Read, use information and summarize ideas in writing. · Read one whole text. · Make a summary of the written text. · Explain to pupils how to write/ highlight important points from the text. · give pupils the summarized text to read. give pupils in groups another sample text to read. Pupils to highlight main points and write a summary of the second sample text in groups. Pupils to present their groups’ summaries. Highlight the corrections of pupil’s work for pupils to copy.

1. Read · use 2 samples of texts information and a bout activities which summarize ideas occurred in the school e.g. in writing. sports day parent’s day, graduation ceremony etc. Read one whole text. · Make a summary of the w ritten text. · Explain to pupils how to w rite/ highlight impotent points from the text. · give pupils the s ummarized text to read. give pupils in groups another sample text to · read. Pupils to highlight main points and write a · summary of the second sample text in groups. · 88 Main Specific No Main Activity Specific Activity Competence Competence · Pupils to present their groups’ summaries. · Highlight the corrections of pupil’s work for pupils to copy. (0 mk)
2. What should a teacher present orally or use recorded material for? (1 mk)
3. Provide at least two examples of orders a teacher can give. (2 mk)
4. What is the main writing task given to pupils after the introduction and provision of resources? (2 mk)
5. Individual pupils to practice counting one by one in front of the class the others pay attention. (0 mk)
6. Group pupils and allow them to discuss numbers. (0 mk)
7. Conclude by emphasizing on the most common words used in greeting, introduction and bidding farewell expressions. (0 mk)

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Below are some skills related to English Language. Use the information provided to answer the questions that follow. a) Listen and recite poems, identify and use figures of speech correctly in sentences. b) Read texts and find the meaning of words by using dictionaries and use the words correctly in different contexts. c) Read texts to identify and use words with similar spellings but different meanings (homographs) in different contexts. Skills related to oral communication: 2.1 Communicate simple ideas orally and through speaking. a) Role play a chosen dialogue with prepositions of movement, identify the prepositions from the dialogue and use all of them correctly in different communicative contexts. b) Role play the chosen dialogue showing directions by using cardinal points, identify the cardinal points correctly and use them to express directions in different communicative contexts. c) Role play the chosen dialogue using correct pronunciation, with words that show direction (left, right, centre, straight, forward, backward, turn left, turn right), identify and use them correctly in a variety of communicative contexts. 2.2 Communicate simple ideas through writing. a) Use relevant correlative conjunctions to express results in sentences and in guided composition correctly in various communicative contexts. b) Identify and use correlative conjunctions to express results from written texts and use them in writing in different situations appropriately.

1. Listening to oral sentences (1 mk)
2. Which skill involves reading and identifying words with similar spellings but different meanings? (1 mk)
3. What is the main aim of Chapter Six? (1 mk)
4. Identify the main competence which the teacher is expected to achieve in this lesson. (1 mk)
5. Give two examples of materials that can be used to show prepositions of time and place. (2 mk)
6. Which activity is meant to help pupils retell the main points of a text in short sentences? (1 mk)
7. Listen to a recorded conversation about subjects of their own interests (e.g. Doctors complaining to the nurses about something and the nurse responding). Ask pupils oral questions about the main ideas from the recorded items. Emphasize on effective listening and how to internalize information. Highlighting the main points to help pupils to see how main points are noted. (0 mk)
8. List any four things a pupil will be able to do by the end of this chapter. (4 mk)
9. At what stage of the lesson was I compelled to change style? (0 mk)
10. According to the text, list any four specific competences that pupils are expected to achieve. (3 mk)
11. What is the role of the teacher in the activity described in point (b)? (2 mk)
12. Which activity focuses on improving pupils' pronunciation and reading speed? (1 mk)
13. Listen to an announcement about a subject of their choice (including environmental care, and road safety issues). Take pupils out e.g. to the environment club. Talk to pupils about his selected subject. Ask individual pupils their views on environmental care. Emphasize on listening well and always make a conclusion on ideas. (0 mk)
14. What is required to role play a chosen dialogue showing directions using cardinal points? (1 mk)
15. According to the text, what is assessment of learning? (1 mk)
16. Fine (1 mk)
17. Outline the steps for practicing question-asking and answering, including the teacher's concluding remarks. (3 mk)
18. How can simple ideas be communicated through writing using correlative conjunctions? (1 mk)
19. When does selective mutism commonly occur? (1 mk)
20. What does the skill 'Listen and recite poems' involve? (1 mk)
21. Suggest two (2) strategies that can be used to help children with selective mutism. (2 mk)
22. State the two approaches to assessing learning mentioned in the text. (2 mk)
23. Afternoon (1 mk)
24. What is the role of a speech and language therapist in helping children who stammer? (1 mk)
25. Identify a skill that involves using words like 'left', 'right', and 'straight'. (1 mk)
26. Madam (1 mk)
27. Explain the difference between content based assessment and competence based assessment. (2 mk)
28. Fill in the blank. (1 mk)
29. What is a lesson plan? (1 mk)
30. What should be done after eliciting words with double meanings from pupils? (2 mk)
31. Sir (1 mk)
32. List any four (4) ways teachers can support pupils who stammer. (4 mk)
33. What is the expected outcome of the activities mentioned in this section? (1 mk)
34. Evening (1 mk)
35. What causes Down syndrome? (1 mk)
36. What is the usual duration of a teaching period in primary schools? (1 mk)
37. State two (2) physical characteristics of a child with Down syndrome. (2 mk)
38. Give an example of a phrase that can be repeated in the story of 'The dog and the bone'. (1 mk)
39. List three (3) things to consider when preparing a lesson plan. (3 mk)
40. What is the main idea to be remembered from the story of 'The dog and the bone'? (1 mk)
41. What is Attention Deficit Disorder (ADD)? (2 mk)

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Main Activity: Dialogue with expressions for seeking confirmation, are listened to, questions are answered correctly and the expressions are used correctly in different communicative situations Specific Activity: Expressions used to seek confirmation. No. Main Competence: 1.0 Comprehend oral and written information No. Specific Competence: 1.1 Listen and comprehend oral sentences Activity: d) Listen to dialogue, identify expressions used to seek confirmation, answer questions correctly and use the expressions in different communicative situations Sub-activity: ▪ Dialogue with expressions for seeking confirmation, are listened to, questions are answered correctly and the expressions are used correctly in different communicative situations

1. Identify the activity that aims at assessing pupils' ability to read aloud and fluently. (1 mk)
2. List any two (2) specific activities mentioned in activity (d). (2 mk)
3. Individual pupils to make their comments which you correct any grammatical errors. Point out that each pupil should respect other pupil’s opinion/comments. (0 mk)
4. What is the main purpose of the activity described in point (d)? (2 mk)
5. use an item/text about school matters e.g. history of the school. (0 mk)
6. What is the main competence described in this section? (1 mk)
7. Use a written report for pupils to write. (0 mk)
8. Using sentences (1 mk)
9. How can pupils be guided to find the main points in a letter? (2 mk)
10. Read the text about the school to pupils as they listen. (0 mk)
11. List three examples of areas where pupils can create and use words related to daily interactions. (3 mk)
12. Explain to pupils how to listen and learn using appropriate punctuation, connectives, sequence markers etc. (0 mk)
13. What are the possible assessment tools mentioned for assessing the pupils' ability to read aloud and comprehend the text? (2 mk)
14. The importance of constructing a grammatically correct sentence when answering questions about quantities. (0 mk)
15. Ask pupils oral questions from the text you read to them. (0 mk)
16. Explain the importance of emphasizing the use of learned vocabulary in group conversations. (2 mk)
17. Elaborate to pupils what you expect the pupils to write about and put emphasis on the flow of ideas. (0 mk)
18. What is the role of the teacher when visiting different groups during their conversations? (2 mk)
19. Pupils to write paragraphs. (0 mk)
20. Ask individual pupils to retell the text as you read it to them. (0 mk)
21. Mark pupils work and give relevant comments which improve writing skills. (0 mk)
22. correct and elaborate areas which pupils found difficult to understand. (0 mk)
23. Emphasize on writing the main ideas only. (0 mk)
24. What time of the day is the dialogue taking place? (1 mk)
25. Emphasizing on good handwriting and language use. Show a pupil’s neat work (0 mk)
26. How is Juma's father? (1 mk)
27. Who is unwell? (1 mk)
28. Prepare a text with blanks where pupils are expected to fill the punctuation mark (0 mk)
29. Explain to pupils using the text how to punctuate it (0 mk)
30. What does Mama Juma say after hearing about Juma's father? (1 mk)
31. How does Juma respond to Mama Juma's kind words? (1 mk)
32. Highlight important details e.g. arranging event in the order of first, second etc. emphasize on getting a story flowing. (0 mk)
33. give pupils jumbled sentences. (0 mk)
34. Pupils to re-arrange and punctuate the sentences to make a story (0 mk)
35. Mark pupils work stressing on how to see tricky areas using the specific text. (0 mk)

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Main Activity: Read written texts with expressions used to seek confirmation with correct pronunciation, identify the expressions used to seek confirmation, answer questions and use the expressions correctly in different communicative situations. Specific Activity: Written texts with expressions used to seek confirmation are read with correct pronunciation, and the expressions used to seek confirmation are identified from the texts, questions are answered and the expressions are used correctly in different communicative situations. No. Main Competence: 1.0 Comprehend oral and written information No. Specific Competence: 1.2 Read and comprehend written information Activity: a) Read written texts with expressions used to seek confirmation with correct pronunciation, identify the expressions used to seek confirmation, answer questions and use the expressions correctly in different communicative situations Sub-activity: ▪ Written texts with expressions used to seek confirmation are read with correct pronunciation, and the expressions used to seek confirmation are identified from the texts, questions are answered and the expressions are used correctly in different communicative situations

1. Identify the body part described. (1 mk)
2. What is the purpose of the 'Conclusion (Application and transfer)' stage? (1 mk)
3. Read the following sentences and identify the rhyming words: Jack with a jug, Saw Pili on a hill State the rhyming pairs. (2 mk)
4. What types of questions should the teacher ask pupils concerning the well-being of others? (3 mk)
5. The use of pictures of clock faces/posters of events happening in the morning, evening and at night. (0 mk)
6. From the lesson plan, which activity is intended to improve pupils' listening skills? (1 mk)
7. Use a recorded conversation/dialogue with a colleague (or use puppets) with focus on a specific item/grammar like ‘prepositions of place and time’, for example: (a) at eleven o’clock (b) in the evening (c) at the town square, etc. (0 mk)
8. What is the main competence related to writing in this section? (1 mk)
9. Think about a topic which will help the pupils to express feelings. (0 mk)
10. Pupils to read vocabulary on the blackboard (1 mk)
11. Identify the body part described. (1 mk)
12. How are the pupils grouped for the activity in the 'Conclusion (Application and transfer)' stage? (1 mk)
13. Guide pupils to write what is expected from them. (0 mk)
14. How should pupils be supported to respond to these questions and practice greetings? (4 mk)
15. The importance of highlighting main vocabularies in telling time, e.g. sunrise, sunset, midnight. (0 mk)
16. What materials can be used to develop the skill of writing news and views? (2 mk)
17. Identify the body part described. (1 mk)
18. Describe the specific activity for pupils when using a printed script or newspaper. (2 mk)
19. Emphasize on use of new vocabulary and help pupils to use phrases which express feelings. (0 mk)
20. Identify the body part described. (1 mk)
21. Pupils to write their stories. (0 mk)
22. Mark pupils work and discuss your observation for pupil's improvement. (0 mk)
23. Emphasize the correct use of vocabularies. (0 mk)
24. Imagine you are Sarah and cannot attend John's party. Write a polite apology. (2 mk)

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Main Activity: Read simple and complex stories, identify and use expressions for seeking confirmation and answer questions correctly in different contexts Specific Activity: Reads some simple stories, identifies and uses few expressions for seeking confirmation, answers few questions with difficulty in some contexts No. Main Competence: 1.0 Comprehend oral and written information No. Specific Competence: 1.2 Read and comprehend written information Activity: b) Read simple and complex stories, identify and use expressions for seeking confirmation and answer questions correctly in different contexts Sub-activity: ▪ Reads some simple stories, identifies and uses few expressions for seeking confirmation, answers few questions with difficulty in some contexts

1. Name of the school: (1 mk)
2. According to the lesson plan, what is the role of feedback in the learning process? (2 mk)
3. How to ask pupils questions that make them discuss events happening at specific times. (0 mk)
4. Give an example of a question you would ask pupils about their morning routine. (1 mk)
5. Read and write appropriate words with suffixes and prefixes. (0 mk)
6. Dialogue with expressions for seeking confirmation, are listened to, questions are answered correctly and the expressions are used correctly in different communicative situations (1 mk)
7. Give an example of a question you would ask pupils about their evening routine. (1 mk)
8. Use a written text with the whole text focusing on selected words. (0 mk)
9. The role of displaying pictures of sunset and moon in teaching about time. (0 mk)
10. Subject taught: (1 mk)
11. Date of the lesson: (1 mk)
12. Identify words which are written with suffixes and prefixes. (0 mk)
13. Total number of pupils registered: (1 mk)
14. Pupils to read the printed document and correct pupils with reading problems. (0 mk)
15. Individual pupils to write and generate different suffixes/ prefixes with some. (0 mk)

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Main Activity: Read different texts, skim for general ideas and write a guided summary using expressions for seeking confirmation correctly Specific Activity: Reads a few texts, skims the general ideas with difficulties, and writes guided summary using expressions for seeking confirmation with a lot of mistakes No. Main Competence: 1.0 Comprehend oral and written information No. Specific Competence: 1.2 Read and comprehend written information Activity: c) Read different texts, skim for general ideas and write a guided summary using expressions for seeking confirmation correctly Sub-activity: ▪ Reads a few texts, skims the general ideas with difficulties, and writes guided summary using expressions for seeking confirmation with a lot of mistakes

1. Describe two methods that can be used by a teacher during the 'Introduction' stage to probe prior knowledge. (2 mk)
2. Three sub-activities in this lesson. (1 mk)
3. This is my __________. (1 mk)
4. Came late to class (1 mk)
5. Describe what is happening in the picture of sunrise. (1 mk)
6. The person in Picture 1 is a _________. (1 mk)
7. Two teaching materials. (1 mk)
8. These are my __________. (1 mk)
9. Describe what is happening in the picture of sunset. (1 mk)
10. The person in Picture 2 is a _________. (1 mk)
11. The main goal of the introduction stage. (1 mk)
12. Describe any two tools that can be used for interpreting information gathered during CBA. (2 mk)
13. The person in Picture 3 is a _________. (1 mk)
14. List any two methods of communicating assessment results to stakeholders in CBA. (2 mk)
15. The person in Picture 4 is a _________. (1 mk)

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Main Activity: Read simple and complex selected class library and class readers with the required proficiency for comprehending and developing the required independent reading skills Specific Activity: Reads some simple selected class library and class readers with limited proficiency to comprehend and develop the required independent reading skills No. Main Competence: 1.0 Comprehend oral and written information No. Specific Competence: 1.3)poems Activity: e) Read simple and complex selected class library and class readers with the required proficiency for comprehending and developing the required independent reading skills Sub-activity: ▪ Reads some simple selected class library and class readers with limited proficiency to comprehend and develop the required independent reading skills

1. Give pupils a motion for debate, e.g. a boarding school is better than a day school. (0 mk)
2. Read the provided text about a school event and write a summary. (3 mk)
3. Made noise (1 mk)
4. What is the duration of the reinforcing competence stage? (1 mk)
5. Main Activity: (1 mk)
6. What is the role of 'Learning Indicators' in a lesson plan? (2 mk)
7. Specific Activity: (1 mk)
8. Explain how you identified the main points for your summary. (2 mk)
9. What activity is done during the development of competences stage? (1 mk)
10. Private school is better than a government school. (0 mk)
11. What is the expected indicator for the conclusion stage? (1 mk)
12. Explain how using a song or poem can help pupils learn better. (2 mk)
13. Education is better than money. (0 mk)
14. Good (1 mk)
15. Very good (1 mk)

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The phrase 'in my view he is…' is an example of words to use in:

Read the story below and answer the questions that follow. Fatima was a very curious girl. She loved to explore and learn new things. One sunny afternoon, she decided to visit the old library in her town. The library was a quiet place filled with shelves of books. As Fatima walked through the aisles, she noticed a small, dusty book tucked away in a corner. Intrigued, she pulled it out. The cover was worn, and the pages were yellowed with age. It had no title on the cover, so Fatima opened it carefully. Inside, she found beautiful illustrations and handwritten stories. It seemed to be a collection of folk tales from long ago. Fatima sat down and began to read, lost in the magic of the old stories.

1. Identify a verb in the past tense from the story. (1 mk)
2. Give a synonym for 'quiet'. (1 mk)

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Pupils to use location words to speak about themselves and others e.g. a) My uncle lives across the river b) Where is the market? c) It is near the mosque.

1. Write a sentence about where someone lives using 'across'. (1 mk)
2. What is a Rating Scale often used to assess? (1 mk)
3. Ask a question about the location of a place using 'Where'. (1 mk)
4. What makes climbing Kilimanjaro a memorable experience? (1 mk)
5. In which part of Tanzania is Mount Kilimanjaro located? (1 mk)
6. Answer the question 'Where is the market?' using 'near'. (1 mk)

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Pupils to ask and answer questions using pictures given to them.

1. Look at the picture. Ask a question about one of the objects. (1 mk)
2. How does a Rating Scale provide value or weakness of a character that is assessed? (2 mk)
3. Find a word in the passage which means 'not active'. (1 mk)
4. Look at the picture. Answer a question about one of the objects. (1 mk)

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Correct the mistakes pupils make in sentence construction.

1. Correct the sentence: 'He go to school.' (1 mk)
2. According to the passage, list any four types of pupils with learning problems identified by the experts. (4 mk)
3. What was Fatima's main characteristic? (1 mk)
4. Correct the sentence: 'They is playing football.' (1 mk)
5. Where did Fatima decide to go one sunny afternoon? (1 mk)
6. What did Fatima find in the corner of the library? (1 mk)
7. What did the book contain? (1 mk)

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Pupils to practice asking questions and answering to know more about people.

1. Ask a question to find out someone's hobby. (1 mk)
2. Explain what happens to timid pupils when they become self-conscious. (2 mk)
3. Why do you think the book was tucked away in a corner? (1 mk)
4. Answer the question: 'What is your favorite food?' (1 mk)
5. What does the word 'intrigued' mean in this context? (1 mk)
6. How did Fatima feel when she started reading the book? (1 mk)

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Imagine you are writing a letter to your friend who is sick. What would you write?

1. Salutation (1 mk)
2. Expressing concern (1 mk)
3. Wishing them well (1 mk)
4. Offering help (optional) (1 mk)
5. Closing (1 mk)

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Write a short paragraph about your favourite animal. Include its name, what it looks like, and why you like it.

1. Name of the animal (1 mk)
2. Description (appearance) (2 mk)
3. Reason for liking it (1 mk)

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Complete the following sentences using the correct form of the verb in brackets.

1. They ______ (play) football every Saturday. (1 mk)
2. She ______ (go) to school yesterday. (1 mk)
3. I ______ (read) a book right now. (1 mk)

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Fill in the blanks with the correct prepositions (in, on, at, under, over).

1. The cat is hiding ______ the table. (1 mk)
2. My birthday is ______ July. (1 mk)
3. We will meet ______ 3:00 PM. (1 mk)

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