
(You can ask questions about the last lesson.)
U
E
(b) Guide the students through taking notes after identifying key
points while they are listening.
N
(c) Read the passage below slowly twice.

LI
Mr Mkude graduated from Sokoine University of Agriculture

N
20 years ago. He was awarded a Bachelor of Science degree in

O
Economics and Agribusiness. When he graduated from his studies,

he decided to work on a small farm, applying the knowledge he got
R
from the university. Although he had a small farm, he harvested

plenty of crops since he dedicated his time and knowledge to
FO
agriculture.
(d) Guide the students through answering questions after listening
to the text read.

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1. Mr Mkude graduated from Sokoine University of
Agriculture 20 years ago.
2. He decided to work on a small farm and apply his university
knowledge on farming.
3. He harvested plenty of crops because he dedicated his
LY
time, knowledge and skills to agriculture.
Activity 2: Speaking Practice
N
(a) Guide the students through answering the questions in the
discussion in Activity 2(a).
O
(b) Guide the students through studying the picture and answering
the questions in Activity 2(b).
SE
U
1. I see people/customers/bank teller in the bank.
2. Students’ answers may vary. Listen and respond accordingly.
E
3. This place is called a bank.

N
4. This place is used for depositing/withdrawing money/

keeping money/borrowing money.
LI
Activity 3: Reading Practice

N
(a) Use an ice breaker as an introduction to this lesson.

O
(b) Give students about 10 minutes to read the dialogue silently.

(c) Guide the students through reading the dialogue aloud in the
R
class in pairs.
FO
(d) Train students to pronounce the words properly.

(e) Lead students to repeat after you several times to improve the
flow of reading.
(f) Discuss the comprehension questions with them before assigning
them to a task found in the Student’s Book. (Encourage students
to give answers in full sentences.)

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1. Mr Mkude is a farmer.
2. He grows maize.
3. Mwajuma is a head girl.
4. The first capital for an entrepreneur is developing an idea.
5. Mwajuma wants to be a successful entrepreneur after
LY
graduating from university.
6. Mr Mkude mentioned the cost in buying pesticides,
salaries, school fees for his children and other bills.
N
O
This part of the lesson aims to help the students to improve their
English vocabulary.
(a) Write the words on the board.
(b) Guide the students through reading the words aloud.
SE
U
(d) Ask the students to use the dictionary to find the meaning of
E
words.
N

LI
1. An entrepreneur is a person who sets up a business or

businesses, taking on financial risks
N
in the hope of profit.

O
2. Manage means bring about or succeed in

accomplishing something despite
R
difficulty or hardship.
FO
3. Capital is the wealth, whether in money

or property, owned or employed
in business by an individual, firm,
corporation, etc.

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4. Resources refer to the collective wealth of a country
or its means of producing wealth.
5. Business is the purchase and sale of goods in an
attempt to make profit.
6. Bank account refers to balance standing to the credit of
a depositor at a bank.
LY
7. Save means keep money in stead of spending
it especialy in order to buy a particular
N
thing.
O
8. Market refers to a target audience for a
recommended business.
9. Harvest
SE
means gather a crop; reap/gain, win, or
use a prize, product, or result of any past
U
act, process.
10. Cost is an outlay or expenditure of money,
E
time, labour or trouble.

N
11. Expenses refer to charges incurred during a

LI
business assignment.
N
12. Bank loan means amount of money loaned at

interest by a bank to a borrower, usually
O
on collateral security, for a certain period.

R
13. Challenge refers to something that tests strength,

skill or ability, especially in a way that is
FO
interesting.
(d) Ask the students to choose any five words to make sentences.

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(a) Guide the students through reading the following sentences
and learning how the verb “will” is used in various sentences.
1. As an entrepreneur, focus on how you will fulfil your dream.
2. Mwajuma will be an entrepreneur when she graduates from
university.
LY
3. When you start a business, you will need to join microfinancing
groups like SACCOS.
N
(b) Guide the students through reading the phrases in Activity 5(a)
O
(c) Guide them through discussing the uses of will and shall in
sentences, and express the concept of it.
SE
(d) Guide the students through discussing the forms of the verb
when used with will/shall.
U
This part of the lesson aims to help students to use the English
E
language appropriately in written communication.

N
Teaching procedure
LI
(a) Guide the students through reading the sentences in the

Student’s Book.
N
(b) Guide the students through discussing the arrangement of

O
sentences.
(c) Ask the students to arrange the sentences in a meaningful order
R
to obtain a complete paragraph

FO

i. ii. iii. iv. v. vi.
3 5 1 6 4 2

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Lesson Thirty-Four
Social media
Introduction
In this lesson, students will learn about the advantages and
LY
disadvantages of social media. They will be introduced to how
various social media are used. They will also learn the uses of
social media and how they can benefit from using them responsibly.
N
The lesson will help them to acquire the language skills for talking
O
about social media.

(a) Ask the students the following questions to prepare them for
U
listening activities:
1. Mention any social media you know.
E
2. What are the uses of social media?

N
Answers
LI
Students’ answers may vary. Their responses should be related to

the following:
N
1. Facebook, Twitter, WhatsApp, Instagram, etc.

O
2. Social media are used for sharing information.

R
(b) Slowly read to the students the passage about communucation

FO
while they are listening attentively. Read again at an increased

speed.
(c) Read it at normal speed.
(d) As you read, engage the students in listening by asking them

185

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1. Do the means of communication change?
2. Which means of communication is common where you live?
Communication is an old phenomenon because it has been in
existence since the creation of the world. People have been
communicating in different ways, such as beating drums, setting
fires, sending a runner, and sending letters by post. The means of
communication changes from time to time due to the improvement
LY
in science and technology to facilitate communication amongst
people. Today, we mainly use, for example, WhatsApp, Instagram,
N
Facebook, Twitter, and YouTube for communication. These
social media rely on the Internet to achieve an effective mass
O
communication. Using these means of communication, one can
instantly send information to many people around the world.
SE
Modern technology has improved communication from the old
ways. These modern social media allow you to interact with the
whole world instantly. That is why we are all advised to use social
U
media responsibly.
E
(e) Ask the students to listen carefully to the questions from the
N
story.
LI
(f) Instruct them to answer the questions correctly.

N
Students’ responses may vary.

O
1. Communication is referred to as an old phenomenon

because it has been there since the creation of the world.
R
2. Means of communication change from time to time due to

FO
improvement of science and technology.

3. Traditional means of communication include beating
drums, setting fires and sending a messenger.

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4. People’s life has greatly changed because modern social
media allows them to interact with the whole world
instantly.
(a) Instruct the students to sit in groups of four and guide them
through studying the picture and answering the questions in
LY
Activity 2 (a) in the Student’s Book.
(b) Lead the discussion on whether phones should be allowed at
school (Activity 2, question 4 in the Student’s Book).
N
(c) Instruct the students to discuss the advantages and
O
disadvantages of social media
SE
Students’ responses to the questions may vary, but the following
answers may serve as guidelines.
U
1. I see social media logos like Facebook, Twitter and
YouTube.
E
2. I have used Facebook, Instagram and YouTube.

N
3. I used them to communicate with friends and watch

videos.
LI
(d) Guide the students through debating whether they should be

N
allowed to use social media or not.

O

R
them for reading:

FO
Questions
1. What is social media?
2. How can we use social media responsibly?
3. Mention five ways through which social media can be
harmful if not used responsibly.

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(b) Read aloud the passage in Activity 3 from the Student’s Book
while the students follow and listen attentively.
(c) Instruct the students to read the passage silently and observe
them to ensure each student is reading.
(d) Instruct the students to sit in groups and guide them through
LY
(e) Move around and observe the participation of each student in
N
(f) Instruct the students to answer the questions in their exercise
O
SE
1. Social media is a collective term for computer-based
technology that facilitates the sharing of ideas, thoughts,
and information through virtual networks and communities.
U
2. Users engage in social media via a computer, tablet, or
smartphone through web-based software or applications.
E
3. People use social media as discussion forums,

N
bookmarking and content creation networks.

LI
4. Social media can cause negative effects through posting

N
prohibited material, organising crimes and using

offensive language.
O
5. Students can access a lot of learning resources if they use

social media responsibly.
R

FO
(a) Read aloud the words in the table (Activity 4(a) in the
Student’s Book) as the students listen attentively.
(b) Guide the students through reading aloud the words in the
table to practise pronunciation (Activity 4(a) in the Student’s
Book).

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(c) Guide the students through finding the meaning of the words
from the box (Activity 4(b) in the Student’s Book).
Communicate to exchange information, news, ideas, etc with

somebody
Network a number of computers and other devices that
LY
are connected together so that equipment and
information can be shared.
N
Social media websites and software programmes used for
O
social networking.
Website a place connected to the internet where a
Misuse
puts information. SE
company or an organisation or an individual
U
the act of using something in a dishonest way
or for the wrong purpose.
E
Device an object or piece of equipment that has been

designed to do a particular job.
N
Sofware the programmes used to operate a computer.

LI
Information facts or details about somebody/something.

N
Prohibit to stop something from being done or used

especially by law.
O
Offensive rude in a way that causes you to feel upset,

insulted or annoyed.
R
Resources a supply of something that a country, an

FO
organisation or a person has or can use.

(d) Guide the students through constructing sentences using the
words from the table (Activity 4(b) in the Student’s Book).
(e) Guide the students to find five words related to social media
(Activity 4(c) in the Student’s Book)

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W V R K R W K I B D
M K M V M K M N M M
S O C I A L R T B R
H H O M K M F E C D
A M N E T W O R K S
LY
R L N F K M V N V W
I M E D I A P E W D
N
N K C R L J R T D R
G M T W G R W M R G
O
M R W R M W J D F M

(a)
SE
Ask the students to read the sentences in the Student’s Book in
U
Activity 5(a).
(d) Instruct them to construct eight sentences using examples
E
from the sentences they have studied. (Activity 5(b) in the

N
Student’s Book).
LI
The following are given as examples:

1. I can swim.
N
2. May I please come in?

O
3. You ought to stop worrying and start living.

4. Please, may I have water instead of soda?
R
5. Could you please open the window?

FO
Answers to questions in Activity 6

One model auxiliary verb can be used in more than one item

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1. can
2. may/could
3. ought to/can
4. can/may
5. may
6. could/can
LY
7. could/can/may
8. ought to
N
O
SE
U
E
N
LI
N
O
R
FO

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Bibliography
Bradbery, J. & Deuter, M. (2015). Oxford Advanced Learner’s
Dictionary (9th ed.). Oxford: OUP.
LDOCE6. (2014). Longman Dictionary of Contemporary English
(6th ed.). Harlow: Pearson Education Limited.
McIntosh, C. (2013). Cambridge Advanced Learner’s Dictionary
LY
(4th ed.). Cambridge: CUP.
Murphy, R. (2019). Grammar in Use (5th Ed). Cambridge:
N
Cambridge University Press.
O
Rainspider, B. (2005). Fluent English: Perfect Natural Speech,
Sharpen your Grammar, Master Idiomatic Expressions.
Manhattan: Random House.
SE
The Ministry of Education and Vocational Training. (2015).
U
Baseline Orientation Course for Form One- Students’ Book.
Dar es Salaam: MOEVT.
E
The Ministry of Education and Vocational Training. (2015). Baseline

N
Orientation Course for Form One- Teacher’s’Book. Dar es

LI
Salaam: MOEVT.
TIE, (2021). Biology for Secondary Schools Student’s Book Form
N
One. Dar es Salaam: Tanzania Institute of Education.

O
R
FO

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Baseline Orientation Course

Tanzania Institute of Education

BASELINE TEACHERS.indd 1 3/7/22 4:19 PM

Mobile phone: +255 735 041 170/+255 735 041 168

All rights reserved. No part of this textbook may be reproduced,

stored in any retrieval system, or transmitted in any form or by any

BASELINE TEACHERS.indd 2 3/7/22 4:19 PM

Non-English words used in the coursebook.............................vi

Lesson Three: My hopes and dreams........................................ 20

Lesson Four: Arithmetic operations.......................................... 24

Lesson Five: Numbers............................................................... 29

Lesson Seven: Identifying living and non-living things............ 38

Lesson Eight: Domestic and non-domestic animals.................. 43

Lesson Ten: Plants..................................................................... 54

Lesson Eleven: The human body............................................... 60

iii Teacher’s Book

BASELINE TEACHERS.indd 3 3/7/22 4:19 PM

Lesson Thirty: Drug abuse and alcoholism.............................. 167

Lesson Thirty-One: Time management................................... 171

Lesson Thirty-Two: Dealing with peer pressure and bullying.176

Lesson Thirty-Four: Social media........................................... 185

BASELINE TEACHERS.indd 4 3/7/22 4:19 PM

(MUCE), Dr Ancyfrida Prosper (OUT) & Dr

Francis Kilowoko (MUCE)

Illustrator: Alama arts

Cartographer: Anna P. Mushi

Coordinator: Ms Neema B. Matingo

Institute would like to thank the Ministry of Education, Science and

Technology for facilitating the writing and printing of this teacher’s

BASELINE TEACHERS.indd 5 3/7/22 4:19 PM

Non-English word used in the coursebook

Gongo a local spirit (a strong alcoholic drink)

Jando traditional teachings that are offered to boys that

Mgolole a Hehe white traditional dress worn by men.

BASELINE TEACHERS.indd 6 3/7/22 4:19 PM

language of instruction is emphasised. This is because every subject

has language-specific skills that the English teacher may not be

able to reinforce. Therefore, the book assists teachers in integrating

It has language accessible activities that bridge the gap between

students and teachers during the teaching and learning process.

as they teach other subjects. It helps teachers in identifying the

writing along with the acquisition of contents of the basic subjects.

vii Teacher’s Book

BASELINE TEACHERS.indd 7 3/7/22 4:19 PM

Teacher’s Book viii

BASELINE TEACHERS.indd 8 3/7/22 4:19 PM

Structure and organisation of the book

These activities aim at enabling students to identify important

depending on their speed of reading and the requirements of the

(b) Post-listening activities

You should use various audio and audio-visual materials as

BASELINE TEACHERS.indd 1 3/7/22 4:19 PM

(g) Questions and answers

Students learn to speak in the second language through interaction

and collaboration. The ability to communicate in a second language

at school and later in life. Speaking activities in the Student’s Book,

therefore, allows them to communicate with one another in English.

through meaningful tasks to promote oral language. This can

only succeed if you encourage them to collaborate in groups and

BASELINE TEACHERS.indd 2 3/7/22 4:19 PM

from his or her speech.