English Pupil's Book Standard Five

Tanzania Institute of Education

Audio by Paper2Audio.

Image summary: An illustration depicting a female crossing guard in uniform using a red signal baton and hand gestures to stop cars and safely guide four school children, including one using crutches, across a crosswalk. The image illustrates the role of a crossing guard in ensuring pedestrian safety.

Table of Contents

Acknowledgements

The Tanzania Institute of Education (tie) would like to acknowledge the contributions of all the organisations and individuals who participated in designing and developing this textbook. tie wishes to thank the University of Dar es Salaam (U.D.S.M), the University of Dodoma (U.D.O.M), the Institute of Adult Education (I.A.E), the School Quality Assurance (S.Q.A) Department, teachers' colleges, and primary schools. Besides, the following individuals are acknowledged.

Writers: Mr Emmanuel S. Ndulila and Mr Stephen S. Mwashihava (tie)

Editor: Dr Eliakimu Sane (U.D.O.M) and Mr Samuel Kisanga (tie Retiree) (Content Editing); and Dr Gerald Kimambo (U.D.S.M) (Language Editing)

Designer: Mr Anthony Asukile

Illustrators: Mr Godwin Chipenya and Mr Yohana Mwenda (Freelancers)

Coordinator: Mr Emmanuel S. Ndulila (tie)

tie also appreciates the contributions of the primary school teachers and pupils who participated in the trial phase of the manuscript. Likewise, the Institute would like to thank the Ministry of Education, Science and Technology for financing the writing and printing of this textbook.

Dr Aneth A. Komba

Director General The English Pupil's Book Standard Five has been prepared following the 2023 English Language Syllabus for Primary Education, Standards 3 to 6, issued by the Ministry of Education, Science and Technology. This textbook is the second edition of the 2021 English Pupil's Book Standard Five, published by tie as per the 2018 Basic Education Syllabus for Standard 3 to 7.

This textbook consists of twelve units: Developing vocabulary, comparing things, Describing locations and giving directions, expressing possession, Expressing completed and unfinished actions, Using conjunctions, Using active and passive voices, Listening for comprehension, Speaking English clearly and naturally, Expressing simple messages, Writing clear and concise messages, and Writing creatively. The book contains learning activities and real-life examples that will enable you to express yourself appropriately and fluently in both oral and written English. In addition, the book will help you expand your vocabulary for everyday communication.

Additional learning resources are available in the tie e-Library at ol dot tie dot go dot tz Unit One

Developing vocabulary

Vocabulary is one of the most important aspects of learning a language for everyday communication. One cannot communicate effectively if he or she does not know the vocabulary of the target language. In this unit, you will learn words that mean the opposite.

You will also learn words that mean the same, and solve word puzzles from various media. Finally, you will write short passages using vocabulary referring to objects in natural settings. The competences developed will enable you to communicate meanings clearly.

Think about how we could communicate in English without adequate vocabulary.

Learning words that mean the opposite

Read the passage and look at the pictures of elephants to answer the questions that follow.

Words are powerful tools that help us express what we see, feel and think. One way to develop our vocabulary is by learning words that mean the opposite of each other. These are called opposites or antonyms. For example, the antonym of "hot" is "cold" and the antonym of "happy" is "sad". Knowing the antonyms helps us speak and write more clearly and understand what others say more easily.

Image summary: An illustration of an adult elephant labeled A and a baby elephant labeled B. The figure highlights the significant size difference between the adult and the calf.

Questions

1. What is the name of the animals in the picture?

2. What is the size of animal A compared to animal B?

3. What is the size of animal B compared to animal A?

4. What is the opposite of the word small?

5. What is the opposite of the words huge, large, and big?

6. What is the technical term for words that mean the opposite?

Did you know?

Words that mean the opposite of one another are known as antonyms.

Examples

- hot - cold

- happy – sad

- big - small

Activity 1.1

Compile a list of twenty pairs of words with opposite meanings using the school library or other sources.

Learning words that mean the same

Read the passage and look at the pictures of buildings to answer the questions that follow.

Did you know that many words in English can mean the same thing? These are called synonyms. For example, "big" and "large" are synonyms because they both describe something of great size. Learning synonyms helps you enrich your vocabulary, make your speaking and writing more interesting, and say the same thing in different ways.

1. What do you see in the picture?

2. What word can be used to describe the height of those buildings?

3. What other words mean the same as the word used to answer question 2 above?

4. What is the technical term for words that mean the same or almost have the same meaning?

Source: TIC-Tanzania Investment Guide 2013

Did you know?

Words with the same or almost identical meanings are known as synonyms.

Examples

- big – large – huge

- happy – joyful – glad

- fast – quick – speedy

Activity 1.2

Compile a list of twenty pairs of words that have the same meaning using the school library or other sources.

Using antonyms and synonyms

(a) Read and sing the following song.

Come and Learn

(Hip hop)

Oh! Come and learn,

The power of words today! x2

We can find new meanings,

And discover the opposites,

When we learn with synonyms!

We can match words,

And find their twins,

When we play with synonyms!

We can tell what's same,

And spot what's different,

Learning antonyms each day!

Oh! Come and learn,

The power of words today! x2

We can lift 'happy,' Or drop it to 'sad,' Using antonyms with care! We can swap 'big' for 'small,' Or 'fast' for 'slow,' Finding opposites with flair!

We can link with words,

And connect ideas,

Through the power of synonyms!

Oh! Come and learn,

The power of words today! x2 1. What are the synonyms of the following words?

(i) happy 

(2) big implies ___ _

(3) fast leads to ___ _

(4) connect→ ___ _

2. What are the antonyms of the following words?

(i) small leads to ___ _

(2) slow arrow blank

(3) sad implies ___ _

(4) : lift arrow blank

(b) Recite the following poem. Then, answer the questions that follow.

Human beings are different Some are neat Some are messy Some are fun Some are serious Some are kind Some are rude Some are loud Some are quiet These are human traits

The bodies of human beings are different. Some are tall Some are short Some are fat Some are slim Some are heavy Some are light Some are young Some are old

But, bound by one breath, we rise in our differences.

1. How do people differ?

2. Can a person be wrong just for being different? Why or why not?

3. List five pairs of words with opposite meanings from the poem.

4. Suggest two suitable titles for the poem.

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

Directions to school

Tausi is a Standard Five Pupil at Ipenda Primary School. One Friday, she wanted to go to Mtandeni Primary School, but she did not know the direction. She asked for help from a passer-by, a woman who was going to the farm. The woman directed Tausi on how to get to Mtandeni Primary School. She told her to take the path as indicated by the arrows on the map below. She used the words in the box, among other things, to give the directions.

Image summary: A map of a local area showing streets and key landmarks. It depicts Ipenda Primary School, Hill Road, Matara Shop, Central Filling Station, Magogo Police Station, a bridge, Mtandeni Primary School, and Tupendane Hospital, all situated along roads like Malindi Road. The purpose of the image is to provide a spatial layout for a language exercise, as indicated by the prepositions and adjectives listed at the top.

1. What are the key points shown on the map?

2. Give directions to Mtandeni Primary School from the bridge.

Table summary: A single row containing descriptive terms including left, big, tall, in front of last, right after, behind along, and large.

(d) Role-play the woman's position to guide Tausi from Ipenda Primary School to Mtandeni Primary School. Use the arrows on the map to show the correct route. Ensure each important point and its location are noted clearly.

Writing practice

(a) Look at each pair of pictures and write the correct words in the spaces provided that describe them either as pairs of synonyms or pairs of antonyms. Use the words provided in the box.

Table summary: A list of three sets of paired images categorized by synonyms and antonyms.

Table summary: A list of items numbered 4 through 6. Items 4 and 5 each contain two associated images, while item 6 contains only one image.

Image summary: An illustration of a human arm and hand shown in a bent position against a background featuring a large, stylized letter 'S'. It is a graphic image with no data or analytical result to report.

(b) Match words in Column A with words with similar meanings in Column B.

: Table summary: A list of 13 word pairs from Column A and Column B for matching. Examples include right and recipient, wrong and correct, same and reply, little and similar, answer and wealthy, link and small, happy and connect, money and glad, final and funds, reality and fact, big and incorrect, receiver and last, and rich and large.

(c) Rewrite the following sentences by replacing each underlined word with other words with similar meaning.

1. He provided the right answer to the first question.

2. I was happy to see my father's name on the list.

3. We will win the final match.

4. Mwalimu Julius Kambarage Nyerere was the first President of the United Republic of Tanzania. This is a fact.

5. You did not reply to my letter.

(d) Rewrite the following sentences by replacing the underlined words with other words with opposite meaning.

1. This tree is too short.

2. He signed a contract for temporary employment.

3. I do not think we can win the match.

4. They come from a poor family.

5. She lives in a small house.

6. White is her favourite colour.

Writing practice

Writing short passages

(a) Fill in the blanks with correct words from the table.

Table summary: A collection of contrasting word pairs including happy and sad, early and late, big and small, begin and end, and teacher and pupil. Some pairs, such as big and small or begin and end, appear across multiple rows with additional descriptors like smart and slow.

Every day, I wake up ____ and prepare for school. I feel ___ _ because I enjoy learning new things.

My ___ _ is always ready to help me when I don't understand something. I try to be ___ _ in class and finish my work on time.

In the morning, we _ _ our lessons at 7 30 AM and _ _ at 3 PM Our classroom is _ _, and we have space to move around, but our library is _ _. There is no space for many people at a time in the library.

(b) Rewrite the passage in (a) replacing the words you have used with words with opposite meaning. You may need to change the word or add more words to make the sentences grammatically correct and acceptable.

Solving word puzzles from various media

Study the following word puzzle carefully.

Table summary: A grid of twelve by twelve single characters. The rows and columns contain a randomized mix of uppercase letters, such as M, S, G, and X in the first row, and T, F, R, and A in the second row.

(i) Circle ten meaningful words in the cross-word puzzle above and practise pronouncing them.

(2) Write down synonym and antonym pairs of the words you have written.

Activity 1.3

1. Find a cross-word puzzle in newspapers, magazines, or online (you can also use an app like English Crossword Puzzle).

2. Solve the puzzle and write 5 meaningful words in it.

3. For each word, write one good sentence to show that you understand its meaning.

Unit Two

Comparing things

In our daily lives, we often compare people, animals, objects, or places based on their size, quality, or quantity to understand them better. In this unit, you will learn to compare things using the right words to show similarities or differences in size, quality, and quantity. You will learn to compare things using words like big, bigger, and biggest, or small, smaller, and smallest among other words.

You will also learn to use words such as 'much,' 'more,' and 'most' to show comparisons. The competences developed will enable you to speak English better.

Think about how you compare things.

Comparing size of things or living organisms

Look at the three stones in the picture and complete the dialogue below.

Image summary: A photo of a single, rounded, brown and grey textured rock labeled A. It is a plain image of a specimen with no data or analytical results to report.

Image summary: A photograph of a single, large, rounded grey rock with a rough, textured surface. It is a descriptive image of a geological sample with no data or analytical result to report.

Dialogue

Pupil 1: Where is stone A?

C

Figure C summary: A photograph of a single, irregular grey rock specimen. It is a descriptive image of a geological sample, with no data or analytical result to report.

Pupil 2: Stone A is on the _ _(left, middle, right) of stone B.

Pupil 1: Is stone C on the left of the other two stones?

Pupil 2: __ _ (Yes, No) stone C is on the __ _ (left, middle, right).

Pupil 1: Is stone A on the left of stone B and C?

Pupil 2: _ _ (Yes, No) stone A is on the _ _ (left, middle, right) of stone B and C.

Pupil 1: Is stone B on the left of stone A and C?

Pupil 2: __ _ (Yes, No) stone B is in the __ _ (left, middle, right) of stone A and B.

Did you know?

The pictures of stones we have seen differ in size. Stone A is big, but Stone B is bigger than Stone A. Stone C is bigger than Stone B and Stone A. Thus, Stone C is the biggest because it is bigger than Stone A and B.

We often talk about how things are different or similar. We compare things to describe them better, for example, we might say one box is bigger than the other, or one toy is bigger than the other. When we compare things, we use words that show how something looks as compared to another similar thing or how someone looks compared to someone else. We may use words to show differences in size, such as big, bigger, biggest, or large, larger, largest, or small, smaller, smallest. We may also use words to show differences in quality, such as good, better, best, or clean, cleaner, cleanest.

Speaking practice

(a) Complete the dialogue below by adding the missing information using the picture of the three stones.

Dialogue

Teacher: Stones A, B, and C in the picture are of the same size, isn't that so?

Pupil: No, they are different.

Teacher: Okay. How are they different? For example, what is the difference between Stone A and Stone B?

Pupil: Stone B is ___ _ than Stone A.

Teacher: Yes, you are right. In other words, you can also say, Stone A is not as ___ _ as Stone B.

Teacher: What about Stone C?

Pupil: Stone C is _ _.

Teacher: Is stone B bigger than stone C?

Pupil: ___ _, Stone C is ___ _ than Stone B. Stone C is also ___ _ than Stone A. Thus, Stone C is ___ _

Teacher: Well done! You have correctly described the sizes of the three stones.

(b) Look at the trees in the picture and complete the following dialogue.

Image summary: A illustration depicting three different tree types labeled A, B, and C. Tree A is a small rounded deciduous tree, tree B is a larger rounded deciduous tree, and tree C is a tall, narrow conical coniferous tree. The figure visually compares different tree morphologies.

Pupil 1: Trees A, B and C are tall. Which tree is the tallest?

Pupil 2: Tree _ _ is the tallest of all.

Pupil 1: Is tree A taller than tree B?

Pupil 2: _ _ (Yes, No) tree A is _ _ than tree B.

Pupil 1: What about tree C, is it taller than tree B?

Pupil 2: __ _ (Yes, No) tree C is taller than tree B.

Pupil 1: How is tree C different from tree A in terms of height?

Pupil 2: Tree C is ___ _ than tree A, and tree C is taller than tree B. Thus, tree C is the tallest of all.

Did you also know?

We use comparatives and superlatives to compare people, animals, or things. Comparatives show differences between two things. For example, “A ruler is longer than a pencil”.

Superlatives show characteristics of something or someone that stands above the rest: the highest or lowest quality among three or more things, people, or other objects. For example, “Lake Tanganyika is the deepest lake in Africa,” or “Lake Victoria is the largest freshwater lake in Africa”.

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

Comparisons on a walk

One day, Anna and her friends went for a walk in the forest. They saw three rocks in the forest. The first rock was big, the second was bigger, but the third was the biggest.

It was so large that they could all sit on it like a bench. Nearby, there were three trees: one tree was small, another was smaller, and the last was the smallest. It was so tiny that it looked more like a garden plant. Anna smiled and said, "We saw big, bigger, and the biggest rocks as well as small, smaller, and the smallest trees."

Questions

1. Which rock was the biggest?

2. What is the comparative form of the word 'big'?

3. Which tree was the smallest?

4. What is the superlative form of the word 'small'?

5. Write three forms of the word 'big' as used in the story.

6. Write three forms of the word 'small' as used in the story.

7. Why did the children say the last rock was the biggest?

Activity 2.1

Take a short tour at your school, observe things found in your classroom, outside the classroom, or in the neighbourhood, and explain how similar or different they look. You can use items such as furniture in the school, plants, or animals in the neighbourhood.

Speaking and writing practice

Look at the following pictures and answer the questions that follow.

Image summary: A diagram showing three differently shaped trees labeled 1, 2, and 3. Tree 1 is small and rounded, tree 2 is taller with a rounded canopy, and tree 3 is a tall, conical evergreen. The figure illustrates variety in tree height and morphology.

1. Which tree is taller than tree 1? _ _ are taller than _ _.

2. Which tree is taller than tree 2? _ _ is taller than _ _.

3. Is Tree 3 taller than Tree 2? (Yes, No) ___ _

4. Is Tree 1 taller than Tree 3? (Yes, No) _ _. Tree _ _ is the tallest of all.

5. Which pencil is the longest of all three pencils below?

Image summary: A illustration showing three pencils of different lengths, labeled A, B, and C. Pencil A is medium length, pencil B is the shortest, and pencil C is the longest. The figure is a visual comparison of the three pencils' relative lengths.

Figure B summary: An illustration of a young man wearing a white short-sleeved button-down shirt, a blue necktie, and blue trousers. This is a character depiction with no data or analytical result to report.

1. Which person is fatter than the other? _ _ is fatter than _ _.

2. Which person is taller than the other?

_ _ is taller than _ _.

3. Is person A taller than person B? (Yes, No) ___ _

4. Is person A fatter than person B? (Yes, No) ___ _

5. Which of the following animals is the tallest?

Image summary: Three illustrations of giraffes labeled 1, 2, and 3, showing a progression in height from shortest to tallest. The point is to depict a gradual increase in the height of the animal.

Comparing the quantity of things or living organisms

(a) Look at the pictures. Read the dialogue below the pictures. The dialogue is about Saumu and James exploring things and pictures in their classroom.

Image summary: A digital illustration of two books stacked on top of a wooden table. This is a simple illustrative image with no data or analytical result to report.

Saumu: (Looking at the table) Wow, James, look at this! There are two books on the table.

James: Yes, I can see them! But take a look at the shirt pocket. There are more pens in it than there are books on the table.

Saumu: You're right! There are three pens in the pocket and only two books on the table. So, the pocket has more pens than there are books on the table.

James: And look at the animals. There are four animals!

Saumu: Yeah! There are more animals in the picture than books on the table or pens in the shirt pocket!

James: Right! Four animals, three pens, and two books. So, the pictures show more animals than pens and books.

Saumu: Exactly! There are more animals than pens or books.

James: 1 agree. And there are also more pens and animals than books.

Saumu: Learning with pictures is fun!

James: It sure is! Now I understand how to use “more...than” when we compare things.

1. How many books are on the table? There are ___ _.

2. Are there more books on the table than pens in the shirt pocket? (Yes, No) _ _, there are ___ _ than _ _.

3. How many pens are in the shirt pocket? There are _ _.

4. Are there more pens in the picture than books on the table? (Yes, No)__ _, there are ___ _ than __ _.

5. How many animals are in the picture? There are ___ _.

6. Are there more animals than pens in the picture? (Yes, No)__ _, there are__ _ than__ _.

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

books

animals

At the market

Last Saturday, Razia and her brother Mohamed went to the market. Razia bought more oranges than Mohamed. Mohamed bought more bananas than Razia. The oranges were sweeter than the bananas. They both had fun and Razia said that the market was more exciting than the supermarket.

Questions

1. Who bought more oranges?

2. Which fruit was sweeter than the other?

3. Where did Razia and Mohamed go?

4. What did Razia say about the market?

Activity 2.2

You are helping your sister or brother plan for her or his birthday party. He/she asked you to prepare a shopping list for the party. Prepare the shopping list explaining what you will need to buy in excess using “more...than” or “less...than”. To be able to do this, your list should have paired items.

Comparing things based on quality using 'more ... than'

(i) Powerful animals

Look at the pictures and answer the questions that follow.

Image summary: An illustration of a brown dog standing in profile, facing slightly toward the viewer. It is a simple image with no data or analytical result to report.

Image summary: An illustration of an elephant. This is a representative image with no data or analytical result to report.

1. Which animal between elephant and lion is more powerful than the other?

The ___ _ is more powerful than ___ _

2. Is the dog more powerful than the lion?

___ _(No, Yes) the dog is ___ _. The elephant is ___ _ than ___ _.

3. Which animal is the most powerful?

The _ _ is the most powerful of the three.

4. Is the lion the most powerful animal of the three?

___ _(No, Yes) the lion is ___ _. The ___ _ is the most powerful animal of the three.

dog

lion

elephant

(2) Beautiful houses

Figure A summary: An architectural 3D rendering of a single-story residential house with an orange facade and a multi-tiered red roof. The design features a central gabled entrance and a front porch, intended to showcase the aesthetic exterior design of the building.

Figure B summary: An illustration of a small, single-story house with a green roof, yellow walls, a red door, and small garden beds along its base. This is a representative drawing of a building, with no data or analytical results to report.

Figure C summary: An illustration of a small, rectangular building with orange-brown walls and a corrugated metal roof, situated outdoors next to a green tree. It is a descriptive image of a structure, with no data or analytical results to report.

1. Between house A and house B, which house is more beautiful than the other?

House _ _ is more beautiful than house _ _

2. Is house C more beautiful than house B?

(No, Yes) house _ _ is _ _ than house _ _, but house B _ _ is more beautiful than house _ _.

3. Is house A the most beautiful of the three?

greater than (No, Yes) house _ _ is _ _, because it is more beautiful than house _ _ and _ _

Activity 2.3

Collect pictures of different animals and things. Then, compare them using words such as “more… than” and other similar words that show comparison.

Unit Three

Describing locations and giving directions

When we want to talk about movement, direction and location of something or someone, we use prepositions that show direction and location. In this unit, you will use the words 'towards', 'between', 'beside', 'from', 'into', 'onto', 'through', and 'across' to describe location and direction of different objects. The competences developed will enable you to tell where something or someone is located in different communicative contexts.

Think about the words you use to tell where something or someone is located.

Describing locations of objects using 'between' and 'beside'

Look at the pictures and read sentences below them.

Figure 1 summary: An illustration depicting a soccer ball positioned between two cardboard boxes. It is a simple diagram with no data or analytical result to report.

Figure 2 summary: An illustration depicting a brown cardboard box next to a black and white soccer ball. This is a simple image with no data or analytical results to report.

The ball is between the boxes. The ball is beside the box.

(a) Look at the following pictures and complete the sentences using correct words.

1. Where is the apple? The apple is ___ _.

2. Is the apple beside the boxes? _ _.

3. Where is the ball? The ball is ___ _.

4. Is the ball under the table? _ _.

5. Where is the plate? The plate is ___ _

6. Is the plate below the cup? _ _.

Image summary: A simple illustration depicting a red apple positioned between two yellow cubes. It is a basic visual representation with no data or analytical result to report.

Image summary: A simple drawing depicting a brown wooden table and a soccer ball beside it. It is an illustrative image with no data or analytical result to report.

Image summary: A photo showing a lime green plate and an orange mug decorated with blue and yellow flower patterns. This is a simple image of tableware with no data or analytical result to report.

(b) Describe the locations of people, animals, and objects in the following pictures.

1. Where is the ball?

Image summary: A drawing depicting a soccer ball positioned underneath a simple wooden table. This is a conceptual image with no data or analytical results to report.

2. Where is the girl sitting?

Image summary: An illustration depicting a person sitting on the grass and reading a book beneath the shade of a large, leafy tree. This is a decorative image with no data or analytical result to report.

3. Where is the clock?

Image summary: A photo of an analog wall clock hanging on a brick wall. The clock shows the time as approximately 2:05. This is a simple photograph with no analytical result to report.

4. Where is the girl standing?

: Image summary: An illustration of a young child standing next to a cardboard box. This is a simple descriptive image with no data or analytical result to report.

7. Where is the girl standing?

}Figure 7 summary: An illustration of a young child standing between two large cardboard boxes. It is a descriptive image with no data or analytical result to report.

Writing practice

5. Where is the ball?

Image summary: A simple illustration of a black and white soccer ball sitting inside an open cardboard box. It is a descriptive image with no data or analytical result to report.

8. Where is the cat sleeping?

Image summary: An illustration of a light-colored striped cat curled up and resting on a blue chair. It is a simple descriptive image with no analytical data to report.

6. Where is the girl sitting?

Figure 6 summary: An illustration of a young child sitting on a yellow bench with their arms raised. It is a descriptive image with no data or analytical result to report.

9. Where is the girl?

Image summary: An illustration of a young child with a heart on their shirt, resting their chin on their hands while sitting underneath a wooden table. It is a simple drawing with no data or analytical result to report.

Choose the correct word of location given in the box to complete each of the sentences that follow.

Table summary: A list of spatial prepositions including under, on, in, between, and beside.

- The cat is hiding ___ _ the box.

Image summary: An illustration of a white striped cat sitting inside a brown cardboard box. It is a simple image with no data or analytical result to report.

2. The dog is ___ _ the table.

3. The cow is ___ _ the tree.

4. The boy is standing _ _ the beds.

5. There is a flower vase _ _ the table.

6. The shoes are ___ _ the bed.

Image summary: An illustration showing a brown dog lying down underneath a wooden table. It is a simple decorative image with no data or analytical result to report.

Image summary: An illustration of a young boy standing between two single wooden beds in a room. This is a depictional image with no data or analytical result to report.

Image summary: An illustration showing a row of different pairs of shoes positioned underneath a table with a light blue tablecloth. The image is a descriptive drawing with no data or analytical result to report.

7. My phone is ___ _ my bag.

8. The cat is ___ _ the bed.

9. The boy is standing _ _ the bed.

10. My pen is blank the book.

Activity 3.1

Image summary: An illustration depicting a dark-colored messenger bag or satchel with several items, including a red bottle, a blue object, and a grey tablet or notebook, tucked into its pockets. It is a conceptual image with no data or analytical result to report.

Look around your school environment and describe the location of different objects such as dustbins, fire extinguishers, the bell, the national flag, toilets and water taps.

Describing positions of objects using 'into,' 'onto,' and 'across'

(a) Read the sentences below and look at the related pictures.

The cat jumped into the box.

Image summary: An illustration of a grey tabby cat leaping into an open cardboard box. It is a simple drawing depicting a common feline behavior, with no data or analytical result to report.

1. Where did the cat jump into? _ _.

2. Did the cat jump into a pot?

3. What do you think made the cat jump into the box?

The boy climbed onto the roof.

Image summary: An illustration of a boy in a red shirt and blue shorts walking on a slanted red corrugated roof. This is a descriptive image with no data or analytical result to report.

1. Where did the boy climb onto? _ _.

2. Did the boy climb onto the table? ___ _.

3. What do you think made the boy climb onto the roof? _ _.

The lion walked across the road.

Image summary: A photograph of a male lion walking along a paved road in a natural outdoor setting. It is a descriptive image with no data or analytical result to report.

1. Where did the lion walk across? _ _.

2. Did the lion walk across the river? ___ _.

3. What do you think made the lion walk across the road? _ _.

The rhino ran towards the car.

Image summary: An illustration showing a rhino charging toward a white SUV on a dirt road in a savanna landscape. The image depicts a dangerous encounter between wildlife and a vehicle.

1. Where did the rhino run towards? _ _.

2. Did the rhino run towards a tree? ___ _.

3. What do you think made the rhino run towards the car?

The boy walked away from the washroom.

Image summary: An illustration of a person walking away from a small, yellow outdoor toilet structure. The image depicts a basic sanitation facility, intended to highlight the availability or use of such infrastructure.

1. Where did the boy walk away from? _ _.

2. Did the boy walk away from the river? ___ _.

3. What do you think made the boy walk away from the washroom?

The cat jumped into the house through the window.

Image summary: An illustration of a cat jumping through an open window. It is a simple cartoon image with no data or analytical result to report.

1. How did the cat get into the house? _ _.

2. Did the cat get into the house through the door? _ _.

3. What do you think made the cat jump into the house through the window? _ _.

(b) Look at the following pictures and tell directions using prepositions in bold.

Table summary: A collection of spatial relationship phrases paired with corresponding images. Examples include directions and motions such as into the box, onto the table, across the road, towards the box, from the plane, and through the ring.

Writing practice

Choose the correct word of direction from the box to complete each of the following sentences.

Table summary: A list of six prepositions: into, onto, towards, from, through, and across.

1. The cat jumped __ _ the box.

2. She walked ___ _ the door and entered the classroom.

3. The boy ran ___ _ the river to reach the other side.

4. The bird flew ___ _ the tree and landed gently.

5. He came ___ _ school with a big smile.

6. The cow walked slowly ___ _ the farmer.

7. The children went ___ _ the forest to collect firewood.

8. She climbed ___ _ the table to get the book.

9. They swam ___ _ the lake during the holiday.

10. The dog ran ___ _ the gate when it heard some noise.

Read the following passage and answer the questions that follow.

A visit to the village

Last Sunday, Asha and her brother, Juma, visited their grandmother in the village. To reach the village, they walked across a small bridge over the river. On the other side of the river, they saw a cow resting under a big tree.

When they arrived at their grandmother's house, they found her sitting on a mat. There was a basket placed between her and the fire. Asha put her bag on the bench and went into the kitchen to help with the cooking. Later that day, they walked to the farm and picked some fresh maize. Then, they returned home happily from the farm.

Questions

1. Where did Asha and Juma visit last Sunday?

2. What did they cross to get to the other side of the river?

3. Where was the cow resting?

4. What was placed between the grandmother and the fire?

5. Where did Asha put her bag?

6. Where did Asha go to help with the cooking?

7. What did they pick from the farm?

Activity 3.2

Watch a football match at your school or on television, then use words of direction to write a description of the game.

Unit Four

Expressing possession

In daily communication, we use certain words to show our responsibilities and connections in our family, community, or nation. In this unit, you will learn to use possessive adjectives such as 'my', 'you', 'his', 'her', and 'their' to express possession. You will also learn to express possession using possessive pronouns such as 'mine', 'yours', 'his', 'hers' and 'theirs'. The competences developed will enable you to express ownership and belonging in English.

Think about the words used to say something belongs to somebody or something.

Expressing possession using possessive adjectives

Look at the picture and read the sentence beside it. Say, which word expresses possession in each sentence.

1.

Image summary: A cartoon illustration of a white dog with brown patches on its head, sitting and holding a large bone in its mouth. It is a simple graphic image with no data or analytical result to report.

Figure 3 summary: An illustration depicting a hand with the index finger pointing upward, positioned next to a large grey circular ring and a horizontal line. This is a conceptual graphic with no data or analytical results to report.

3.

It is my book.

It is its bone.

2.

4.

Figure 2 summary: An illustration of a person holding and tuning a portable radio with an extended antenna. It is a descriptive image with no data or analytical result to report.

Figure 4 summary: An illustration showing two students sitting at a desk and looking at a tablet together. This is a conceptual image depicting collaborative learning using technology.

It is her radio.

It is our tablet.

Figure 6 summary: An illustration depicting two children, a girl in a purple dress and a boy in a red shirt holding a dog on a leash. It is a descriptive image with no data or analytical results to report.

Figure 7 summary: An illustration of a child lying on their stomach while using a tablet, with their legs bent at the knees and feet raised in the air. The image depicts a common posture associated with screen use in children.

Did you know?

We use special words to show who owns something. These are called possessive adjectives. They help us to know whose thing it is, like my book, your pen, its tail, his ruler, her tablet, or their house.

It is $ \underline{\text{his}} $ flower.

It is his tablet.

It is their dog.

It is his book.

Figure 8 summary: An illustration of a young boy sitting at a desk and reading an open book. It is a descriptive image used for instructional or storytelling purposes, with no data or analytical result to report.

Activity 4.1

Look around your home or neighbourhood. Write five sentences about things that belong to people around you. Use words like his, her, their, etcetera Example: "That is Ms Zawadi's shop. It is her shop. This is Juma's pen. It is his pen."

Reading and speaking practice

(a) Read the words in the following table and construct one sentence using each possessive adjective as done in the examples provided.

Table summary: A mapping of personal pronouns to their corresponding possessive adjectives with usage examples. I pairs with my, as in This is my book. You pairs with your, as in That is your pen. He pairs with his, She with her, and It with its. We pairs with our, and They pairs with their.

(b) Read the following dialogue between Rehema and David. Pay attention to the words in bold.

Rehema: Hi! We've not met before, have we?

David: No, we haven't.

Rehema: I thought it'd be good to know each other.

David: Sure! My name is David. I have a brother; his name is Adam.

Rehema: My name is Rehema. I have a sister; her name is Nuru. Nice to meet you, David.

David: Nice to meet you, Rehema. Where do you live?

Rehema: I live with my family in Dodoma. My parents bought a plot of land there.

David: Oh! Your parents must be rich, buying a plot of land in Dodoma!

Rehema: Not really. They used their long-term savings.

David: That's cool then! My parents are also saving up to buy a piece of land one day.

Rehema: That's awesome! I hope its location will be in Dodoma, as well.

David: Ha ha... How I wish!

1. Who says "my parents"?

2. What does "my" show?

3. What other words in the dialogue show possession?

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

My friend and I

My name is Aika, and I have a brother who loves playing football. His name is Maori. We have a fierce dog named Faster. It is playful and energetic, and its tail is light. I also have a good friend named Chausiku. She lives in Burundi. Chausiku loves her country very much, just like I love mine. Chausiku and her family have a very beautiful house. Here is a picture of their house in Burundi.

Image summary: A 3D architectural rendering of a single-story residential house featuring a red roof, tan walls, and a covered porch area. The image is a design visualization intended to show the exterior layout and aesthetic of a home.

The colours of their house are shiny and beautiful. Its compound is attractive, with green, pink, yellow, and white flowers that mix beautifully. Our house is also lovely, and I like it very much.

Chausiku and I have the same goal. Our goal is to work hard in studies. Each one of us wants to be a leader in her country in the future.

Questions

1. What are the names of three characters in the passage?

2. What does Chausiku love?

3. How would you describe the house in Burundi?

4. What is Aika and Chausiku's goal?

(a) Complete the following story by filling in the blanks with its, her, his, their, your, and our.

Tanzania is a beautiful country. It has many rivers and green valleys filled with crops. (i) _ _ waters flow in all directions: east, west, north, and south. It is my source of happiness, peace, and hope.

The head of state, (2) _ _ Excellency Samia Suluhu Hassan, is a great leader. (3) _ _ slogan, "Kazi lendelee" gives hope to many people. The first president of the country was Mwalimu Julius Kambarage Nyerere. The word 'mwalimu' comes from (4) _ _ first job as a teacher.

Tanzanians are full of joy and kindness. The word 'Asante' (thank you) is heard everywhere. (v)__ _ politeness can be seen both at home and in public. A buyer often says 'Asante' after receiving a service. It is easy to make friends in Tanzania. In buses and other means of transport, people talk like they have known each other for a long time. People are happy to welcome each other into (6)__ _ homes. It is common to hear visitors saying "I love (7)__ _ country, Tanzania".

Ladies and gentlemen let's love (8) ___ _ country, Tanzania.

(b) Draw a picture of your family or friends with some of their favourite things. Then write a short paragraph describing them using words like my, his, our, or their.

Expressing possession using possessive pronouns

Look at the pictures and read the sentences provided in each image.

This is Juma. The bike is his.

Image summary: An illustration of a young boy smiling while sitting on a blue bicycle. It is a simple character drawing with no data or analytical result to report.

Whose bike is that?

The bike belongs to Juma. It is _ _.

These are pupils. They are watering trees. The garden of trees is theirs.

Image summary: An illustration of several schoolchildren in white shirts and blue skirts or trousers working in an orchard, using watering cans to water trees. The image depicts students participating in a gardening or environmental activity.

Whose garden is that?

The garden belongs to the pupils. It is _ _.

This is Neema. The ball is hers.

Whose ball is that?

The ball belongs to Neema. It is

This grandmother has a walking stick. The stick is hers.

Whose walking stick is that?

The walking stick belongs to the grandmother. It is _ _.

This is Mr Jumbe. He has a wheelchair. The wheelchair is his.

Image summary: An illustration of an elderly man sitting in a wheelchair. This is a descriptive image intended to represent a person with mobility impairments.

Whose wheelchair is that?

The wheelchair belongs to Mr Jumbe. It is _ _.

Did you know?

This is Jane. She has a bag. The bag is hers.

Whose bag is that?

The bag belongs to Jane. It is _ _.

The words mine, yours, his, hers, its, and theirs are words commonly known as possessive pronouns. They always replace nouns in sentences. They show us who possesses what.

Activity 4.2

Create a poster at home showing your family or friends. Use words of possession to write sentences describing things they possess. Example, "This is my mother. Her name is Anna. She has a handbag. The handbag belongs to her. It is hers".

Reading and writing practice

(a) Rewrite each sentence below using a possessive pronouns to avoid repeating the noun.

Example:

This bag belongs to me. It is mine.

1. That bicycle belongs to John. ___ _

2. These books belong to Sarah and me. ___ _

3. Those pairs of shoes belong to you. ___ _

4. That phone belongs to my sister. ___ _

5. These toys belong to the children. ___ _

6. This house belongs to us.___ _

7. That jacket belongs to Peter. ___ _

8. This pen belongs to you. ___ _

9. That chair belongs to them. ___ _

(b) Look at the pictures and read the sentences below them.

Image summary: An illustration of a young child holding a book that depicts another child reading. This is a stylized image with no data or analytical result to report.

Image summary: An illustration of a young boy wearing a red shirt with yellow flowers, holding a book that shows a picture of himself as a smaller child reading a book. The image depicts a theme of growth and learning through reading.

: Image summary: An illustration of a young boy wearing a blue shirt and white shorts, pointing his right arm and finger toward the left. It is a simple descriptive image with no data or analytical result to report.

Image summary: Two side-by-side illustrations of a young boy. In the left frame, he stands and holds a book that shows a picture of himself reading. In the right frame, he is seated at a table reading a book. The image depicts a cycle of reading and learning.

Image summary: An illustration of a person sitting at a desk and reading a book. It is a descriptive image with no data or analytical result to report.

Image summary: An illustration of a young boy wearing a blue t-shirt and white shorts, pointing his arm forward toward something off-screen. It is a simple character depiction with no data or analytical result to report.

Image summary: An illustration of a child holding up a book that depicts a younger version of themselves reading. This image is a stylized drawing intended to represent themes of literacy, growth, or education, with no data or analytical result to report.

Image summary: An illustration of a boy sitting at a table while using a small white device to print or output a strip of paper. This is a descriptive image showing a person interacting with a device, with no data or analytical result to report.

(c) Change the pronouns in brackets into possessive pronouns to complete statements 1 to 5, to describe whom the following things belong.

1. The tablet is ___ _(me). It belongs to me.

2. The book is ___ _ (her). It belongs to her.

3. The pen is ___ _ (him). It belongs to him.

4. The pencil is ___ _ (you). It belongs to you.

5. The desk is ___ _ (them). It belongs to them.

Unit Five

Expressing completed and unfinished actions

Using the correct verb form helps both the speaker and the listener to communicate clearly. In this unit, you will learn to express completed and unfinished actions using correct verb forms. You will practise in speech and writing to express completed and unfinished actions at present and in the past in real-life communication. The competences developed will enable you to describe actions and express your thoughts clearly, and understand others when they speak to you.

Think about how to express completed and unfinished actions.

It is my book. It is mine.

It is your book. It is yours.

They are our books. They are ours.

It is his book. It is his.

It is her book. It is hers.

They have their books. They are theirs.

Expressing completed actions at present

Speaking practice

(a) Look at the pictures A and B and the sentences below them. Then, complete the sentences to say what has happened.

Figure B summary: A photograph depicting a man sitting at a table with a plate and cutlery in front of him, appearing content with his eyes closed. It is an illustrative photo with no data or analytical result to report.

1. What has the boy done? The boy has kicked the ball.

Figure B summary: Two illustrations showing a runner crossing a finish line with arms raised in victory. The first image shows a single athlete, while the second adds two other runners behind them, one in green and one in blue. The image is a conceptual illustration of winning a race.

1. What has the girl done? The girl has finished the race.

2. Has the boy held the ball? No, the boy has not held the ball. He has kicked it.

3. Has the boy kicked the ball? Yes, ___ _.

4. What has the boy kicked? The boy ___ _.

2. Has the girl finished the race? Yes, the girl has finished the race.

3. Is the girl starting the race? No, ___ _.

4. What has the girl finished? The girl _ _.

(b) Look at the pictures and sentences below them, then say what has happened in Pictures A and B.

1. What has the person in the picture done? The person in the picture has finished eating.

2. Has the person finished singing? No, _ _. The person _ _ eating.

1. What have the athletes done in the picture? The athletes have finished the race.

2. Have the athletes finished the race? Yes, ___ _. The athletes ____ the race.

3. Is there any person still eating? No, ___ _.

4. Why do you thing the person in the picture have finished the food in the plate? I think the person in the picture ___ _ the food in the plate because he was hungry.

Reading practice

3. What have the athletes done in the picture? They _ _.

4. What has attracted or not attracted you in the picture?

Read and act out the following dialogue.

Police Officer: Mwaluko, what has happened here?

Mwaluko: I have seen Mashaka running away from my house with a bag. I have chased him while shouting for help. I suspect him of stealing my missing clothes.

Police Officer: (Turning to Mashaka) Mashaka, have you stolen the clothes?

Mashaka: (Nervously) I... I ... I... have just borrowed them. I did not steal anything.

Witness:

We have seen Mashaka running with the bag while this man was shouting for help.

Mwaluko: Yes! I found my clothes in his bag. He hid them!

Police Officer: Mashaka, you've been caught with the evidence, and Mwaluko saw you running. Other witnesses have also seen you. Do you still deny it?

Mashaka: (Looking down) I... I have made a mistake.

Police Officer: You've put yourself in trouble. We've brought you here to write a statement of offence.

Mwaluko: I worked hard to buy those clothes. Why has he stolen them?

Police Officer: We understand the situation. Mashaka, do you have anything to say for yourself?

Mashaka: (Sighing) I did not think about the consequences. I'm sorry.

Mwaluko: You should have asked if you needed help.

Police Officer: We've heard enough. Now, let's write the statement.

Mashaka's Father: Mashaka! I've just heard what you have done. I thought you've gone to school this morning, but you went to steal from Mwaluko's house! I warned you several times, but you have never changed!

Mashaka: (Looking down) Father, I have made a big mistake. I'm sorry!

Mashaka's Mother: Oh, Mashaka! We provided you with everything you needed. We fed you well, bought you school uniform, and sent you to school. Why have you done this? What else do you want, my son? (Crying.)

Mashaka: (Crying) I never thought about the pain I have caused. Please forgive me!

Police Officer: Now, Mashaka will have to take responsibility for his actions. He has been caught with the evidence, so the court of law will teach him his lesson.

(Crying) Why did I do that? I didn't listen to my parents. Now, I'm in trouble.

Questions

1. What has happened at Mwaluko's house?

2. Who has been caught with Mwaluko's clothes?

3. Why has Mashaka's father become upset?

4. What crime has Mashaka committed, according to the police officer?

5. How have Mashaka's behaviour affected his parents?

(a) Use the table below to write sentences using “has” and “have”. Write six sentences for each.

: Table summary: Subject-verb agreement for the phrase bought a good cow, cleaned the cowshed, sold milk, or taken the bag from the grandmother's house. The verb has is used with I, We, The children, She, You, Upendo, My brother, He, and They, while the verb have is also associated with this same group of subjects.

(b) Use 'has' or 'have' to complete the following sentences.

1. I ___ _ found a lot of books in the school library.

2. Mary and Moses ___ _ eaten the food.

3. He ___ _ cooked a delicious meal.

4. We ___ _ won the match.

5. The thief stolen my school bag.

6. You ___ _ kicked the ball.

7. They climbed Mount Kilimanjaro.

8. Asha ___ _ harvested the rice.

(c) Change sentences in (b) into negative forms.

(d) Change the following statements into questions. Example

1. He has watered the flowers.

2. They have done their homework.

3. Baraka has written a letter to his aunt.

4. We have planted many trees at home.

5. My father has bought me a pair of shoes.

6. I have cooked lunch.

7. She has fetched water.

8. We have eaten the food.

9. The guests have arrived.

10. You have finished your work on time.

(e) Change the words in brackets into the correct form. Then, read the sentences aloud.

Example

John has ___ _ (go) to Dodoma.

John has gone to Dodoma.

1. He has ___ _ (steal) his friend's storybook.

2. I have ___ _ (catch) a thief.

3. I have ___ _ (write) a letter to the Headteacher.

4. The officer has __ _ (open) the door.

5. Jerome has ___ _ (go) to the police station.

Expressing completed past events

Reading practice

Study the following faces of clocks and the actions performed. Then, read the sentence written below.

Table summary: James ate breakfast at 10:05 am, and his father came home at 12:10 pm, leading to the conclusion that James had eaten breakfast before his father came home.

1. What did James do at 10 05 AM?

2. What did his father do at 12 10 PM?

3. What had James done before his father came home?

Speaking and writing practice

(a) Look at the pictures and write sentences showing something had happened before another in the past. The following sentence is provided as an example.

1. The boy cleaned the blackboard.

Image summary: An illustration of a person seen from behind, wearing a white shirt and holding an eraser up to a chalkboard. This is a simple drawing depicting the act of erasing a chalkboard.

The teacher wrote the word "English".

: Image summary: An illustration of a classroom where a teacher is writing "ENGLISH" on a blackboard while students sit at desks facing forward. It is a conceptual image depicting a teaching scenario, with no data or analytical results to report.

The boy had cleaned the blackboard before the teacher wrote the word English.

2. James milked the cow.

Image summary: An analog clock with the hour and minute hands both pointing vertically, with one hand at 12 and the other at 6. This depicts a time of 6:00 or 18:00.

Image summary: An illustration of a person sitting on a bench and milking a cow into a bucket under a wooden shelter. The image depicts the manual process of dairy farming.

James went to school.

Image summary: A photo of an analog clock face with the hour hand pointing between 7 and 8 and the minute hand pointing at 6. The clock depicts a time of approximately 7:30.

Image summary: An illustration of a child with a backpack walking along a path toward a sign that points toward school. The image depicts a student on their way to a place of learning.

(b) Look at the given times and the actions in the past. Write sentences showing that the first actions happened before the other actions in the past.

Table summary: A list of six scenarios involving pairs of chronological events and their times. Only the first scenario, occurring between 10:05 am and 12:10 pm, includes a combined summary sentence: James had eaten breakfast before his father came home. The other five scenarios, which occur at various times throughout the day from 7:30 am to 6:00 pm, list two distinct events but provide no combined summary. Examples of these events include Mary cleaning her room before her friend arrived and a plane leaving before Iku arrived at the airport.

(c) Rewrite the following sentences to express a completed present or past event. Number 1 has been provided as an example.

Table summary: A list of seven sentences comparing present and past tenses. Only the first example shows a change, moving from I have drawn five pictures of different animals in the present to I had drawn five pictures of different animals in the past. For the remaining six examples, the sentences in the present and past columns are identical, regardless of whether they use has or had.

(d) Change the following sentences into negative forms.

Example:

The Police Officer had arrived when Mwaluko caught the thief.

The Police Officer had not arrived when Mwaluko caught the thief.

1. The people had stopped Mashaka when they heard Mwaluko shouting.

2. Mashaka had stolen the clothes from Mwaluko before Mwakaluko started shouting.

3. Mwaluko and Mashaka had written statements of what had happened.

4. Mashaka's father had heard from the pupils what had happened to his son.

5. The Police Officer had told the Headteacher what had happened to Mashaka.

(e) Complete the sentences with the correct form of the words in brackets.

Example: Chautundu had ___ _ (burn) the house.

Chautundu had burnt the house.

1. Chokoraa had ___ _ (kick) the ball into the goal.

2. Their father had _ _(send) them to the children's jail.

3. We had _ _(do) like our teacher.

4. She had ___ _(fix) the electric cooker.

5. They had slept on the mats.

6. The guards had ___ _(help) them to arrest the criminal.

7. She had __ _ (sing) a sad song.

(f) Use the correct forms of the words in brackets to fill in the blanks in the following passage.

On Kulwa's birthday, her mother baked a cake for her. First, she had (1) _ _ (warm) the oven. Then, she (2) _ _ (mix) sugar and butter together in a bowl and (3) _ _ (stir) the mixture with a wooden spoon until it was light and soft.

After that, she (4) _ _ (add) the eggs one at a time. She (5) _ _ (sieve) the flour to remove lumps and (6) _ _ (add) it to the mixture, along with some baking powder. Next, she (7) _ _ (pour) in the milk gradually and (8) _ _ (stir) until the mixture (9) _ _ (become) smooth. She (10) _ _ (spread) cooking oil on the baking pan, (11) _ _ (pour) in the mixture, and (12) _ _ (bake) it for 30 minutes. Finally, she (13) _ _ (take) it out. The cake was ready.

Expressing unfinished actions started in the past

Look at the pictures of Juma watering a garden. Read the questions and the answers provided.

Image summary: An illustration of a person using a watering can to water plants in a garden with trees in the background. This is a conceptual image depicting a gardening activity.

।Image summary: An illustration of a person using a watering can to water a garden of leafy green plants, with trees in the background. The image depicts the act of gardening and plant care.

1. What is the current time of the activity in the picture? The current time of the activity in the picture is 6 30 PM.

2. What has Juma been doing? Juma has been watering the garden.

3. What time did he start? He started at 6 PM.

Reading and writing practice

(a) Look at the pictures of Neema writing a letter. Then, answer the questions that follow.

Image summary: An illustration of a person sitting at a desk and writing in a notebook. It is a descriptive image used to represent a scenario of studying or working, with no data or analytical result to report.

Image summary: An illustration of a student in a yellow uniform sitting at a wooden desk and writing on a piece of paper. The image depicts a person studying or taking a test.

1. What has she been doing?

2. What time did she start?

3. What is the current time of the activity in the picture?

(b) Read and act out the following dialogue between two schoolmates, Sadick and Anna, who have met at the school compound.

Sadick: Hello, Anna.

Anna: Hello, Sadick. How're you doing?

Sadick: I'm doing great, Anna. How about you?

Anna: I'm fine.

Sadick: Oh, excuse me, Anna. Look, I started reading this book last month, but I still haven't finished it. I'm trying to make a sentence about this situation, but I'm finding it difficult.

Anna: Oh, do you mean making a sentence about something you started in the past but have not finished yet?

Sadick: Yes, Anna. That's precisely what I mean.

Anna: That's good. You can say, "I have been reading this book since last month." This means you started reading the book last month and are still reading it. Or, you can say, "I have been reading this book for a month." This means you have been reading the book for a month and are still reading it.

Sadick: Aha, thank you. I can now make sentences to express actions I started in the past but I haven't yet finished them.

Anna: Great. Bye!

Sadick: Bye!

Questions

1. What sentence did Anna help Sadick make to show something that began in the past and is still happening?

2. Why does Sadick find it difficult to make this kind of sentence?

3. Which words describe an action that started in the past and continues into the present?

4. How long has Sadick been reading the book?

5. Write a sentence with “have been” or “has been” and a verb with -ing to talk about something you are still doing.

(c) Rewrite the following sentences to show something that started before and is still going on.

1. Scola is writing her story.

2. Juma and Musa are drawing pictures.

3. Musa is painting the picture.

4. She has watered the garden.

5. We have read the book.

(d) Read the following story and answer the questions that follow. Tausi is in the garden. She looks tired but happy.

Her hands are dirty, as she has been planting flowers since morning. Her brother, Limbu, has been helping her with the planting. They have been working hard because they want the garden to look beautiful for their mother's birthday.

Questions

1. What has Tausi been doing since morning?

2. Who has been helping Tausi in the garden?

3. Why have they been working hard?

4. How long have they been working in the garden?

5. Why are Tausi's hands dirty?

Unit Six

Using conjunctions

In communication, we connect words and concepts to build complex sentences conveying the intended meaning. In this unit, you will practise using conjunctions in oral and written texts. You will use the conjunctions 'either...or', 'neither...nor' and 'too...to' to join sentences that show choices and comparison. The competences developed will enable you to express clearly and precisely alternatives, negatives, and limitations in communication.

Think about the words you use when expressing choices and comparisons.

Using 'either … or'

Look at the pictures, and read the questions and the statements.

What can the boy choose to eat?

Image summary: A illustration showing a bunch of yellow bananas next to a single red apple. This is a simple representational image with no data or analytical result to report.

The boy can choose to eat either a banana or an apple.

What can the girl choose to wear?

Image summary: An illustration showing two long-sleeved, quarter-zip pullovers, one in red and one in blue. It is a descriptive image of clothing items with no data or analytical result to report.

The girl can choose to wear either a red or a blue blouse.

Did you know?

The conjunction "either...or" suggests making one choice between two things, persons, or conditions. For example, "Either Baraka or Zawadi will clean the window" means one of these two will clean the window.

Reading practice

Read the following sentences and describe the choices in each sentence.

Example: Janeth needs either a pen or a pencil to do her homework.

Description: The first choice is 'a pen' and the second choice is 'a pencil.'

1. She can either go away or call the police, I don't care.

2. It is either green or yellow. I don't remember well.

3. You can stay with either me or Janet.

4. I go to either the library or the playground.

5. You can eat either rice or ugali.

6. I've taken some money to buy either an orange or a mango.

7. The keys are either on the hook or in the drawer.

Look at the following pairs of pictures. Then, make two sentences from each pair using 'either...or'.

1. Pair 1

Image summary: An illustration of a family consisting of two adults and two children standing behind a wooden railing, looking at a lion and a hyena enclosed in a green metal cage. The image depicts a scene at a zoo.

Examples

1. The pupils will go to either the zoo or the museum.

2. We will visit either the zoo or the museum.

2. Pair 2

1. _ _

2. _ _

3. Pair 3

a pair of sandals

Image summary: An illustration of a pair of brown and yellow sandals. This is a simple image of footwear with no data or analytical result to report.

1. _ _

2. _ _ a pair of shoes

Activity 6.1

Follow the instructions to play the 'Either Or Game'.

Either jump or crouch down.

Either put your hands on your head or put your head on the table.

Either sit under the table or sit next to the door.

Using 'neither … nor'

Either turn to your friend and say 'hi' or turn to your friend and say 'bye'.

Either stick out your tongue or touch your nose.

Either hop around the table or tip toe around the table.

(a) Look at the pictures and read the sentences.

Image summary: A photo of a bunch of overripe, brown bananas against a white background. The image depicts fruit that has undergone significant decay, likely for use as a visual example of decomposition.

Image summary: A photograph of a wrinkled, decaying apple. The image serves as a visual representation of fruit decomposition.

: Image summary: A photograph of a single, decaying apple with a large, shriveled brown area covering most of its surface, contrasting with the remaining red and yellow skin. The image depicts an apple in an advanced state of decomposition.

Sentence 1. The child can't eat bananas because they are rotten.

Sentence 2. The child can't eat apples because they are rotten. The child can eat neither bananas nor apples because they are rotten.

(b) Study the pictures and the sentences below them.

Image summary: An illustration of a brown and white dog sleeping peacefully on a white surface. It is a descriptive image with no data or analytical result to report.

Image summary: A photo of an orange tabby cat lying down with its eyes closed. It is a simple image of an animal with no data or analytical result to report.

The dog is not awake. The cat is not awake. Neither the dog nor the cat is awake.

Did you know?

The conjunction "neither...nor" joins two negative alternatives. For example, Neither Bakari nor James opened the window. This means Bakari did not open the window; James did not open the window either.

Reading practice

(a) Look at the pictures. Then, read the respective sentences above and below the pictures.

We got so wet. We had taken neither umbrellas nor raincoats with us!

Image summary: An illustration depicting two open umbrellas, one green and one blue, positioned side by side. This is a decorative image with no data or analytical result to report.

We had not taken umbrellas with us!

Image summary: Two illustrations of a blue hooded jacket, showing a front view on the left and a three-quarter view on the right. The image depicts the garment's design and fit, serving as a visual representation of the product.

(b) Split into two sentences the following sentences joined using neither... nor conjunction.

We had not taken raincoats with us!

Example: Neither John nor Peter is at school today.

John is not at school today.

Peter is not at school today either.

1. Neither the dog nor the cat wants to eat.

2. She likes neither rice nor beans.

3. We saw neither the sun nor the moon.

4. Neither my brother nor my sister can swim.

(c) Read the questions in each card and answer them using 'neither…nor'.

4

Will you take a taxi or a bodaboda back home today?

What is your favourite dish: chicken with rice or fish with rice?

Have you been to Mwanza or Kagera?

2

Did you watch a T.V or play football yesterday?

5

8

What is your dream secondary school: boarding or day school?

Do you go to school on Sundays or on public holidays?

3

6

Will you visit your uncle or your aunt this weekend?

Would you rather live in Arusha or Mbeya?

9

Would you rather go to school on foot or by bus?

Practising using 'either... or' and 'neither ... nor' conjunctions

(a) Construct five correct sentences using the words provided in the following table.

Table summary: Sentence completion exercises pairing specific subjects with correlating adjectives or activities. For subjects like Hawa, He, You, We, and Mbula, the table provides options to complete the sentence using correlative conjunctions. For example, the subject Hawa can be paired with either intelligent nor go for fast food, or neither intelligent or go for fast food. Other options for the remaining subjects include cook some food, food, a singer, and novels, contrasted with an actor, beautiful, and plays.

(b) Join the following sentences using 'either...or' or 'neither...nor'.

Examples:

You can stay. You can also leave.

You can either stay or leave.

Asha does not praise them. She does not criticise them.

Asha neither praises nor criticises them.

1. She is not talkative. She is not reserved.

2. She does not like ugali. She does not like rice.

3. Juliet cannot ride a bicycle. She cannot ride a motorcycle.

4. Standard Five pupils will sit for weekly tests. Otherwise, they will sit for monthly tests.

5. You can wash utensils. You can clean the table.

6. You can speak English. You can speak Chinese.

7. We can eat now. We can eat later.

Activity 6.2:

Go online and find videos or examples that teach 'either...or' and 'neither... nor' conjunctions. Write short notes about what you learn.

Using 'too...to'

(a) Look at the picture and read the information in the speech bubble and sentences provided. Then, answer the questions that follow.

Image summary: A drawing of a thought bubble containing the text, "It's too heavy." This is a simple illustration depicting a thought or internal monologue.

Image summary: An illustration of a girl in a school uniform tipping over a wooden desk outdoors. This is a narrative image depicting a scene of disruption or anger, with no data or analytical result to report.

It's too heavy.

The desk is heavy. She can't lift it. The desk is too heavy to lift.

Questions

1. Is the desk heavy? (Yes/No), _ _.

2. Can the girl lift the desk? (Yes/No), ___ _.

3. Why can't the girl lift the desk?

4. What is too heavy to be lifted?

(b) Look at the picture and read the sentences provided.

Image summary: An illustration of a person jumping up to reach fruit on a tree branch. The image depicts a physical attempt to obtain food from a height, representing a basic goal-directed action.

The boy is too short. He can't pick the mangoes from the tree.

The boy is too short to pick the mangoes from the tree.

(a) Making one sentence using 'too...to' for each of the following scenarios.

1. John cannot finish his homework because he is very tired.

2. Hamisi was very nervous, so he could not speak in front of the class.

3. Asha cannot become a dancer because she is very shy.

4. Rehema failed to catch the bus because she woke up very late.

5. The mango was very high in the tree, so the boy could not pick it.

(b) Look at the pictures and join the provided sentences using 'too...to'.

Image summary: An illustration of a boy sitting at a table with a glass of water, looking toward a large white refrigerator. It is a narrative image used for educational or illustrative purposes, with no data or analytical result to report.

The water is very cold. He can't drink it.

Writing practice

Join the following sentences using 'too ... to'.

The food is very hot. They can't eat it.

Example:

I am very busy. I cannot talk to them.

I am too busy to talk to them.

1. The task is very difficult. They cannot do it without help.

2. It is very cold. The children cannot go out.

3. The match was very tough. We could not win it.

4. The questions are very difficult. I cannot answer them.

Unit Seven

Using active and passive voices

In everyday communication, the active voice focuses on the doer of the action rather than the receiver. Conversely, the passive voice shifts the focus to the receiver of the action rather than the doer. In this unit, you will explore using active and passive voices in everyday communication.

You will practise transforming sentences from active to passive and passive to active voices. You will learn why and when we use the passive voice in communication. The competences developed will enable you communicate effectively and with clarity and flexibility in English.

Think about the words and sentences you use when you focus on telling what is done but not who does it.

Using the active and passive voices to communicate in different contexts

Look at the pictures and answer the questions.

Image summary: An illustration of a boy kicking a soccer ball, with labels pointing to "the ball" and "the boy." The image depicts a simple action to demonstrate basic subject and object identification.

the boy 1. Who kicked the ball? (the boy/the ball) ___ _.

2. Who did the action? The boy _ _.

3. What happened to the ball? The ball _ _.

4. Was the ball kicked by the boy? Yes/No ___ _.

Image summary: An illustration showing a person kicking a soccer ball into the air. This image serves as a visual example of the "active voice," where the subject is performing the action.

Did you know?

1. Who kicked the ball? The girl _ _.

2. Who did the action? (the girl/the ball) ___ _.

3. What happened to the ball? The ball ___ _.

4. Was the ball kicked by the girl? Yes/No _ _.

When we talk or write, we sometimes want to show who is doing the action. If we want to show who does something we use the active sentence. Example, "The boy kicked the ball".

Other times, we want to show what is being done or who receives the action. Then, we use the passive sentence. Example, "The ball was kicked by the boy".

Reading and writing practice

(a) Read the following texts in bubbles about fixing a computer to get ideas about the active and passive voices.

Mapesa is fixing a computer.

Oh! A computer is being fixed by Mapesa. It seems Mapesa is skilful.

Madam Mapendo taught Mapesa to fix computers.

The government pays

Madam Mapendo to teach.

I didn't know that Mapesa was taught by Madam Mapendo. Did Mapesa pay her?

Oh! Madam Mapendo is paid by the government. This is why we should pay tax.

(b) Read the table below. The statements in Column A are in the active voice and the same statements in Column B are in the passive voice.

Table summary: Five examples of active voice sentences and their corresponding passive voice transformations. Examples include the chef cooking food, a dog chasing a cat, and pupils answering questions, showing how the subject and object are swapped across different tenses, such as the present continuous example where She is writing a letter becomes A letter is being written by her.

(c) Change the statements in (b) above into questions. Examples are provided in each column.

Table summary: A comparison between active and passive voice questions, illustrated by a single example where the active voice question Does the chef cook the food? is transformed into the passive voice question Is the food cooked by the chef?

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

Mr Fungo and the community

Mr Fungo is a well-known person in our community, and everyone seems to like him. He is always there to help, and offers advice to make things better for everyone. He works hard as a community lorry driver. Even though his salary is not high, he supports other people in whatever way possible.

Some people call him 'a man of the people' because he always puts others first. Other people call him 'a generous man' because he is always giving, whether it is time, help, or advice. A lot of people even say he has a golden heart, meaning that he is very kind.

One day, something unexpected happened. While Mr Fungo was reversing his lorry, he accidentally damaged the village's water tap. The water supply was cut off for a few days.

People were disappointed but took it as a minor accident. Therefore, they were not angry with him. Mr Fungo promised to fix the tap the following Monday, and everyone believed him.

Some people in the community did not want others to think Mr Fungo had done something wrong. Thus, when others asked about the water shortage, the answers were as follows.

"The tap was damaged."

"The tap was damaged when the car was reversed."

"A mistake was made."

"The tap will be fixed on Monday."

In the end, everything worked out. Mr Fungo fulfilled his promise. The water service was restored, and everyone appreciated how Mr Fungo always tried to help. It was just an accident, but it showed how much the community trusted and respected him.

Questions

1. Who damaged the village water tap? The village water tap ___ _

2. Who fixed the tap the following Monday? The tap ___ _.

(e) Change the following sentences as instructed.

1. Mr Fungo helps everyone in the community. Change into passive voice: ___ _

2. The tap was repaired by Mr Fungo. Change into active voice: ___ _

3. The community likes Mr Fungo.

Change into passive voice: _ _

4. He is called "a man of the people" in the community. Change into active voice: ___ _

(f) Read the following part of interview text from The Guardian Online while paying attention to active and passive voice sentences. Then, answer the questions that follow.

“Boda boda [motorcycle] drivers played singeli on loudspeakers. Those new rhythms flooded our neighbourhoods and I couldn't help but fall into its nets,” he [Ramadhani Mhando] says.

Muhando – known as K-Zungu – is a singeli artiste; the first the country has known with albinism. Zungu means 'white man' in Kiswahili, and K is the first letter of my grandfather's name, Kaniki. That's why I chose that name,” he says [during the interview].

Albinism is caused by the lack of pigmentation in skin, hair and eyes and affects one in 1,400 Tanzanians. This hereditary condition is bound with superstition. Some people believe that the body parts of people with albinism can bring wealth or cure illnesses.

The myth has led to attacks and killings of people with albinism in the country. U.N statistics show that 75 people with albinism were murdered in Tanzania between 2000 and 2016.

Questions

1. Which sentences are in the passive voice?

2. Which sentences are in the active voice?

3. Change sentences in the active voice into the passive voice.

(g) Read the following passage about the stubborn boy. Then, change the underlined sentences into passive voice.

Mambo is the youngest child in a family of five. He doesn't always listen to his parents' instructions. He doesn't help the parents with washing the dishes or doing any chores at home. Because of his behaviour, Mambo's parents are unhappy with him. The parents don't buy him gifts.

Unit Eight

Listening for comprehension

Listening for comprehension is essential when learning English. It means interpreting, understanding, and responding to what you hear. In this unit, you will respond to oral instructions by performing different tasks. You will also listen to stories and answer questions about them.

You will learn to identify main and supporting ideas from what you hear. Thereafter, you will practise summarising the key points. Finally, you will retell stories in your own words. The competences developed will help you to communicate better in English.

Think about how people could communicate without understanding and interpreting information presented orally.

Listening and following spoken instructions to accomplish a task

(i) Operating electronic devices

Listening and speaking practices

(a) Use the following steps to operate a radio correctly.

Image summary: A photo of a small, black portable radio with a speaker grille on the left, a white digital screen and buttons on the right, and a carrying strap attached to the side. It is a product image showing the device's exterior design.

1. Find the power button-look for the button labelled 'power' or the power-on symbol 🔼 on the radio.

2. Press the power button to turn on the radio. This will turn the radio on and allow you to hear sound.

3. Turn round the volume knob from left to right to increase the volume.

4. Use the tuning knob to find your favourite station. Slowly turn the knob until you hear the station you want to listen to.

5. Press the power button again to turn the radio off. This saves energy and keeps the radio safe when not in use.

(b) Listen carefully to instructions and follow them on how to operate a simple device (torch and phone).

Image summary: A photograph of a handheld flashlight featuring a large reflective head, a textured black grip and handle, and a yellow ribbed body. It is a product image depicting a portable lighting device.

Questions

1. What do you see in the pictures?

Image summary: A photo of an early generation iPhone showing its home screen with various app icons and a bottom dock. It is a product image used for illustrative purposes, with no data or analytical result to report.

2. What electronic devices do you see in the pictures?

3. What are the devices used for?

4. Have you ever used any of these devices?

5. What do you press to make the above devices work?

6. Listen to the instructions and follow them.

(c) Look at the following pictures. Then, answer the questions that follow in the spoken form.

Figure 1 summary: A collection of three illustrations depicting students in various educational settings. The first shows children using tablets and a computer in a classroom with a teacher; the second shows students using cameras and smartphones in a classroom with a male instructor; and the third shows students gathered around a ballot box in a classroom with a female teacher. Together, these images depict students engaging with technology and civic activity in a learning environment.

Figure 2 summary: An illustration depicting three students, two boys and a girl wearing a hijab, gathered around a tablet on a desk. The image represents students collaborating or learning using a digital device.

1. What do you think is the teacher doing in Picture 1?

2. What do you think are the pupils doing in Picture 1 and 2?

3. What can you do with those devices in Pictures 1 and 2?

4. Why is it essential for you to use such devices at home and school?

(d) Listen to and follow instructions on how to take photos and record videos using a camera, phone or tablet.

Questions

1. What button do we press to turn the camera on?

2. How do you know when the subject is in focus?

3. What should you do before pressing the shutter button?

4. What steps can one follow to take a good photo?

5. How can we use cameras in our daily life or at school?

(e) Listen carefully to instructions on how to set an alarm on one of the gadgets below.

1. A mobile phone

2. An alarm clock

3. A digital watch

(2) Making objects

Listening and speaking practice

(a) Look at the following pictures of pupils making paper crafts and answer the following questions orally.

Figure 2 summary: An illustration depicting a group of students in uniforms working with cardboard, scissors, and various constructed shapes on a grassy area while an adult supervisor looks on. This is a conceptual image showing students engaged in a hands-on learning activity.

Figure 3 summary: An illustration depicting a group of students in a classroom setting, with one student gesturing while speaking to their peers. This is a conceptual image used to represent peer interaction or classroom learning, with no data or analytical results to report.

1. What are the instructions for making the craft in Picture 1?

2. What are the instructions for making the craft in Picture 2?

3. What are the instructions for making the craft in Picture 3?

4. Considering the instructions, create one paper craft of your choice.

5. Explain the creative process you followed in creating your paper crafts.

(b) Look at the following pictures of stone and sand art. Then, listen to the instructions for creating them.

Figure 1 summary: A photo showing a collection of smooth, oval stones of various colors including grey, white, red, and tan, arranged in flowing, curved lines on a sandy surface. It is an artistic arrangement with no data or analytical result to report.

Figure 3 summary: Two photographs of artistic pebble arrangements on sandy ground. The first image shows pebbles of varying sizes forming a classic spiral pattern, while the second shows a more complex, radiating spiral with stones organized into spoke-like arms of different colors. These are decorative images with no analytical data or results to report.

Figure 4 summary: A photograph of smooth stones arranged in a circle on a surface of raked sand, which forms concentric circular patterns. This is a decorative image with no data or analytical result to report.

(c) Look at the following pictures of small gardens and answer the following questions.

Image summary: Two photographs of residential gardens. The left photo shows a landscaped courtyard with brick paving, manicured spherical shrubs, and a wooden bench. The right photo shows a wooden raised garden bed containing various types of leafy greens and lettuce. The images illustrate different styles of home gardening, ranging from ornamental landscaping to functional food production.

Questions

1. What is the first step in making a small garden?

2. What are the other steps in making a small garden?

3. How can one make a small garden?

(d) Listen to the instructions for playing the 'Simon Says' game. Then, play the game as instructed.

1. How is the Simon Says game played?

2. What other games do you know?

3. How is each of the games you have mentioned played?

Speaking practice

(a) Look at the following pictures and answer the following questions.

Figure 1 summary: Two separate illustrations. The first depicts an anthropomorphic bat wearing an apron and stirring a pot over a campfire; the second shows a young girl in a yellow and blue dress holding a green fruit while walking near a river in a grassy landscape. These are narrative illustrations, with no data or analytical results to report.

Questions

Figure 2 summary: Two separate illustration panels. The first shows a bat wearing an apron serving a meal to a mouse at a small table. The second shows a girl in a polka-dot dress offering a green fruit to a frog by a river. These are narrative illustrations depicting interactions between different characters.

1. What creature do you see in Picture 1?

2. What do you think the creature in Picture 1 is doing?

3. Why do you think the creature in Picture 1 is doing what it is doing?

4. What creatures are found in Picture 2?

5. What is happening in Picture 2?

6. What do you think about the two creatures in Picture 2?

(b) Look at the pictures and answer the following questions.

Figure 3 summary: An illustration showing a young girl in a yellow dress standing by a pond and looking concernedly at a small green object floating in the water. The scene is a rural outdoor setting with trees and grass, depicting a moment of discovery or concern.

Questions

Figure 4 summary: An illustration of a green frog sitting in a blue pond, surrounded by grass, lily pads, trees, and a blooming flower. This is a conceptual image with no data or analytical result to report.

1. What do you think was the girl holding while walking along the pond?

2. Why did the girl begin to cry?

3. What do you think was the frog telling the girl to do?

4. What would you do if you were the girl in the picture?

5. What have you learnt from the story in this picture?

Activity 8.1

Listen to instructions on creating simple objects from online sources and perform the following tasks.

1. Follow the instructions to create the objects.

2. Place them in visible areas to display your creativity.

Identifying the main and supporting ideas in a story

Reading practice

(a) Read the story 'Road accident' carefully. Then, answer the questions that follow, focusing on identifying the main idea and supporting ideas.

Road accident

Last week, I visited my aunt in a nearby district. On the way, our bus stopped suddenly. We saw four people getting off the bus.

A schoolboy was lying on the road. He was hurt badly. A car had hit him while crossing the road.

Next to him was a school bag. A man opened it and found an exercise book. On the cover, the name 'Baraka Musa' was written. Inside the book, there was a phone number. The man called Baraka's father.

Baraka's father came quickly in a taxi. They took Baraka to hospital. Later, we heard that Baraka got better and he was discharged.

Questions

1. What is the main idea of the story? A. Baraka's father arrived by taxi. B. A schoolboy had been hit by a car and rushed to hospital. C. A man opened Baraka's school bag. D. The bus stopped suddenly.

Answer: _ _

2. Which one is a supporting idea (a small important detail)? A. A schoolboy was hit by a car and rushed to hospital. B. The boy's name was Baraka Musa. C. The story is about road accidents. D. The writer visited his or her aunt. Answer:

Answer: _ _ 3. Pick one main idea and two supporting ideas. A. Baraka was hit by a car while crossing the road. B. Baraka's name was found on his exercise book. C. The bus stopped suddenly. D. Baraka was rushed to hospital.

E. Baraka's father was called using a phone number found in the bag.

Main Idea: _ _

Supporting Idea 1: _ _

Supporting Idea 2: _ _

(b) Read carefully the story of Grandmother's pumpkin. Then, answer the questions that follow.

Grandmother's pumpkin

Once upon a time, in a small village, there lived a wise old grandmother, called Mama Siti. She loved to plant pumpkins in her garden. One year, she had grown the biggest pumpkin she had ever seen. It was bright orange and sat proudly in the middle of her garden, just waiting to be harvested.

One morning, a curious hare hopped by. The hare, known for high speed, would often admire Mama Siti's garden. Today, his eyes landed on the giant pumpkin. "Oh, what a beautiful pumpkin!" He said to himself. "I will nibble on it when Mama Siti is not looking."

The hare waited patiently for Mama Siti to leave the garden. As soon as she was out of sight, the hare hopped to the pumpkin and took a big bite. But to his surprise, the pumpkin skin was too tough to bite. "This is not tasty at all!" he exclaimed.

Mama Siti, who had been watching the hare from behind a tree, smiled and called out, “Little hare, the pumpkin was meant for sharing, not stealing. If you had asked, I would have given you a piece.”

The hare felt ashamed and embarrassed. "I'm sorry, Mama Siti. I should have asked."

From that day on, the hare learned an important lesson: It's better to ask for what you want than to steal.

1. What is the story about?

2. Which sentence best captures the whole story?

3. What details or events support the main idea?

4. What happens in the story that helps us understand the main message?

Speaking practice

Look at the following picture and tell a story about what you see using the guiding questions that follow.

Image summary: An illustration depicting a sick person lying in bed with a cloth on their forehead, being attended to by a woman holding a bowl and a child sitting nearby. The image serves to show a caregiving scene for a patient in a home setting.

Questions

1. What is your story about?

2. How does your story start?

3. How does your story end?

4. Tell your story to the class.

Listen to the story about the following picture and answer questions that follow.

Image summary: An illustration depicting a person sitting up in bed looking startled, a woman standing beside them with a concerned expression, and a ghostly figure standing in a doorway. The image serves as a narrative scene, with no data or analytical result to report.

Questions

1. What is the story about?

2. Who are the main characters in the story?

3. Where and when does the story take place?

4. What happened at the beginning of the story?

5. What happened in the middle of the story?

6. What happened in the end?

7. What problem did the characters face, and how did they solve it?

8. What lesson did you learn from the story?

9. What would you say if you had to tell a friend this story in a sentence?

Summarising issues in the poem listened to

Listen to the poem and answer questions that follow.

Image summary: An illustration showing a winding river flowing through a grassy landscape with trees in the background. The riverbanks are notably eroded, exposing brown soil beneath the grass. The image depicts the process of riverbank erosion in a natural environment.

Questions

1. What do you think the poem will be about after hearing its title and looking at the picture?

2. How do the first two lines make you feel after hearing them?

3. What do you think will happen next, after hearing the first lines and the first stanza?

Retelling oral texts

(a) Read the following conversation.

Hello, what should I do to retell information I heard?

Thanks, my friends! Now I can retell any information or story I hear.

Oh, listen carefully to it. Then, put the events in the correct order, using words such as first, next, then, and last. Use your own words as well.

3 You also need to ask yourself the following questions and answer them: Who was in the text? What was the text about? What happened in the text?

Where did the story take place? When did it take place? What did the character do? How did the story end?

That's great!

(b) Listen to the story about the following picture and answer questions that follow.

Image summary: An illustration depicting a woman carrying a baby in a wrap, gesturing while speaking to two children seated by a campfire at night. An owl watches from a tree branch above them, and thatched-roof huts are visible in the background. The image depicts a traditional storytelling scene.

Questions

1. Who were the main characters?

2. What happened at the beginning of the story?

3. What happened in the middle?

4. How did the story end?

Unit Nine

Speaking English clearly and naturally

Spoken language has special features that help people speak smoothly and naturally. In this unit, you will learn to speak clearly and naturally in English. You will practise connected speech like saying 'they'll' instead of 'they will' and 'there's' instead of 'there is.' You will also learn how sounds in words change or disappear when we speak quickly, like saying 'next door' as 'nexdoor' or 'used to' as 'useto.' Finally, you will practise using tag questions, like 'You like reading, don't you?' or 'She's your friend, isn't she?' The competences developed will help you understand and speak English more naturally.

Think about how the sounds of words can change speech when we pronounce them quickly.

Practising connecting words in speaking

(a) Say the following sentences in the way they are said.

1. I had an assignment.

2. They will come tomorrow.

3. But they will not stay long.

4. Let us talk about it.

5. That is the best option.

6. She is a bad girl.

When we speak words often join together. This is called connected speech. Let see how the above sentences sound when we say them naturally.

1. I had an assignment.  Sounds like  I hadanassignment.

2. They will come tomorrow. to Becomes “They'll come tomorrow”.

3. But they won't stay long to Becomes “But they won't stay long”.

4. Let us talk about it. to Sounds like “Let's takaboutit”.

5. That is the best option. to Sounds like “That's the best option”.

6. She is a bad girl. to Sounds like “Sheez a bad girl”.

(b) With the guidance from offline and online sources such as Microsoft Read Aloud and Voice Control for Gemini, listen to the connected pronunciation of words in the sentences above.

Did you know?

Some words sound different when they are alone and when they are said with other words. For example, the end of one word can blend into the beginning of the next word. This makes our speech flow smoothly without breaks.

Table summary: Examples of how common phrasal verbs are spelled, linked, and pronounced in connected speech. For instance, walk on is linked as walk_on and pronounced as walkon. Similarly, find out is linked as find_out and pronounced as findout, and laugh off is linked as laugh_off and pronounced as laughoff.

Reading and speaking practice

Read the phrases in written form in Column A and practise their pronunciation in connected speech in Column C.

Table summary: Examples of phonetic linking and connected speech patterns across ten phrases. For each phrase, the table provides the standard spelling, a phonetic linking representation, and the resulting sound in connected speech. Examples include run into becoming ru\textbackslash ninto and ‘runinto’, some of becoming su\textbackslash muv and ‘sumuv’, and zoom in becoming zoo\textbackslash min and ‘zoomin’.

Practise connected speech by inserting a new sound.

Practise the connected speech of the following examples whose words are linked by inserting a new sound.

1. Inserting <y>

Table summary: Examples of y-linking in connected speech where a vowel sound at the end of one word links to the beginning of the next. For example, see it becomes seeyit and he asked becomes heyasked. Other examples include they all know, pronounced as theyall know, and I am, pronounced as I yam.

2. Inserting <w greater than

Table summary: Examples of linking sounds in connected speech where a w sound is inserted between words. For phrases like two eggs, go out, so on, and go on, the linking process adds a w glide, resulting in pronunciations like twoweggs and gowout.

Practise connected speech by dropping some sounds in pronunciation.

(a) Read the following sentences in their written forms.

1. I want to go home.

2. Give me my pen!

3. Let me pick it.

4. She picked up the last call.

5. She lives next door.

6. I used to play football on Sunday.

7. It is best known as Mtakuja.

The above sentences may be connected in speech by dropping some sounds. They may sound in connected speech as follows.

1. "I want to go home." Sounds like "I want go home"

2. “Give me my pen!” Sounds like “Gimme my pen!”

3. "Let me pick it." Sounds like "Lemme pickit."

4. "She picked up the last call." Sounds like "She picked up the lascall."

5. She lives next door. Sounds like “She lives next door.”

6. I used to play football on Sunday. Sounds like “I use to play football on Sunday.”

7. It is most known as Mtakuja. Sounds like “It's mosknown as Mtakuja.”

(b) Practise pronouncing phrases in connected speech by deleting some sounds.

Table summary: Examples of how written English spellings change during the dropping of sounds and in connected speech. For instance, should have becomes should've or shou_duv and is spoken as 'shoudav', while it is on becomes it's on or it_s_on and is pronounced as 'it'zon'. Other examples include she has becoming she's or she_as and sounding like 'sheaz', and I have becoming I've or I_v and sounding like 'lav'.

Using question tags

(a) Act out the following dialogue.

Dialogue 1: At School

Teacher: Class, we studied fractions yesterday, didn't we?

Pupils: Yes, we did!

Teacher: You found it interesting, didn't you?

Pupils: Yes, we did!

Teacher: Amina, you remember how to add fractions, don't you?

Bahati: Yes, I do, teacher. We first find a common denominator, don't we?

Teacher: That's correct! You've been practising, haven't you?

Bahati: Yes, I have. But subtraction is a bit tricky, isn't it?

Teacher: It can be, but it becomes easy with practice. You'll try some more exercises, won't you?

Bahati: Yes, I will!

Teacher: Good! Learning is fun, isn't it?

Pupils: Yes, it is!

(b) Re-read the dialogue above and complete the information in the following table.

Table summary: A set of six fill-in-the-blank exercises for matching statements with question tags. Some entries provide the statement but leave the question tag blank, such as for the phrases You found it interesting, Subtraction is a bit tricky, and You remember how to add fractions. Other entries provide the question tag but leave the statement blank, featuring tags like didn't we?, isn't it?, and haven't you?.

Speaking practice

(a) Practise saying tag questions.

1. Jackline is from Shinyanga, isn't she?

2. Mbuke can speak Chinese and English, can't she?

3. Mr Mdolwa is not a doctor, is he?

4. He shouldn't say things like that, should he?

5. We don't like cheese and bread, do we?

6. She can't sing our school song, can she?

(b) Act out the following dialogue.

Dialogue 2: At Home

Mother: You haven't finished your homework, have you?

Zubeda: Yes, I have, mama. It wasn't too difficult.

Mother: It wasn't! But you haven't checked your answers, have you?

Zubeda: I checked them twice! You trust me, don't you?

Mother: Of course, I do. But you don't always take your time with your work.

Zubeda: Not this time, mama. I took my time. You're not disappointed in me, are you?

Mother: Certainly not! You don't have a test tomorrow, do you?

Zubeda: Yes, I do and I am prepared for it.

Mother: You won't sleep late tonight, will you?

Zubeda: No, I won't. I don't want to be tired in the morning.

(c) Re-read the dialogue above and complete the missing information in the following table.

Table summary: A series of six grammar exercises focused on matching statements with their corresponding question tags. Some pairs are complete, such as the first example where the statement You haven't finished your homework is paired with the tag have you?. Other rows contain blanks for the student to fill in, such as row two which provides the tag was it?, and row three which provides the statement You don't have a test tomorrow.

Unit Ten

Expressing simple messages

In our daily lives, we often talk about things around us, share ideas, and give information to others. In this unit, you will learn to speak clearly and correctly by making simple statements about objects and ideas that can be judged as true or false. You will also practise giving short speeches about yourself, your family, and familiar topics like your pet, a birthday party, or a wedding. The competences developed will enable you to communicate clearly and effectively.

Think about what makes people speak clearly and express their thoughts confidently.

Making statements about objects and ideas that can be judged as true or false

Look at the pictures of animals and things in Column 1. Read sentences about the pictures in Column 2. Then, complete the sentences in Column 3. Number 1, 2, and 9 are done for you.

Table summary: A series of image descriptions and subsequent corrections or confirmations. In the first instance, the description This is a cart is confirmed as Yes, it is. In the second instance, the description This is a brown dog is corrected to No, it is a black dog.

Table summary: A numbered list of items identified by images. The items include a square table, a leopard, a thermometer, a pool table, a zebra, and a motorcycle.

: Table summary: A list of two items consisting of an image, a descriptive statement, and a response. For item 9, the statement "This is a van" is answered with "Yes, it is." Item 10 contains the statement "This is a fig tree" paired with another image as the response.

Reading practice

(a) Read aloud the following arithmetic statements. Then, say whether they are true or false.

1. Mary bought three packs of pencils. Each pack had fifty-five pencils. She said she had fifty pencils in total.

2. Ali had one hundred and fifty-five shillings. He spent fifty shillings at the shop. He says he has one hundred and five shillings left.

3. A teacher has ninety sweets to give to fifteen pupils equally. She says each pupil will get six sweets.

4. Two boxes, each has one thousand and ten marbles. Amani says the boxes have two thousand two hundred and twenty marbles together.

5. Zawadi is packing gift bags. She puts thirteen sweets in each of her ten bags. She says she packed one hundred and thirty sweets in total.

6. There were thirty birds in a tree. Twelve flew away. Musa says sixteen are left.

7. An arithmetic teacher says eighty-eight divided by eleven is eight.

8. Maria added fifty and sixty and got one hundred and twenty.

9. Neema is learning multiplication. She says twelve times twelve is one hundred and forty-four.

10. James says that fifty-four divided by nine is seven.

(b) Read each of the following sentences aloud and say whether it is true or false.

1. The sun gives us light and heat.

2. A triangle has three sides.

3. Water freezes at 0 degrees Celsius.

4. A year has 12 months.

5. Birds have feathers.

Presenting simple speeches about self and family members on familiar topics

Self-introduction

Read the following self-introduction by Zawadi Msafiri and answer the questions that follow.

"My name is Zawadi Msafiri.

I was born in May 2014.

I come from Lindi and now I live in Sinza Madukani.

Questions

I study at Mugabe Primary School.

I'm in Standard Five.

I like my school.

Thank you for listening

1. What is the speaker's name?

2. Where does she come from?

3. Which school does she go to?

4. How would you write this self-introduction, if you were you making it?

Write a self-introduction using the following hints.

1. Mention your name.

2. Say when you were born.

3. Say where you come from or where you live.

4. Mention the name of your school

5. Mention your class level.

6. Say 'Thank you' at the end.

Thank-you speech

Speaking practice

(a) Read the following thank-you speech, memorise it, and present it to the class.

Good afternoon, friends!

I'm glad to see you. Thank you for coming.

I'm standing here for two reasons. The first is to thank you for accepting my invitation.

The second is to thank you for your active participation. I hope you enjoyed this gathering and had fun. Next time, things will be more exciting, God willing!

Thank you very much.

(b) Memorise the following wedding speech. Then, present it to the class.

My sister's wedding speech

Good evening, ladies and gentlemen!

This is the greatest day of my life. I'm so blessed to have Peter as my husband. I love you, Peter!

Many thanks to my parents, brothers and sisters for their care and support.

Thank you, Mr D.J, the M.C and all the guests for your support.

God bless you all and goodnight!

Unit Eleven

Writing clear and concise messages

Writing concise messages helps us to share our feelings and talk to others. We can write thank-you notes to show gratitude and appreciation and apologise when we make mistakes. We need to use correct grammar and vocabulary to write these messages correctly. In this unit, you will learn to write thank-you and apology notes.

You will practise writing notes to teachers, friends, and parents. The competences developed will enable you to talk to others and share your feelings.

Think about how your parents or friends feel when you write them a note saying 'thank you' or 'sorry'.

Identifying the form and content of appreciation, thank-you and apology notes written to teachers, friends and parents

Short messages can be used to communicate your feelings to people you like and respect. You can also use them to say sorry to people you upset. The following are examples of different short messages which you can write to communicate your feelings.

(i) Appreciation messages

Appreciation message is a short written or spoken expression of gratitude or thankfulness toward someone for something he or she has done, given or said. It acknowledges person's effort, kindness, help, support or positive action.

Read the following appreciation messages and answer the questions that follow.

Appreciation message 1

Dear Mr Mdolwa, my former English teacher,

I am very grateful for your support in my education. If it had not been for your help, I would not have been able to complete my studies. Your kindness and guidance have inspired me a lot.

Once again, thank you for your encouragement and financial support.

Sincerely,

Kazimoto Majuto

Appreciation message 2

Dear Mom and Dad,

I want to take a moment to say a big thank you for everything you do for me. Your love, support, and guidance mean so much to me. I would not be where I am today without your support.

I truly appreciate all the sacrifices you make to ensure I have a good education and a bright future. Your kindness and hard work inspire me every day.

Thank you for always believing in me. I promise to work hard and make you proud.

With love,

Mohamed 1. Who is the sender and who is the receiver of each appreciation note?

2. How does each note begin? What words are used to address the recipient?

3. What is the main purpose of each note? How do you know?

4. How does each note end? What words or phrases show politeness and gratitude?

5. Identify the key parts of an appreciation note. (For example; greetings, body, closing, signature)

Reading practice

Re-read the appreciation messages above and answer the following questions.

1. What is the main message in each appreciation message?

2. What words or phrases express gratitude in both appreciation messages?

3. How does the writer show appreciation in each appreciation message?

4. What do the appreciation messages tell us about the relationship between the writers and the recipients?

5. How would you feel if you were the recipient reading these messages?

Writing practice

(a) Rearrange the following sentences to form a meaningful appreciation note.

A. Thank you for being such a wonderful friend.

B. Sincerely,

C. I really appreciate your kindness and support, especially when I need help with my schoolwork.

D. Dear Doreen,

E. Our friendship means a lot to me, and I am lucky to have you as my friend.

F. Naomi

(b) After rearranging the information above, write a meaningful appreciation note in the provided blank spaces.

(2) Thank-you note

Study the following thank-you note and answer the questions that follow.

1. Start with a greeting

2. Share your gratitude with specific examples

3. Include any details you would like the recipient to know

4. Close with any additional thoughts or information

5. End with a polite closing

Dear Teacher,

Thank you for always helping me learn and grow. Your kindness and patience make learning fun and exciting. I appreciate how you instruct us so clearly and encourage me to do my best.

I am grateful for all the time and effort you spend teaching us. You make school a happy place, and I feel lucky to have you as my teacher.

Thank you for everything you do!

Sincerely,

Jabir 1. What steps do you take when writing a thank-you note?

2. What are the key parts of the thank-you note?

3. What words are used to address the recipient?

4. Who is the sender of the above thank-you note?

5. Where is the receiver's name indicated in the above thank-you note?

6. Why did Jabir write the above thank-you note?

Writing practice

(a) Below is a list of sentences from a thank-you note. The sentences are in the wrong order. Rearrange them correctly to form a meaningful thank-you note.

A. I am so lucky to have you as my friend, and I truly appreciate everything you do for me.

B. Dear Zawadi,

C. Thank you for always being there for me and for being such a kind and supportive friend.

D. I will always be grateful for your friendship, and I hope we continue to help and support each other.

E. Sincerely,

F. You always know how to make me smile, and your kindness means so much to me.

G. Baraka

(b) Write a thank-you note to someone who has helped or given you a gift. Follow the format below to organise your message.

Example format

1. Greetings (Dear _ _,)

2. Express gratitude (Say "Thank you" and mention what you are thankful for.)

3. Explain why you appreciate it (How did it help you or make you feel?)

4. Closing statement (End with a kind note or future hope.)

5. Sign your name

(c) Write a thank-you note to one of the following people.

1. Your teacher for helping you learn

2. Your parents or guardian for the special care they give you

3. A friend who helped you

4. A neighbour who was kind to you

(3) Apology notes

Read the following dialogue and answer the questions that follow.

Teacher: Good morning, class! Today, we're going to learn how to write an apology note. Can anyone tell me what an apology note is?

Pupil 1: It's a note we write when we say sorry to someone.

Teacher: That's right! An apology note is a short message we write when we want to say sorry for a mistake we've made. Why do you think writing an apology note is important?

Pupil 2: It helps to show that we regret what we did.

Pupil 3: It also helps to fix broken friendship or relationship.

Teacher: Exactly! An apology note helps us take responsibility for our actions and show that we're truly sorry. Now, let's talk about the form of an apology note. Do you remember the parts of a good note?

Pupil 4: It should have a greeting, a body, and a closing.

Teacher: Very good! The greeting is where we address the person we are apologising to, like Dear John or Dear Teacher. The body of the note is where we say what we are sorry for and why. We should also promise to do better next time. Finally, the closing is where we end politely with Sincerely or Yours truly, followed by name.

Pupil 5: So, in the body, we must explain why we're sorry.

Teacher: Yes! And we should be honest and polite. Now, let's talk about the stages of writing an apology note. The first stage is planning. What should we think about before writing?

Pupil 6: We should think about what we've done wrong.

Pupil 7: We should also decide how to express our feelings.

Teacher: Good answers! The second stage is drafting. This is when we write our first version of the note, following the correct form. The third stage is editing. What do we check during this stage?

Pupil 8: We check for spelling and grammatical errors.

Pupil 9: We also check if our message is clear and polite.

Teacher: Excellent! The last stage involves writing the final, neat copy. Now, let's write an apology note together. Imagine you accidentally broke a friend's pencil. How'd you get started?

Pupil 10: I'd write, "Dear [Friend's Name], I am very sorry for breaking your pencil."

Teacher: Great! Now, continue by explaining why it happened and what you'll do to make it right. Let's write our notes and then share them!

Questions

1. What is an apology note?

2. When do you need to write an apology note?

3. What are the three main parts you will include in the apology note?

4. What will you include in the greeting of the apology note?

5. What will you write in the body of the apology note?

6. How will you end the apology note?

(a) Imagine you accidentally broke your friend's watch. Write an apology note to him or her.

1. Start your note with a greeting, for example, Dear [friend's name].

2. Say sorry for what you did.

3. Explain what happened and take responsibility.

4. Express how you feel about it.

5. Offer to make it right, for example, by replacing the watch.

6. End your note politely, for example, Sincerely, [Your Name].

Example

Dear Amina,

I am very sorry for breaking your watch today. I should have handled it carefully. I feel bad because I know it was your favourite watch. I will bring you a new one tomorrow to make up for it. Please forgive me.

Sincerely,

Abdalah

(b) Fill in the blanks with the correct words to complete the apology note to James. Use the following words.

Table summary: A collection of words including sorry, yesterday, careful, Musa, bad, friends, hurt, apologies, James, and forgive.

Dear _ _,

I hope you are doing well. I am writing this note to say ___ _ for what happened ___ _. I feel very ___ _ about it, and I did not mean to ___ _ you.

It was wrong of me to, and I understand that it may have made you feel ___ _. I promise to be more ___ _ in the future and make sure it does not happen again.

Please accept my _ _. I hope we can still be _ _ Sincerely, Unit Twelve

Writing creatively

Writing creatively involves using imagination and creativity to write stories, poems, and other fun texts. It improves your creativity and writing skills. In this unit, you will learn how to create a journal to record things that inspire you at home, school, or on T.V and radio.

Then, you will pick one idea from your journal and write a short poem. You will also learn to use basic figures of speech like similes, metaphors, and personification in your poem. The competences developed will enable you to write creative texts, like journals about your daily life.

Think about improving your basic creative writing skills.

Creating a journal for recording inspiring things (at home, at school, from T.V and radio programmes, etcetera)

Read the following story to learn about writing a journal of important things.

Best friend

One day, two friends were walking through a large semi-desert area. They were having fun, but then they disagreed. One of the friends became so angry that he slapped the other one. The friend who was slapped felt hurt, but instead of saying anything, he wrote in the sand, "Today, my best friend slapped me on the face."

They continued walking until they came across a large, muddy pond. The friend who had been slapped accidentally slipped and got stuck in the mud. He was nearly drowning. The other friend quickly threw a rope and pulled him out. After being rescued, he wrote on a big stone, "Today, my best friend saved my life."

The friend who had slapped him asked, "When I hurt you, you wrote in the sand, and when I helped you, you wrote on the stone, why?"

The friend smiled and said, "When someone hurts us, we should write it in the sand, where the wind can blow it away. But when someone does something kind for us, we should write it where the wind cannot blow it away because kindness should never be forgotten."

Questions

1. Why do you think the friend chose to write in the sand?

2. Why do you think the friend chose to write on the stone?

3. What can we learn from the way the friend treated both kind and unkind actions?

4. What does the story teach us about how we should handle things in life?

5. Do you think writing a journal can help us remember good moments and forget bad ones? Explain how.

6. If you were in the story, would you write in the sand or on the stone? Why?

7. Can writing our thoughts in a journal help us?

Read the following example of a journal written by a Standard Five pupil to record things that inspired him on a T.V programme. Then, answer the questions that follow.

Date: 8th March 2025

Title: A memorable news item on a T.V programme

Source: T.V news about One Copy, One Pupil

What inspired me: Today, I heard the news that the government of the United Republic of Tanzania, through the Ministry of Education Science and Technology and the Tanzania Institute of Education, plans to produce enough copies so that every pupil will have a personal copy for each subject. This news greatly inspired me. It means I will have access to those books at school and home. This will improve my understanding of the subjects.

My thoughts and feelings: I was very happy to hear the news. I immediately shared it with my parents, who were also very excited.

Reflection: The news reminded me of the impact of two or three pupils sharing one copy and the importance of having a copy for each pupil.

Questions

1. What are the key components of the journal?

2. Why did the news about every pupil receiving a personal copy for each subject inspire the writer?

3. How does the pupil think having his or her own copy of each book will change the way he or she studies at home and school?

4. What challenges did she or he face when sharing books with other pupils, and how does this news solve challenges?

Think of a thing that inspired you at home or school. Then write a journal about it.

Name ___ _

Date ___ _

My Daily Journal

I felt

Image summary: A sequence of six simplified smiley face icons arranged from left to right. The expressions transition from a wide open-mouthed smile to a slight smile, a neutral straight line, a slight frown, a deeper frown, and finally an angry expression with slanted eyebrows. The image depicts a scale of emotional sentiment ranging from very positive to very negative.

The weather was

The three things I am grateful for today are

The best thing about today

Today I learned

Today I helped

Writing a poem from your journal reflections

(a) Follow the steps below to write a poem from your journal reflections.

Step 1: Read the journal titled, A memorable news item on a T.V programme (Written by a Standard Five pupil)

Step 2: Think about the main idea

Ask yourself

(i) What happened in the journal?

(2) How did the writer feel?

Example: The news was about ensuring that every pupil receives one copy of the textbook for each subject. The writer felt happy because of the ensured easier access to knowledge.

Step 3: Write the main idea in one sentence.

Example: The main idea is that more book copies will enhance learning.

Step 4: Choose the title for your poem

Pick a short title that matches the main idea.

Example titles: 'The positive move', 'Exciting news', 'Helping hand'

Step 5: Write your poem (3 to 4 line stanza)

(i) Use the main idea and your feelings.

(2) Try to make it rhyme, but it's okay if it doesn't.

(3) Use simple, clear words.

Step 6: Edit your poem

(i) Read it aloud.

(2) Fix any spelling or punctuation errors.

(b) Write a poem from your journal.

- Step 1: Go back to the journal you wrote.

- Step 2: Read your journal again.

Step 3: Follow the same steps

(i) Write the main idea.

(2) Choose a poem title.

(3) Write 3 to 4 line stanza poem.

(4) Edit your poem carefully.

Note that you should use words that show how you feel. You can also draw a picture to accompany your poem to stimulate creativity and enhance visualisation.

Using similes, metaphors and personifications to write a four-line stanza

(a) Read and act out the following dialogue.

Gift: Hi, Jayden.

Jayden: Hi, Gift. How're you?

Gift: I'm fine, and you?

Jayden: I'm fine too. Thanks.

Gift: Sorry, my brother, I heard our friends, Fausta and Semu, talking about using similes, metaphors and personifications in sentences. Do you understand these words? How do we use them?

Jayden: Okay, I only know how to use similes in sentences. It is when we compare two things using the words 'as' and 'like'.

Gift: Wow! Could you give examples for both words?

Jayden: Yes, you can say, "This milk is as cold as ice." or "This milk is cold like ice." Here, we've compared milk with ice.

Gift: Thank you. Now I can also compare two things, as you have done. For example, “The mango was as sweet as sugar.”

Jayden: Great! But as I told you, I don't know how to use metaphors and personifications. Let's ask Fausta and Semu for help.

Gift: Sure! Luckily, we see them coming here too.

Jayden: Hello, Fausta and Semu! We're discussing how to use similes, metaphors, and personifications in sentences. But we only know how to use similes, which involve comparing two things using 'as' and 'like'. We don't know how to use metaphors or personifications. We need your help, please.

Fausta: Right! We use metaphors when we compare one thing or person with another with similar characteristics. Here, we do not use the words 'as' and 'like'. For example, we can say, "Juma is a lion." This may imply that Juma is as brave as a lion.

Semu: As for personifications, we use them when we give qualities or characteristics of humans to non-living things. For example, "The sun smiled down on the village," or "The snow whispered as it fell onto the ground." Here, the sun and snow are given the human characteristics of smiling and whispering.

Gift and Jayden: Aha, thanks a lot! Now we understand, and we can use them confidently.

Fausta: My absolute pleasure!

Questions

1. What words are used when forming similes, according to Jayden? Give one example from the dialogue.

2. What is the difference between a simile and a metaphor, according to Fausta?

3. What example of personification does Semu give in the dialogue, and what human quality is used?

4. Why did Gift and Jayden ask Fausta and Semu for help?

(b) From the dialogue, write sentences that show how to use similes, metaphors, and personifications.

Example

The sun smiled down on the village – personification

Reading practice

Read the following stanza aloud and answer questions that follow.

The sun wakes up and smiles so brightly,

Like a golden ball, it gives us light.

Hope is a seed that starts so small,

But grows to be the strongest of all.

Questions

1. Which line compares the sun to something else using the word "like"?

2. What line says that hope is something else? What is it called?

3. Which line makes the sun act like a person? What does the sun do?

4. Why do you think the poet uses these kinds of special words (like comparing and pretending things are people)?

Writing practice

Write a 4-line stanza choosing a theme from either nature, school, animals, or weather. The stanza should include:

1. At least one simile

2. At least one metaphor

3. At least one personification

Example of a stanza

The wind danced through the trees with glee, (personification)

The clouds were like ships sailing in the sky, (simile)

The sun, a golden eye, watched over me, (metaphor)

As birds sang songs that floated high, (personification)

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