The teacher to the student should be able to: (i) introduce the curriculum (ii) write his/her autobiography, nationality, marital status, discussing his/her own.<br>Give examples of VC.<br>(iii) Students to practice the referer, format of VC. VC?<br>Teacher to the student.<br>(iv) Write references.<br>(v) When the student is writing the students assisting the student to move from one<br>(vi) Teacher to the student.

1. Family tree (0 mk)
2. Provide general information from a variety of subjects. (0 mk)
3. You are the President of the Students' Council. You are asked to deliver a speech at a prize-giving ceremony. The Headmaster has asked you to thank the guests and mention the achievements of the outgoing prefects, and also to congratulate the new prefects for their appointments. Write the speech. (7 mk)
4. The student is able to use expressions such as 'Excuse me…', 'Please excuse me', 'Technologoy, School' etc. (1 mk)
5. Which speech is to be delivered? (1 mk)
6. introduce the curriculum (1 mk)
7. The teacher is expected to: RECORD IS THE MATERIAL OBJECTIVES STRUCTURES PHRASES LEARNING STRATEGIES TOPIC SUB-TOPIC SITUATIONS VOCABULARY TEACHING/ASSESSMENT PERIODS (0 mk)
8. Preparation and presentation of speeches. (2 mk)
9. You are the Headmaster of a school. You have been asked to deliver a speech at the school's prize-giving ceremony. You are expected to thank the guests, congratulate the students on their achievements, and also to encourage them to work harder in future. Write the speech. (7 mk)
10. The teacher to you will: If you will, then the office, headligths, how one starts, expressions, appropriate using. (1 mk)
11. Who is delivering the speech? (1 mk)
12. write his/her autobiography, nationality, marital status, discussing his/her own. Give examples of VC. (1 mk)
13. LISTENING The student should be able to introduce new materials, texts students -to Various sources, broadcast, news, broad, symptoms, of infection, vocabulary on a variety of to give thought, information, etc. (0 mk)
14. Student's picture, according to stopping to tape. (0 mk)
15. Discussion of topics. (2 mk)
16. Explain the family tree diagram. (0 mk)
17. How can a teacher support students in their creative work? (1 mk)
18. Group work. (2 mk)
19. The teacher (0 mk)
20. Students to practice the referer, format of VC. VC? Teacher to the student. (1 mk)
21. To whom is the speech delivered? (1 mk)
22. Students are instructed to note how the conversations participate different people in them. (1 mk)
23. Mention any two other types of creative work from the text. (1 mk)
24. Student to: Write a letter to his/her brother about activities he/she did last week. (1 mk)
25. Talking about family. (0 mk)
26. Students in pairs/IV (0 mk)
27. is able to provide a contrastive discourse. (1 mk)
28. Students practice skimming through texts to locate information. (0 mk)
29. Write references. (1 mk)
30. Debates. (2 mk)
31. This is about what information can be used with aids like films, head over, by year against treat, including transparency on what (0 mk)
32. When the student is writing the students assisting the student to move from one (1 mk)
33. People’s past activities and what they did in the water. (1 mk)
34. There is intoxicating, anecdote, There is a text that has what student to do when going to addiction, behaviour to be listened to, the student will relax engage - read the text, consider, however, on (based on estimation, ... order to a variety of issues ... at least of challenges facing youth in relation to drug abuse, FORMS OF HIV/AIDS, and effects of Child Labour through stories. (0 mk)
35. Brainstorming. (2 mk)
36. Guide the students to read and discuss the arguments presented. (1 mk)
37. Discuss the importance of the 'Vocabulary/Phrases' column for students and teachers. (2 mk)
38. Role-playing. (2 mk)
39. Teacher to the student. (1 mk)
40. Guide the students to write a first draft of an argumentative composition. (1 mk)
41. The teacher conducts pronunciation drills to solve pronunciation problems. (1 mk)
42. Presentations. (2 mk)
43. Revise and edit. (1 mk)
44. Debates. (1 mk)

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The student should be able to: (i) refer to School Sincerely.<br>The student<br>WRITING<br>0.6<br>should be able to write<br>The teacher to the student<br>(ii) Different from other application for jobs. how do letters of application for jobs would they<br>0.6 WRITING OF LETTERS<br>for jobs. Sincerely.<br>Your advertisement.<br>application for<br>letters of<br>Madam,<br>application<br>for letters<br>Dear Sir<br>faithfully, <br>brainstorm<br>to write<br>Letters.<br>about letters<br>application<br>for jobs<br>mentioning<br>jobs?<br>(iii) Students to work in to study with sample letters.<br>(vi) The teacher to the application for letters.<br>edit a letter, draft, revise

1. The teacher is expected to: SELECT IS THE MATERIAL OBJECTIVES STRUCTURES PHRASES LEARNING STRATEGIES TOPIC SUB-TOPIC SITUATIONS VOCABULARY TEACHING/ASSESSMENT PERIODS (0 mk)
2. In my meeting, deficiency, (0 mk)
3. Identify the topic. (2 mk)
4. You are a student. You are asked to write a Curriculum Vitae (CV). Your CV should include your date of birth, gender, nationality, and a brief biography. You should also write about your hobbies and marital status. You need to be able to assist the teacher to present the CV. (1 mk)
5. What is the main purpose of the listening activities described in 2(i) and 2(ii)? (4 mk)
6. The student is able to use expressions such as: 'If I were...', 'The student is...', 'struggle, newspaper, and', 'street, the', 'appropriate problem/conflict', 'texts on true life, to appropriate solutions', 'home possible…'. (1 mk)
7. List any four words that may be used in a speech of the type mentioned in (i) above. (2 mk)
8. refer to School Sincerely. The student WRITING 0.6 should be able to write The teacher to the student (1 mk)
9. LISTENING The student should be able to introduce new materials, texts students - Various sources, meeting, deficiency, about this... opinion to give in order to various subjects from general information a variety of (a) opinion; (0 mk)
10. Under the songs... (0 mk)
11. Suggest two ways to handle such interruptions. (4 mk)
12. You are a student. You are asked to write a CV and discuss the format of CVs and their functions. You should also discuss the purpose of a CV with your classmates. (1 mk)
13. List at least five vocabulary items related to giving and following instructions that can be derived from the text. (5 mk)
14. The teacher to you will: Would you relate a problem, appropriate language? Conflict? Resolve to mind, converge, can I…? Crisis develop guidance to resolve. (1 mk)
15. Different from other application for jobs. how do letters of application for jobs would they 0.6 WRITING OF LETTERS for jobs. Sincerely. Your advertisement. application for letters of Madam, application for letters Dear Sir faithfully, brainstorm to write Letters. about letters application for jobs mentioning jobs? (1 mk)
16. The teacher. Therefore, (0 mk)
17. mass media, books, films, about a text, - read the text aloud Has she/he read the text Check students' pictures, according to stopping to tape, photograph, etc. Finally, guidance of language (0 mk)
18. Students in pairs: Tell the doctor about your health problem. (1 mk)
19. Students to work in to study with sample letters. (1 mk)
20. Students use to resolve the problem. (if it was the resolution of the end or source, development counsel). (1 mk)
21. What is the overall goal of this activity involving group work and note comparison? (1 mk)
22. How can these listening skills help students in their daily lives or in other school subjects? (7 mk)
23. You are a student. You are asked to write a CV. You should also explain the importance of a CV to your classmates and cite examples of the different types of CVs. (1 mk)
24. Explain the importance of the student's presentation in public. (4 mk)
25. The teacher asks the students to read the CVs of others. (1 mk)
26. Students participate in discussions, debates, etc. (1 mk)
27. Students in pairs/IV (0 mk)
28. - However, the teacher Even new vocabulary meaningfully context, thus Further games including songs and - More over The teacher - Students in pairs/groups to read the text a second time to give their opinion about what they have heard (0 mk)
29. The teacher to the application for letters. edit a letter, draft, revise (1 mk)
30. When is it appropriate to say "I feel so much..." (3 mk)
31. How is 'Number of Periods' defined, and what advice is given to teachers regarding time allocation? (2 mk)
32. The teacher encourages the students to move around and talk about the cultural and economic aspects. (1 mk)
33. Students to identify the main. (1 mk)
34. When the students have completed the writing, the teacher assists the student to move from one student to another. (1 mk)
35. Suggest a suitable opening for a speech given by a guest of honour. (8 mk)
36. The teacher explains the format of CVs and discusses the purpose of CVs with students. (1 mk)
37. Students should be extensive. read and identify main. (1 mk)
38. Students provide students work able to read. (1 mk)

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Discuss the following concepts concerning the use of language in conflict resolution: (i) If I were you, I would go to school. (ii) This is advice. (iii) Why don't students provide advice for situations? (iv) Think about it. What do you think? (v) What would you do if you were in this situation? (vi) For their role-plays, students take turns to role play.

1. To go through the draft and go through it. (1 mk)
2. If I were you, I would go to school. (1 mk)
3. The teacher encourages the students to move around and talk about the cultural and economic aspects. (2 mk)
4. Students to support each other. (1 mk)
5. This is advice. (1 mk)
6. Why don't students provide advice for situations? (1 mk)
7. Checking spelling and vocabulary. (1 mk)
8. Think about it. What do you think? (1 mk)
9. Vocabulary. (1 mk)
10. What would you do if you were in this situation? (1 mk)
11. For their role-plays, students take turns to role play. (1 mk)

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The student is/are able to: (i) Write A student is/are able to: Student The student is/are able to: (i) What is your home ... debate, argue. Expressing The student 0.8 Able to clearly read a text on text on child , suggest, school Able to express his/her feelings and opinions. And opinions Child or vocabulary, propose, school rules. To express his/her opinions. Safety road or vocabulary, opposite, classroom. His/her opinions. Expressing 1.8 On family. Safety, opinions, city/town. What is the punishment? Personal opinions on family. To address family issues. The teacher. (ii) The teacher guides students in... what is your support... To give their writings And ideas, against. Opinion about Personal writings, defend, team. Opinions on family life. /VIH rules. What about education? The student (iii) The student In my... corporal To debate on punishment. Chosen topic. School rules. ... is a... wastage. Topic chosen. ... of time, routine. What do you view? Transport. Disagreed. Support his/her idea?

1. Write A student is/are able to: Student The student is/are able to: (i) What is your home ... debate, argue. Expressing The student 0.8 Able to clearly read a text on text on child , suggest, school Able to express his/her feelings and opinions. And opinions Child or vocabulary, propose, school rules. To express his/her opinions. Safety road or vocabulary, opposite, classroom. His/her opinions. Expressing 1.8 On family. Safety, opinions, city/town. What is the punishment? Personal opinions on family. (0 mk)
2. Describe each student's good character/his/her character, though rude, cruel, and school-like. (0 mk)
3. To address family issues. The teacher. (ii) The teacher guides students in... what is your support... To give their writings And ideas, against. Opinion about Personal writings, defend, team. Opinions on family life. /VIH rules. What about education? (0 mk)
4. The student In my... corporal To debate on punishment. Chosen topic. School rules. ... is a... wastage. Topic chosen. ... of time, routine. What do you view? Transport. Disagreed. Support his/her idea? (0 mk)
5. Describe She is a kind of ... able to use texts through texts... ...heart-hearted, rude, cruel... describe people's character with descriptions... Is he/she a ... girl/boy. Rude, cruel... describe people's character... ... rudeness. Kind-hearted, friendly... describe people's character. Describe people's character with descriptions of members of their family and friends. (0 mk)

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The student is/are able to: (i) Write A student is/are able to: Student The student is/are able to: (i) What is your home ... debate, argue. Expressing The student 0.8 Able to clearly read a text on text on child , suggest, school Able to express his/her feelings and opinions. And opinions Child or vocabulary, propose, school rules. To express his/her opinions. Safety road or vocabulary, opposite, classroom. His/her opinions. Expressing 1.8 On family. Safety, opinions, city/town. What is the punishment? Personal opinions on family. To address family issues. The teacher. (ii) The teacher guides students in... what is your support... To give their writings And ideas, against. Opinion about Personal writings, defend, team. Opinions on family life. /VIH rules. What about education? The student (iii) The student In my... corporal To debate on punishment. Chosen topic. School rules. ... is a... wastage. Topic chosen. ... of time, routine. What do you view? Transport. Disagreed. Support his/her idea?

1. Write A student is/are able to: Student The student is/are able to: (i) What is your home ... debate, argue. Expressing The student 0.8 Able to clearly read a text on text on child , suggest, school Able to express his/her feelings and opinions. And opinions Child or vocabulary, propose, school rules. To express his/her opinions. Safety road or vocabulary, opposite, classroom. His/her opinions. Expressing 1.8 On family. Safety, opinions, city/town. What is the punishment? Personal opinions on family. (0 mk)
2. To address family issues. The teacher. (ii) The teacher guides students in... what is your support... To give their writings And ideas, against. Opinion about Personal writings, defend, team. Opinions on family life. /VIH rules. What about education? (0 mk)
3. The student In my... corporal To debate on punishment. Chosen topic. School rules. ... is a... wastage. Topic chosen. ... of time, routine. What do you view? Transport. Disagreed. Support his/her idea? (0 mk)

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Read the text A below and answer the questions that follow. The teacher to student (i) What did the student do yesterday? THE STUDENT Yesterday, I visited my uncle. Simple past narration. (ii) The teacher to student What did he/she do in the past? Expressing past activities (iii) Students to teacher What did he/she do last week? Expressing past activities (vi) Student to teacher Did he/she: - rewrite the fairy tale about the water flower? - dramatize the dialogs and what did other people do in the past. No, he did not.

1. What did the student do yesterday? (0 mk)
2. What did he/she do in the past? (0 mk)
3. What did he/she do last week? (0 mk)
4. Did he/she: - rewrite the fairy tale about the water flower? - dramatize the dialogs and what did other people do in the past. No, he did not. (8 mk)

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The teacher, the student, the material is the student. (i) What are you doing tomorrow? I am going to the hospital. Students will... (ii) You are going to the market. You will take the school calendar to...? I am going to see a doctor. Tomorrow...?

1. You/he/she has... I/we shall (1 mk)
2. FUTURE PLANS / ACTIVITIES Questions to explain, play, travel experience, street... (1 mk)
3. In groups Write future plans. (1 mk)

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The student is: A. Using texts on a variety of subject matter. B. Using texts on a variety of issues. C. Using texts on a variety of context. D. Using texts on a variety of subjects. 1. Extensive Reading Questions on a text: - To guide students to read a text, and respond to questions on the text. (Example: A child's labour, drug abuse, drug abuse, the soil erosion, home, drug, etc.) - To introduce new vocabulary with meaningful context to the students. 2. Reading Questions on a text: - To guide students to read the text and respond to questions individually. - To discuss their answers in groups/pairs. 3. The teacher to guide students to conduct a class discussion and arrive at the correct answers.

1. Extensive Reading Questions on a text: - To guide students to read a text, and respond to questions on the text. (Example: A child's labour, drug abuse, drug abuse, the soil erosion, home, drug, etc.) - To introduce new vocabulary with meaningful context to the students. (1 mk)
2. The student is able to respond to questions on a variety of issues (including environmental degradation causing specific to). (1 mk)
3. To the teacher introduce new meaningful vocabulary. - Read the text with their own copy. - Silently read and respond to questions. - Discuss their answers in groups/pairs. (1 mk)
4. Reading Questions on a text: - To guide students to read the text and respond to questions individually. - To discuss their answers in groups/pairs. (1 mk)
5. The teacher to guide students to conduct a class discussion and arrive at the correct answers. (1 mk)

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The student is: A. To interpret simple stories. B. To interpret stories. C. To interpret poems. D. To interpret texts. 1. Interpreting: 1.1 To guide students to read simple stories from the library and explain the title and message of the story. - What does the author say about the story? - What is the level of the story? - Students are able to predict what the book will be about. ii. When reading simple stories. iii. The teacher to the reader and answer questions on characters, events and the whole. vi. Students to write messages and characters and organised discussion in groups. 2. Interpreting Poems 1.2 The teacher to select the poem and guide students to read the poem aloud and respond to questions. - What does the poem say about home, school and the poet? - What is the level of the poem? - Students are able to respond to the poem. ii. Students to read the poem individually. iii. The teacher to the student and ask questions about the poem. 3. ANALYSING 1.3 The teacher to guide students to identify facts from the text. Students should be able to identify facts, but not limited to, from English newspaper, magazines and brochures. - Identify facts from the media. - Identify facts from the media. ii. Students in groups to analyse the information found in the selected texts. iii. Practice class discussion and present their work for the media.

1. To guide students to read simple stories from the library and explain the title and message of the story. - What does the author say about the story? - What is the level of the story? - Students are able to predict what the book will be about. (1 mk)
2. Students to write messages and characters and organised discussion in groups. (1 mk)
3. The teacher to select the poem and guide students to read the poem aloud and respond to questions. - What does the poem say about home, school and the poet? - What is the level of the poem? - Students are able to respond to the poem. (1 mk)
4. The teacher to guide students to identify facts from the text. Students should be able to identify facts, but not limited to, from English newspaper, magazines and brochures. - Identify facts from the media. - Identify facts from the media. (1 mk)
5. Students in groups to analyse the information found in the selected texts. (1 mk)
6. Practice class discussion and present their work for the media. (1 mk)

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Study the following passage and answer the questions that follow: THE STUDENT The student is today's plan for keeping a school, and students write things. A diary is a thing. A student should be able to calendar to the teacher, to write. Diary things/notes in a diary. Appointment, use of a diary? Diary, reminder. The teacher, to show the cancellation. A student postpones an event, shows the cancellation. A student's sample of a diary. Students to write/keep for a given period. Students are encouraged to write in their own personal diaries. Questions: (i) What is a diary for a student? (ii) What should the teacher do when a student postpones an event? (iii) What is a sample of a student's diary? (iv) What are students encouraged to do with their diaries?

1. What is a diary for a student? (1 mk)
2. What should the teacher do when a student postpones an event? (1 mk)
3. What is a sample of a student's diary? (1 mk)
4. What are students encouraged to do with their diaries? (1 mk)

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Read the following passages and answer the questions that follow. Passage I The student is participating in. Passage II The teacher is reading a text, listening to the text to answer questions. Passage III The teacher reads aloud the passage and the student writes down what is dictated, including symptoms, treatments, and side effects. Passage IV The teacher reads the text, and the student listens carefully to the text and answers questions. Passage V The teacher is reading the whole text and the student listens and answers questions based on the text. Passage VI The teacher reads the text aloud and the student writes down what is dictated. Passage VII The teacher dictates the text and the student writes what is dictated. Passage VIII The teacher reads the text and the student writes down what is dictated. Passage IX The teacher reads the text and the student writes down what is dictated. Passage X The teacher reads the text and the student writes down what is dictated. Questions: a) Write what the student is participating in. b) Write down what is dictated. c) Write down the symptoms. d) Write down the treatments. e) Write down the side effects. f) Write down what is dictated. g) Write down what is dictated. h) Write down what is dictated. i) Write down what is dictated. j) Write down what is dictated.

1. Write what the student is participating in. (1 mk)
2. Write down what is dictated. (1 mk)
3. Write down the symptoms. (1 mk)
4. Write down the treatments. (1 mk)
5. Write down the side effects. (1 mk)
6. Write down what is dictated. (1 mk)
7. Write down what is dictated. (1 mk)
8. Write down what is dictated. (1 mk)
9. Write down what is dictated. (1 mk)
10. Write down what is dictated. (1 mk)

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The student is able to narrate about elections. (i) Narrate what happened in the election and state how the representatives were elected. (ii) Mention different leaders and explain their role for which they were voted. (iii) Use vocabulary such as: election, candidate, school, vote, contest, public, honourable, president, speaker, councillor, member and narrate an incident of election that took place in your school. (iv) Write an essay about the importance of elections in the country.

1. Narrate what happened in the election and state how the representatives were elected. (1 mk)
2. Able student: Should be able to talk about election...................., vote, contest, etc. (0 mk)
3. Mention different leaders and explain their role for which they were voted. (1 mk)
4. Use vocabulary such as: election, candidate, school, vote, contest, public, honourable, president, speaker, councillor, member and narrate an incident of election that took place in your school. (1 mk)
5. Write an essay about the importance of elections in the country. (1 mk)
6. A person has to vote for.................... leaders. (0 mk)
7. A student has to narrate about elections.................... The student will participate in.................... to choose leaders. (0 mk)
8. The student has to narrate about elections.................... The student will participate in.................... to choose leaders. (0 mk)

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The teacher/students materials are as follows: (i) Students write selections for reading with texts provided. Students to narrate the witnessed and their individual on. (iii) Class narration to the about the student. participant… pick, pass, home, school Student What the student TalK about Player ball, playground, about 10 0.2 should be able to narrate events, sports, health, dribble, stamina,… the winner… what about pictures of take place, participant… warm up… what took place, different sports, defeated, jersey… beat… during a game used equipment for different sports, goal, football/volleyball events, player, coach, referee… played? fields, sports mid, half center centre field the wingers, stickers, football about different sports… discuss, navel, succeeded… sports events participated in or witnessed.

1. Students write selections for reading with texts provided. Students to narrate the witnessed and their individual on. (1 mk)
2. Able student: Should be able to participate.................... events. The student should be able to narrate about different sports...................., etc. (0 mk)
3. Describe the different sports events and players that participated. (1 mk)
4. Class narration to the about the student. participant… pick, pass, home, school Student What the student TalK about Player ball, playground, about 10 0.2 should be able to narrate events, sports, health, dribble, stamina,… the winner… what about pictures of take place, participant… warm up… what took place, different sports, defeated, jersey… beat… during a game used equipment for different sports, goal, football/volleyball events, player, coach, referee… played? fields, sports mid, half center centre field the wingers, stickers, football about different sports… discuss, navel, succeeded… sports events participated in or witnessed. (1 mk)
5. Different sports: The student has to describe what took place.................... a game. The student should be able to talk about the equipment used.................... (0 mk)
6. Write an essay about the importance of sports in the country. (1 mk)
7. Sports equipment: A student should be able to .................... sports equipment e.g. football, netball, volleyball, etc. (0 mk)
8. A student has to narrate events.................... witnessed. (0 mk)

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Study the pictures and then talk about the students who visited... (i) The student visited... the National park, .. . Home, town, barbez, antelop, brochures, student eligible 2.5 marks Tell a story about visiting... Using different visits... Make... they can. Mimic cities, historical/hippopotamus, visits. Visit. They can do what... he/she reached... arrived at a darkness, seeing how they did it. ...candels, chase... The teacher to her... (ii) Organize a visit to a nearby factory, a national park, caves, airport, etc. such as workers, ... Describe the places they visited. (iii) Students in our...: Write orally about... They made the visit.

1. The student visited... the National park, .. . Home, town, barbez, antelop, brochures, student eligible 2.5 marks Tell a story about visiting... Using different visits... Make... they can. Mimic cities, historical/hippopotamus, visits. Visit. They can do what... he/she reached... arrived at a darkness, seeing how they did it. ...candels, chase... (2 mk)
2. Organize a visit to a nearby factory, a national park, caves, airport, etc. such as workers, ... Describe the places they visited. (3 mk)
3. Students in our...: Write orally about... They made the visit. (2 mk)

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Below are some situational dialogues. STUDENT: Hello, school, home, leave, discount, count TEACHER: (i) What is the text about? (ii) Teacher: Speak the word, I can speak. Can I speak? The student must be able to make the teacher. have a service (iii) Students use expressions to make the teacher able to make the telephone. Make telephone calls. Discuss the following: 0.3 10 1.3 Speaking a brainstorm on the telephone. Using a minute. Use a minute? Appropriate importance of the call. Use a appropriate language? Telephone language to tell the students. Use the students' appropriate expressions. Practice telephone conversations in pairs.

1. What is the text about? (1 mk)
2. Speak the word, I can speak. Can I speak? The student must be able to make the teacher. have a service (1 mk)
3. Students use expressions to make the teacher able to make the telephone. (1 mk)

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Below are some situational dialogues. STUDENT: The student hotel TEACHER: Talking about. 2.3 May I get 10 student student on text - brainstorm on booking, training, plane, booking be able to use a ticket to reservation. They are able to use what, airport, appropriate, hotel, seat ?Mwanzi appropriate expressions when they want barber, ship, suburb, suburb Can I make bar-ber expressions. understand. for travel. recipes, booking a making dialogues. read reservations. Friday reservations ?reservation cinema afternoon. reservations Check in. ?flight In pairs - confirm, ... can't we out... Can take more drama on how to make. bookings. She will call a restaurant reservation and make a reservation. I would like to book... to travel ...Can I get a seat? In

1. Talking about. 2.3 May I get 10 student student on text - brainstorm on booking, training, plane, booking be able to use a ticket to reservation. They are able to use what, airport, appropriate, hotel, seat ?Mwanzi appropriate expressions when they want barber, ship, suburb, suburb Can I make bar-ber expressions. understand. for travel. recipes, booking a making dialogues. read reservations. Friday reservations ?reservation cinema afternoon. reservations Check in. ?flight In pairs - confirm, ... can't we out... Can take more drama on how to make. bookings. She will call a restaurant reservation and make a reservation. I would like to book... to travel ...Can I get a seat? In (1 mk)

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Read the following passage and answer the questions that follow. THE PRESIDENT The student is able to identify the location of places and objects on a map of Tanzania, nearby, beside, in front of, behind, opposite, etc. 4.0 LOCATING Students should be able to identify locations of important places. (i) Where is the school library? It is adjacent to the hospital. Students should be able to express different locations. (ii) Where is the railway? It is beside the mountain. Students should be able to express different locations of important places. (iii) Where is the post office? It is in the village or town, county, city in Tanzania. Students should be able to express different locations of important places. What is the English for: (i) next to (ii) opposite (iii) beside

1. Where is the school library? (1 mk)
2. Where is the railway? (1 mk)
3. Where is the post office? (1 mk)
4. What is the English for: (i) next to (ii) opposite (iii) beside (1 mk)

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Read the following passage and answer the questions that follow. Studies show that children often find it easier to learn through stories and rhymes, both orally and in media. Facts are often presented in groups selected from the media, rhymes and child labour. iii) Identify groups in which information is found and selected from the media.

1. Identify groups in which information is found and selected from the media. (0 mk)
2. Write down facts from the passage about Christmas Day. (1 mk)
3. Identify two media that can be used by a teacher to present information to students. (0 mk)
4. Identify facts from the selected media (Radio, TV, Newspaper, Environment). (1 mk)
5. Write down facts from Christmas Day. (1 mk)
6. Rewrite the information from the media. Facts about HIV: 50% of patients found in hospitals are HIV positive. (1 mk)
7. Group the texts. (1 mk)
8. Highlight the facts. (1 mk)
9. Point out facts from newspaper. Children and newspaper facts. (1 mk)

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The teacher then (i) Radio, VT students The student is able 0.5 10 News students assist students, probably newspapers Tanzanian able should be information identify to. papers given a study to, possibly. VT, radio might identify to the from fact non- fact with text .likely, opinion participate non- fact. media information coming the on information fact non- and the from .elections the from information ?media All students .media point out and probably will .opinions exam the pass :Students to (ii) .next year identify -non-fact from information in studied the text. their groups - for group work. present - assigned class discussion be - out point to non-fact from information. the media

1. What should students do in groups to prepare for the exam? (3 mk)
2. Identify two media that the teacher can use to guide students. (2 mk)
3. The teacher then (i) Radio, VT students The student is able 0.5 10 News students assist students, probably newspapers Tanzanian able should be information identify to. papers given a study to, possibly. VT, radio might identify to the from fact non- fact with text .likely, opinion participate non- fact. media information coming the on information fact non- and the from .elections the from information ?media All students .media point out and probably will .opinions exam the pass :Students to (5 mk)
4. (ii) .next year identify -non-fact from information in studied the text. their groups - for group work. present - assigned class discussion be - out point to non-fact from information. the media (5 mk)

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The teacher pictures (i) sea, sky-blue .home, school beautiful is... student The GIVING 0.6 10 able student diagrams to pictures using maroon, blue ... ugly is ... able should be DESCRIPTIONS to describe .texts various describe ,square ,triangle building tall A :to in things inside both things ,rectangle circle is this... Describe (a) things Describing of terms the outside and ,polygon /purple/brown things quality their .classroom hexagon .orange terms in in and merrily to Students (ii) somehands is... their of ?writings giving practice -pretty is... .quality of descriptions a not... ... terms in things ...white their quality of outside and within. classroom of variety a read -note and descriptions texts down. things of short texts write - quality describing their things of .choice their what present - to written have the of rest the. class

1. The teacher pictures (i) sea, sky-blue .home, school beautiful is... student The GIVING 0.6 10 able student diagrams to pictures using maroon, blue ... ugly is ... able should be DESCRIPTIONS to describe .texts various describe ,square ,triangle building tall A :to in things inside both things ,rectangle circle is this... Describe (a) (6 mk)
2. Describe the given pictures. (0 mk)
3. Write short descriptive texts for the things described. (10 mk)
4. (a) things Describing Of terms the outside and ,polygon /purple/brown things quality their .classroom hexagon .orange terms in in and merrily To Students (ii) somehands is... their Of ?writings giving practice -pretty is... .quality Of descriptions a not... ... terms in things ...white their quality Of outside and within. classroom of variety a read -note and descriptions texts down. things Of short texts write - quality describing their things Of .choice their what present - to written have the of rest the. class (4 mk)

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The teacher ot (i) describe ...much, home, equipment, (i) describe family... Describe things: water, sugar, bread, ...lot of quantity outside the ...mutton, pork, bread ...newspaper, paper, chalk, classroom ...many? what? Students to: (ii) describe things in terms of ...few/a few, quantity describe equipment, ...beautiful write short of quantity text describing things in terms of write short of quantity text describing things choice of

1. The teacher ot describe ...much, home, equipment, (i) describe family... Describe things: water, sugar, bread, ...lot of quantity outside the ...mutton, pork, bread ...newspaper, paper, chalk, classroom ...many? what? (8 mk)
2. Students to: describe things in terms of ...few/a few, quantity describe equipment, ...beautiful write short of quantity text describing things in terms of write short of quantity text describing things choice of (7 mk)

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Expressing opinions (i) The teacher to: Extract, this is the material. Students think... I think... school, opposite, (i) The teacher to: Extract, this is the material. Students think... I think... school, opposite, Students should be able to participate, not only participate to express a point of view, but also to debate in a debate. (ii) Students have to read an extract and express a point of view on a debate. In addition… because… debater, emotion, on familiar (ii) Students have to read an extract and express a point of view on a debate. In addition… because… debater, emotion, on familiar Is the material the subject specific pattern/situations Teaching/Teaching/Vocabulary Assignment periods Is the material the subject specific pattern/situations Teaching/Teaching/Vocabulary Assignment periods

1. The teacher to the students Extracts: to Student the. EXPRESSING I think... opposite, School, opposite Students able To be able to Expressing opinion Arguments in a debate Idea, view, opinion In addition... because... On the family On the family View Debater, emotion, Issues? Issues for The previous against Or VIHIS/DIAS Agree, disagree... Speaker (3 mk)
2. Students in Discussed have To present what About the questions comprehension Selected groups to debate On issue a. (3 mk)
3. Students should be able to participate, not only participate to express a point of view, but also to debate in a debate. (1 mk)
4. Students have to read an extract and express a point of view on a debate. In addition… because… debater, emotion, on familiar (1 mk)

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Using dictionaries (i) Student The student is able to guide students to different The student is able to guide students to different books as well as text books, pronunciation, It should be specific comprehension and science, with indexes, dictionaries and. Answer to specific questions. (ii) Teacher The teacher is required to the material available. (iii) Students to: locate the material in order to available. (iv) Students to: practice to skim through texts to enable them to more activities. (v) Students to: locate the required texts through a variety of skimming practice. Is the material the subject specific pattern/situations Teaching/Teaching/Vocabulary Assignment periods

1. Student The student is able to guide students to different books as well as text books, pronunciation, comprehension and science, with indexes, dictionaries and. Answer to specific questions. (1 mk)
2. Teacher The teacher is required to the material available. (1 mk)
3. Students to: locate the material in order to available. (1 mk)
4. Students to: practice to skim through texts to enable them to more activities. (1 mk)
5. Students to: locate the required texts through a variety of skimming practice. (1 mk)
6. Students to: Based on the text. (1 mk)

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In the context of 'teacher as facilitator', a teacher should be able to: (i) express opinions; ... prepare topics for speeches and explain their meaning. (ii) facilitate discussions, debates, dialogues, songs, etc. that are related to the subject. (iii) Students discuss and give speeches on current events. (iv) encourage students to participate actively in debates, dialogues, etc. (v) encourage students to move around and explore the local and wider environment. (vi) encourage students to think like a student and to express their ideas and opinions, and participate in discussions, etc. What is the role of the teacher?

1. Express opinions (1 mk)
2. Debates. (1 mk)
3. Discussion and speeches. (1 mk)
4. Present facts (1 mk)
5. Group discussions. (1 mk)
6. Brainstorm (1 mk)
7. Prepare topics for speeches (1 mk)
8. Conduct debates (1 mk)

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The teacher should be able to: (i) Prepare topics for discussion and explain their meaning. (ii) Encourage students to discuss and debate on a topic. (iii) Divide the class into two groups and have each group debate against the other. (iv) Identify winners. (v) Students make a topic for debate and conclude the debate. (vi) The rest of the class listens. What is the role of the teacher?

1. Prepare topics (1 mk)
2. Encourage discussion (1 mk)
3. Divide the class (1 mk)
4. Identify winners (1 mk)
5. Conclude the debate (1 mk)

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Students present facts and ideas: (a) In fact, they are present at school and at home. (b) ... What is the role of the teacher?

1. Present facts and ideas (1 mk)
2. Lead discussion (1 mk)
3. Discuss issues (1 mk)
4. Brainstorm (1 mk)
5. Listen (1 mk)

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The selected literature is: 1.3 Reading on a topic (i) The teacher is able to: - select topics - brainstorm - brainstorm style - town, - to provide information from (including those characters) - feedback - village. - write expository (a) DIFFEREN and setting causes of factual drafting SOURCES of literature plot danger, poverty, compare information? works, violence and contrast. /topic (ii) The teacher is able to guide the students to: - identify different types of roads for the subject. - comprehend and (write the first draft incidents. In groups/pairs - The teacher is able to edit and revise - work together - spell their groups correctly mechanical and - their errors post - on compositions on the wall - The teacher is able to guide students to work together in groups/pairs to identify mechanical and spelling errors in their work and post it on the wall. 8 - to identify - to revise - school - all-tense - The student - works - compose - organize - home - style - tense - should be - brainstorm - descriptive- - to edit - feedback - vivify - write (b) - discuss - literature - drafting - features of descriptions - works, compare - people / places descriptive of a contrast. - events - compositions - To student: (ii) - select topics - including causes of gender, poverty conflict resolution, social economic resolution and cultural practices that promote the spread of AIDS/HIV and (main ideas brainstorm road safety) the village. (i) The student is able to: - use a model Selected literature is: - edit - revise - school - all-tense - The student - works - compose - organize - home - style - tense - should be - brainstorm - descriptive- - to edit - feedback - vivify - write (b) - discuss - literature - drafting - features of descriptions - works, compare - people / places descriptive of a contrast. - events - compositions - To student: (ii) - select topics - including causes of gender, poverty conflict resolution, social economic resolution and cultural practices that promote the spread of AIDS/HIV and (main ideas brainstorm road safety) the village. (i) The student is able to: - use a model

1. The student is able to: - use a model (1 mk)
2. To student: (ii) - select topics - including causes of gender, poverty conflict resolution, social economic resolution and cultural practices that promote the spread of AIDS/HIV and (main ideas brainstorm road safety) the village. (1 mk)

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The teacher to material, object, structures, phrases, learning strategies, topic sub-topic, Specific Pattern, Situations, Vocabulary/Teaching/Teaching, Assessment Periods.

1. The teacher to motivate students to work in groups. (1 mk)
2. Students to work together in their groups. (1 mk)
3. Correct spelling, punctuation, errors, and other mechanical capitalization in their work. (2 mk)
4. Students to work together in their groups. (1 mk)
5. The teacher to encourage movement from group to group. (1 mk)
6. Students to work together in their groups. (2 mk)

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The student is a creative writer. Explain: (i) What kind of literary books should the student be able to write and what skills should they use for this work? (ii) Choose one kind of skills and list ideas of stories or poems they would write on their own time and support their teacher's task of checking grammar, spelling, vocabulary, and sentence structures. (iii) How should the student support their teacher in completing the work of art using their ideas, style, and vocabulary?

1. What kind of literary books should the student be able to write and what skills should they use for this work? (3 mk)
2. Choose one kind of skills and list ideas of stories or poems they would write on their own time and support their teacher's task of checking grammar, spelling, vocabulary, and sentence structures. (3 mk)
3. How should the student support their teacher in completing the work of art using their ideas, style, and vocabulary? (2 mk)

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The teacher is a model. Explain: (i) What specific things should a student consider when delivering a speech, like Mr. President or Mr. Chairman, or when giving an acceptance speech for an award or graduation ceremony? (ii) What should a student do to prepare for delivering a speech to an audience, for example, in a ceremony like graduation or a meeting? (iii) What are the essential components of a speech that a student should be aware of when preparing to deliver one? (iv) What should students do with the ideas from their teachers when preparing a speech?

1. What specific things should a student consider when delivering a speech, like Mr. President or Mr. Chairman, or when giving an acceptance speech for an award or graduation ceremony? (5 mk)
2. What should a student do to prepare for delivering a speech to an audience, for example, in a ceremony like graduation or a meeting? (5 mk)
3. What are the essential components of a speech that a student should be aware of when preparing to deliver one? (5 mk)
4. What should students do with the ideas from their teachers when preparing a speech? (5 mk)

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The teacher delivers a speech. Explain: (i) What are the key elements a teacher should include when delivering a speech to students, for example, a welcome speech or a farewell speech? (ii) How can a teacher effectively guide students in preparing and delivering their speeches, considering different situations like a class presentation or a public speaking event?

1. What are the key elements a teacher should include when delivering a speech to students, for example, a welcome speech or a farewell speech? (8 mk)
2. How can a teacher effectively guide students in preparing and delivering their speeches, considering different situations like a class presentation or a public speaking event? (10 mk)

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Imagine you are a student invited to deliver a speech in a public gathering. Prepare the following: (i) A speech on "Graduation and Honour" (ii) A speech on "The Importance of Public Speaking"

1. A speech on "Graduation and Honour" (5 mk)
2. A speech on "The Importance of Public Speaking" (5 mk)

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A teacher provides instructions and students follow them. i) The teacher says 'move forward, turn right, clap your hands'. Students follow. ii) The teacher says 'walk, run, jump, jog'. Students follow. iii) The teacher says 'open the book, close the book, turn the page, read the book'. Students follow. What is the purpose of these instructions?

1. What is the role of the teacher in helping students to use dictionaries effectively? (3 mk)
2. The teacher says 'move forward, turn right, clap your hands'. Students follow. (1 mk)
3. What are the meanings of the words 'brev', 'adjectival', 'plural' and 'singular' respectively? How do students obtain these meanings? (4 mk)
4. The teacher says 'walk, run, jump, jog'. Students follow. (1 mk)
5. The teacher says 'open the book, close the book, turn the page, read the book'. Students follow. (1 mk)
6. What is the role of a dictionary when students face problems with spelling and pronunciation? Suggest activities to remedy these problems. (5 mk)
7. How should teachers help students to use dictionaries correctly and pronounce words correctly? (3 mk)

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The teacher to sample VC. Is the student (i) Curriculum vitae, date of birth, gender, classroom, teacher to sample VC. (ii) The teacher and his/her sex, nationality, ?VC of .VC (iii) Students to the status, hobby, format of .VC of students (iv) ... Students to read the VC's for teacher to display is completed (v) When the writing students .other's (vi) The teacher his/her second name .VC write to be able to. Write a personal biography, curriculum vitae, date of birth, gender, classroom, teacher to sample VC.

1. The teacher is Sample. (1 mk)
2. Curriculum vitae, date of birth, gender, classroom, teacher to sample VC. (1 mk)
3. Students able to write compositions / write. Besides school. (2 mk)
4. a VC. (1 mk)
5. The teacher and his/her sex, nationality, ?VC of .VC (1 mk)
6. Students to the status, hobby, format of .VC of students (1 mk)
7. The teacher to pair/groups. Students to edit their pair. (1 mk)
8. Students to read the VC's for teacher to display is completed (1 mk)
9. The teacher to provide required group to move from one. (1 mk)
10. Students to post. (1 mk)
11. When the writing students .other's (1 mk)
12. The teacher his/her second name .VC write to be able to. (1 mk)
13. to read the VCs for the teacher to display. (1 mk)

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The teacher to sample letters. Is the student (i) Dear Sir, Sincerely, APPLICATION FOR SCHOLARSHIP Sincerely, Your Re application for letters of application for jobs .advertisement. ?jobs for letters of application for jobs (ii) The teacher other letters from application for jobs .jobs (iii) Students to work .with sample letters (iv) The teacher application for jobs of letter .revise and edit a in pairs (v) ... moving from one to another with the choice of them moving from write to be able to.

1. Dear Sir, Sincerely, APPLICATION FOR SCHOLARSHIP Sincerely, Your Re application for letters of application for jobs .advertisement. (1 mk)
2. The teacher says 'open the book, close the book, turn the page, read the book'. Students follow. (1 mk)
3. The teacher other letters from application for jobs .jobs (1 mk)
4. Students to work .with sample letters (1 mk)
5. The teacher application for jobs of letter .revise and edit a in pairs (1 mk)
6. ... moving from one to another with the choice of them moving from (1 mk)

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The teacher then... (i) This is a simple past tense. (ii) My sister got to town street, market, meaningful events. (iii) Each group to their school yesterday past events in their narration. A graduation ceremony was there.

1. This is a simple past tense. (1 mk)
2. My sister got to town street, market, meaningful events. (1 mk)
3. Each group to their school yesterday past events in their narration. A graduation ceremony was there. (1 mk)

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The teacher is to select the student whose vocabulary and poem are relevant to the topic. (i) The teacher then interprets the poem to the student. (ii) The student is able to answer questions on the poem. (iii) The teacher is to guide the student to answer the poem aloud. *The student is able to read a poem and answer questions from it. He/She should be able to answer questions on the poem. *The student should be able to read the poem aloud and answer questions on it. *The teacher is to ask the student questions about the poem. Poem: I am returning home from school, Suffering from the radio, TV. The student is to analyze the poem. 7 0.31 Identify the facts from the media and guide the students to identify facts from the text. (i) The teacher should be able to identify facts, including general vocabulary selected from the text. (ii) Students in groups analyze the media. The media includes text, broachures, etc. *Identify facts from the media. *To be able to identify facts from the English text. *To be able to identify facts from the media. *The teacher is to guide the students to identify facts from the media. *Students in groups analyze the media. (iii) Stop discriminating the media. The teacher is to point out facts from the text and present them in the family life text. *To be able to write down facts found in the media. *To be able to describe the environment and education. *The teacher is to point out facts from the media, including broachures, TV, radio and newspapers. *To be able to present facts from the media.

1. Identify facts from texts, newspapers, magazines and brochures. - Identify facts from the media. - Identify facts from the media. (e.g. health, gender, - Identify facts from the media. (e.g. health, gender, violence, etc.) (1 mk)
2. Students in groups to analyse information found in the selected texts. (1 mk)
3. Practice class discussion and present their work for the media. (1 mk)
4. The teacher should be able to identify facts, including general vocabulary selected from the text. (1 mk)
5. Students in groups analyze the media. The media includes text, broachures, etc. (1 mk)
6. Stop discriminating the media. The teacher is to point out facts from the text and present them in the family life text. (1 mk)
7. To be able to present facts from the media. (1 mk)

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The teacher is to guide the students to identify factual and non-factual information from the media. (i) The student is to study a given text from the media (Radio, TV, newspaper, channel, mass). *It is possible that the media provides factual information. *It is possible that the media provides non-factual information. *The teacher should be able to identify factual and non-factual information from the media. *The student should be able to identify factual and non-factual information from the media. *The teacher is to guide the students to identify factual and non-factual information from the media. (ii) The teacher is to discuss with the class for their work for the group and present *Maybe factual information from the media. *Perhaps non-factual information from the media. *It might be factual and non-factual information from the media. *Point out factual and non-factual information from the media. *It may be opinions.

1. The student is to study a given text from the media (Radio, TV, newspaper, channel, mass). (1 mk)
2. The teacher is to discuss with the class for their work for the group and present (1 mk)
3. It may be opinions. (1 mk)

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Prepare the following: (i) A curriculum vitae (CV) for a student applying for a scholarship. (ii) A letter to your teacher asking for a reference letter. (iii) A letter to a potential employer regarding a job vacancy. The letter should be written in the format of an application letter. (iv) A letter to the editor of a newspaper about the current status of sports in your school. (v) A letter to a friend describing your recent birthday party. (vi) A letter to the principal requesting for a school uniform.

1. A curriculum vitae (CV) for a student applying for a scholarship. (3 mk)
2. A letter to your teacher asking for a reference letter. (3 mk)
3. A letter to a potential employer regarding a job vacancy. The letter should be written in the format of an application letter. (4 mk)
4. A letter to the editor of a newspaper about the current status of sports in your school. (3 mk)
5. A letter to a friend describing your recent birthday party. (3 mk)
6. A letter to the principal requesting for a school uniform. (4 mk)

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You are given a passage about different types of vocabulary and their usage. You are asked to rewrite the passage using the vocabulary learnt. The passage involves. i) Giving examples of situations like a classroom, library, hostel, hospital. ii) Describing movements like walking, running, jumping, jogging, and sounds like 'knock, knock', 'chop'. iii) Using specific vocabulary related to different contexts, e.g., 'speed', 'slowly', 'reverse', 'overtake'. What is the purpose of rewriting the passage?

1. Giving examples of situations like a classroom, library, hostel, hospital. (1 mk)
2. The teacher is showing pictures of: (0 mk)
3. Students should be able to demonstrate class routines and habits using pictures, discussing class routines and club activities. They should be able to describe daily activities of their groups and prepare for their daily presentations. (0 mk)
4. Using specific vocabulary related to different contexts, e.g., 'speed', 'slowly', 'reverse', 'overtake'. (1 mk)
5. The teacher guides students to write about their daily routines through guided activities. (0 mk)

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You are given a passage about different types of vocabulary and their usage. You are asked to rewrite the passage using the vocabulary learnt. The passage involves. i) Giving examples of situations like a classroom, library, hostel, hospital. ii) Describing movements like walking, running, jumping, jogging, and sounds like 'knock, knock', 'chop'. iii) Using specific vocabulary related to different contexts, e.g., 'speed', 'slowly', 'reverse', 'overtake'. What kind of vocabulary is being focused on in this exercise?

1. Giving examples of situations like a classroom, library, hostel, hospital. (1 mk)
2. The teacher is using written texts: (0 mk)
3. Talk about things going on. They should be able to cut flowers, water them, or prune them. They can also talk about the environment and the things they are doing. For example: I am watering the flowers and I am cutting them. What are you doing? (0 mk)
4. Describing movements like walking, running, jumping, jogging, and sounds like 'knock, knock', 'chop'. (1 mk)
5. Write about things going on and about creations. Write in pairs. For example: The sun is shining. The God is making them shine. I am not a reader. Yes / No. Are you answering questions and responding to other creations? Write short texts and practice reading. (0 mk)
6. Using specific vocabulary related to different contexts, e.g., 'speed', 'slowly', 'reverse', 'overtake'. (1 mk)
7. Students work in pairs to practice: (0 mk)
8. Talking about creations/activities going on. For example: I am watering the flowers and cutting them. What are you doing? (0 mk)
9. Writing about creations/activities going on. For example: The sun is shining. The God is making them shine. I am not a reader. Yes / No. Are you answering questions and responding to other creations? Write short texts and practice reading. (0 mk)

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You are given a passage about different types of vocabulary and their usage. You are asked to rewrite the passage using the vocabulary learnt. The passage involves. i) Giving examples of situations like a classroom, library, hostel, hospital. ii) Describing movements like walking, running, jumping, jogging, and sounds like 'knock, knock', 'chop'. iii) Using specific vocabulary related to different contexts, e.g., 'speed', 'slowly', 'reverse', 'overtake'. Give an example of vocabulary related to sounds.

1. Describing movements like walking, running, jumping, jogging, and sounds like 'knock, knock', 'chop'. (1 mk)
2. What do you like? Student: I like playing, singing, watching TV. Teacher: Express likes. 1. Express likedisc Do she/he writing? In context. 2. Express dislikes Students to; Write what they/he/she like or dislike. What does he/she like? like/dislike. Yes / No (0 mk)

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The teacher uses: i) Pupil's materials ii) Giving group opinions iii) Pupils materials

1. Pupil's materials (1 mk)
2. introduces new texts to a student. (1 mk)
3. Giving group opinions (1 mk)
4. is suitable for the student to listen to. (1 mk)
5. Pupils materials (1 mk)
6. has variety of vocabulary acquired. (1 mk)
7. gives general information from a variety of subjects. (1 mk)

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The teacher encourages students to: i) Work individually. ii) Discuss. iii) To practice.

1. Work individually. (1 mk)
2. Discuss. (1 mk)
3. To practice. (1 mk)

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Write the following: (i) A love letter. (ii) A letter of application for a job. (iii) A letter of complaint. (iv) A letter of congratulation.

1. A love letter. (2 mk)
2. A letter of application for a job. (3 mk)
3. A letter of complaint. (3 mk)
4. A letter of congratulation. (2 mk)

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The teacher presents a text to the students. The students are asked to identify opinions and attitudes in the text. The teacher also guides them to express their own opinions and attitudes, as well as those of others. i) Expressing opinion: e.g., 'I think...', 'In my opinion...', 'It seems to me...'. ii) Debating and discussing different viewpoints on a topic. iii) Analyzing and comparing different opinions presented in texts or discussions. What is the main objective of this activity?

1. Expressing opinion: e.g., 'I think...', 'In my opinion...', 'It seems to me...'. (1 mk)
2. Debating and discussing different viewpoints on a topic. (1 mk)

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The teacher presents a text to the students. The students are asked to identify opinions and attitudes in the text. The teacher also guides them to express their own opinions and attitudes, as well as those of others. i) Expressing opinion: e.g., 'I think...', 'In my opinion...', 'It seems to me...'. ii) Debating and discussing different viewpoints on a topic. iii) Analyzing and comparing different opinions presented in texts or discussions. What are some phrases that can be used to express an opinion?

1. Expressing opinion: e.g., 'I think...', 'In my opinion...', 'It seems to me...'. (1 mk)
2. Express writing. (1 mk)

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The teacher presents a text to the students. The students are asked to identify opinions and attitudes in the text. The teacher also guides them to express their own opinions and attitudes, as well as those of others. i) Expressing opinion: e.g., 'I think...', 'In my opinion...', 'It seems to me...'. ii) Debating and discussing different viewpoints on a topic. iii) Analyzing and comparing different opinions presented in texts or discussions. What is the role of the teacher in this activity?

1. Expressing opinion: e.g., 'I think...', 'In my opinion...', 'It seems to me...'. (1 mk)
2. Debating and discussing different viewpoints on a topic. (1 mk)
3. Students talk and write about different occupations. (1 mk)
4. Each student selects the occupation that he/she likes and writes a paragraph about it and expresses why he/she likes it. (1 mk)

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The teacher presents a text to the students. The students are asked to identify opinions and attitudes in the text. The teacher also guides them to express their own opinions and attitudes, as well as those of others. i) Expressing opinion: e.g., 'I think...', 'In my opinion...', 'It seems to me...'. ii) Debating and discussing different viewpoints on a topic. iii) Analyzing and comparing different opinions presented in texts or discussions. What are students expected to do regarding opinions and attitudes?

1. Expressing opinion: e.g., 'I think...', 'In my opinion...', 'It seems to me...'. (1 mk)
2. Debating and discussing different viewpoints on a topic. (1 mk)
3. Analyzing and comparing different opinions presented in texts or discussions. (1 mk)

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Complete the following sentences: (i) The teacher... him/her to read news papers, (ii) The student... invited to a national celebration. (iii) Students have to narrate what they practice in each group.

1. The teacher... him/her to read news papers, (2 mk)
2. The student has been invited to the national celebration. (1 mk)
3. The student participated in the national celebration. (1 mk)
4. The student... invited to a national celebration. (4 mk)
5. The student participated in the presidential parade. (1 mk)
6. Students have to narrate what they practice in each group. (2 mk)
7. The student participated in the presidential parade. (1 mk)
8. The student participated in the presidential parade. (1 mk)
9. The student participated in the presidential parade. (1 mk)
10. The student participated in the presidential parade. (1 mk)
11. The student participated in the presidential parade. (1 mk)

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The teacher: (i) introduces the topic. (ii) encourages students to think of an imaginary event and then write it down. (iii) encourages interaction among the students as they move from group to group to work. (iv) asks students to work in pairs to revise and edit their draft work, focusing on the content of the topic, and correct mechanical errors such as spelling, punctuation and capitalization. What is the teaching strategy?

1. Introduces the topic. (1 mk)
2. Encourages students to think of an imaginary event and then write it down. (2 mk)
3. Encourages interaction among the students as they move from group to group to work. (2 mk)
4. Asks students to work in pairs to revise and edit their draft work, focusing on the content of the topic, and correct mechanical errors such as spelling, punctuation and capitalization. (3 mk)

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The teacher: (i) presents pictures and asks students to write a descriptive composition about them. (ii) asks students to think of an imaginary event, then write it down. (iii) asks students to work in pairs to revise and edit their draft work, focusing on the content of the topic, and correct mechanical errors such as spelling, punctuation and capitalization. (iv) encourages students to move from pair to pair to assist one another. (v) asks students to read their compositions to other students for display on the notice board. (vi) encourages students to write a final draft. What is the teaching strategy?

1. Presents pictures and asks students to write a descriptive composition about them. (2 mk)
2. Asks students to think of an imaginary event, then write it down. (2 mk)
3. Asks students to work in pairs to revise and edit their draft work, focusing on the content of the topic, and correct mechanical errors such as spelling, punctuation and capitalization. (2 mk)
4. Encourages students to move from pair to pair to assist one another. (1 mk)
5. Asks students to read their compositions to other students for display on the notice board. (1 mk)
6. Encourages students to write a final draft. (2 mk)

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Write the following: (i) A letter to the headteacher of your school asking for permission to start a school magazine club. (ii) A letter to your parents informing them about your progress in school. (iii) A letter to a friend inviting them to your birthday party. (iv) A letter of apology.

1. A letter to the headteacher of your school asking for permission to start a school magazine club. (3 mk)
2. A letter to your parents informing them about your progress in school. (3 mk)
3. A letter to a friend inviting them to your birthday party. (2 mk)
4. A letter of apology. (2 mk)

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