INTRODUCTION TO THE FORM ONE BASE LINE ORIENTATION COURSE

0

TOPIC 1. MY FAMILY ~ FORM ONE ORIENTATION COURSE BASELINE 

In this topic, the students should be able to use simple English sentences:

To state their name (I am Amina/my name is Amina), age (I am 13 years old/he is 14 years old),

To state place of their residence (I live at Mtakuja Village/I live in Mpanda).

To say who is in their family (My father’s name is Joshua/My mother’s mother is my grandmother); and

To state what they are good at/not good at (I am good at dancing/he is good at Mathematics)

TEACHER STORYTELLING:

I am Mwalimu Ben. I am going to teach you today. Our today’s topic is called ‘My Family’. We will learn how to express ourselves and our family members like Uncle, Aunt and Mother. For example, we say ‘She is my mother’ and ‘he is my Uncle’.

Pick female student and say; ‘What is her name?’

Ask them to raise their hands to answer the questions:

EXPECTED RESPONSES:

Her name is Amina.

She is Amina.

She is called Amina.

She is known as Amina.

They call her Amina.

Accept every response. If they fail to give correct responses, guide them. Some will say her full name, and some will call her by her first name, and sometimes by her surname. All of them are correct.

Pick male student and say; ‘What is his name?’

Ask them to raise their hands to answer the questions:

EXPECTED RESPONSES:

His name is John.

He is John.

He is called John.

He is known as John.

They call him John.

Accept every response. If they fail to give correct responses, guide them. Some will say her full name, and some will call her by her first name, and sometimes by her surname. All of them are correct.

TOPIC 1. MY FAMILY ~ FORM ONE ORIENTATION COURSE BASELINE 

MIXED PRACTICE

Pick any student and ask students: What is the name of this student? (Allow responses and correct them if it is necessary)

Pick another student and ask them: Who is this? (Allow responses and correct them if it is necessary)

Pick one female student and ask them: What is his name? (Allow responses and correct them if it is necessary). The aim of this question is to see if students can distinguish gender.

Pick one male student and ask them: What is her name? (Allow responses and correct them if it is necessary). Again, the aim of this question is to see if students can distinguish gender.

Call one student forward and ask him/her ‘How old are you?’.

EXPECTED RESPONSE(S): ‘I’m 14 years old’

Turn to students and ask themWho can tell me his age? /Who can tell me her ageAllow students to try to respond to you.

Move around the class asking individual students: How old are youAllow students to respond to you.

Pick two students (a boy and a girl) among of those who have answered the questions properly. And bring them forward. Write their names on the board and under their names, write their ages.

AMINA          JOHN

12                  14

Ask Amina and John again: ‘How old are you?’

AMINA: ‘I am 12 years old’

JOHN: ‘I am 14 years old’

Then turn to the class and ask the whole class the same question. Ask each student to pronounce the sentence just like Amina and John. ‘I am ……. years old’. Make sure each student has understood to say his/her age properly.

After this class exercise, turn to Amina and John again.

Ask the class: ‘How old is Amina?’ Guide the class to respond properly by using the construction “She is 12 years old”.

Ask the class: ‘How old is John?’ Guide the class to respond properly by using the construction “He is 14 years old”.

TOPIC 1. MY FAMILY ~ FORM ONE ORIENTATION COURSE BASELINE 

MORE PRACTICE: (YES, HE IS…’NO HE IS NOT…)

Ask students more random questions which need chorus answers:

Is Amina 12 years old? (Guide them to correct responses like: Yes, she is 12 years old)

Is Amina 14 years old? (Correct response: No, she is not 14 years old)

Is John 14 years old? (Correct response: Yes, he is 14 years old)

Is John 12 years old? (Correct response: No, he is not 12 years old)

ANOTHER TEACHER’S NARRATION: I am Mwalimu Kachele. I live at Kachele Village in Rukwa Region. I teach at Chisenga Secondary School. I come from Sumbawanga.

Where does Mwalimu Kachele live?

Where does Mwalimu Kachele teach?

Where does Mwalimu Kachele come from?

Which region does Mwalimu Kachele come from?

(Allow students to respond to the simple narration. Guide them to answer correctly if necessary).

This text will help students understand how to express someone’s residence. Ask them the following questions to exercise more:

Where do you live?’ (Guide them to give out correct sentence like: ‘I live at Kachele Village/I live in Mpanda’. Help them to differentiate between ‘at’ and ‘in’ when introducing the residences where people live.

Which region are you from?’ (Help them answer properly: For example, ‘I come from Katavi region’)

Where are studying?’ (Guide them to say where they study at the moment; For example, ‘I study at Karema Secondary School’

TOPIC 1. MY FAMILY ~ FORM ONE ORIENTATION COURSE BASELINE 

TEXT: Write this simple text on the board:

My name is Pili. I am 12 years old. I live in Mpanda. My father’s name is Pandisha and my mother’s name is Agripina. My best friend’s name is Mwalu.

We all study at Karema Secondary School. I have two brothers and one sister. I have many uncles and aunts as well. I also have a grandfather and grandmother.

I like music. I am good at dancing music. Mwalu is good at singing. I am very good at dancing Bongo Fleva music but I am not very good at singing.

Mwalu is very good at singing English songs but she is not very good at dancing Bongo Fleva music.

Questions:

(i)   Who is Pili’s friend? ­­­­­­­­­­­­­­­­­­­­­­­­­­­

(ii)   How old is Pili?

(iii)   How many sisters does Pili have?

(iv)  What does Pili like?

(v)  Is Pili good at singing?

TOPIC 1. MY FAMILY ~ FORM ONE ORIENTATION COURSE BASELINE 

MORE EXERCISE

Pick one student (at least move and ask each student this question: ‘What are you good at?’

EXPECTED RESPONSES:

I am good at playing football.

I am good at dancing music.

I am good at playing basketball.

I am good at Mathematics.

I am good at Geography.

I am good at English.

I am not very good at drawing.

OTHER PRACTICE QUESTIONS: QUESTIONS & RESPONSES

The other questions are like:

Are you good at playing football? Yes, I am good at playing football.

Are you good at dancing music? Yes, I am good at dancing music.

The other questions are like:

Are you good at stealing? No, I am not good at stealing.

Are you good at beating others? No, I am not good at beating others.

TOPIC 1. MY FAMILY ~ FORM ONE ORIENTATION COURSE BASELINE 

PRACTICE TEST:

Choose the correct word in the brackets:

(i)  Our teacher ______(am/is/are) good at English.

(ii)   Her Uncle’s name ________(are/is/am) Joshua.

(iii)  His parents’ names _________(is/are/am) Mr. Kabule and Mrs Kabule.

(iv)  She ______ (live/living/lives) in Arusha.

(v)  I ___(am/is) student.

(vi)  ____ (may/my) name is Sikujua.

(vii) _____ (his/her) name is Amina.

(viii) _____ (her/her) name is Alphonce.

(ix) How old ___ (is/are) you?

(x)  I am 12 ____ (year/years) old.

(xi) _____ (are/has/is) Amina 12 years old?

(xii) They _____ (live/lives) in Mpanda.

(xiii) She _____ (lives/live) in Sumbawanga.

TOPIC 1. MY FAMILY ~ FORM ONE ORIENTATION COURSE BASELINE 

(xiv) We _____ (studies/study) at Karema Secondary School.

(xv)  Mwalimu Ben _______ (teach/teaches) us English.

(xvi)  My father’s father is my ____________.

(xvii) My mother’s sister is my __________.

(xviii) My father’s brother is my __________.

(xix) My mother’s mother is my __________.

(xx)  Pili is good ______ (in/at) dancing.

(xxi)  Mwalu ______ (is not/does not) good at dancing.

(xxii) Pili ______ (doesn’t good/isn’t good) at singing.

(xxiii) He is not _________ (very/good) good at drawing.

INTRODUCTION TO THE COMMON CLASSROOM GREETINGS

For the Primary School children/pupils who used to greet their teachers, parents and other people in Kiswahili, English Language greetings cannot be easy to master sometimes. The classroom greetings and other greetings should be mastered by all students because they are the first place to begin learning a new language by speaking!

The following classroom greetings are very important for the students, especially beginners like Form One Students:

MORNING (12:00 am – 11:59 am)

STUDENTS INITIATE as soon as the teacher enters the class.

TEACHER INITIATES as soon as he/she enters the class.

STUDENTS: Good morning Sir!

TEACHER: Good morning?

TEACHER: Good morning! How are you?

STUDENTS: Good morning Sir!

STUDENTS: We are fine!

TEACHER: How are you?

TEACHER: Sit down.

STUDENTS: We are fine.

STUDENTS: Thank you Sir!

TEACHER: Sit down.


STUDENTS: Thank you Sir.

AFTERNOON (12:00 pm – 05:00 pm)

STUDENTS INITIATE as soon as the teacher enters the class.

TEACHER INITIATES as soon as he/she enters the class.

STUDENTS: Good afternoon Madam!

TEACHER: Good afternoon class?

TEACHER: Good afternoon class. How are you?

STUDENTS: Good afternoon Madam.

STUDENTS: We are fine, Madam!

TEACHER: How are you?

TEACHER: Take a seat.

STUDENTS: We are fine, Madam!

STUDENTS: Thank you, Madam!

TEACHER: Take a seat.


STUDENTS: Thank you Madam!

EVENING (05:00 pm – 11:59 pm)

STUDENTS INITIATE as soon as the teacher enters the class.

TEACHER INITIATES as soon as he/she enters the class.

STUDENTS: Good evening Teacher!

TEACHER: Good evening students?

TEACHER: Good evening students. How are you?

STUDENTS: Good evening Teacher.

STUDENTS: We are fine!

TEACHER: I’m fine. How are you?

TEACHER: Have a seat.

STUDENTS: We are fine too!

STUDENTS: Thank you!

TEACHER: Have a seat.


STUDENTS: Thank you Teacher!

GOOD NIGHT. Good night is the greeting for wishing someone a good night time. It starts from 10PM onwards or when you go to sleep. Or people just say ‘Goodbye’.

SOMEONE INITIATES when he/she wishes someone else a good night.

For example, Jose wishing Jimmy.

SOMEONE INITIATES when he/she is replying to someone else who has wished him/her a good night.

JOSE: Good night Jimmy!

JIMMY: Good night too Jose!

DAUGHTER: Good night dad!

FATHER: Good night, sweetheart!

SON: Good night, mum!

MOTHER: Good night, my little prince!

OTHER OBSERVATIONS ABOUT GREETINGS:

  •        These greetings are applicable to anyone. The students should be reminded to consider time, gender, age and plurality and singularity before they greet someone or some people.
  •        Students should not say ‘Fine Thank you’ because ‘Fine’ means saying ‘Okay’ or ‘I’m/we’re good’ and ‘Thank you’ means they are thanking the teacher after telling them what to do, not thanking him/her after agreeing that they are good!
  •        Students should not say ‘Sir/Madam’ at the same time. They should say ‘Sir’ if they greet their male teacher and say ‘Madam’ if they are referring to their female teacher.
  •        Also students can say ‘Fine’ instead of saying ‘We are fine’. But a single word ‘Fine’ sounds rude and awkward.
  •        The teacher should give students more exercises by emphasizing them not to say ‘We are fine’ even if the student is alone. To realise these differences, students should be given more speaking exercises on the particular expressions.
  •        The students can add ‘Sir’ or ‘Madam’ after saying ‘We are fine’, hence having ‘We are fine, Sir’ to mention the teacher in question.
  •        Sometimes it is awkward for students to ask their teacher ‘How are you’. In most cases, it is the teacher who can do that!
  •        When a teacher is greeted by students, he can also reply. STUDENTS: Good evening Sir. TEACHER: I’m fine. How are you? STUDENTS: We are fine!
  •        The teacher or students can extend their sentence like this: ‘We are fine too’ or ‘I’m fine too!’
  •        If the students don’t want to say ‘Sir’ or ‘Madam’, they can just say ‘Teacher’.
  •        If a students is entering the staff office and finds male and female teachers, he/she can’t greet every teacher individually but he/she can greet them collectively by saying ‘Good morning teachers’ or ‘Good afternoon teachers’.
  •        Sometimes when a student enters the office and fine male teachers only, he/she can say ‘Good afternoon Teachers’ or ‘Good afternoon Sirs’. This is the case for the female teachers who can be greeted ‘Good afternoon Madams’

Reference

Ministry of Education and Vocational Training (2015) Baseline: Orientation Course for Form One – Students’ Book, Science, Mathematics and Social Sciences, MoevT, Dar es Salaam.

BASELINE TEACHER’S BOOK-DOWNLOAD HERE

TOPIC 2. MY DAY

By the end of the students should be able to use simple English Structures:

To talk and write about their daily routines (I wake up at 6 o’clock/I wash my face at 6: 15 am)

To demonstrate understanding of another person’s daily routine (He wakes up at 6 o’clock/They wake clean the class at 6:40 am)

Understand and use the time to say when things happen every day (At 10:00 am we have a break time/At 2:30 pm we disperse)

TELLING TIME

Ask students: ‘What time is it?’ (Check their responses)

In this aspect, the students need to understand how to tell time.

MATERIALS: Watches (digital and analog), students’ watches, a teacher’s watch, pictures showing watches, etc.

  1. Show them pictures of watch showing different times, or
  2. Write different times on the board, or
  3. Take watches with you in the class (both digital and analog watches)

WHAT WE DO EVERYDAY

Tell them today we will learn what we do every day.

Show them pictures of the person or people who are: cleaning, playing, eating, running, walking, reading, praying, etc.

Pick one picture after another; show to them by pointing to the particular picture and ask:

  • What is he doing? (If the person is male)
  • What is she doing? (if the person is female)
  • What are they doing? (Plural)

For each question, observe and correct their responses.

EXPECTED RESPONSES:

  • He is playing football.
  • She is cleaning the house.
  • They are playing.

Ask students the following questions and check out their responses, and list them on the board:

  • Do you play every day?
  • Do you study every day?
  • Do you pray every day?
  • What time do you have a breakfast?
  • What time do you have a lunch?
  • What time do you go to school?

Allow students to interview each other these questions. Put them in pairs and help them list the things they do on the blackboard.

A Text

Read this text aloud for the first time and ask students some oral questions.

Agatha is a hardworking student. She goes to sleep at 9:00 pm. She gets up early in the morning at 6:30 am. She takes a bath at 6:40 am. At 6:50 am, she runs to school. She greets her friends and teacher. Then, at 7:00 am, she cleans her place. At 7:30, she attends the school parade. And at 8:00, she enters the class.

Guide students to draw this table and ask them to finish the sentence in column B as you read for the second time.

A

B

TIME

AGATHA

9:00 AM

She goes to sleep.

6:30 AM


6:40 AM


6:50 AM


7:00 AM


7:30 AM


8:00 AM


Guide students to the personal narrative. Guide them to correctly narrate their everyday activities and their friends’ every day activities.

EXPECTED RESPONSES: Rama gets up at, he brushes his teeth on, he runs to school at, etc.

I get up at, I brush my teeth at, I run to school at, etc.

Make sure at least each student narrates what he/she does every day. Or put them in pairs, and let them present as pair.

In pairs, we get up at, we brush our teeth at, we run to school at, etc.

For easy demonstration, the chart like this below can be useful:

Time

Activities


He/she/Agatha

I/You

We/They

09:00 PM

 goes to sleep

 go to sleep

 go to sleep

06:30 AM

 gets up

 get up

 get up

06:40 AM

 has a bath

 have a bath

 have bath

06: 50 AM

 runs to school

 run to school

 run to school

07:00 AM

 cleans his place

 clean my place

 clean our places

07:30 AM

 goes to parade

 go to parade

 go to parade

08: 00 AM

 enters the class

 enter the class

 enter the class

PRACTICE TEST

1.      Choose the correct word in the bracket.

(i)                 She is ________(swooping/sweeping) the floor.

(ii)              I get ______ (in/up) at 6:00 AM.

(iii)            I ______(do/take) a bath at 6:45 AM.

(iv)             She _______ (sweeps/sweep) the floor every morning.

(v)               We go _____(to/on) bed at 9:00 AM.

(vi)             What time _____ (it is/is it)?

(vii)          What is she _____ (does/doing)?

(viii)        What ______ (do/are) they doing?

(ix)             She is ____ (go/going/goes) to school.

(x)               The class lessons _____ (start/starts) at 8:00 AM.

(xi)             Do you ____ (plays/play) everyday?

(xii)          What time do you ____ (go/going) to school?

(xiii)        He _____ (brush/brushes) his teeth every morning.

(xiv)         Agatha ______ (runs/run) to school at 6:50 AM.

(xv)           It is ______ (thirtieth/half) past eleven.

2.      Complete the following times in words.

(i)                 10:45 AM ________________________________

(ii)              10: 01 AM ________________________________

(iii)            01:01 PM ________________________________

(iv)             03:27 PM _______________________________

(v)               02: 19 PM _______________________________

Resources

Ministry of Education and Vocational Training (2015) Baseline: Orientation Course for Form One – Students’ Book, Science, Mathematics and Social Sciences, MoevT, Dar es Salaam.

BASELINE TEACHER’S BOOK-DOWNLOAD HERE

 

TOPIC 3:  MY LIKES AND DISLIKES FORM ONE ORIENTATION COURSE : BASELINE

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

Express likes and dislikes correctly (I like playing netball/He likes dancing)

Use short replies to questions about likes and dislikes (Yes, I do/No, I don’t)

Collate information in groups about favourite things and convey this information to the teacher (We like playing football/They like singing songs)

Analyse the likes and dislikes of the class (We like learning English/We like speaking in debates)

TOPIC 3:  MY LIKES AND DISLIKES FORM ONE ORIENTATION COURSE : BASELINE

THE GREETING LINKS ARE ALSO HERE!

INTRODUCTION ON WHAT PEOPLE ARE DOING

Provide Pictures and ask ‘What are the people doing in these pictures?’ (Responses may be; playing football, dancing, reading, doing homework, etc.)

MATERIALS: There are plenty of pictures: From newspapers, magazines (for example Fema Magazines), and you can pick any pictures in which people are doing something. Even cartoons can apply.

They are reading.

They are playing.

They are dancing music.

They are eating.

She is playing tennis.

She is speaking to the people.

NB: By using real life pictures (for example, Samatta is playingMsuva is dribblingSerena Williams is playing tennis, etc.) students are engaged more than using traditional book pictures.

TOPIC 3:  MY LIKES AND DISLIKES FORM ONE ORIENTATION COURSE : BASELINE
Then ask different students:

Do you like playing football?

Do you like reading?

Do you like doing homework?

Do you like studying?

(Accept any kind of responses even if they are incorrect ones). If they fail to understand, use gestures and facial expressions to help them understand.

Guide them to understand the long and short answers as well as positive and negative answers. Encourage them to use short answers:

TOPIC 3:  MY LIKES AND DISLIKES FORM ONE ORIENTATION COURSE : BASELINE

Table 1.

I
You/We
He/She/Agatha
They/Students

Do you like……?

-Playing?

-Praying?

-Lying to others?

-Fighting?

-Studying?

Do you like……?

-Playing?

-Praying?

-Lying to others?

-Fighting?

-Studying?

Does he like……?

-Playing?

-Praying?

-Lying to others?

-Fighting?

-Studying?

Do they like…..?

-Playing?

-Praying?

-Lying to others?

-Fighting?

-Studying?

Yes, I do.

No, I don’t.

Yes, we do.

No, we don’t.

Yes, she does?

No, she doesn’t.

Yes, they do.

No, they don’t.

————————————————

——————————————–

————————————————

——————————————–

————————————————

——————————————–

——————————————–

——————————————–

Write on the board‘I like….. ‘, ‘I don’t like……’ and then ask students to finish the sentences orally.

TOPIC 3:  MY LIKES AND DISLIKES FORM ONE ORIENTATION COURSE : BASELINE

Table 2.

I like (good things for me)
I don’t like (bad things for me)

———————————————————————————————————————————————————————

———————————————————————————————————————————————————————

Also create the following chart! You can ask each students, pairs or groups.

Table 3.

Do you like….?
Yes, I do
No, I don’t

————————————————————————————————————————————————

————————————————————————————————————————————————

————————————————————————————————————————————————

TOPIC 3:  MY LIKES AND DISLIKES FORM ONE ORIENTATION COURSE : BASELINE

Be interactive. Use relevant things they like. They are the things which are either around them or things which are familiar to them.

Ask students for every item on the board. Say ‘Put your hands up if you like dancing,’ and react by saying ‘Oh, dancing is very popular!’ or ‘Oh, homework is not very popular!’

Ask each student to write their favourite things in their exercise books. Guide them to use the structure: ‘I like …….’ ‘I don’t like…..’. Give them five minutes. Allow them to draw a table like Table 2 above for the easy organisation of their works.

Guide students to form groups and each group write its favourites. Their secretary should write all their favourites in five minutes. Guide them to use the Table 4 below to list the things they like and the things they don’t like:

TOPIC 3:  MY LIKES AND DISLIKES FORM ONE ORIENTATION COURSE : BASELINE

Table 4.

We like…..
We don’t like……

We like fruits


We like sports


We like animals


We like learning English


We like travelling


Allow groups to exchange their points and each group have to report their findings before the class. They should use: ‘We like….’ and ‘We don’t like….’

Also in another practice, the groups may exchange their findings/points and each group should present the findings of other groups and they should use the structures like: ‘They like……’ and ‘They don’t like….’

TOPIC 3:  MY LIKES AND DISLIKES FORM ONE ORIENTATION COURSE : BASELINE

CONDUCTING INTERVIEW

For more exercise, allow students to have questions and interview when they ask themselves a question, ‘Do you like…?

PRACTICE TEST

(i) I like ______ (play/playing) football.

(ii)  I like _______ (to play/plays) volleyball.

(iii)  She _______ (don’t/doesn’t) like bananas.

(iv)  We like listening ________ (by/to/from).

(v)   They ______ (like/likes) orange juices.

(vi)  Maria likes ______ (play/playing) netball.

(vii)  _______ (Does she/Do she) like Coca-Cola?

(viii) Yes, o ______ (does/do).

(ix)   They ________(doesn’t/don’t) like trouble.

(x)  Do you like ______ (playing/play) football.

MY LIKES AND DISLIKES FORM ONE ORIENTATION COURSE

Resources

Ministry of Education and Vocational Training (2015) Baseline: Orientation Course for Form One – Students’ Book, Science, Mathematics and Social Sciences, MoevT, Dar es Salaam.

 

TOPIC 4:  MY HOME ORIENTATION COURSE FOR FORM ONE BASELINE

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

Demonstrate understanding of the main points of a short factual text about a town (My home town is Mpanda/Mpanda town is the capital of Katavi Region)

Describe the location, population, economic activity, and main buildings/activities in their own town (Mpanda town is at the centre of the region/It is in the southwestern part of Tanzania)

LOCATION OF MY TOWN

Take a map with you in the class (especially a region, district or a country map)

Write the name of the town where your school is situated.

Write the name of the region, and ask: ‘Which region is our town in?’

Accept various responses. The correct response is ‘Katavi’.

Also ask them: ‘Which town is our school in?’ Allow them to try, and check their responses.

If the school is not in the capital of the region, ask them: ‘Which district is our school in?’ For example, if the school is in Mpanda District, the correct response is ‘Mpanda District’.

These questions help students to express their locations by using English Language. Make sure there are more exercises for them to understand the correct way to express their location.

Write the word ‘near’ on the board and ask: ‘Which other towns are near our town?’ (Allow them to check the map you have brought in the class if it is relevant).

Allow their various responses to flow from them.

TOPIC 4:  MY HOME ORIENTATION COURSE FOR FORM ONE BASELINE

After various responses, guide them to use the correct sentence structure like:

Our town is near ………. Town

‘Our town is near Namanyere town’

‘Our Mpanda town is near Inyonga town’

‘Our town is near Sikonge town’

‘Our town is near Sumbawanga town’

Ask them another question: ‘Which other regions are near our region?’ Encourage them to follow the correct sentence order as they respond:

Our region is near ……region

Our region is near Rukwa Region’

Katavi region is near Kigoma region

Our region is near Tabora region

Our region is near Mbeya region

Substitution table 1.

Mpanda town

Namanyere and Inyonga towns

Our town

Katavi region

Rukwa and Kigoma regions

are

is

near

 our town

Inyonya town

our region

TOPIC 4:  MY HOME ORIENTATION COURSE FOR FORM ONE BASELINE

JOBS AT MY TOWN

Write the word ‘jobs’ on the board and ask; ‘What is the meaning of the word jobs?’ Accept their responses. Help them out if they can’t come up with the proper answer. Then ask them: ‘What jobs are found in your town?’ or ‘What jobs do people in our town participate?’

Write the word ‘industries’ on the board and ask: ‘What is an industry?’ Allow them to respond. Help them the simple meaning and continue.

What industries are in our town?’ Accept any factory name they give.

Write the word ‘buildings’ on the board and ask them to tell what they know about the term. Then ask them: ‘What buildings are there in our town?’

MY TOWN

(A Text on any town describing a region, neighbouring regions, neighbouring towns, jobs, industries, and buildings in the particular town)

Katavi region has a population of more than six hundred thousand people. It is located in the Western part of Tanzania.

It is bordered by four regions. It is bordered by Rukwa region in southeast, Tabora region in the northeast, Mbeya Region in the east, and Kigoma region in north-western part. It is also bordered by Lake Tanganyika in the West. Mpanda is the capital of the region. The towns which are near our town are Namanyere town which is about 128 KM from our town and Inyonga.

There are many jobs in Mpanda. People like miners, farmers, tour guide, fishermen, traders, and others actively engage themselves in activities like mining, agriculture, tourism, fishing, trade and pastoralism.

Industries are also available in Mpanda town. Some of these industries are mineral processing industries. The town also has famous buildings. The famous buildings in Mpanda include Mpanda Hotel, Mizengo Pinda Bus Terminal, Mpanda Railway Station, Mpanda District Hospital, Super City Hotel, and many more. People who come to our town can have a lot of fun.

Ask individual, pairs or groups to make sentences about the town in the story.

If possible allow them to draw the table, then let them fill in the information they have found in the text:

TOPIC 4:  MY HOME ORIENTATION COURSE FOR FORM ONE BASELINE

Exercise:

Ask students to complete the information that is missing in Column B

Column A

Column B

The Population of the region


The location of the region


Neighbouring regions


Some economic activities in Mpanda


Neighbouring towns


Some Jobs in Mpanda


Industries in Mpanda


Some famous Buildings in Mpanda


If there are students who come from a different town in the region or country, ask them if the town in discussion is similar to the town they come from. Get their responses.

Guide them to draw this chart and fill in as they compare information read in the text and the information from their home town.

Information

Mpanda town

Namanyere town

Economic activities

Tourism and mining

………………………

Jobs

Farmers, traders, etc

………………………

Industries

Mining industry

……………………….

Buildings

Railway Station

………………………

TOPIC 4:  MY HOME ORIENTATION COURSE FOR FORM ONE BASELINE

For more practice, ask students the following questions:

Where can I get Panadol in our town?

Where can I buy some clothes in our town?

Where can I watch football match in our town?

Where can I pray in our town?

Where can I drink a beer in our town?

Who can tell me the way to the bank?

Who can show me the way to the Bus Terminal?

Who can show me the way to the Regional Commissioner’s Office?

At the end, the teacher encourages students to use the information they already know to write and speak about things in their home town.

TOPIC 4:  MY HOME ORIENTATION COURSE FOR FORM ONE BASELINE

PRACTICE TEST:

Fill in the blank spaces in the sentences below by choosing the correct word from the box.

School, market, police station, cinema, restaurant, post office, banks, farm, courts, lodge

(i)  The place where movies are shown ________________

(ii)   The place where letters and other parcels are received and delivered _______

(iii)  The place where sick people are treated _____________

(iv)  The place where students study _______________

(v)   The place where people get financial services _________________

(vi)  The place where people sell and by things ______________

(vii)  The place where people cultivate various crops _______________

(viii) The place where people eat and drink ______________

(ix) The place where people sleeps ______________

(x)  The place where cases and crimes are resolved ___________

Resources

Ministry of Education and Vocational Training (2015) Baseline: Orientation Course for Form One – Students’ Book, Science, Mathematics and Social Sciences, MoevT, Dar es Salaam.

 

TOPIC 5 : MY FUTURE PLANS ORIENTATION COURSE FOR FORM ONE BASELINE

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

Demonstrate understanding of the future plans and intentions of other people (I am going to visit my Uncle next week/We are going to visit Katavi National Park next year)

Express the future plans of other people and their own future plans, with everyday verbs (He is going to pass examinations/She is going to cook for us today)

Find some pictures of your own that show what you are planning to do. Or write the flash cards of the words like these:

  • Teach
  • Drink a lot of water
  • Teach you
  • Travel
  • Greet my Uncle
  • Ride a bicycle
  • Sleep
  • Rest
TOPIC 5 : MY FUTURE PLANS ORIENTATION COURSE FOR FORM ONE BASELINE

TEACHER’S FUTURE PLANS

Pick any flash card show it to students and say the correct sentence associated to the activity written on it. For example, pick the flash card with the word ‘Teach’.

Some examples are:

Next week, I am going to teach you.

Next week, I am going to travel.

Next week, I am going to greet my Uncle.

Tomorrow I am going to rest.

This weekend, I am going to see my mother.

Then allow students to say and repeat the sentence: ‘You are going to…..’ and finish the sentence with the word or action on the flash card you are holding. For example, when you hold a flash card with the word ‘teach’, students will say ‘You are going to teach’.

Thus, students will be saying your future plans. Do this to the rest of the flash cards. Now, they must be getting what is going on as far as this topic is concerned.

STUDENTS’ FUTURE PLANS

Allow them or guide them to create the flash cards on their own which they should write they are going to do next. Give them papers to complete this task. After finishing creating flash cards, arrange them in pairs.

In each pair, one should pick a flash card from his/her member’s collection and show it to him/her. In turn his \/her member should say what is in the flash card by expressing it in correct sentence like; ‘I am going to write notes tomorrow’.

Now show them some action pictures:

Or collect the flash cards created by one student. Tell the students that these are the John’s plans. I am going to show them to you and you should answer my questions correctly by expressing John’s plans:

(John’s flash cards: ‘play football on weekend’, ‘finish homework’, ‘wash clothes’)

Start. Pick one flash card and start asking students: ‘What is he going to do next weekend?’

Students: ‘He is going to play football’/John is going to play football’

Teacher: (Showing them the flash card ‘finish homework’)

Students: ‘He is going to finish homework’, etc.

(A text on Pili’s plans or any story with plans) (She is going to…, she is not going to..)

TOPIC 5 : MY FUTURE PLANS ORIENTATION COURSE FOR FORM ONE BASELINE

Read the following story to students two or three times.

My name is Pili. I am a hardworking student. In this weekend I have planned to do the following: on Saturday I am going to wash my clothes in the morning. At noon I am going to greet my grandmother.

In the evening, I am going to stay at home. On Sunday, I will go to church. On Sunday afternoon, I am going to greet my friends. On Sunday evening I am going to prepare my things for school. I am not going to play on Sunday because I am going to finish my homework.

Tell students individually, in pairs, or in groups to record the Pili’s plans in their exercise books.

PILI’S FUTURE PLANS:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MY FUTURE PLANS

Allow them to write their own future plans. They should write six sentences about their plans for the weekend.

Ask them to read out aloud their future plans they have outlined.

Positive
Negative

am going to greet my friends

am not going to greet my friends









TOPIC 5 : MY FUTURE PLANS ORIENTATION COURSE FOR FORM ONE BASELINE

MY FRIEND’S FUTURE PLANS

Individually, ask students to write two sentences in their exercise books about what another student in their group is going to do next weekend.

MORE PRACTICE:

What are you going to do after this class?

What are we going to do at …. O’clock?

What are going to do during holiday?

What are you going to do after finishing Form IV?

At the end, the teacher makes sure that students have understood the use of ‘going to’ correctly.

TOPIC 5 : MY FUTURE PLANS ORIENTATION COURSE FOR FORM ONE BASELINE

PRACTICE TEST:

Fill in the blanks by choosing the correct word from the brackets:

(i)  I ____________ (am/was) going to travel next week.

(ii)  She _________ (is/are) going to cook today.

(iii)  They are going ________ (to/for) play football.

(iv)  We are ________ (don’t/not) going to play today.

(v)  Amina ________ (is not/doesn’t) going to school today.

(vi)  Asha and Juma _____ (are/is) going to school.

(vii) Our school teachers _________(are/is) going to teach us every day.

(viii) I am not ____________ (go/going) to teach you today.

(ix) Our grandfather is not going _______(for/too) tell us stories.

(x) I am going __________( to come/to be) a star.

Resources

Ministry of Education and Vocational Training (2015) Baseline: Orientation Course for Form One – Students’ Book, Science, Mathematics and Social Sciences, MoevT, Dar es Salaam.

TOPIC 6. MY OLD SCHOOL

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

  • Demonstrate understanding of sentences in the simple past tense (I finished my homework yesterday/I passed my examination)
  • Produce some regular/irregular verbs in the past tense (I went to school/He took my school bag)

THE GREETINGS LINKS ARE ALSO HERE!

TEACHER’S MODEL

Write the wordYesterday’ on the board

Say to them ‘Yesterday I finished my work at 3 o’clock. I was very tired’, then write these sentences on the board.

Underline the word ‘ed’ in ‘finished’ and underline ‘was’.

Say ‘These are the past forms, for yesterday’.

Guide them to discuss and mention the words that end with ‘ed’ and give examples.

Write the following verbs on the board:

Am, take, eat, is, make, are, learn, play, study, read, clean, start.

Ask students if they know the past forms of these verbs. Let them put the past form of the verb in the empty column if you have drown a table.

Table 1: Guide students to mention words that end in ‘ed’ with examples as well as uses of ‘was’ with examples.

ed’ words

Sentence examples

was

Sentence examples




Table 2: Guide students to practice the few verbs into present and past forms.

Present form

Sentence examples

Past form

Sentences examples

Take;

Eat;

Play;

Have;

Learn;

Study;

Start;

Read;

Pass;

Go;




Check their pronunciation if they are correct, and correct them if necessary.

PRONUNCIATION OF REGULAR PAST TENSE VERBS – PRONUNCIATION DRILLS

Tell them that regular past tense verbs end with ‘ed’ although they pronounced differently.

Divide the class in three teams. One team will be /t/ team, the second /d/ team, and the third /id/ team.

You pronounce a word (from a list of words on the board) and the first team that writes the correct sounds that is associated with it, wins a point. You can create word cards and hold them when you pronounce them and students say which sound is proper for the word.

  • /t/ - smashed, checked, baked, talked, worked
  • /d/ - planned, cheered, called, raced
  • /id/ - subtracted, planted, added, visited


TEAM /t/

TEAM /d/

TEAM /id/

1




2




3




4




5




6




7




8




9




10




Each team can give up to 10 points (words) and at the end there must be the winning group and a motivation if there is any.

In other exercises, students are also asked to pronounce these sounds correctly and the teacher monitor their activity.

MORE EXERCISES

  • Give them more exercises.
  • Ask students how we form most verbs in the past.
  • Ask them how they noticed when we formed the negative (I didn’t like) in the past.

NEW OR OLD SCHOOL? (Emphasis on the past tense)

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

TEXT

My Old School

I started Standard One in 2010. I finished my Primary school education at Maisha Primary School. We were about 40 Standard Seven pupils. Our school had few teachers but they taught us very well. We all passed our national examinations. At our school, class lessons started at 8:00 AM. Our school was very clean. We cleaned it every day. Our old school also had a big playground. Our Sports day was Wednesday.

Questions:

  1. How many students went to your old school?
  2. How many teachers taught you at your old school?
  3. What year did you start the school?
  4. What time did you start class in your old school?
  5. Did you clean old school?
  6. What was sports day at your old school?
  7. Did your old school have a big playground?
  8. (Accept one-word or yes/no answers)

TEXT

My New School

My new school Kiduga Secondary School. It is a ward secondary school in Kiduga Ward. Kiduga Ward consists of three villages. They are Mtakuja Village, Kiduga Village and Maisha Village. At my new school the class lessons start at 7:30 AM.

Questions from my new school. The school has many students. It has 815 students and 32 teachers. Teachers at this school are many. At this school, we wake up early in the morning and clean our dormitories, classrooms, and school areas. The school parade is very big too. We assemble at this parade every morning. My new school also has big football playground, good volleyball pitch, and netball pitch as well. The Sports Day at this school is every Friday. I like my new school.

Questions:

  1. How many teachers are at your new school?
  2. What time do you start the class lessons?
  3. Where do you assemble every morning?
  4. Does your school have big playground too?
  5. What is your Sports day at your new school?

At the end the teacher make sure that students understood the form of past tense in English.

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

Students should also be encouraged to research more on the past tense verbs with regular endings/verb forms.

PRACTICE TEST

Fill in the blanks by choosing the correct word from the brackets:

(i)               ___________ (tomorrow/yesterday) I finished my homework.

(ii)             _________ (were/was) very tired.

(iii)          __________ (clean/cleaned) the school every day.

(iv)           She __________ (know/knows) how to play netball very well.

(v)             Last week I _______ (visit/visited) my Uncle.

(vi)           We ________ (started/start) class at 7:00 AM.

(vii)        He _________ (wakes up/wake up) early in the morning.

(viii)      My old school ________ (has/had) few teachers.

(ix)           They _________ (play/plays) football very well.

(x)             We all __________ (pass/passed) our national examinations.

Resources

Ministry of Education and Vocational Training (2015) Baseline: Orientation Course for Form One – Students’ Book, Science, Mathematics and Social Sciences, MoevT, Dar es Salaam.

TOPIC 7: STORIES FROM MY COUNTRY ORIENTATION COURSE FOR FORM ONE BASELINE

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

Understand the main points of a story told in the past tense (Once upon a time there was a King Lion/One day I visited my uncle)

Recall and write the past forms of some irregular verbs (I saw a big snake yesterday/We did what we were told to do)

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

Put the important vocabulary listed on the board and let students know their meaning.

TOPIC 7: STORIES FROM MY COUNTRY ORIENTATION COURSE FOR FORM ONE BASELINE

The vocabulary from the story can be:

King,

Noble,

Palace,

Poor,

Huts,

Roofs,

Safety,

Praise,

Generosity.

Read the story. Use much enough expressions, gestures, facial expressions and drama to help students understand. If necessary, stop and repeat.

THE TRADITIONAL STORY

Once upon a time there was a King. He was a noble man who lived in a very beautiful palace. His people were very poor and lived in the poor mud huts. One day the heavy rains destroyed the roofs of his people’s huts.

He announced that all children had to be moved to the palace for their safety. His people praised him for his generosity.

After the reading the story, construct true/false questions.

When you have finished, ask: Is number 1 true or false? And ask them the rest of the questions. The students should use the information they listened or read in the story to answer the questions orally.

STORIES FROM MY COUNTRY ORIENTATION COURSE

QUESTIONS

Write True for a ‘correct statement’ and False for an ‘incorrect statement’ in the following sentences:

(i)   King live in a beautiful palace _______

(ii)  The King was a noble man __________

(iii)  Heavy rains brought happiness _______

(iv)   People had beautiful houses _________

(v)   The people were very rich ___________

(vi)    Heavy rains destroyed the Palace ______

(vii)   People praised the King for his good deeds _______

(viii)   King hated the children ________

(ix)  Children were not safe in the palace __________

(x)   The King was generous ____________

DISCUSSION QUESTIONS

Put students into small groups.

Give them other questions about the story. Give them completion questions or discussion questions. Some of these questions can be:

What can be the title of the story?

What can you advise the people in the story?

What is the message of the story?

Was the story sad or happy?

Can you continue the story?

In their groups, students can discuss and choose one student to retell the story to others or to the class. Others should listen and respond by asking questions. Go around the class and correct any mistake regarding the story and the mistakes in the past tense verb forms.

Ask them to record their answers in the exercise books.

REFLECTION

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

Table 1:
Word
Past form

feed,

carry,

grow,

tell,

think,

bring,

begin,

run,

hide,


As a part of practice, ask students if they can remember how they formed in the past and how do they pronounce each word.

STORIES FROM MY COUNTRY ORIENTATION COURSE

PRACTICE TEST

Choose the correct word from the box to fill in the gaps.

Calabash, firewood, chieftain, hut, roof

(i)     _____________ a small house made of natural materials like logs or grass.

(ii)    ____________ a bottle made from a shell.

(iii)   _____________ the external covering of a house or other building.

(iv)   _____________ a wood suitable for fuel.

(v)    _____________ a chief of a clan or tribe.

Change the word in the bracket to make a meaningful sentence.

(i)      When she woke up, she _________ (brush) her teeth and ___________ (wash) her face with clean water. She ________ (clean) the room and ___________ (go) out to clean the house yard. After finishing, she _________ (begin) to prepare the breakfast.

Resources

Ministry of Education and Vocational Training (2015) Baseline: Orientation Course for Form One – Students’ Book, Science, Mathematics and Social Sciences, MoevT, Dar es Salaam.

Post a Comment

0 Comments
* Please Don't Spam Here. All the Comments are Reviewed by Admin.

buttons=(Accept !) days=(20)

Our website uses cookies to enhance your experience. Learn More
Accept !