English P6 TG

English
For Rwandan Primary Schools
Teacher's Guide
6
Property of the
Government of
Rwanda. Not for sale.
Copyright
© 2018 Rwanda Education Board
All rights reserved.
This document is the property of Rwanda Education Board.
ii
Table of contents
Page
General introduction ..................................................................... v
Content map .................................................................................... ii
Lesson plan ...................................................................................... xv
1. Unit 1: Leisure and sports ........................................................ 1
1.1 List of lessons................................................................... 7
1.2 Lesson development......................................................... 9
1.3 Answers to the unit assessment .................................... 25
2. Unit 2: Making future plans...................................................... 27
2.1 List of lessons .................................................................. 33
2.2 Lesson development ........................................................ 34
3. Unit 3: Weather............................................................................ 48
3.1 List of lessons .................................................................. 53
4. Unit 4: Behavior, rules and laws ............................................. 71
4.1 List of lessons .................................................................. 76
5. Unit 5: Family relations............................................................. 94
5.1 List of lessons................................................................... 99
5.2 Lesson development......................................................... 99
6. Unit 6: Reading books, writing composition and
examination..................................................................... 116
6.1 List of lessons................................................................... 122
6.3 Answers to the end of end unit assessment .................. 129
iii
7. Unit 7: Animals............................................................................. 131
7.1 List of lessons .................................................................. 137
7.3 Answers to the end of unit assessment.......................... 144
8. Unit 8: Environment................................................................... 146
8.1 List of lessons .................................................................. 151
9. Unit 9: Maintaining harmony in the family ......................... 163
9.1 List of lessons .................................................................. 168
9.3 Answers to the end of unit assessment.......................... 181
10. Unit 10: The solar system ........................................................ 182
10.1 List of lessons ............................................................. 187
10.2 Lesson development ................................................... 187
10.3 Answers to the end of unit assessment ..................... 197
References ........................................................................................ 198
iv
General Introduction
Competence based learning is a competences help steer language
three phased approach. It involves: teaching towards ensuring that
• Establishment of specific learners demonstrate the ability
learning outcomes. to learn in the social context. This
• Alignment of instructional means that they are required to
pedagogy to the learning use language to communicate
outcomes effectively. Therefore, provide an
enabling environment for learners
• Using a structured methodology
to identify the learning outcomes
to assess or measure learner
toward which he or she is working.
success.
Let them understand how to
At the end of the day, competence demonstrate each competence for a
based education or competence given learning outcome.
based learning focuses on what the Encourage learners to seek help
learner can do rather than what the and support from each other as
learner knows. Focus on objectives well as from you. Help to keep the
and observable outcomes which classroom calm so as to enable
can be measured. This approach the learners to develop a trusting
requires that learners demonstrate relationship with you and with the
value added skills which are other learners.
assessed by looking at outcomes
rather than the process. Using this Teacher’s Guide
This Teacher’s Guide has been
The prime objective therefore for developed to be alongside with
the teacher is not to cover the the English Pupil’s book for Primary
content for a given class rather it Six. It provides guidance on how to
is to understand and respond to the best make use of the content in the
learning needs of his or her learners. Pupil’s book.
Instead of treating all learners as There are three major sections
equals, the teacher enables learners in this book. There is the general
to work at their individual levels of introduction that comprises the
readiness. Instead of assuming that introduction, content map, and
learners learn in the same way, the sample lesson plan. The second part
teacher recognises that there are is the breakdown or development
many different ways in which the of the units that are covered in
competences can be achieved. the syllabus. Lastly there is the
In language teaching, the references section.
v
The lesson development provided in this guide is by no means exhaustive.
Classroom scenarios differ and it is always good to take the breakdown
provided as a guideline. The real context on the ground will determine the
approach that is used to deliver the content in Pupil’s book.
Key terms used in this teacher's guide:
Competence What the learner should be able to do after
learning a particualr topic.
Competence based Related to a learner being able to demostrate
value added skills which are assessed by
looking at particular learning outcomes.
Generic competence Important non-technical abilities and skills
required for formal or self-employment
Cross-cutting issue Issues touching on general principles that
learners must give special attention to.
Psychomotor Related to physical movement, coordination
and use of motor skills.
Affective The manner in which we deal with things
emotionally, such as feeling, values,
motivation and so on.
Cognitive Related to mental skills that lead to
acquiring knowledge and the development of
intelectual abilities and skills.
Special education needs This refers to special cases of learners who have
delayed milestones as far as learning is
concerned. Such needs cannot be met in the
traditional classroom.
vi
Content Map
Unit 1: Leisure and Unit 2: Making future

sports plans
Number of periods 26 26
Key Unit competence To use language learnt in To use language learnt in
the context of leisure and the context of making future
sports. plans.
Equipment, learning and Manila cards or slips Pictures, photographs, diary
teaching materials of paper or drawing
paper, pencils, graph,
photographs, pictures
Activities/techniques riddles, crosswords, riddles, crosswords, ordering
ordering sentences, sentences, missing letters,
missing letters, picture picture reading, drawing,
reading, drawing, modelling, story telling,
modelling, story telling, homework, dictionsary
homework, dictionsary skills, class presentation,
skills, class presentation, recite poems, group work,
recite poems, group pair work, internet research
work, pair work, , class discussions, etc.
internet research , class
discussions
Generic competences lifelong learning, critical lifelong learning, critical
practiced thinking, creativity thinking, creativity and
and innovation, innovation, research
research and problem and problem solving,
solving, communication communication skills,
skills, teamwork teamwork cooperation,
cooperation, personal personal and interpersonal
and interpersonal management and life
management skills, citizenship(cultural
and life skills, heritage) and national
citizenship(cultural identify
heritage) and national
identify
vii
Cross cutting issues genocide studies, genocide studies,
to be addressed environment and environment and
sustainability, gender, sustainability, gender,
comprehensive sexuality comprehensive sexuality
education(HIV/AIDS, education(HIV/AIDS,
STI, Family planning, STI, Family planning,
gender equality gender equality and
and reproductive reproductive health) peace
health) peace and and values education,
values education, financial education,
financial education, standardisation culture,
standardisation culture, inclusive education
inclusive education
Assessment Can describe favourite Can describe favourite
leisure activities, describe tourist destinations, describe
music preferences, describe a planned trip, describe
the life history of a famous planned activities, make
person. suggestions about what to
do.
Unit 3: Weather Unit 4: Behaviour, rules
and laws
Number of periods 25 25
Key Unit competence To use language learnt in To use language learnt in
the context of weather the context of behaviour,
rules and laws
No of Periods 6 7
Equipment, learning Manila cards with weather Manila cards with school
and teaching materials charts, Newspaper clippings rules, pictures and
showing weather charts, photographs
pictures of different types
of weather, photographs of
different types of weather
ordering sentences, missing sentences, missing letters,
letters, picture reading, picture reading, drawing,
drawing, modelling, modelling, homework,
homework, dictionsary dictionsary skills, class
skills, class presentation, presentation, recite poems,
recite poems, group group work, pair work,
work, pair work, internet internet research , class
research , class discussions discussions
viii
Generic competences lifelong learning, critical lifelong learning, critical
practiced thinking, creativity and thinking, creativity
innovation, research and innovation,
and problem solving, research and problem
communication skills, solving, communication
teamwork, cooperation, skills, teamwork,
personal and interpersonal cooperation, personal
management and life and interpersonal
skills,citizenship(cultural management and life
heritage) and national skills, citizenship(cultural
identify heritage) and national
identify
Cross cutting issues to genocide studies, genocide studies,
be addressed environment and environment and
comprehensive sexuality comprehensive
education(HIV/AIDS, sexuality
STI, Family planning, education(HIV/AIDS,
gender equality STI, Family planning,
and reproductive gender equality
health) peace and and reproductive
values education, health) peace and
financial education, values education,
standardisation culture, financial education,
inclusive education standardisation culture,
inclusive education
Assessments Can describe current weather, Can describe people’s character,
interpret a weather chart for describe social behaviour in
the next week, describe plans the community, give opinions
for future events with relation on morality, formulate school
to the weather, interpret climate rules.
graphs for Rwanda in speech
and writing
Unit 5: Family relationships Unit 6: Reading books,

writing compositions and
examinations
No of periods 25 25
Key Unit competence To use language learnt To use language learnt
in the context of family in the context of the
relationships. reading books, writing
compositions and
examinations
ix
Equipment, learning Drawing paper and pens, Textbooks, story books
and teaching materials pictures, photographs,
family tree
Activities/techniques riddles, crosswords, riddles, crosswords,
ordering sentences, missing ordering sentences,
letters, picture reading, missing letters, picture
drawing, modelling, reading, drawing,
story telling, homework, modelling, story telling,
dictionsary skills, class homework, dictionsary
presentation, recite poems, skills, class presentation,
group work, pair work, recite poems, group
internet research , class work, pair work,
discussions internet research , class
discussions
Generic Competences lifelong learning, critical lifelong learning, critical
teamwork, cooperation, skills, teamwork,
skills, citizenship(cultural management and life
identify
inclusive education
x
Assessment Can construct and describe Can read a story and
a family tree describe retell it orally or in
a family tree, describe writing, find information
people’s personalities and in textbooks using table of
say why they like them, content, index, skim, scan,
write a short description of understand examination
a family member. questions and write
simple examination
answers, plan writing
using notes, evaluate
writing, use common
school language functions
in writing.
Unit 7: Animals Unit 8: Environment
No of periods 25 25
Key Unit competence To use language learnt in To use language
the context of animals learnt in the context of
environment
Equipment, learning Chart, photographs, Maps, paper for
and Teaching materials pictures, student's book, drawing, photographs,
dictonaries pictures.
Activities/techniques riddles, crosswords, riddles, crosswords,
ordering sentences, missing ordering sentences,
letters, picture reading, missing letters, picture
drawing, modelling, reading, drawing,
story telling, homework, modelling, story telling,
dictionsary skills, class homework, dictionsary
presentation, recite poems, skills, class presentation,
group work, pair work, recite poems, group
internet research , class work, pair work,
discussions internet research , class
discussions
xi
Generic Competences lifelong learning, critical lifelong learning, critical
teamwork cooperation, skills, teamwork
skills, citizenship(cultural management and life
identify
inclusive education
Assessment Can describe prehistoric Can name natural
animals, describe the resources and what they
experience of seeing an provide, name key districts
animal, classify animals in which natural resources
are found, list dangers
to the environment
and measures for
environmental protection.
Unit 9: Maintaining harmony in Unit 10: The solar system
the family
No of periodss 25 25
Key Unit To use language To use language learnt
competence learnt in the context of in the context of the
maintaining harmony in solar system.
the family.
xii
Equipment, Pictures, photographs, Chart of the solar system,
learning and poster paper/manila Pictures, photographs,
teaching paper , pens and pencils drawing paper, diagrams
materials
ordering sentences, sentences, missing letters,
missing letters, picture picture reading, drawing,
reading, drawing, modelling, homework,
modelling, homework, dictionsary skills, class
dictionsary skills, class presentation, recite poems,
presentation, recite group work, pair work,
poems, group work, pair internet research , class
work, internet research , discussions
class discussions
Generic lifelong learning, critical lifelong learning, critical
Competences thinking, creativity and thinking, creativity and
practiced innovation, research innovation, research
and problem solving, and problem solving,
communication skills, communication skills,
teamwork, cooperation, teamwork, cooperation,
personal and interpersonal personal and interpersonal
management and life management and life skills,
skills, citizenship(cultural citizenship(cultural heritage)
heritage) and national and national identify
identify
Cross cutting issues genocide studies, genocide studies,
to be addressed environment and environment and
comprehensive sexuality comprehensive sexuality
education(HIV/AIDS, education(HIV/AIDS, STI,
STI, Family planning, Family planning, gender
gender equality equality and reproductive
and reproductive healrh) peace and values
healrh) peace and education, financial
values education, education, standardisation
financial education, culture, inclusive education
standardisation culture, Critical thinking, creativity
inclusive education and innovation, research,
communicating in official
language, cooperation, life-
long learning
xiii
Assessment Can describe household Can describe the planets
jobs and who does them, of the solar system
give commands and and their distances in
report on them, describe diameters, compare the
family quarrels, give planets and describe
advice and write rules their key feature of the
for family behaviour. planets and the number
of moons.
xiv
Sample Lesson Plan
School Name: _________________ Teacher’s name: _________________
Term Date Subject Class Unit Lesson Duration Class size

No
No n
I 07/01/2018 English P6 1 1 40 min 42
Type of Special Educational Needs None
and number of learners
Unit title -Leisure and sports
Key Unit Competence: To use language in the context of

leisure and sports
Title of the lesson Talking about what you like doing
Instructional objectives - With survey sheets learners

interview each other and fill
correctly the survey sheet for each
individual favourite activity and
present to the whole class towards
the end of the lesson.
Plan for this Class (location: in / Inside and outside the classroom
outside)
Learning Materials (for all - foot balls,net balls, ropes, board
learners) games,cones, etc.
References Use books recommended by REB.
xv
Timing for each Description of teaching and learning activity Competences and
step cross cutting issues
to be addressed
Teacher activities Learner activities

Introduction Teacher begins the Learners respond to
5 min lesson with a warm teachers instruction
up "Simon says". appropriately ; one by
In this activity one, in pairs and in
the teacher will groups
remind learners to
listen carefully to
instructions and do
the activity
Development The teacher to ask Learners individually Peace and value
of the lesson learners observe will think first then education bring
30min the pictures on form pairs and share in good harmony
page 1 and in with each other -Gender balance
pairs share with what they think is assign tasks to
each other what happening in pictures boys and girls
they think people shown on page 1 equally.
are doing in the Learners in pairs ask -Cooperation by
pictures. each other what they supporting each
- The teacher ask like doing during other through
learners in pairs their free time and team work.
to ask each other why they like doing -Communication
what they like such activities with each other
doing in their free - The learners use respecting others
time and why they a dictionary to find opinions.
like doing so. out the meaning -Critical thinking
- After finding the of the words in the and problem
meaning of the books then after solving through
words in a box, carry out a survey on dialogue
the teacher to ask activities their fellow
learners in pairs to classmates do.
conduct a survey
on various leisure
activities that their
classmates do
xvi
Conclusion The teacher ask Learners in pairs -Gender balance:
5 min different pairs to present to the whole assign tasks to
share with the class on the surveys boys and girls
whole class about carried out. equally.
their findings on -Cooperation
different types of -Communication
activities chosen by -Critical thinking
individual learners. and problem
solving
Teacher self- lesson well taught

evaluation
xvii
xviii
1. Leisure and Sports
Key unit competence to link and associate what they
acquired in class to everyday reality.
To use language learnt in the context
They also help learners to improve
of leisure and sports.
their attitudes and values.
The cross-cutting issues that have
Introduction been highlighted in the curriculum
are genocide studies, environment
Learners have already been and sustainability, gender,
introduced to the past simple tense comprehensive sexuality education
in earlier classes. They have also (HIV/AIDS, STI, Family planning,
been introduced to basic vocabulary gender equality and reproductive
relating to leisure and sports. health), peace and values education,
Therefore, they should be able to financial education, standardisation
name various activities that they do culture, and inclusive education.
during their leisure time as well as
sport activities. While it is ideal to have all these
issues covered in the content, some
The teacher guide learners to name like standardisation culture and
different leisure and sport activities comprehensive sexuality education
that they take part in during their are covered comprehitensively in
free time as required in the oral upper classes. The pupil’s book has
activity on page 1 of the pupil’s book. presented the cross cutting issues as
follows:
Cross-cutting issues to be • Peace and values education
should be observed out when
addressed learners are asked to work
The switch to competence based in groups. They should be
curriculum seeks to provide learners encouraged to work peacefully
with an education personal system with one another and be willing
that responds to their needs of the to help any of their friends
learners as well as individuals who who may have a problem. This
are part of a society as well. This encourages team work and
has led to a curriculum that enables tolerance towards one another.
learners to be able to demonstrate • Environment and sustainability
the knowledge, skills, values is done practically and where
and positive attitudes that they possible for example learners
have acquired through learning. should be encouraged to go out
Incorporating cross cutting issues of the class and help to clean the
into the curriculum helps learners
1
school and home neighbourhood. the set outcomes. This means that
They can also be involved in tree the competences that the learner
planting exercises. is to achieve are imbended in the
• For learners at this age, it is outcomes that are being assessed.
easier to explain issues using The teaching strategies that
pictures as they may not teachers use should be matched
understand what you are saying. with the domain of learning. Below
To this end, issues of gender and is a suggestion of how competences
inclusive education have been can be implemented and how the
presented using pictures where strategy to be chosen.
females and males are equally
used in the illustrations. The
a) Psychomotor:
pictures also include children
with various forms of disability • demonstrate the expected way
either going to school or taking to perform a given skill. Allow
part in day to day activities and the learner to practice for a
dialogues. while, and then ask for a return
demonstration of that skill.
• To teach learners about financial
education, texts are included • set up models or create a
in the pupil’s book that show simulation exercise in the
children handling money. activity corner where learners
can have repeated practice of
Teachers should remember
skills with peers and/or teacher
that the cross-cutting issue
supervision.
to be developed depends on
the content of the lesson as • arrange for sufficient practical
identified in the lesson plan. experiences requiring skill
However, a cross-cutting issue performance of the competences
can be tackled in a lesson even if under his/her direct supervision.
it had not been planned earlier • create a valid and reliable
but arises by coincidence in the assessment tool for use in assing
course of teaching and learning. competences.
Generic competences b) Affective:

• ehe techer should create “values
As pointed out earlier, the
clarification exercises” for
competence based curriculum
personal values.
establishes the learning outcomes,
aligns instructional pedagogy • Provide a framework for a
to the outcomes and then uses written analysis of learner
structured methodology to assess activities against the
the learner’s success in achieving measurable outcomes.
• Structure opportunities for
2
role-play requiring recognition should make sure the learner have
of differing values and beliefs, couple time for discussion, dialogue
with time for discussion of how and clarification on the concepts
these may affect one’s ability to to be learned. Learners also need
perform the competence. to be encouraged to use their own
• Arrange for the discussion of knowledge and ideas to find possible
different values and beliefs. solutions
• Create a valid and reliable Another strategy that can be used
assessment tool for use in to guide learners into becoming
determining competence, good competent in a given learning
practice and integrity and, area context is to use high order
respect for all. questioning technique. Thus, such
questioning involves learners in
critical thinking skills.
Cognitive:
• Develop case studies from actual All the strategies mentioned above
practice requiring discovery aim at helping learners develop new
or problem based learning to ways of thinking about what they
determine the most appropriate, are learning. They also encourage
evidence based approach to learners to discover new knowledge
competence. and skills using critical thinking.
Lastly these strategies support the
• Support learner-led discussions, learners’ in their efforts to make the
structure debates to address new form of learning part of their
practical situations. everyday life.
• Always require that the learners
In the Pupil’s book, the approach
provide their reasons for their
that has been used is to provide
response to knowledge questions
a variety of activities that ensure
or plans.
that the learner is exposed to
• Avoid the temptation to various activities that enable them
answer every learner question, to understand therefore apply
especially when the learner knowledge and achieve the set
knows might know the answer. competences that they set out to
In this case let other learners achieve.
answer the questions.
The Activities used in this pupil's
Other strategies include self-study book to bring out the various
activities such as those provided in competences for each unit are shown
the additional information section below:
of this book that the learners
can complete on their own before
discussing with their teacher or
other learners in class. The teacher
3
Generic Competence Types of Activities to bring out
competences
Critical thinking • Riddles
• Rewriting letters to make correct
words
• Sequencing of sentences and
pictures to make a story
• Filling in missing letters to make
correct words.
• Picture reading
• Finding words from crossword
puzzles
• Discussion
• Why questions
• Debates
• Dictation
Creativity and innovation • Drawing
• Modelling
• Role-play
• Letter writing
• Story telling
Research • Homework
• Finding meaning of vocabulary
used from dictionary and glossary
puzzles
• Group project work
Communicating in official • Talking about pictures
language • Reciting poems
• Practicing dialogues in pairs
• Presenting their findings in class
• Encouraging learners to speak in
English while at home
• Debates
4
Cooperation • Group work
• Pair work
• Taking part in class discussions
Life-long learning • Skills acquired in each lesson set
the stage for learners to know
and understand various aspects
of life.
Vocabulary related to how to handle such cases are also
leisure and sports provided. Teacher can apply them
to help any learners with special
Leisure, singing, reading, football, needs. Most importantly, teacher
basketball, swimming, athletics, should advice parents or guardians
cycling, music, sports, travelling, of any learner with special needs to
dancing, guitar, trumpet, piano, seek medical advice. Some cases, like
tambourine, among others. autism and mental illness, require
medical attention.
Guidance on the problem
statement Some categories of Special
At the beginning of the unit on Page Education Needs (SEN) are
1 of the Pupil’s book, there is an
as follows.
oral activity that requires learners
to name the activities and types of a) Visual impairment (low vision,
sports that they engage in during totally blind)
their free time. The idea here is Unable to see easily on the
to ensure that learners are able to black board, has difficulty
talk about the different activities reading print in textbooks and
that they do and then realise that has difficulty in writing in
anything done out of the school notebooks.
hours or duties done at home for b) Hearing impairment(hard of
enjoyment is a leisure activity. hearing, total deafness)
Learners cannot hear or can’t
Attention to Special easily learn to read.
Education Needs c) Physical impairment(wheel
chair users, crutch users)
It may not be possible to customise
this section such that it addresses Can’t easily move around the
the exact special need that you may school.
encounter in class. However, below May not easily participate in
are signs teachers may see learners games with other children.
with special needs. Strategies on d) Intellectual impairment (slow
5
learners) format so that the assessment is
e) Gifted and talented learners. not unduly influenced by lack of
reading ability.
A special needs learner may exhibit
some of the following characteristics. • Provide them with frequent
progress checks. Let them know
• Poor auditory memory—both
how well they are progressing
short term and long term.
toward an individual or group
• Low tolerance level and a high task.
frustration level.
• Give immediate feedback to
• Weak or poor self-esteem. them. They need to see quickly
• Is easily destructible. the relationship between what
• Difficulty, if not impossibility, was taught and what was
to stay on task for extended learned.
periods of time. • Make activities concise and
• Spontaneous in expression; short, whenever possible.
often cannot control emotions. Long elongated projects are
• Easily confused. particularly frustrating for a
• Verbally demanding. learner with special needs.
• Some difficulty in working with • Learners with learning
others in small or large group disabilities have difficulty
settings. learning abstract terms and
concepts. Whenever possible,
• Difficulty in following provide them with concrete
complicated directions or objects and events—items they
remembering directions for can touch, hear, smell, etc. You
extended periods of time. can also present real pictures
• Coordination problems with for example, pictures of children
both large and small muscle from the school taking part
groups. in various sports activities as
• Inflexibility of thought; is opposed to the pictures in the
difficult to persuade otherwise. book which they may not relate
• Poor handwriting skills. to.
• Poor concept of time. • Special needs learners should
the teacher may use these get lots of specific praise. For
appropriate strategies example, “I like your drawing
of the bar graph. You have used
with special needs learners: very straight lines and good
• Provide oral instruction shading.”
for learners with reading • When necessary, plan to repeat
disabilities. Present activities instructions or offer information
and reading materials in an oral in both written and verbal
6
formats. Again, it is necessary • Encourage group learning
that children with special needs activities whenever possible.
utilize as many of their sensory Each group should be made
perceptions like possible. up of learners with different
abilities.
List of lessons
Lesson Learning Assessment
1. Talking about what you like doing 3 periods 1 period
2. Conducting a survey 3 periods 1 period
3. Describing past activities 3 periods 1 period
4. Describing Music 3 periods 1 period
5. Describing famous entertainers 3 periods 1 period
6. Describing sports people 2 periods 1 period
7. Sounds and spellings Debate (2) 1 (dictation and
riddle)
learning activities particular skill. (Ask learners to
read a text and then talk about
The type of activities that learners
it in class. Allowing them to give
are exposed to play a major role
their opinion.)
in the acquisition of competences.
Learning activities should be • Take time for repeated practice
engaging and practical to enable of skills in the safety of using
the learners to acquire hands-on models or peers until the skill
knowledge. The role of the teacher is mastered. (For example,
is to actively encourage and enable working in pairs.)
learners to think critically, to carry • Seek out practical experience
out research so as to solve problems, that allow the learner to
to be creative and innovative and to increase confidence as well
fully take part in class proceedings. as competence in the skills
The teacher should work with the required. (For example, talking
learners to ensure that there is to parents or different people
equal participation by all. who perform different jobs and
then make presentations in
There are several learning activities class.)
that are competence–based. Each
Affective:
of these activities are related to
domain of learning. Examples are • Review text for content on
given below: definition of values.
Psychomotor: • Give selected exercises that help
to clarify values.
• Review written description of a
7
This can be done as self-study practical work.
(homework) or as group work. • Other activities include creating
• Allow learners to observing and following a personalised
positive role models in practice. learning plan, self-directed
A role model sends the message, reading and completion of
“This is who a competent person suggested activities that will
is. This is what a competent add to one’s knowledge and
person does.” The teacher is the experience base, and self-
first role model that learners directed use of the internet
can use. Therefore the teacher where it is available for
should make sure that what he/ resources related to topics being
she says or do reflect competence. learnt.
• The teacher should prepare for
Cognitive: and lead group discussions.
• Competence based learning
requires high levels of critical 1. 10 Assessment
thinking and reflection. Such
skills are learned best with The format that is used for
some form of discovery –based assessment in competence based
learning or problem based learning is slightly different from
learning. that used in the traditional format
of learning. In competence based
learning, the learner is assessed in
entails helping learners to
his/her ability to solve a problem
become active participants
that is based on a real life situation.
and take responsibility for
He/she is then asked to apply the
their own learning. It entails
knowledge that they have acquired
encouraging the development of
in class to solve the problem. The
critical thinking by supporting
learners will be assessed on the
learner’s efforts to retrieve and
knowledge they have acquired but
retain knowledge and put it into
this new curriculum puts more
practice. It also entails creating
emphasis on competences. To this
learners who develop the habit
end, the teacher uses the following
of life-long learning in order to
guidelines to see if the learners have
stay updated.
acquired the relevant skills needed
• Teamwork is essential as in this lesson. Written exercises
many learning activities are are also provided to evaluate if
structured for groups of learners the learner has acquired the basic
working together to discover the subject competences as well as
best solution to a given need or generic competences.
problem in both theoretical and
8
Lesson Development b) Teaching aids
Lesson 1: Talking about Drawing paper and pencils, graph,
what you like doing photographs, pictures
Learning objectives
By the end of this lesson, the learner
c) Learning Activities
should be able to: The Pupil’s book has learning
• Recognise when to use like activities from Page 1 to Page 7. Use
+-ing. this activities to get learners to talk
about different leisure and sports
• List the basic vocabulary of
activities. Encourage learners to
leisure activities and sports.
take part in the discussions between
• Describe favourite leisure pairs and as groups.
activities.
Remember that the activities are
• Design and administer orally a
learner driven and progress should
class questionnaire.
be made depending on the ability
• Create a bar graph of classmates of the learners to understand and
leisure time preferences and undertake the given activity.
interpret it orally and in writing.
Vocabulary:
• Value leisure and sports
The teacher should
as recreational and social
activities. • Let the learners name the
activities that are shown in the
• Appreciate how sports activities
pictures in Activity 1 on Page
build team work.
1 of the Pupil’s book. Let them
a) Introduction also name additional activities
that they do for leisure during
The teacher should
their free time. Write the name
Brainstorm with the learners the of each activity as it is given on
different leisure activities and the board.
sports that are done by people. It
• Read the words in Activity 3
does not necessarily have to be
on Page 2 of the Pupil’s book
activities that the learners do but as
as the learners listen. Guide
long as they are leisure or sporting
the learners to use a dictionary
activities that will be fine. Guide
to get the meaning of these
learners to name as many leisure
words as well as those you have
activities as they can. If possible, let
written on the board. If there
the learners say how the activity is
are few copies of dictionaries,
done. The language used may not
use the glossary at the back of
be proper. Guide the learners to
the Pupil’s book.
use proper language structure and
grammar.
9
Oral skills: is happening in each picture.
The teacher should • Guide the learners to picture
• Guide learners on what they read the bar graph in Activity
should do in Activity 2 on Page 5 on Page 3 of the Pupil’s book
2 of the Pupil’s book. Allow the and then answer the questions
learners time to practice asking orally.
one another what they like • Let the learners read the
doing and the reasons for doing explanation of how to represent
these activities. While doing information as percentages on
this activity, help the learners to Page 4 of the Pupil’s book. Guide
see and know the importance of them to practice converting
doing various leisure and sports the numbers they have into
activities. This will help them to percentages.
develop the relevant attitudes • Ask learners to read the
and values that the syllabus Grammar Point on Page 5 of the
requires. Pupil’s book.
• Read out the new words in • Learners in pairs to read the
Activity 3 on Page 2 of the Pupil’s poem on Page 7 of the Pupil’s
book as the learners repeat after book and then answer the
you. questions orally.
• Let the learners play the game
in Activity 8 on Page 6 of the Writing skills: the teacher should
Pupil’s book.
• Write the names of all the
• Guide learners to construct leisure activities mentioned
correct sentences about the during the oral exercise and ask
game they played as the carry learners to copy these words in
out Activity 9 on Page 6 of the their exercise books. Let them
Pupil’s book. also write the meaning of each
word. They can use the glossary
Grammar: the teacher should at the end of the Pupil’s book or
• Use the Grammar Point on page a dictionary to do the exercise.
5 of the Pupil’s book to explain N.B: Activity 4 on Page 2 requires
to the learners how Like +ing is learners to conduct a survey.
used to express interest in doing Allow enough time for learners
something. to design a questionnaire to
be used for the survey and
Reading skills: the teacher should then conduct the survey. The
learners should be first of all be
• Let the learners picture read done orally before the learners
the pictures on Page 1 of the write down the responses in
Pupil’s book and describe what
10
their exercise books in form of have learn.
a table to record the results of Let them say the names of the
their survey. different activities that they like
• Guide them to also draw bar and dislike. Provide sample data of
graphs that represent their activities that pupils like and draw
findings in class. a graph as he/she explain what he/
Remember there are two she is doing. Also remind learners
graphs to be drawn. One with how to calculate percentages.
numbers and the other one
with percentages. There is no
difference between the two Assessment the teacher
graphs only that the title on the should
y-axis will read, “percentage of • Ask a learner to name various
pupils who like the activity”. leisure activities and describe
• Based on their experience on which of these activities he or
drawing bar graphs, learners she likes or dislikes. "Can the
can now do Activity 5 on Page learner describe leisure and
3 of the pupil’s book. Let them sports activities that he or she
do it as a class first where they likes?"
will answer the questions orally • Ask learners to do Exercise 1
as you write the answers on on page 3 of the pupil’s book in
the board and then ask them groups and exercise 2 on page
to do the activity individually 5 of the pupil’s book in pairs,S
by writing the answers in their remind the learners that they
exercise books. should copy the crossword puzzle
• Let the learners calculate the into their exercise books before
percentages of the pupils who completing it. They should not
like the various activities that do it in the text book.
are mentioned in Activity 5 as
required in Activity 6 on Page 4
of the Pupil’s book.
• Let the learners write the
Lesson 2: Conducting a
sentences that they constructed survey
orally while doing Activity 8 on Learning objectives
Page 6 of the Pupil’s book in
their exercise books. By the end of this lesson, the learner
should be able to:
• Recognise when to use like
d) Synthesis. +-ing.
The teacher may lead a discussion • List the basic vocabulary of
for learners to recap all that they leisure activities and sports.
11
• Describe favourite leisure each group construct sentences
activities. that talk about the findings of
• Design and administer orally a the oral survey.
class questionnaire. Reading skills:
• Create a bar graph of classmates • Guide learners to read and
leisure time preferences and understand the questionnaire
interpret it orally and in writing. on Activity 1 on Page 7 of the
• Value leisure and sports as Pupil's Book. Direct the learners
recreational and social activities. on what they are expected to do.
• Appreciate how sports activities Organise the learners in groups
build team work. of ten and allow them time to
conduct a survey.
• Ask learners to read the
a) Introduction
The teacher should lead a discussion Writing skills:
of the various leisure activities and • Carry out a sample survey of the
sports that learners mentioned in likes of different learners in class
Lesson 1. Guide learners to conduct and compile the information in
an oral survey of the different leisure a table on the blackboard for the
and sports activities that are done learners to see.
by different classmates.
• Ask learners to copy the table in
Let the learners construct sentences Activity 2 on Page 8 of the Pupil's
that talk about different activities Book in their exercise books and
that are liked or disliked by their then compile the information
classmates. they gathered in Activity 1.
b) Teaching aids
d) Synthesis
Drawing paper and pencils, graph
paper , photographs, pictures The teacher may guide learners to
convert the survey results that they
c) Learning Activities have into percentages and then draw
Vocabulary: a bar graph as they did in Lesson 1.
• Let the learners name the
various leisure and sports
activities as they remember
e) Assessment
what they learnt in Lesson 1. • The teacher should ask the
learners to conduct a survey
Oral skills:
to find out the likes and
• Ask learners to conduct an oral dislikes of their classmates.
survey of the various activities Can the learners use language
that each group member. Let
12
correctly to conduct a survey It is possible that some of them
orally? "Can the learner record may not know how to talk about the
the information that he has past using correct tenses. Let what
gathered correctly?" they know or do not know be your
Can the learner represent the starting point for this lesson.
information that has been b) Teaching aids
collected in the form of a bar
graph? Pictures of people doing different
leisure activities.
• Draw a bar graph on the board
and ask a learner to interpret c) Learning Activities
it. Can the learner interpret the Vocabulary:
bar graph correctly? • The teacher ask the learners to
• Ask learners to do Exercise 3 on name the different leisure and
Page 7 of the Pupil’s book. Can sporting activities that they did
the learners construct correct the previous day, weekend or
sentences based on the survey month. Write the names on the
that they carried out? board as the learners mention
them, add any other names for
leisure and sports activities that
Lesson 3: Describing past
the learners may not mention,
activities then read the names of the
Learning objectives different leisure and sporting
activities as the learners repeat
By the end of this lesson, learners
after you.
should be able to:
• Recognise the use of the Past
Simple Tense and determiners Oral skills:
of quantity. • The teacher should ask the
• Value leisure and sports as learners to work in pairs and
recreational and social activities. talk about events that happened
in the past as directed in Activity
1 on Page 8 of the Pupil’s book.
build team work.
• Read the sentences in Activity 2
a) Introduction on Page 8 of the Pupil’s book as
Learners can now mention various the learners listen.
leisure and sporting activities. Let the learners tell him/she
They can also ask and respond to which sentence shows an action
questions about leisure and sports that took place in the past.
activities. Find out if learners can Ask learners to try and construct
talk about leisure and sporting sentences that show past simple
activities that they did in the past. tense. Let the learners try and
13
talk about leisure and sports of the pupil’s book,
activities that happened in the • allow learners in groups of 5 to
past not just any event that do activity 5 on page 11 of the
happened in the past. pupil’s book.
Let them write "countable"
Grammar: and "uncountable" nouns. They
• the teacher guide learners to should also write at least five
read the grammar point on sentences that each one of them
page 9 of the pupil’s book, ask will have constructed.
learners to mention any verbs d) Synthesis
that they know. Work together
as a class to change the given Remind the learners that the past
verbs into their present simple simple tense is used to talk about
tenses, actions that have already taken
place. Therefore, they have to
• discuss with the learners the
identify the verbs in each sentence
grammar point on page 11 of the
that is given and then change the
pupil’s book. then brainstorm
verb to its past simple tense. Take
with the learners the different
time to help the learners to change
"countable" and "uncountable"
different verbs into past tense so
nouns. Let the learners construct
that they are able to do it without a
sentences that have different
problem.
determiners of quantity as
required in activity 5 on page 11 Review the determiners of quantity
of the pupil’s book. that the learners have been taught
in this lesson. Help them to practice
using different determiners with
Reading skills: different nouns.
• the teacher ask the learners to
read the sentences in activity 2
on page 8 of the pupil’s book, e) Assessment
• let the learners read the letter • The teacher ask the learners
in Exercise 5 on Page 11 of the to give an example of a verb in
Pupil’s book in pairs and answer present tense.
the questions that follow it Let the learners change the verb
orally. They will undertake the they have given into past tense.
exercise again at assessment "Can the learners change verbs
time individually. from the present tense into the
past tense?",
Writing skills: • ask learners to talk briefly about
• The teacher guide the learners a leisure or sports activity that
to carry out activity 4 on page 11 they did in the past. "Can the
14
learners use correct grammar instruments used to play music.
and sentence structure to talk
about a leisure or sporting
activity that they did in the b) Teaching aids
past?" Real musical instruments, tape
• Ask learners to give an example recordings with different types of
of a countable nouns and a music or music CD’s with different
determiner of quantity. Let the types of music,
learner construct a sentence c) Learning Activities
orally that has a determiner of
Vocabulary:
quantity and a countable noun.
Can the learner use determiners • The teacher use Activity 1 on
of quantity correctly to construct page 12 of the pupil’s book to
a sentence? create name cards for learners
to try and read. This will also
help special needs learners
Lesson 4: Describing music who cannot see small print in
Learning objectives the book or who cannot clearly
see on the board, have as many
By the end of this lesson, the learner names of musical instruments
should be able to: as you can gather since the
• List the basic vocabulary of pictures given in the pupil’s
music. book are not exhaustive. If he/
• Value leisure and sports as she can, he/she draw the picture
recreational and social activities. of the instrument on one side
and write the name on the side,
overleaf.
a) Introduction
The teacher should find out how d) Additional Activity
many learners in class like music. The teacher may play a game
Let them tell you why they like with the learners called pick the
music. correct name,
"Can the learners in class identify put all the name cards in a
the different types of musical basket or in a heap,
instruments that can be used when read out loud a name from the
playing music?" list of names that you will have
Play different types of music if generated, ask different learners
possible and ask learners to try to look in the basket or heap for
and identify the type of music being the name that he/she read out.
played. Then lead a discussion on The winner is the first person
the various types of music and the to get the name, can have more
15
than one label for each name, of the translated version of
• read out the vocabulary related the national anthem. Can
to music given in activity 3 on learners recognize that they
page 13 of the pupil’s book. words you are reading out are
Let the learners say them after the translated version of the
you. Find out if the learners Rwandan national anthem?
can define any of the names. • Guide learners to talk about
For names relating to a type of the different activities that they
music, play the recording that prefer as required in Activity 8
you have again so that learners on Page 15 pupil’s book.
can relate the name to the type • Allow learners individually
of music, to construct sentences orally
• Read out the first verse of the using prefer + ing as required
translated national anthem in activity 9 on page 15 of the
in activity 4 on page 13 of pupil’s book. remember, this
the pupil’s book, let learners exercise should be done once you
listen to you and then identify have discussed the grammar
new words that they do not Point on page 15 of the Pupil’s
understand from the words that book,
you have read. • allow the learners sufficient
Help the learners to pronounce time to conduct a simple survey
these words. They can go a step on what their classmates prefer,
further to find the meaning of let them report their findings
these words in a dictionary or orally,
check which words are shown in • guide learners to construct
the glossary. sentences using "prefer + ing"
orally, etc.
Oral skills:
• The teachers may ask individual Grammar:
learners to carry out research as • The teacher brainstorm with the
required in activity 2 on page 12 learners the words that we use
of the pupil’s book as homework, to show that we like something
then let them discuss as a group over the other. Then guide the
what their findings were during learners to read the grammar
the following period. point on page 15 pupil’s book
Guide learners to give examples and then answer then ask any
of different types of music. questions that they might have.
• Ask learners to sing the national Explain to then using examples
anthem in Kinyarwanda. how the part of speech after
prefer should match with that
The read out the first verse after to.
16
Reading skills: exercise books,
• the teacher may let learners • guide learners to role-play
read the text on Activity 5 on Activity 7 on Page 14 and then
Page 13 pupil’s book and answer write down the answers their
the questions orally as a class, exercise books.
• guide learners to read and
role-play the dialogue shown
d) Answers
in activity 7 on Page 14 of the Answers to Activity 5 on page
pupil’s book. Let them answer 13 , pupil's book
the questions orally in pairs, 1) The song is about rain.
• arrange learners in groups of 2) Little children are singing the
5 and ask them to read the song.
poem of Activity 10, Page 15
3) Little children want to play.
of the pupil’s book as a group.
they should then answer the Answers to Activity 5 on page 13,
questions that follow orally. pupil's book
4) Folk music helps to know what
Writing skills: the people of that particular
culture believe in.
• The teacher ask learners to
write the names of different 5) Folk music is passed on to
musical instruments in their children by their parents.
books, 6) A verse can also be called a
• let the learners write the new stanza.
words in activity 3 on page 7) The Rwanda national anthem
13 of the pupil’s book in their was composed by Faustin
exercise books and write down Murigo and Captain Jean –
the meanings, Bosco Hashakaimana.
• ask learners individually to 8) Accept any reasonable answer
read the passage in Activity 5 on given by the learner.
Page 13 of the Pupil's Book and Answers to Activity 7, page 14,
then answer the questions that pupil's book
follow in their exercise books, 1) The friends in the conversation
• learners to individually research are Moses and Angela.
and write down the entire 2) Moses’s favourite footballer is
national anthem in English as Cristiano Ronaldo.
required in Activity 6 on Page
3) Angela’s favourite musician is
14 of the Pupil’s book,
King James.
• let the learners do activity 10 on
4) Accept a picture that relates to
page 15 of the pupil’s book and
what learners have read in the
answer the questions in their
dialogue.
17
e) Synthesis • Write a short life history of a
The teacher should guide the famous person.
learners to appreciate that to prefer
is to like something more than a) Introduction
another.
The teacher may ask learners to
Let them also know that we use identify the people shown in the
prefer when comparing two things. pictures on activity 1 on page 16
This means that we cannot make of the pupil’s book. If possible, let
sentences that just have one activity. the learners tell him/her what the
Instead we should compare one over people in the pictures do.
the other. Guide the learners to understand
f) Assessment that musicians, comedians, dancers
and broadcasters are types of
• the teacher may ask learners
entertainers.
to name different music
instruments. "Can the learner b) Teaching aids
correctly identify each music Pictures of different entertainers
instrument shown?",
• play a recording of a certain c) Learning Activities
type of music. "Can the learner Vocabulary:
identify the type of music he or • The teacher should ask the
she has just listened to?" learners to copy the puzzle in
• ask learners to work in pairs Activity 2, on page 17 of the
and talk about their favourite pupil’s book in their exercise
leisure activity. "Can learners books and then work it out in
talk about what leisure activity pairs.
they prefer?" Guide the learners to use a
"Can the learner keep a dictionary or the glossary at the
conversation about their back of the Pupil’s book or the
favourite leisure activity going?" Internet to find the meaning of
the words given in Part (b) of
Lesson 5: Describing the activity.
famous entertainers
Oral skills:
Learning objectives • The teacher ask learners to try
By the end of this lesson, the learners and identify the people shown in
should be able to: the pictures of activity 1 on page
• Listen to/read texts about a 16 of the pupil's book and then
famous entertainer. say what they do.
18
For the learners who do not pupil’s book and then answer
know, the teacher explains to the questions in their exercise
them that the people shown in book.
the pictures are:
King James (musician), c) Synthesis
Knowlss (musician/dancer),
Arthur Nkusi(musician), The teacher help the learners to
(Arriane Uwamahoro name different musicians, dancers,
(broadcaster), Riderman comedians and news that they
(musician). know. Guide the learners to talk
about what each of the people
• Activity 4 of Page 18, in the
mentioned does and how it is a form
pupil’s book gives learners an
of entertainment.
opportunity to use their talent.
It also enables them to be Note that we have included news
creative and innovative so that reporters in the pictures because the
they may come up with their type of news (sports news) that they
own jokes. The teacher gives the cover helps entertain people who
learners enough time to think like watching sports.
about a joke and share it with
their classmates.
d) Assessment
Reading skills:
• The teacher give learners
• the teacher can read the text pictures of other different
in Activity 3 on Page 17 in the famous entertainers, all of them
pupil’s book as the learners need not be Rwandese they just
listen and then ask them the need to be likely to be known
comprehension questions that by the learners. "Can a learner
follow. name the different groups of
Let the learners answer these people who entertain us?"
questions orally. • Read a text about a famous
• Allow the learners enough time entertainer to the learners. Then
to read the text in pairs and then ask a few questions related to
answer the questions orally. the text that you just read. Can
the learner listen to and answer
Writing skills: questions orally about a famous
• The teacher may ask learners to entertainer?
individually copy and complete
the crossword puzzle on page 17
in their exercise books,
• ask learners to read the passage
in activity 3 on page 17 of the
19
Answers for activities people. They are also important
Activity 2 on page 17, pupil's because they create employment
for the people who record, sing,
book dance and even sell their CD’s
Across Down or music tapes.
1. Actor 1. Audience
2. Musician 5. Singer Lesson 6: Describing sports
3. Dancer
people
4. Comedian
Learning objectives
1
A C T O R
should be able to:
2
M U S I C I A N • Listen to and read texts about a
famous sportsperson.
3
D A N C E R
I build team work.
A 5
S a) Introduction
N I The teacher may ask learners to
identify the people shown in the
4
C O M E D I A N pictures on Activity 1 on Page 18 of
E G the Pupil’s book. If possible, let the
learners tell you what the people in
E the pictures do. Guide the learners
R to understand that athletes, cyclists
and footballers are all sports people.
Note: ask learners to draw the b) Teaching aids
grid in their exercise books and
sketch out the words as above. Picture of people taking part in
different sports activities.
Answers of activity 3, on page
17, pupils' book
a) Jean Ingabire is known as Learning Activities for:
Butera Knowles. Vocabulary:
b) A dancer is a person who is paid • The teacher may ask learners
to dancer while a musician is in groups of five to answer the
singing. questions in activity 2 on page
c) Entertainers are important to a 18 of the pupil’s book,
country because they represent • let the learners name the
the country in different countries different types of sports that
as they sing and entertain other people can take part in.
20
Write the names of the different Reading skills:
types of sports on the board. • The teacher should ask learners
in pairs to read the text on
Oral skills:
Muhammad Ali on page 19
• The teacher may ask learners to of the pupil’s book and then
name famous Rwandese sports answer the questions orally,
people that they know as well as
• ask individual learners to read
the type of sports that they are
the sentences in activity 5 on
involved in.
page 20 of the pupil’s book,
Additional activity
• let the learners read the
If the school has a playground, answers to the pair work they
the teacher can organise for did in activity, 3 on page 18 of
learners to go outside of the class the pupil’s book.
and take part in a sports activity
as a class. They can take part in
simple activities such as racing, Writing skills:
playing football or even simple • The teacher should let the
games such as hop scotch. learners to read and write the
Use this chance to instil in answers to the vocabulary
them the importance of working questions in Activity 2, on
together as a team. For example, page 18 of the pupil’s book
he/she ask the winning team individually,
how it felt when they won. • ask the learners individually to
Let them also tell him/her if read the passage on Muhammad
the same kind of feeling can be Ali and then answer the
achieved if they hadn’t worked comprehension questions in
well together, their exercise books,
• read the text on Muhammad Ali • guide learners to write the
on Page 19 of the Pupil’s book correct sequence of the sentence
as the learners listen. Let them in Activity 5, on page 20 of the
answer the comprehension Pupil’s book in class.
questions that follow orally. c) Additional Activity
• Allocate time and guide learners The teacher may ask learners to
to do activity 5 on page 20 of individually research and write
the pupil's book in groups of 5 about a famous sportsperson. It
orally. can be a sportsperson from the
Supervise their work and when community, country or even
the time allocated is over, neighbouring countries. For
discuss the text with learners example, a learner can choose
to see if they got the sequence a famous sportsperson from
correct. Kenya and write about him/
21
her, from the text. For example,
Guide the learners to know practice helps improve
that research can be reading someone’s skills, racism is bad,
newspapers or articles written when we are disciplined and
about the person from the work hard, we will eventually
Internet. They can also talk shine at what we are doing.
to a grown-up who knows and
understands different types of Activity 5, page 20, pupils' book
sports. 1) Sports has a number of benefits.
2) The benefits include: bringing
Answers to Activities: people together, improving
Activity 1, page 18, pupil's national pride and unity and
book improving health.
1) Claudette Mukasikindi 3) Sports in Rwanda is supported
2) Valens Ndayisenga by the government.
3) Rwatubyaye Abdul 4) However, sports in Rwanda
faces some challenges such as
limited facilities and funding.
Activity 2 on page 18, pupil's 5) Despite the challenges, Rwanda
book is aiming at being among the
1) Footballer top three African countries in
2) Athlete basketball, volleyball, cycling,
3) Marathon athletics and Paralympic sports.
4) Participate e) Synthesis
5) Win Learners should be able to identify
famous sports people in the country.
Activity 4, page 19, pupil's They should also be able to know
book that there are various benefits that
sports give us. Recap the different
1) Muhammad Ali became a rich
sports that one can engage in, name
man because of boxing.
the different people that engage
2) Discipline and hard work made in these sports and also show the
Muhammad Ali successful. benefits that these sports have to an
3) Ali refused to fight in Vietnam individual, team and the country at
because his brothers and large.
sisters in Vietnam were being
oppressed by racism.
)Assessment
4) The Rumble in the Jungle. • The teacher can give learners
pictures of other different
5) Accept correct lesson derived
famous sports people. All of
22
them need not be Rwandese 2) A lot of the pupil’s like football.
they just need to be likely to be 3) Jazz music makes me sleep.
known by the learners. "Can 4) Folk music is common in
a learner name the different Rwanda.
sports people?"
5) Comedians are very funny.
• read a text about a famous sports
person to the learners. Then ask
a few questions related to the c) Learning Activities:
text that has just been read. Can
the learner listen to and answer Activity 1, page 20, pupil's
questions orally about a famous book
sports person? The teacher should dictate the
sentences shown in the teaching
Lesson 7: Sounds aids section, one at a time,
as the learners write them.
and spellings Repeat them once more for the
Learning objectives learners to proof read what they
have written.
By the end of the lesson, learners
Activity 2, page 20 pupils book
should be able to:
• Recognise and pronounce The teacher allows learners rewrite
sounds and use rhythm and the jumbled letters to make correct
stress correctly. words that have been used in this
unit.
• Spell correctly.
Answers:
1) Outdoors d)Hobbies
a) Introduction Cycling Enjoying Cricket Tennis
This lesson provides a summary of Chess Football
the key sounds, stress and rhythm
used in this Unit. The teacher
doesn't need to introduce the lesson 2) Debate on page 21, pupils'
in any way as the activities that are book
done in this section are independent Organise learners into an opposing
of each other. team and a proposing team, give
each time the same time to discuss
and come up with points to support
b) Teaching aids or oppose the debate motion that is
A list of sentences for dictation must given. Allow the learners to debate
be in your lesson plan: the motion.
1) John went to the Olympics last Remember there are no winners or
year. losers in this debate. The objective
23
is to get learners to use language It is also possible to find that in a
confidently while talking to each group there are people who do not
other. like a given sports. This is okay
because each person has his or her
own preferences.
3) Riddle
h) Additional information
The teacher asks the learners to
read the riddle on Page 21, Pupil’s A preposition is a word or phrase
book and let them tell him/her the that comes before a noun or pronoun
answer. to show its connection to the other
words in the sentence. Prepositions
Answer: Football can show place, time, position, or
method.
e) Synthesis The prepositions used in this unit to
show the position of different places
Learners should be able to use the in the community are in front,
past simple tense, determiners of opposite, behind, across, next to and
quantity, and like +ing to write and near.
talk about the different leisure and
1. Exercise 1 answers depend on the
sports activities. If any of them are
findings of the learner’s survey.
unable to do so, then they will not
Check the learner’s graph to
have achieved the competences set
ensure that it corresponds to the
out in this unit. The teacher will
data that they collected.
have to take them through the weak
areas again. Check also the labels used for
the axis and the presence of a
title on the learners bar graph.
f) Assessment Answers to Activity 7 on page 4,
• Can learners use correct pupils'book
spellings and write legibly the This work is to be done in pairs.
different sentences that you a) Fifty point five six – 50.56%
dictated to them?
Ninety four point twenty four –
• Can the learners answer the 94.24%
riddle?
Twenty two point fifty eight – 22.58%
Eighty eight point sixty six – 88.66%
g) Summary of the unit a) Activity Percentage
Both men and women, girls and Playing 44%
boys, enjoy doing different leisure Reading 16%
and sports activities. It all depends
Cycling 6%
on the interests that someone has.
Watching TV 20%
24
Music 14%
b) Accept correct sentences based on Exercise 3 on page 7, pupils'
the graph above. book
Answers for the puzzle This exercise is to be done by
Across individual learners.
1. Television a) Playing, singing, reading
and swimming.
4. Book
b) Reading is the most liked
7. Rope leisure activity.
Down
2. Internet Answers to exercise 4 on page 9,
3. Novel. pupil's book
4. Bicycle This exercise is to be done by
6. Newspaper individual learners.
B I C Y C L E 1) The playground was wet.
1 2
N 3
N 2) We could not play football.
T 4
B O O K
3) The teacher was watching
5
T E L E V I S I O 6
N the Olympic Games on the
R O P E E Television in the staffroom.
7
N L W 4) He was going to ride his new

E S bicycle.
T P 5) He was jogging.
A
P
Answers to Exercise 5 on page
E
9 pupil's book
R
1) The letter was written by Mary
Note:
2) The letter was written on 20th
1 Ask learners to draw the grid in January, 2017.
their exercise books and sketch
3) To apologise for not getting
out the words as above.
time to play with her friend.
4) We write letters because we
2 Explain to learners that the have messages to give to people.
numbering in the crossword
puzzle may not necessarily
follow sustematically from Answers to Exercise 6 on page
one upwards. the numbers are 10, pupil's book
arranged depending on where 1) Most
the word falls, either Across or 2) A little
Down.
25
3. A lot/ many/ few/ several (all activity that you have drawn.
these determiners are correct). (The answers to these questions
4. Most / a lot of will depend on what the learner
5. Several/ many/ has drawn.)
Answers to Exercise 9 on page Extended activities
18, pupil's book Some learners may find that the
(To get help answering these content provided is too easy. Let
questions) them do the following exercise;
1) Find 2 other activities that
people in other countries do but
End of unit assessment on page they are not done in Rwanda.
21, pupil's book 2) Write three short paragraphs
At the end of every topic, there is about these activities about
a writing exercise provided for the these activities.
learners to practice what they have
been taught. Let individual learners
carry out these exercises as you
assess their abilities.
Answers to the unit 1 Assessment
Most of the answers to this
assessment depend on what the
learner will write. Therefore,
check to ensure legibility of the
handwriting, correct grammar and
language structure.
Check the learners' drawing also
to ensure it is relevant to the topic
under discussion.
Remedial activities
Should there be learners who are
having problems developing the
competences required in this unit,
gives them the following exercises to
do:
1) Draw a picture of a person doing
an activity that they like.
2) Write a short sentence about the
26
2. Making future plans
Key unit competence
To use language learnt in the context The cross-cutting issues that have
of making future plans been highlighted in the curriculum
and sustainability, gender,
Introduction comprehensive sexuality education
Learners have already learnt about (HIV/AIDS, STI, Family planning,
future plans in P2, P3 and P4. They gender equality and reproductive
have used would like and going to health), peace and values education,
when talking about leisure activities financial education, standardisation
and future plans. Therefore, the culture, and inclusive education.
teacher start by asking learners to
say which careers they would like to While it is ideal to have all these
do when they grow up. Listen to any issues covered in the content, some
learner who will use would like, or like standardisation culture and
going to and then explain to the class comprehensive sexuality education
that we use these phrases when we are covered comprehensively in
want to talk about the future. upper classes. The pupil’s book has
presented the cross cutting issues in
Cross-cutting issues to be the following ways:
• Peace and value education should
addressed
be brought out when learners are
The switch to competence based asked to work in groups. They
curriculum seeks to provide learners should be encouraged to work
with an education system that peacefully with one another and
responds to the needs of learners be willing to help any of their
including their needs as individuals friends who may have a problem.
who are part of a society. This has This encourages team work and
led to a curriculum that enables tolerance towards one another.
learners to be able to demonstrate
• Environment and sustainability
the knowledge, skills, values
is done practically and where
and positive attitudes that they
possible learners should be
have acquired through learning.
encouraged to go out of the class
Incorporating cross cutting issues
and help to clean the school and
into the curriculum helps learners
home neighbourhood. They can
to link and associate what they
also be involved in tree planting
acquired in class to everyday
exercises.
problems. They also help learners to
develop their attitudes and values. • For learners at this age, it is
27
easier to explain issues using
pictures as they may not Below is a suggestion of how
understand what you are saying. competences may be implemented
To this end, issues of gender and and the strategy that may be chosen.
inclusive education have been
presented using pictures where Psychomotor:
females and males are equally • Demonstrate the expected way
used in the illustrations. The to perform a given skill. Allow
pictures also include children the learner to practice for a
with various forms of disability while, and then ask for a return
either going to school or taking demonstration of that skill.
part in day to day activities and
• Set up models or create a
dialogues.
simulation exercise in the
• To teach learners about financial activity corner where learners
education, texts are included can have repeated practice of
in the Pupil’s book that show skills with peers and/or teacher
children handling money. supervision.
• Arrange for sufficient practical
Remember that the cross- experiences requiring skill
cutting issue to be developed performance of the competences
will depend on the content of under direct supervision.
the lesson as identified in the • Create a valid and reliable
lesson plan. However, a cross- assessment tool for use in
cutting issue can be integrated determining competence in skill
in a lesson that had not been demonstration.
planned earlier but arise as
an opportunity in the course of
teaching the lesson. Affective:
• Create “values clarification
exercises” for personal values.
Generic competences • Provide a framework for a
As pointed out earlier, the written analysis of learner
competence based curriculum activities against the
establishes the learning outcomes, measurable outcomes.
aligns instructional pedagogy to the
outcomes and then uses structured
role-play requiring recognition
methodology to assess the learner’s
of differing values and beliefs,
success in achieving the outcomes.
with time for discussion of how
This means that the competences
these may affect one’s ability to
that the learner is to achieve are
perform the competence.
inbuilt into the outcomes that are
being assessed. • Arrange for the discussion of
28
different values and beliefs. discussing with you or other
• Create a valid and reliable learners in class. Ensure that you
assessment tool for use in provide ample time for discussion
determining competence, good and dialogue and clarification of
practice and integrity and, concepts to be learnt. Learners also
respect for all. need to be encouraged to use their
own knowledge and ideas to find
possible solutions.
Cognitive: Another strategy that can be used to
• Develop case studies from actual guide learners into discovering how
practice requiring discovery to proceed is by using high order
or problem based learning to questioning technique. The objective
determine the most appropriate, of high order thinking technique is to
evidence based approach to encourage the learner to challenge
competence. how they are thinking, what they
• Support learner-led discussions, are thinking and what revision of
structure debates to address their thinking will lead to their goal
practical situations. of becoming competent in the subject
• Always require that the learner matter.
provide their reasons for their All the strategies mentioned aim
response to knowledge questions at helping the learner develop new
or plans. ways of thinking about what they
• Avoid the temptation to are learning. They also encourage a
answer every learner question, learner to discover new knowledge
especially when the learner and skills using critical thinking.
knows of should know the The approach that has been used is
answer. to provide a variety of activities that
ensure that the learner is exposed to
Other strategies include self-study
various approaches to learning.
activities such as those provided in
The activities used in this book to
the additional information section
bring out the various competences
for each unit are shown below:
29
Generic Competence Type of Activity to bring out
competence
words
correct words.
• Picture reading
puzzles
• Discussion
• Why questions
• Debates
• Dictation
• Modelling
• Role-play
• Letter writing
• Story telling
puzzles

• Debates
30
• Pair work
of life.
Vocabulary also provided. Apply them together

Get up, do homework, have dinner, with your own judgement to help
visit, travel, come back, see, go any learners with special needs.
shopping, picnic, outing Most importantly, advice parents
or guardians of any learners with
special needs to seek medical advice.
Guidance on the problem Some cases, like autism and mental
statement illness, require medical attention.
At the beginning of the unit on Page
23 of the Pupil’s book, there is an Some categories of Special Education
oral activity that requires learners Needs (SEN) are as follows.
to tell their friend what they plan to a) Visual impairment (low vision,
do the following day. The idea here totally blind)
is to ensure that learners are able to Unable to see easily on the
talk about different activities that black board, has difficulty
they will do in future. Since they reading print in textbooks and
already have a basic introduction to has difficulty in writing in
the future tense and the use of words notebooks.
like going to, learners should be in a
b) Hearing impairment(hard of
position to make simple sentences
hearing, total deafness)
that explain what they plan to do.
Learners cannot hear or can’t
easily learn to read.
Attention to special c) Physical impairment(wheel
education needs chair users, crutch users)
It may not be possible to customise Can’t easily move around the
this section such that it addresses school.
the exact special need that you may May not easily participate in
encounter in class. However, below games with other children.
are signs you should look out for in d) Intellectual impairment (slow
order to identify any learners that learners)
may have special needs. Strategies e) Gifted and talented learners.
on how to handle such cases are Have higher abstract thinking.
31
A special needs learner may exhibit progress checks. Let them know
some of the following characteristics. how well they are progressing
• Has poor auditory memory— toward an individual or group
both short term and long term. task.
• Has a low tolerance level and a • Give immediate feedback to
high frustration level. them. They need to see quickly
• Has a weak or poor self-esteem. the relationship between what
was taught and what was
• Is easily distractible.
learned.
• Finds it difficult, if not
• Make activities concise and
impossible, to stay on task for
short, whenever possible.
extended periods of time.
Long, drawn-out projects are
• Is spontaneous in expression; particularly frustrating for a
often cannot control emotions. learner with special needs.
• Is easily confused. • Learners with learning
• Is verbally demanding. disabilities have difficulty
• Has some difficulty in working learning abstract terms and
with others in small or large concepts. Whenever possible,
group settings. provide them with concrete
• Has difficulty in following objects and events—items they
complicated directions or can touch, hear, smell, etc. You
remembering directions for can also present real pictures
extended periods of time. for example, pictures of children
• Has coordination problems with from the school taking part
both large and small muscle in various sports activities as
groups. opposed to the pictures in the
book which they may not relate
• Has inflexibility of thought; is to.
difficult to persuade otherwise.
• Special needs learners should
• Has poor handwriting skills. get lots of specific praise. For
• Has a poor concept of time. example, “I like your drawing
Use these appropriate strategies of the bar graph. You have used
with special needs learners: very straight lines and good
• Provide oral instruction shading.”
for learners with reading • When necessary, plan to repeat
disabilities. Present activities instructions or offer information
and reading materials in an oral in both written and verbal
format so that the assessment is formats. Again, it is vitally
not unduly influenced by lack of necessary that children with
reading ability. special needs utilize as many
• Provide them with frequent of their sensory perceptions as
32
possible.
• Encourage group learning activities whenever possible. Each group
should be made up of learners with different abilities.
List of lessons
1. Describing tourist destinations 5 periods 1 period
2. Describing a trip 5 periods 1 period
3. Talking about tomorrow 5 periods 1 period
4. Making suggestions 4 periods 1 period
Sounds and spellings Debate (2) 1 period
Learning activities of skills in the safety of using
The type of activities that learners models or peers until the skill
are exposed to play a major role is mastered. (For example,
in the acquisition of competences. working in pairs.)
Learning activities should be • Seek out practical experiences
engaging and practical to enable that allow the learner to increase
the learners to acquire hands-on confidence as well as competence
knowledge. The teacher, has the role in the skills required. (For
of actively encouraging and enabling example, talking to parents or
learners to think critically, to carry different people who can help
out research so as to solve problems, them plan for a trip and then
to be creative and innovative and to make presentations in class.)
fully take part in class proceedings.
Work with the learners to ensure
Affective domain:
that there is equal participation by
all. • Review text for content on
There are several learning activities definition of values.
that are competence–based. Each • Participate in selected values
of these activities are related to the clarification exercises for
domain of learning. Examples are personal values provided by
given below: the teachers. This can be done
as self-study (homework) or as
Psychomotor domain: group work.
• Review written description of a • Observing positive role models
particular skill. (Ask learners to in practice. A role model sends
read a text and then talk about the message, “This is who a
it in class. Allowing them to give competent person is. This is
their opinion.) what a competent person does.”
The teacher is the first role
• Take time for repeated practice
33
model that learners will use. related to topics being learnt.
Therefore, ensure that what you • Prepare for and lead group
do and say reflects competence. discussions.
Cognitive domain: About assessment

• Competence based learning The format that is used for
requires high levels of critical assessment in competence based
thinking and reflection. Such learning is slightly different from
skills are learned best with that used in the traditional format
some form of discovery –based of learning. In competence based
learning or problem based learning, the learner is assessed in
learning. his/her ability to solve a problem
• Competence based learning that is based on a real life situation.
entails helping learners to He/she is then asked to apply the
become active participants knowledge that they have acquired
in and take responsibility for in class to solve the problem. In as
their own learning. It entails much as the learners will be assessed
encouraging the development of on the knowledge they have acquired
critical thinking by supporting (summative assessment), this new
learner’s efforts to retrieve and curriculum puts more emphasis on
retain knowledge and put it into competences. To this end, use the
practice. It also entails creating given guidelines under assessment
learners who develop the habit to see if the learners have acquired
of life-long learning in order to the relevant skills needed in this
stay updated. lesson. Written exercises are also
• Teamwork is essential as provided to evaluate if the learner
many learning activities are has acquired the basic subject
structured for groups of learners competences as well as generic
working together to discover the competences.
best solution to a given need or
practical work. Lesson Development
• Other activities include creating Lesson 1: Describing
and following a personalised tourist destinations
learning plan, self-directed Learning objectives
reading and completion of By the end of this lesson, the learner
suggested activities that will should be able to:
add to one’s knowledge and • Recognise when to use would
experience base, and self- like while talking about future
directed use of the internet plans.
where it is available for resources
34
• Describe favourite tourist turns telling each other about
destinations. the places they would like to
• Value the physical features and visit. Then allow a few learners
places of Rwanda as tourist time to tell the class where they
attractions. would like to go.
• Organise learners in small
Introduction groups of five. Ask them to take
turns naming and asking one
Brainstorm with the learners the
another the places they would
different tourist attractions that
like to visit. Each person should
they know of. Let them tell you what
ensure that they talk about a
tourists go to do at these places. Let
different place from that that
them also tell you in which part of
was mentioned by the other
Rwanda these tourist destinations
group members. The reason for
are found. Guide the learners to say
this is that we want learners
which of these places they would
to talk about as many places
like to go to.
as they can as well as identify
Teaching aids what happens in these tourist
Photographs and pictures of destinations. Let them use the
different physical features and directions in Activity 3 and 4 on
tourist destinations. pages 23 and 24 respectively of
the Pupil’s book.
Learning Activities
Grammar:
Vocabulary:
• Use the Grammar Point on Page
• Read the words in activity 1 on
23 of the Pupil’s book to explain
page 22 of the pupil’s book as
to the learners how would like
the learners look at the pictures
is used.
within the Activity. Ask the
learners to associate the words
with the picture, Reading skills:
• Ask learners in pairs to identify • Find out what the learners
different names and words know about Kwita Izina. Let
for tourist attractions and them tell you whether they have
destinations in the puzzle on ever taken part in the event or if
Page 26. they have seen it on TV. Discuss
the importance of Kwita Izina
to Rwanda. Then read the text
Oral skills:
about Kwita Izina on Page 24 of
• Ask learners in pairs to do the Pupil’s book as the learners
Activity 3, Page 23, of the listen. Let the learners answer
Pupil’s book. Let them take the questions orally.
35
• Read the poem in Activity 5 on destinations and tourist
Page 25 of the Pupil’s book as attractions that are found in
the learners listen. Then ask Rwanda?
the whole class to read the poem • Ask learners to describe a
again. Help the learners with tourist site or attraction found
pronunciation where they have in Rwanda. Can the learner
problems. Organise learners in describe what happens at the
groups of four or five. The ask given tourist attraction or
them to recite the poem as a destination that he or she has
group. named?
• Ask learners to construct
Writing skills: sentences using would like.
• Ask learners to construct five Can learners construct correct
sentences using "would like" sentences using would like
and names of different tourist about tourist destinations and
attractions and write them in attractions in Rwanda?
their exercise books. • Ask learners to do Exercise 1
• With the help of an atlas or a on Page 24 of the Pupil’s book.
Social Studies textbook, let the Can the learners give correct
learners draw a map of Rwanda answers to the comprehension
and on it mark the location of the passage?
different tourist destinations. • Let the learners do Exercise 2
on Page 26 of the Pupil’s book.
Can the learner answer the
Synthesis questions correctly? Can the
Organise for learners to visit the learner use the dictionary or
nearest tourist attraction centre. If the glossary correctly to get the
you live near a genocide memorial proper meaning of the given
site, this would be a good opportunity words?
for learners to learn about the • Ask learners to construct correct
crosscutting issue of genocide sentences using the pictures
studies. Lead a discussion on what in Exercise 3 on Page 27 of the
learners understand about the Pupil’s book. Can the learners
genocide and also why they should correctly make sentences with
never let it happen again. would like?
Assessment
• Ask a learner to name various Lesson 2: Describing a trip
tourist attractions and tourist Learning objectives
destinations in Rwanda. Can By the end of this lesson, learners
the learner name various should be able to:
36
• Recognise the use of "going to". Oral skills:
• State the basic vocabulary used • Ask the learners to work in
when talking about trips. pairs and talk about a journey
• Appreciate how planning and that they would want to make
organizational skills help people as required in Activity 1 on Page
plan for future events. 27 of the Pupil’s book.
• Appreciate how sports activities • Read the text in Activity 3 on
build team work. Page 28 of the Pupil’s book as the
learners listen. Ask the learners
to role-play the Activity in pairs.
Introduction • Guide learners to do Activity 6
Lead a discussion on previous trips on Page 32 of the Pupil’s book.
that the learners made and the Let them work in groups of 6 to
preparations that went into it. Let accomplish the task. Each group
the learners say how important the member should be given time to
preparations were to the success of participate in the discussion.
failure of the trip. Let the learners • Lead learners in a discussion
know that they are going to learn where they will construct
about planning for and making a sentences that show the different
trip. uses of ‘going to’ as required in
Activity 2 on Page 28.
Teaching aids Grammar:

Pictures, photographs of people at
• Guide the learners to read the
different tourist destinations and
Grammar Point on Page 28 of
attractions.
the Pupil’s book.
Learning Activities
Let them ask any questions
Vocabulary: that they might have regarding
• Let the learners name various what they have read. Then ask
tourist destinations and the learners to construct correct
attractions sites that they sentences to show the three
are likely to visit with both different uses of going to.
family and friends. Remind The example given under using
the learners the meaning of ‘going to’ give commands is
the following words; trip, visit, done on purpose to introduce
travel, picnic, outing, shopping. an aspect of environment and
The definitions of these words sustainability as a cross cutting
are given at the end of the issue. Let the learners know that
Pupil’s book in the glossary. it is important to keep all tourist
destinations and attractions
37
clean so as to attract more local 6 on Page 31 of the Pupil’s book
and international tourist. and let them write the answers
to the Activity. Allow sufficient
Reading skills: time for learners to present
what they have written in class.
• Ask the learners to read the
dialogue in Activity 3 on Page
28 of the Pupil’s book.
Synthesis
• Let them answer the questions
Remind the learners about the
in Activity 4 on Page 29 orally.
different uses of "going to". Let them
• Ask learners in pairs to read know that we use ‘going to’ to show
the text in Activity 5 on Page 30 intentions, make predictions and
of the Pupil’s book and do the also when giving commands. Guide
Task. Guide the learners where learners into giving sentences that
they have problems with the show different uses of "going to" to
vocabulary. Encourage them see if they understood the content.
to ask questions if they cannot Assessment
pronounce the hard words in
• Ask the learners to give
the text. They should also ask
examples of sentence that use
for elaboration of any part of the
going to. Can the learners
text that they do not understand.
construct grammatically correct
sentences using ‘going to’?
Writing skills: • Ask learners in groups of three
• Guide the learners to write five to talk about an activity that
correct sentences to show the they would like to do in future.
different uses of ‘going to’ as One person should ask the
required in Activity 2 on Page question, the second one should
28 of the Pupil’s book. answer and the third one should
• Ask individual learners to report about the answer that
read the dialogue in Activity 3 was given. Can the learners use
on Page 28 and then write the correct grammar and sentence
answers in Exercise 4 on Page structure to talk about an
29 of the Pupil’s book. activity that they want to do in
• Allow learners individually to future?
read the text in Activity 5 on • Read a text about a planned trip
Page 30 of the Pupil’s book and as learners listen. Can a learner
then answer the questions in correctly answer the questions
Exercise 4 on Page 29 of the raised about the text that you
Pupil’s book. were reading?
• Guide learners in their groups • Let the learners read a text that
on what is required in Activity
38
talks about a planned trip. Ask Teaching aids
the learners comprehension Pictures of people doing different
questions based on what they pictures
have read. Can the learners
correctly answer the questions Learning Activities
given to them about the text Vocabulary:
both orally and in writing? • Ask learners to look at the
pictures and then use one or two
words to say what is happening.
Lesson 3: Talking about The possible vocabulary for the
tomorrow pictures are get up, go to school,
Learning objectives learn, play, do homework, eat,
and watch TV. Let the learners
also tell you if there is any other
should be able to:
activity that they do that may
• Recognize when to use not be shown in the pictures.
"adverbials of time".
• Brainstorm with the learners
• State the basic vocabulary of the meaning of the words plan
daily activities. and organize. If they do not
• Appreciate how planning and know the meaning, let the
organizational skills help people learners use a dictionary or the
plan for future events. glossary at the end of the Pupil’s
book or the Internet if available.
Introduction
Lead a discussion on the uses of Oral skills:
going to. Ask the learners to make • Let the learners talk about the
sentences that make use of ‘going pictures in Activity 1 on Page 32
to’. Revise the vocabulary used when with a friend.
talking about tourist destinations • Ask individual learners to talk
because learners may want to use about a plan of activities that
this vocabulary when tackling this they will do the next day as
section. required in Activity 2 on Page 33
Brainstorm with the learners the of the Pupil's Book. Encourage
different activities that they do them to talk about them in
daily. Since learners have already the order in which they plan
looked at daily routine in earlier to do the activities. Allow the
classes they should be able to state learners to present their plans
basic vocabulary for these activities. to the class.
Ask the learners to talk about these • Collect all the plans from
events in the order in which they different learners and read
carry them out. them out. Let the other learners
39
identify the owner of the plan sentence aloud. However you
you have read. should check their work to
• Explain to the learners the use of ensure that they have written
adverbials of time and let them correct sentences.
know that we can use adverbials • Organise the learners in groups
of time to talk about what we of four or five and ask them to
plan to do. Allow learners time to read the letter on Page 34 of the
construct sentences orally that Pupil’s book and then answer
make use of different adverbs of the questions given orally.
time.
Writing skills:
Grammar: • Let individual learners make
• Ask learners to read the a plan of the activities that
Grammar Point on Page 33 of they plan to do the next day as
the Pupil’s book silently. Let required in Activity 2 on Page
the learners identify adverbs of 33 of the Pupil’s book.
time that are used when talking • Ask individual learners to write
about the future and construct the answers in Exercise 6 on
sentences using these adverbs Page 31 of the Pupil’s book in
as required in Activity 3 a) on their notebooks.
page 34 of the Pupil’s book. • Individual learners to write the
sentences that they constructed
Reading skills: during pair work in Activity 3 on
• Let the learners picture read the Page 34 in their exercise books.
pictures in Activity 1 on Page • Ask learners to silently read the
32 of the Pupil’s book and then sentences in Exercise 7 on Page
place them in order. 33 of the Pupil’s book silently
• Ask learners to read Sam’s plan and then identify the adverbs
of activities on Page 33 of the of time with their friend. Teach
Pupil’s book in pairs. the learners that the key words
• Ask general questions to see if used in the instruction is identify
they have understood what you and underline. They should
are asking. For example, ask a therefore, rewrite the sentences
learner to say what Sam did at in their exercise books and then
6.00 p.m. and so on. underline the adverbs of time.
• Individual learners to read the • Individual learners to undertake
sentences they have constructed Exercise 8 on Page 34 of the
using adverbs of time loudly. Pupil’s book.
To save on time, you can Answers
ask learners to read just one
40
Answers to Activity 1 on page 4. Next month, the twins will be
32, pupil's book five years.
1. The pictures show Uwamahoro 5. My favourite television
waking up, learning, playing, programme starts at 6.00 pm.
doing homework, eating and Answers to Activity 4 on page 34,
then watching TV. The learners pupil's book
need not use the exact words 1. The letter was written by Mary.
but they should be close in
describing what is happening in 2. The letter was written to Betty.
each picture. 3. The letter was written on 20th
2. The order in which the pictures May, 2016.
should appear is e, c, d, f, a, and b. 4. Betty is planning to attend her
If a learner presents a different sister’s wedding in Rwamagana
order from the suggested one and then go to pick up her dress
allow them to explain their from her aunt.
answer. 5. The writer goes to City Primary
School.
Answers to Exercise 6 on page 6. Ensure that the learners bring
31, pupil's book. out the fact that Mary is writing
to Betty telling her that she will
Encourage learners to give answers
be going for a birthday party in
in sentence form not just to state the
Rwamagana and that she will
answers.
also collect a dress from her
a) Sam planned for 7 activities. aunt’s place.
b) Sam will play football from 3.00
p.m.
c) At 1.30 Sam will be having
lunch with his parents. Answers to Exercise 6 on page
31, pupils' books
d) Sam will be at school from 7.00
am.
Answers to Exercise 7 on page

33, pupil's book
Ensure that the learners underline
the adverbs of time.
1. I am going to buy a new shirt
next week.
2. My sister goes to Kigali in
December.
3. It rained heavily last night.
41
R S S B E S L D A S D
I A D A G L F F J B P
V O L C A N O E S H A
E J A K A K R J B F R
R D K B J O E P E N K
S F E S M U S E U M S
B G S H E F T A H S A
A D A J G B S D F A B
Note: Ask learners to draw the grid in their exercise books and sketch out
the words as above. scheduled to be done so as to save
Answers to Exercise 8 on page on time and ensure that only that
34, pupils' book. which has been planned for is done.
Check the letter that the learner has
written for the following:
• Address of the learner
Assessment
• Salutation to the person that • Ask learners to name different
the letter is meant for. mention different activities that
they do on a daily basis. Can the
• Paragraph that talks about the
learner correctly identify his or
reason Writing the lettef.
her daily routine by using the
• Signing off to show the author of relevant vocabulary?
the letter
• Ask individual learners to come
up with a plan of activities that
Synthesis shows the time and activity to
be done at that time. Can the
Remind the learners that adverbs
learners organize their time
are used to show the time when an
chronologically and allocate it so
action happened, this can be in the
that they can be able to cover all
past, present or future. They also
the activities that are expected
show how long an action took place
of them?
and lastly they show how often an
action can take place. • Ask learners to construct
Discuss the importance of planning sentences using "going to" and
and help the learners to appreciate adverbs of time. Can the
that planning and organization learner properly use adverbs
enables people to concentrate their of time when constructing
efforts on doing that which has been sentences that talk about what
42
he or she plans to do? activities
• Give an overview of the main
parts of a letter. Then ask
learners to write a letter that Learning Activities
talks about what they plan Vocabulary:
to do tomorrow or in future. • Ask the learners to name
The letters should include all different activities that they can
parts of a letter and using the do together with their family
correct grammar and language members and friends.
structure?
Oral skills:
Lesson 4: Making • Read the dialogue in Activity 1
suggestions on Page 35 of the Pupil’s book
as the learners listen. Lead a
Learning objectives discussion on what is happening
By the end of this lesson, the learners in the dialogue. Then ask
should be able to: learners in pairs to role-play the
• Recognise when to use let’s and dialogue. Allow time for enough
shall we. groups of learners to carry out
• Listen to texts about people the role-play so that as many
making suggestions about what learners as possible are able to
to do. practice making suggestions.
• Read texts about people making • Ask learners in pairs to come
suggestions about what to do. up with their own dialogue
that makes suggestions about
activities that they can do
Introduction together in future as required
Ask two learners to go in front of the in Activity 2 on Page 37 of the
class and try to suggest something Pupil’s book. Priority should be
to each other in turns. For example, given to pairs that did not role-
you can tell the learners to suggest play Activity 1 of Page 36 of the
to the other an activity that he or she Pupil’s book.
would like them to do together the • Brainstorm the importance of
following day and hear what they a school library as required in
learners have to say. Let them make Activity 3 on Page 37 with the
an attempt at making suggestions learners. This Activity is meant
before you teach them. to help the learners with the
Teaching aids critical thinking competence
because the dialogue they role-
Pictures of people doing different played focussed on learners
going to the library to carry out
43
an assignment. The Activity to make their own suggestions
also presents the learners with by using the sentence starters
an opportunity to practice using that have been given.
English as the official language
of communication.
Synthesis
Help the learners to realise that
Reading skills:
suggestions are actions or activities
• Let the learners read the that have to be done in future.
Grammar Point on Page 37 of Therefore, they should ensure that
the Pupil’s book so that they can the sentences that they construct
understand how we use shall should show the future tense.
and may to make suggestions.
• Ask the learners to silently read
the text in Activity 1 on Page
Assessment
36 of the Pupil’s book. Organise • Ask learners to read the
the whole class into two groups dialogue in Activity 1 on Page 35
so that one group represents of the pupil’s book and identify
Ngabo and the other group sentences that are used to make
represents Atete. Let the two suggestions. Can the learner
groups take turns reading the give an example of a sentence
text that relates to the person that uses shall or may to make
they have been assigned. suggestions?
• Allow the learners enough time • Ask learners in pairs to create a
to read the text in pairs and dialogue on making suggestions
then answer the questions in about activities that they are
Exercise 9 on Page 35 orally to likely to do in future. Can
each other. learners use proper grammar
and correct sentence and
language structure to come
Writing skills:
up with a dialogue that makes
• Ask learners to individually suggestions?
answer the questions in Exercise
• Ask learners to construct
9 in their exercise books.
sentences about making
• Allow groups to write the suggestions. Can the learner
findings of their discussion in use his or her own words to
Activity 3 on Page 36 of the construct correct sentences that
Pupil’s book in their exercise make suggestions?
books.
• Let the learners fill in the blanks
Answers for activities
Exercise 9 on page 35, pupils'
44
book the key sounds, stress and rhythm
1. Ngabo suggested that they go to used in this Unit. You do not need
the library to do the assignment to introduce the lesson in any way
that they had been given by as the activities that are done in
Teacher Mike. this section are independent of each
2. Ngabo is making the suggestion other.
to Kabera. Teaching aids
3. Because the library has plenty A list of the following sentences for
of books that they can use to do dictation that you will have in your
their assignment. lesson plan:
4. Accept any correct lesson that 1. Rwanda is the land of a thousand
the learner will write. For hills.
example: 2. The National Musuem of
• It is good to work as a team/ Rwanda is a place where you
pair because you can share can learn the history of Rwanda.
problems and even find 3. We may go to Musanze in
solutions together. December.
• A library is very useful 4. I will do my homework in the
when you are looking for evening.
information.
5. Our group will win the debate.
5. Accept any titles that relate to
the dialogue that the learners
have read. For example: Learning Activities
• The assignment Activity 1 page 37, pupils' book
• Using the library Dictate the sentences shown in the
• Ngabo and Kabera teaching aids section, one at a time,
as the learners write them. Repeat
them once more for the learners to
Sounds and spellings proof read what they have written.
Learning objectives Activity 2 page 37, pupils' book
By the end of this sub–topic, learners Let the learners rewrite the jumbled
should be able to: letters to make correct words that
• Recognise and pronounce have been used in this unit. Some
sounds and use rhythm and of these words may be tough but
stress correctly. they are words relating to what the
learners have learnt in this unit.
Answers:
Introduction Library
This lesson provides a summary of
45
Suggest Planning and organizing activities
Dinner is a life-long skill that will help
Afternoon learners even after they finish
school. Emphasize the importance of
Tomorrow making plans before doing anything
Shopping to help one to only think about what
Volcanoes is important and should be done.
Debate page 37, pupil's book
Organise the learners into an
opposing team and a proposing team. Additional information
Give each group the same time to A preposition is a word or phrase
discuss and come up with points to that comes before a noun or pronoun
support or oppose the debate motion to show its connection to the other
that is given. Allow the learners words in the sentence. Prepositions
to debate the motion. There are can show place, time, position, or
no losers in debates because the method.
purpose of a debate is to develop The prepositions used in this unit to
language proficiency. show the position of different places
Riddle page 37, pupil's book in the community are in front,
Ask the learners to read the riddle "opposite", "behind", across, "next to
on Page 18 of the Pupil’s book and and "near".
let them tell you the answer.
Answer: History
End of unit assessment
In every topic, there is a writing
Synthesis exercise provided for the learners to
Learners should be able to use the practice what they have been taught.
"Future Tense", Adverbs of Time", Let individual learners carry out
shall and "may" to write and talk these exercises as you assess their
about the different plans that they abilities. Then crown it all with the
may have. If You will have to take End of Unit Assessment at the end
them through the exercises one by of the unit.
one.
Assessment Answers to the Unit 2
• Can learners use correct Assessment on page 38,
spellings and write legibly the pupil's book
different sentences that you
Most of the answers to this
dictated to them?
assessment depend on what the
• Can the learners answer the learner will write. Therefore,
riddle? check to ensure legibility of the
Summary of the unit handwriting, correct grammar and
46
language structure. Check the learners drawing also to ensure it is relevant
to the topic under discussion. In Question 9, learners are expected to break
the words into short sentences. These are suggested below:
a) Destinations – nations, in, on,
b) Favourite – Favour, it, our
c) Tourist – tour, is
d) Suggestion – suggest, on
Let the learners make correct sentences using any of the words that they
may have made to answer question 10.
Remedial activities
Should there be learners who are having problems developing the
competences required in this unit, give them the following exercise to do:
Write a timetable for the lessons that you are expected to learn every
day.Compare this timetable with the school timetable that they
teachers use.
(The answers to this question will depend on what the learner has
done.)
Extended activities
Some learners may find that the content provided is too easy. Let them do
the following exercise;
Your friend has never visited Lake Kivu. Your father has promised to take
you to Lake Kivu over the weekend. Your father agrees that you bring a
friend with you. Write a dialogue that shows that you are talking to your
friend and that you are suggesting that he or she comes with you to Lake
Kivu.
47
3. Weather
Key unit competence attitudes and values.
of weather. been highlighted in the curriculum
Introduction comprehensive sexual education
Starting from primary two, learners (HIV/AIDS, STI, Family planning,
have been exposed to different topics gender equality and reproductive
that relate to weather. They have health), peace and values education,
looked at the types of weather, they financial education, standardisation
have looked at the type of clothes culture, and inclusive education.
to wear when in different types While it is ideal to have all these
of weather, they have looked at issues covered in the content, some
weather in relation to the use of Past like standardisation culture and
Simple Tense and Present Simple comprehensive sexual education
Tense. Therefore, what they are are covered comprehensively in
learning in this class only adds to upper classes. The Pupil’s book has
the vocabulary they have gathered presented the cross cutting issues in
in earlier classes. the following ways:
Cross-cutting issues to be be brought out when learners are
addressed asked to work in groups. They
should be encouraged to work
The switch to competence based
peacefully with one another and
curriculum seeks to provide learners
be willing to help any of their
with an education system that
friends who may have a problem.
responds to the needs of the learners
This encourages team work and
as well as their needs as individuals
tolerance towards one another.
who are part of a society. This has
led to a curriculum that enables • Environment and sustainability
learners to be able to demonstrate is done practically and where
the knowledge, skills, values possible learners should be
and positive attitudes that they encouraged to go out of the class
have acquired through learning. and help to clean the school and
Incorporating cross cutting issues home neighbourhood. They can
into the curriculum helps learners to also be involved in tree planting
link and associate what they acquired exercises.
in class to everyday problems. They • For learners at this age, it is
also help learners to develop their easier to explain issues using
48
pictures as they may not competences may be implemented
understand what you are saying. and the strategy that may be chosen.
To this end, issues of gender and Psychomotor:
inclusive education have been • Demonstrate the expected way
presented using pictures where to perform a given skill. Allow
females and males are equally the learner to practice for a
used in the illustrations. The while, and then ask for a return
pictures also include children demonstration of that skill.
with various forms of disability
either going to school or taking
activity corner where learners
dialogues.
• To teach learners about financial skills with peers and/or teacher
education, texts are included supervision.
in the Pupil’s book that show
children handling money. There
experiences requiring skill
is also a whole unit that talks
performance of the competences
about shopping. The activities
under direct supervision.
given in this unit all endeavour
to introduce the learner to • Create a valid and reliable
understand more about money. assessment tool for use in
Remember that the cross-cutting determining competence in skill
issue to be developed will depend on demonstration.
the content of the lesson as identified
in the lesson plan. However, a cross- Affective:
cutting issue can be integrated in • Create “values clarification
a lesson that had not been planned exercises” for personal values.
earlier but arise as an opportunity • Provide a framework for a
in the course of teaching the lesson. written analysis of learner
Generic competences activities against the
As pointed out earlier, the measurable outcomes.
competence based curriculum • Structure opportunities for
establishes the learning outcomes, role-play requiring recognition
aligns instructional pedagogy to the of differing values and beliefs,
outcomes and then uses structured with time for discussion of how
methodology to assess the learner’s these may affect one’s ability to
success in achieving the outcomes. perform the competence.
• Arrange for the discussion of
different values and beliefs.
being assessed. • Create a valid and reliable
Below is a suggestion of how assessment tool for use in
49
determining competence, good and dialogue and clarification of
practice and integrity and, concepts to be learnt. Learners also
respect for all. need to be encouraged to use their
own knowledge and ideas to find
Cognitive: possible solutions.
• Develop case studies from actual Another strategy that can be used to
practice requiring discovery guide learners into discovering how
or problem based learning to to proceed is by using high order
determine the most appropriate, questioning technique. The objective
evidence based approach to of high order thinking technique is to
competence. encourage the learner to challenge
• Support learner-led discussions, how they are thinking, what they
structure debates to address are thinking and what revision of
practical situations. their thinking will lead to their goal
• Always require that the learner of becoming competent in the subject
provide their reasons for their matter.
response to knowledge questions All the strategies mentioned aim
or plans. at helping the learner develop new
• Avoid the temptation to ways of thinking about what they
answer every learner question, are learning. They also encourage a
especially when the learner learner to discover new knowledge
knows of should know the and skills using critical thinking.
answer.
Other strategies include self-study The approach that has been used is
activities such as those provided in to provide a variety of activities that
the additional information section ensure that they learner is exposed
of this book that the learners to various approaches to learning.
discussing with you or other The activities used in this book to
learners in class. Ensure that you bring out the various competences
provide ample time for discussion for each unit are:
50
Generic Type of Activity to bring out competence
Competence
• Rewriting letters to make correct words
• Sequencing of sentences and pictures to
make a story
• Filling in missing letters to make correct
words.
• Picture reading
• Finding words from crossword puzzles
• Discussion
• Why questions
Creativity and • Drawing
innovation • Modelling
• Role-play
• Letter writing
• Story telling
• Finding meaning of vocabulary used from
dictionary and glossary
Communicating in • Talking about pictures

official language • Reciting poems
• Encouraging learners to speak in English
while at home

• Pair work
Life-long learning • Skills acquired in each lesson set the

stage for learners to know and understand
various aspects of life.
51
Vocabulary often cannot control emotions.
Sunny, rainy, windy, cloudy, • Is easily confused.
calm, rain, weather, hot, rainfall, • Is verbally demanding.
temperature, dry, high, among • Has some difficulty in working
others. with others in small or large
group settings.
Guidance on the problem • Has difficulty in following
statement complicated directions or
The question provided in the Oral remembering directions for
Activity on Page 39 of the Pupil’s book extended periods of time.
is for learners to simply talk about • Has coordination problems with
weather. Let their answers guide a both large and small muscle
discussion on anything pertaining groups.
to weather. From the answer given, • Has inflexibility of thought; is
you can ask the learner to tell you difficult to persuade otherwise.
how they know that it is a particular • Has poor handwriting skills.
type of weather that they answered.
• Has a poor concept of time.
You can ask them to name the types
of clothes that one would wear
during that type of weather. You can Use these appropriate strategies
ask them to state weather is hot or with learning disabled students:
cold. The options will depend on how • Provide oral instruction
much learners remember. for students with reading
disabilities. Present activities
and reading materials in an oral
Attention to special
format so the assessment is not
education needs unduly influenced by lack of
A learning disabled student may reading ability.
exhibit some of the following • Provide learning disabled
characteristics. students with frequent progress
• Has poor auditory memory–both checks. Let them know how well
short term and long term. they are progressing toward an
• Has a low tolerance level and a individual or group task.
high frustration level. • Give immediate feedback to
• Has a weak or poor self-esteem. learning disabled students.
• Is easily distractible. They need to see quickly the
• Finds it difficult, if not relationship between what was
impossible, to stay on task for taught and what was learned.
extended periods of time. • Make activities concise and
• Is spontaneous in expression; short, whenever possible.
52
particularly frustrating for a like your drawing of the school.
learning disabled child. It has very beautiful colours.”
• Learners with learning • When necessary, plan to repeat
disabilities have difficulty instructions or offer information
learning abstract terms and in both written and verbal
concepts. Whenever possible, formats. Again, it is vitally
provide them with concrete necessary that learning disabled
objects and events—items children utilize as many of their
they can touch, hear, smell, sensory modalities as possible.
etc. You can also present real • Encourage group learning
pictures for example, pictures activities whenever possible.
of buildings that they see in the Each group should be made up of
neighbourhood as opposed to learners with different abilities.
the pictures in the book which Use the characteristics shown
they may not relate to. above to identify the learners with
• Learning disabled students special needs. Then apply the listed
need and should get lots of strategies to help the learners.
specific praise. For example, “I
List of lessons
The lessons that will be covered in this unit are:
1. Talking about the weather now 4 periods 1 period
2. Predicting the weather 4 periods 1 period
3. Planning future events 3 periods 1 period
4. Describing future plans 3 periods 1 period
5. Describing seasons 3 periods 1 period
Learning activities
The type of activities that learners are exposed to play a major role in
the acquisition of competences. Learning activities should be engaging
and practical to enable the learners to acquire hands-on knowledge. As
a teacher, your role is to actively encourage and enable learners to think
critically, to carry out research so as to solve problems, to be creative
and innovative and to fully take part in class proceedings. Work with the
learners to ensure that there is equal participation by all.
There are several learning activities that are competence –based. Each of
these activities are related to the domain of learning. Examples are given
below:
53
Psychomotor: Cognitive:
• Review written description of a • Competence based learning
particular skill. (Ask learners requires high levels of critical
to silently read a text and then thinking and reflection. Such
talk about it in class. Allowing skills are learned best with
them to give their opinion.) some form of discovery –based
learning or problem based
learning.
of skills in the safety of using
models or peers until the skill • Competence based learning
is mastered. (For example, entails helping learners to
working in pairs.) become active participants
in and take responsibility for
• Seek out practical experience
their own learning. It entails
that allow the learner to increase
encouraging the development of
confidence as well as competence
critical thinking by supporting
in the skills required. (For
learner’s efforts to retrieve and
example, talking to parents or
retain knowledge and put it into
different people who perform
practice. It also entails creating
different jobs and then make
presentations in class.)
of life-long learning in order to
stay updated.
Affective: • Teamwork is essential as
• Review text for content on many learning activities are
definition of values. structured for groups of learners
• Participate in selected values working together to discover the
clarification exercises for best solution to a given need.
personal values provided by • Other activities include creating
the teachers. This can be done and following a personalised
as self-study (homework) or as learning plan, self-directed
group work. reading and completion of
• Observing positive role models suggested activities that will
in practice. A role model sends add to one’s knowledge and
the message, “This is who a experience base, and self-
competent person is. This is directed use of the internet
what a competent person does.” where it is available for
The teacher is the first role resources related to topics being
model that learners will use. learnt.
Therefore, ensure that what you • Prepare for and lead group
do and say reflects competence. discussions.
54
The Pupil’s book has learning Lesson Development
activities from Page 40 to Page 52.
Lesson 1: Talking about
Use this activities to get learners to
talk about the weather. the weather now
Remember that the activities are Learning objectives
learner driven and progress should
be made depending on the ability
should be able to:
of the learners to understand and
undertake the given activity. • Recognise when to use the
Present Continuous Tense.
• Identify the present continuous
About assessment tense with future meaning.
The format that is used for
• List basic vocabulary about
assessment in competence based
weather.
learning is slightly different from
that used in the traditional format • Describe current weather.
of learning. In competence based • Respect the value of group work
learning, the learner is assessed in and individual contribution.
his/her ability to solve a problem Introduction
Ask learners to name the different
types of weather that they have
already learnt in other classes. Let
in class to solve the problem. In
them say the indicators of each type
as much as the learners will be
of weather. Find out if the learners
assessed on the knowledge they have
can identify when it is hot and
acquired (summative assessment),
when it is cold and also associate
this new curriculum puts more
the different types of weather to
emphasis on competences, to this
temperature.
end, use the guidelines given
under unit assessment to see if the Teaching aids
learners have acquired the relevant Name cards with different types of
skills needed in this lesson. Written weather drawn on them
exercises are also provided to Learning Activities
evaluate if the learner has acquired Vocabulary:
the basic subject competences as
• Remind learners of the different
well as generic competences.
vocabulary that they have
55
learnt relating to weather. This 41 of the Pupil’s book to explain
vocabulary includes, hot, cold, to the learners the meaning of
temperature, rainy, windy, Present Continuous tense. Give
sunny, cloudy, wind, sun, cloud a few examples of sentences
and rain. Have a fun activity that talk about the weather
where learners will pick a name using the present continuous
card that has any of the words tense. Let the learners come
identified above and then they up with their own sentences
say the meaning of the word about weather that show the
in their own words. After they Present Continuous Tense.
have finished, let them turn If the learners have trouble
over the name card and then constructing the sentences,
read the meaning that will be use the following sentences to
written behind the name. help them understand present
• Ask learners to identify continuous tense:
different words that are used • The sun is shining.
to describe weather from the • The wind is blowing.
puzzle on Page 40 of the Pupil's • It is freezing!
Book orally.
• The rain is pouring heavily.
Oral skills:
• Guide the learners to change
• Ask the learners to look at verbs from different tenses to
the pictures in Activity 1 on the present continuous tense.
Page 39 and talk about the Follow the directions given in
type of weather that is shown Activity 4 on Page 41 of the
in the pictures. Let them also Pupil’s book. However, you
talk about the activities that can come up with your own
the people in the pictures are appropriate examples.
doing. Allow them to match
the sentences to the picture by • Allow the learners to role-play
pointing at the right picture the dialogue in Activity 5 on
that matches a sentence that Page 42 of the Pupil’s book.
you read to them. Reading skills:
• Guide learners on how they will • Read the dialogue in Activity 5
carry out Activity 2 on Page 39 on Page 42 of the Pupil’s book
of the Pupil’s book. Organise as the learners listen. Ask
them in groups of five and let them to read the dialogue as a
them do the Activity. Ensure class. The boys can read what
that the learners take turns Mr Rukundo is saying while
talking about the weather that the girls can read what Jane is
they are observing. saying. Allow learners in pairs
• Use the Grammar Point on Page to also read the text. All through
56
assist the learners to use proper 4) The clouds are forming.
pronunciation as they read. Activity 3 on page 40, pupil's
• Let the learners silently read book.
the dialogue again individually. The words are cold, wet, storm, dry,
Ask the questions orally as the windy, storm, rainy, sunny, cloudy,
learners give the answers so hot
that you can determine if they Exercise 1 on page 41, pupil's
understood what they were
reading. book
Check the correctness of the
• Ask learners to read out loud the
sentences that the learners
sentences that they construct
construct.
in Exercise 1 on Page 41 of the
Pupil’s book. Activity 4 on page 41, pupil's
Writing skills: book
• Let the learners copy the a) Pour – pouring
sentences that match with the b) Blow – blowing
different pictures in Activity 1 c) Drizzle- drizzling
on Page 39 of the Pupil’s book. d) Shine- shining
• Ask the learners to copy the e) Flood- flooding
verbs used to talk about weather f) Freeze- freezing
in their exercise books. The
g) Snow- snowing
verbs are in Activity 4 on Page
41 of the Pupil’s book. Let them
write the verb in their present Exercise 2 on page 41, pupil's
continuous tense. book
• Let the learners draw a relevant Check the correctness of the
picture as required in Exercise sentences that the learners
3 on Page 42 of the Pupil’s book. construct.
Let them display their pictures
Synthesis
in the English Activity Corner
for all to see. Revise the meaning of the present
continuous tense. Remind the
Answers for activities learners that this tense uses the –ing
Activity 1 on page 39, pupil's form of a verb. Remind the learners
book also that weather keeps on changing
and what may have been true at one
The matching sentences for the
time may not be the next time.
pictures are as follows:
1) There is no wind this afternoon. Assessment
2) It is raining today. • Ask a learner to look outside and
3) The sun is shining brightly. tell you what weather is being
experienced. Can the learners
57
identify the weather? meteorological department and the
• Show the learners pictures with work that they do. Let the learners
different types of weather. Can know that there are people who
learners look at a picture and study weather and weather patterns
identify the type of weather and predict what the weather will be
shown in the picture? like in the coming days. Encourage
• Ask a learner to describe a those who have a strong interest in
particular type of weather. Can the sciences to take up meteorology
the learners use basic weather as a career.
vocabulary to describe the type
of weather shown in a picture? Teaching aids
• Ask learners to write briefly Pictures of different weather
about a particular type of measuring instruments, a recording
weather. Can learners use of a TV or radio weather forecast,
appropriate vocabulary and sample weather charts that have
correct grammar and spelling been drawn on manila paper
when writing about weather?
Learning Activities
Lesson 2: Predicting the Vocabulary:
weather • Let the learners look at the
Learning objectives
42 of the Pupil’s book and tell
By the end of the lesson, the learner you the names of the different
should be able to: weather instruments that are
• List and use basic vocabulary shown. Learners should be able
about weather. to identify these instruments as
• Create and interpret a weather they have already encountered
chart for the next week. them in the science class.
• Respect the value of group work • Show the learners the sample
and individuals contributions. weather chart that you have
drawn. Discuss the different
aspects of the weather chart
Introduction with the learners.
Ask the learners to tell you what
they think the weather will be like in
Oral skills:
the afternoon (if your lesson is in the
morning) or the following day. Let • Lead a class discussion on the
them tell you why they think that uses of the different weather
the weather will be the way they instruments that are shown
are saying. Find out if any of the in the pictures in Activity 1 on
learners know anything about the Page 42 of the Pupil’s book. Let
58
the learners tell you how each to give the answers as you fill in
instrument is used. the blanks. Read the completed
• Ask the learners to look at the text as the learners listen and
weather chart in Activity 2 follow silently. Let the learners
on Page 43 of the Pupil’s book then read the text as a class.
and discuss how it can be used Listen carefully to areas where
to record weather. Draw the the learners have problems with
weather chart on a flipchart. pronouncing the words.
Let the learners predict what
they think the weather will be Writing skills:
like as you fill in the weather • Ask the learners to draw the
chart. As a class, observe the weather chart in Activity 2 on
weather for a whole week as you Page 44 in their exercise books
discuss the predictions that the and fill it in with the weather
learners made. This Activity is predictions that the class has
best done from Monday so that discussed. Let them also write
the learners can observe the the sentences that predict
weather at the same time for what type of weather will be
most of the week. experienced in the course of
• Play the weather forecasting the week as predicted in the
recording either on radio or if weather chart.
you can, let the learners watch • Guide the learners to write the
a weather forecast on TV. Then weather forecast statement
ask them to make sentences in Activity 3 in their Pupil’s
based on what the weather book and then fill in the blanks
prediction is. Help the learners individually. Let them silently
to make correct sentences that read the completed weather
show the different weather forecast individually.
predictions.
• Organise for the learners to
• Organise the learners in groups visit a meteorological station
and let them fill in the blanks if possible. This activity can
in Activity 3 on Page 43 orally. be done in collaboration with
Thereafter, let them 44-play the the Science teacher. Then
weather forecast as required in let the learners carry out the
Activity 4 of the Pupil’s book. requirements in Activity 5 on
Page 44 of the Pupil’s book. Ask
Reading skills: learners to display their final
• Rewrite the text in Activity 3 work in the Activity Corner for
on Page 43 of the Pupil’s book all to see.
on the board. Ask the learners
59
• Play a recorded weather forecast recorded in Nyagatare.
for the learners so that they can Well, thank you viewers for staying
do Exercise 4 on Page 44 of the with us. Once again, my name
Pupil’s book. is Mutoni Jean. Catch you again
Answers for activities tomorrow at the same time. Good
Activity 1 on page 42, pupil's evening to you all.
book Synthesis
The instruments are: Explain to the learners that weather
predictions like weather forecasts
• Barometer– measures air
help when planning so that one can
pressure
know , for example, what to wear
• Maximum – minimum and when to plant or harvest, among
• Thermometer–measures other activites.
temperature Assessment
• Wind vane – Direction of wind
• Show the learners pictures of
• Anemometer – Measures speed different weather instruments.
of wind Can the learners identify the
• Rain gauge – Measures average different instruments and the
rainfall elements of weather that they
• Wind sock – speed of wind are used to measure?
Activity 3 on page 43, pupils' • Ask the learners to make a
book weather chart for a week. Can
Good evening, viewers. Welcome the construct sentences based
to the weather forecast. I am your on the predictions that they
presenter, Mutoni Jane. The forecast have made?
for tomorrow is as follows. • Ask learners to draw the
Kigali City is expected to be hot with different instruments used
average temperatures of about 220C. to measure the elements of
Musanze will be partly cloudy and weather and write down what
temperatures there are expected to each instrument is used for. Can
fall to 160C. the learners clearly draw the
Huye will receive thunderstorms in instruments and write sentences
the afternoon. Anyone planning to about what the instruments are
visit Huye should be prepared for a used for?
cold welcome.
In Muhanga, it will be cloudy
Lesson 3: Planning future
during the morning hours with little
rainfall expected in the afternoon. events
The rest of the country will be Learning objectives
sunny throughout the day. Highest By the end of the lesson, a learner
temperatures are expected to be
60
should be able to: different types of weather.
• Recognize when to use the
Present Simple Tense and Oral skills:
Present Continuous Tense with
• Ask learners to carry out Activity
future meaning.
1 on Page 44 of the Pupil’s book.
• Describe plans for future events
• Let the learners look at the
with relation to the weather in
pictures in Activity 2 on page
speech and in writing.
45 of the Pupil’s book and say
• Listen to texts on future the appropriate clothes to wear
weather. during such weather.
• Read texts on future weather. • Ask the learners to memorise
and recite the poem on Page
Introduction 46 of the Pupil’s book and then
answer the questions orally.
Learners have already learnt about
the future in Unit 2. They have also
learnt about it in previous classes. Grammar:
Therefore, in this lesson learners • Lead a discussion on the use
are building on to what they know of the First Conditional to
to talk about events that they would show future actions using the
like to do in future if the weather is Grammar Point on Page 45 of
favourable. the Pupil’s book.
• Guide the learners to construct
Teaching aids sentences in the First
Pictures with people doing different Conditional that relate to
activities in different types of weather as required in Activity
weather and a weather chart drawn 3 on Page 46 of the Pupil’s book.
on Manila paper.
Reading skills:
Learning Activities • Ask learners to picture read the
Vocabulary: pictures in Activity 2 on Page 45
of the Pupil’s book and talk about
• Ask learners to mention
the different types of weather
different words that talk about
shown, mention the different
weather and weather conditions
clothes that the children are
as they have already been
wearing, mention the colours of
taught. Let them also mention
the clothes that the children are
different activities that they
wearing and also the activities
can take part in. Let them also
that are taking place in the
mention the different types of
pictures.
clothes that we wear during
• Read the poem in Exercise 5 on
61
Page 46 of the Pupil’s book as Synthesis
the learners listen. Allow them Remind the learners about the three
time to read the poem on their tenses used in this lesson. These are
own. Let them read it silently the Present Simple, the Present
and repeatedly until they are Continuous with future meaning
able to memorise and recite the and the future tense. Use the main
poem on their own. points in the Pupil’s book to help the
Writing skills: learners to differentiate between
• After discussing Activity 1 these tenses.
on Page 44 as a class, let the
learners write three sentences Assessment
about the activities that they
• Ask learners in groups to
will do in their exercise books.
talk about their plans for the
• Ask learners to write sentences weekend. Can learners use the
that relate to the pictures shown future tense correctly and hold
in Activity 2 on Page 45 of the a discussion of their plans with
Pupil’s book. ease?
• Let the learners write the five • Ask learners to make sentences
sentences that were constructed about weather that use the IF
in the first conditional in Activity conditional, can the learners
3 on Page 46 of their books. construct correct sentences
• Ask the learners to write to show what will happen
the poem on Page 46 in their according to different weather
exercise books and then answer changes?
the questions that come after • Ask learners to write sentences
the poem. that show what will happen if
Answers for activities different weather conditions
The answers in most of the are met. Can the learners use
activities in this unit are subjective. correct grammar and language
Therefore, look at the sentences that structure to come up with
the learners will have written to correct sentences?
determine if they are correct.
Exercise 5 on page 46, pupils' Lesson 4: Describing future
book
plans
1) Because the umbrella will
Learning objectives
provide a shade for the poet.
By the end of the lesson, the learner
2) The poet will see a rainbow should be able to:
3) The colours of the rainbow are; • Recognize when to use the
Red, Orange, Yellow, Green, Present Simple Tense and
Blue, Indigo (purple) and Violet. Present Continuous Tense with
62
future meaning. they got, let them apply their
• Describe plans for future events knowledge in doing Activity 2 on
with relation to the weather in Page 47 of the Pupil’s book.
speech and in writing. Grammar:
• Listen to texts on future • Discuss the Grammar Point on
weather. Page 48 of the Pupil’s book and
• Read texts on future weather. ask learners to carry out Activity
3 on Page 48 of the Pupil’s book
orally.
Introduction
This lesson is a build-up of what Oral skills:
learners have learnt in the previous
• Discuss the Grammar Point
lesson. The only difference is that
again with the learners and let
the previous lesson was looking at
them construct sentences that
the IF conditional but in this lesson
relate to weather and what they
they are looking at the future tense.
will do in future.
Teaching aids
Reading skillsx:
Pictures with people doing different
• Let the learners discuss the
activities in different types of
pictures in Exercise 6 on Page
weather and a weather chart drawn
48 of the Pupil's Book and
on Manila paper.
answer them orally. Let them
then read the sentences that
Learning Activities they construct.
Vocabulary: • Ask learners read the sentences
• Ask learners to give the created in Activity 3 on Page 47
meaning of the different words of the Pupil’s book aloud.
given in Activity 1 on Page 47 of
the Pupil’s book. If dictionaries Writing skills:
are available, help learners to
properly use them so as to be
sentences in Activity 2 on Page
able to get the correct meaning
47 individually in their exercise
of the words. In the absence of
books.
dictionaries, learners can refer
to the glossary at the end of the • Ask learners to write sentences
Pupil’s book. about an Activity that they
want to do in future as required
• To show that learners
in Activity 3 of the Pupil’s book.
understand the meanings that
63
Answers for activities vocabulary?
Activity 2 on page 45 • Ask learners to write sentences
1) The temperature is going to be that show what they will do in
cold in March. future. Can learners construct
and write correct sentences to
2) The girl is going to be scared by talk about future plans?
the thunderstorm during the
rainy season.
3) The weather forecast is going to Lesson 5: Describing seasons
be read after news. Learning objectives
4) Byumba will be warm in By the end of the lesson, the learner
October. should be able to:
5) I am freezing. Get me a sweater • Listen to texts on future weather
please. or Rwandan climate.
• Read texts on future weather or
Exercise 6 on page 48, pupils' Rwandan climate.
book • Interpret climate graphs for
1. I am going to plant seeds. Rwanda.
2. Kamanzi is going to dig/plough
the garden. Introduction
3. Ngarambe is going to harvest In earlier units, learners have
the millet. interpreted graphs that relate to
4. Mugisha is going to steal the likes and dislikes of learners. They
food. have also created tables to record
5. Uwamahoro is going to jump. information. In this lesson, they
will be putting this skills to use so
that they can interpret tables and
Synthesis come up with graphs that relate to
Adverbs of frequency help us to weather and climate of Rwanda.
talk about how often we carry out
different activities. Ensure that
Teaching aids
learners are able to use the correct
adverb when talking about the Pictures showing different seasons,
activities that they do every day. data on climate of Rwanda in table
format.
Assessment
Learning Activities
• Ask learners to use different
vocabulary relating to weather Vocabulary:
to construct correct sentences. • Show the learners the pictures
Can learners use weather in Activity 1 on Page 48 of the
64
Pupil’s book. Let them name the • Let the learners picture read the
seasons that the pictures show. pictures on page 44 of the Pupil’s
The major seasons are rainy book and talk about the weather
season and dry season. Help the and the conditions shown in the
learners to know that we can pictures.
tell if it is the rainy season or
not by either seeing the crops Writing skills:
grow or when there is rain itself.
We know that it is not the rainy • Let the learners write the
season when crops start to dry answers to the comprehension
out and animals lack food and questions in Activity 2 on Page
therefore grow thin. 49 of the Pupil’s book.
• Ask learners to redraw the
graph on Page 51 in their
Grammar: exercise books.
• Use the Grammar Point on • Ask the learners to interpret
Page 51 to remind learners of the bar graph in Activity 3 on
the uses of the present simple Page 51 of the Pupil’s book and
tense. Guide them to construct answer the questions in writing
sentences that show what the in their exercise books.
weather or season is by using
the Present Simple Tense.
Oral skills: Activity 1 on page 40, pupil's
• Ask the learners to look at the book
bar graph on Page 50 of the 1) Rainy season
Pupil’s book and interpret it 2) Dry season
orally.
3) Rainy season
• Let the learners look at the
table in Activity 4 on Page 50 of
the Pupil’s book and interpret it Activity 2 on page 49, pupil's
orally. book
1) a) Climate- the weather
Reading skills: conditions of a particular
area
• Allow the learners to picture
read the pictures on Page 48 b) Weather- the state of the
and of the Pupil’s book. atmosphere
• Let the learners read the text c) Temperature – how hot or
in Activity 2 on Page 49 of the cold a place is
Pupil’s book and then answer d) Altitude – the height above
the questions that follow orally. sea level
65
2) a) The long rains season is there is not enough food.
experienced starting from Sometimes the animals die.
March. • There is a shortage of water
b) The short dry season is from because the rivers do not
December to February. have enough water.
c) The Long dry season is Activity 4 0n page 50 pupils'
experienced in June to mid- book
September. The bar graph the learners draw
d) The short dry season is should look like the one on Page 46
experienced in October and of the Pupil's Book.
November. Exercise 7 0n page 51 pupils'
3) The south western part and the book
North western part of Rwanda Accept correct answers from the
receive more rainfall because learners.
of the presence of Nyungwe
National Park and Akagera Synthesis
national Park which have forests
Adverbs of frequency help us to
that help in the formation of
talk about how often we carry out
rain.
different activities. Ensure that
learners are able to use the correct
Activity 3 on page 50, pupil's adverb when talking about the
book activities that they do every day.
1) The title of the bar graph is “A
bar graph showing the rainfall Assessment
recorded in a year in Rwanda”.
• Draw a bar graph on the
2) The x-axis shows the month of board that shows the rainfall
the year and the Y-axis shows distribution in Rwanda. Can
the average rainfall collected in learners correctly interpret
mm. the bar graph and use correct
3) April receives the highest language to talk about the
rainfall. graph?
4) June and July have the least • Give learners information
rainfall. relating to climate in Rwanda in
5) The season that has the least a table and ask them to interpret
amount of rainfall has the it. Can learners
following characteristics: • Can learners ask questions
• Drying of crops and about daily routine using when
vegetation. and what?
• Animals become thin because • Can learners answer questions
66
about daily routine correctly? • We will wear gumboots and
• Can learners write their own jackets if it rains.
daily routine in a clear and • Rwanda has two major seasons.
legible handwriting using
correct grammar?
Learning Activities
Sounds and spellings
Activity 1 on page 51, pupils'
Learning objectives book
By the end of this sub–topic, the Dictate the sentences shown in the
learner should be able to: teaching aids section, one at a time,
• Recognise and pronounce as the learners write them. Repeat
sounds correctly. them once more for the learners to
proof read what they have written.
• Recognise and use rhythm
correctly.
• Spell correctly. Activity 2 on page 51, pupils'
book
Let the learners rewrite the jumbled
Introduction letters to make correct words that
Give the words and meaning used have been used in this unit. Some
in this unit. Let them also construct of these words may be tough but
sentences that talk about the they are words relating to what the
different types of weather using learners have learnt in this unit.
either the Present Simple Tense,
Present Continuous Tense or Present Answers:
Continuous Tense with future thunderstorm
meaning.
floods
temperature
Teaching aids
foggy
The following sentences to be
dictated to the learners. drought
• A rain gauge is used to measure frost
the average rain received in a mist
place. windy
• A weather forecast shows the Answers to excercise 3
expected weather conditions of on page 42, pupil's book
a place.
• The taxi will not get to the
village if it rains.
67
F M A K O L O
N I O W I N Y A M K O
E A X G S C O L D O I H E
S D R Y G N F G S H R W U T H
W I N D Y S T M R M
K R B A R A I N Y
W I D D Y
S U N N Y
K H U L U
C L O U D Y
C O E N O S
I R L M B
E D D E
N T I S
I D C T
I N A Y
F H O T
E M R T
Note: Ask learners to draw the grid in their exercise books and sketch
Additional activity
Before dictating the words above, you can engage learners in different
vocabulary and spelling games. For example, you can ask the learners
to write as many words as they have learnt in this unit. Then the
words are collected into a basket. Different learners can then take time
‘fishing’ for different words from the box. Then they can read them out
loud to the class. Help the learners who will have a problem reading
any of the fished words.
Alternatively, you can write the words and place them on name cards
and put them on the teacher’s table. Say out loud a word and ask a
learner to come and pick a name card with the word you have read.
Debate
Organise the learners into an opposing team and a proposing team. Give
each group the same time to discuss and come up with points to support
or oppose the debate motion that is given. Allow the learners to debate
the motion. Remember there are no winners or losers in this debate. The
68
objective is to get learners to use • Can learners use correct
language confidently while talking spellings and write legibly the
to each other. different sentences that you
dictated to them?
Riddle • Can the learners answer the
• Ask the learners the riddle on riddle?
Page 51 of the Pupil’s book and
see if there is anyone of them
who will get it right. Summary of the unit
Answer: thunderstorm Weather can either be sunny, rainy,
windy or calm. Each type of weather
• As a cross cutting issue on the
is represented by different weather
environment and sustainability,
conditions. The weather conditions
there is a Think, pair and share
experienced in an area determine
activity at the end of the unit.
the seasons that will be experienced.
Let learners discuss about
Generally there are two wet seasons
these activities in pairs. Such
and two dry seasons that are
activities include:
experienced in Rwanda throughout
• Cutting down trees and not the year. At the end of this unit,
planting others learners should be able to use correct
• Releasing smoke from burning vocabulary to name the types of
rubbish and factories that weather, the weather conditions and
pollutes the environment. the seasons experienced in Rwanda.
Without trees to use the carbon
from smoke the atmosphere is
affected thus leading to changes End of unit assessment
in weather. At the end of every topic, there is
Synthesis a writing exercise provided for the
learners to practice what they have
Everyday, the weather activities
been taught. Let individual learners
that we encounter affect what we
can do. Learners should therefore be
assess their abilities. Answers to
able to talk about different weather
the exercises are provided under the
conditions comfortably. Encourage
Learning Activities segment as most
learners to look at the content in
of them are related to the activities
the book or what they have written
that the learners carry out.
in their exercise books at their own
free time and become conversant Answers to the Unit 3
with the vocabulary used when Assessment on page 52,
talking about weather and weather pupil's book
conditions.
1) Weather refers to the different
Assessment
conditions experienced every
69
day in a place. Climate refers Remedial activities
to the weather conditions Should there be learners who are
experienced in a place over a having problems developing the
long period of time. competences required in this unit,
2) a) Accept correct drawing of give them the following exercise to
weather conditions and correct do:
sentences. 1) Draw a clock face to show 8.20.
b) During the wet season, people 2) What is the date today? Write it
plant, weed and look after their in words.
crops. While during the dry 3) Which year are we in? Write it
season people harvest and dry in numbers
their crops. (Check the learners work for
During the wet season, people correctness.)
wear warm clothes like sweaters Extended activities
and jackets but during the dry Some learners may find that the
season people wear light clothes. content provided is too easy. Let
3) Check to confirm that the them do the following exercise;
weather conditions are described Find out and write down the
correctly. dates for all the holidays that we
4) Check to confirm that the celebrate in Rwanda.
learner uses correct spelling
and appropriate vocabulary.
5) Check learners work to ensure
they interpret the charts
correctly.
70
4. Behaviour, rules and laws
Key unit competence in class to everyday problems. They
To use language learnt in the context also help learners to develop their
of behaviour rules and laws attitudes and values.
Learners have learnt about the First are genocide studies, environment
Conditional in the previous chapter. and sustainability, gender,
Recap what the First conditional is comprehensive sexual education
using the Grammar Point on Page 41 (HIV/AIDS, STI, Family planning,
of the Pupil’s book. Let the learners gender equality and reproductive
give general examples of sentences health), peace and values education,
that show the First conditional. In financial education, standardisation
this lesson learners will be looking culture, and inclusive education.
at the First conditional with modal While it is ideal to have all these
verbs should and must. This is also issues covered in the content, some
not the first time that learners are like standardisation culture and
being taught about modal verb.. comprehensive sexual education
Therefore, learners should be able are covered comprehensively in
to use modal verbs in constructing upper classes. The pupil’s book has
simple sentences. presented the cross cutting issues in
the following ways:
Cross-cutting issues to be • Peace and value education should
The switch to competence based should be encouraged to work
curriculum seeks to provide learners peacefully with one another and
with an education system that be willing to help any of their
responds to the needs of the learners friends who may have a problem.
as well as their needs as individuals This encourages team work and
who are part of a society. This has tolerance towards one another.
into the curriculum helps learners to also be involved in tree planting
link and associate what they acquired exercises.
71
• For learners at this age, it is that the learner is to achieve are
easier to explain issues using inbuilt into the outcomes that are
pictures as they may not being assessed.
understand what you are saying. Below is a suggestion of how
To this end, issues of gender and competences may be implemented
inclusive education have been and the strategy that may be chosen.
presented using pictures where
females and males are equally Psychomotor domain:
• Demonstrate the expected way
to perform a given skill. Allow
the learner to practice for a
while, and then ask for a return
demonstration of that skill.
dialogues.
education, texts are included
children handling money. There
is also a whole unit that talks
supervision.
about shopping. The activities
given in this unit all endeavour • Arrange for sufficient practical
to introduce the learner to experiences requiring skill
understand more about money. performance of the competences
Remember that the cross-cutting under direct supervision.
issue to be developed will depend on • Create a valid and reliable
the content of the lesson as identified assessment tool for use in
in the lesson plan. However, a cross- determining competence in skill
cutting issue can be integrated in demonstration.
a lesson that had not been planned
earlier but arise as an opportunity Affective domain:
in the course of teaching the lesson. • Create “values clarification
written analysis of learner
activities against the
measurable outcomes.
aligns instructional pedagogy to the • Structure opportunities for
outcomes and then uses structured role-play requiring recognition
methodology to assess the learner’s of differing values and beliefs,
success in achieving the outcomes. with time for discussion of how
This means that the competences these may affect one’s ability to
72
perform the competence. discussing with you or other
• Arrange for the discussion of learners in class. Ensure that you
different values and beliefs. provide ample time for discussion
• Create a valid and reliable and dialogue and clarification of
assessment tool for use in concepts to be learnt. Learners also
determining competence, good need to be encouraged to use their
practice and integrity and, own knowledge and ideas to find
respect for all. possible solutions.
Another strategy that can be used to
guide learners into discovering how
Cognitive domain: to proceed is by using high order
• Develop case studies from actual questioning technique. The objective
practice requiring discovery of high order thinking technique is to
or problem based learning to encourage the learner to challenge
determine the most appropriate, how they are thinking, what they
evidence based approach to are thinking and what revision of
competence. their thinking will lead to their goal
• Support learner-led discussions, of becoming competent in the subject
structure debates to address matter.
practical situations. All the strategies mentioned aim
• Always require that the learner at helping the learner develop new
provide their reasons for their ways of thinking about what they
response to knowledge questions are learning. They also encourage a
or plans. learner to discover new knowledge
and skills using critical thinking.
• Avoid the temptation to
The approach that has been used is
answer every learner question,
to provide a variety of activities that
especially when the learner
ensure that they learner is exposed
knows of should know the
to various approaches to learning
answer.
Other strategies include self-study The activities used in this book to
activities such as those provided in bring out the various competences
the additional information section for each unit are shown below:
73
competence
words
correct words.
• Picture reading
puzzles
• Discussion
• Why questions
• Modelling
• Role-play
• Letter writing
• Story telling
puzzles
English while at hom
• Pair work
74
of life.
Vocabulary impossible, to stay on task for
kind, honest, hard-working, extended periods of time.
lazy, smoke, take drugs, • Is spontaneous in expression;
alcohol, drink, clean, noise, often cannot control emotions.
keep, arrest, prison, tax, steal, • Is easily confused.
• Is verbally demanding.
Guidance on the problem • Has some difficulty in working
statement with others in small or large
Let the learners use a dictionary to group settings.
find the meaning of the word offense. • Has difficulty in following
An offense is a wrong that is complicated directions or
committed against a person or an remembering directions for
institution. We know that one has extended periods of time.
committed an offense if they break • Has coordination problems with
the law that guides how things are both large and small muscle
to be done. groups.
Ask learners to mention some of • Has inflexibility of thought; is
the offenses that one can commit at difficult to persuade otherwise.
home, in school or to the country. • Has poor handwriting skills.
Discuss also the implications of
• Has a poor concept of time.
committing an offense.
Attention to special Use these appropriate strategies

education needs with learning disabled students:
A learning disabled student may • Provide oral instruction
exhibit some of the following for students with reading
characteristics. disabilities. Present activities
• Has poor auditory memory—
both short term and long term.
unduly influenced by lack of
• Has a low tolerance level and a reading ability.
high frustration level.
• Provide learning disabled
• Has a weak or poor self-esteem. students with frequent progress
• Is easily distractible. checks. Let them know how well
• Finds it difficult, if not they are progressing toward an
75
individual or group task. neighbourhood as opposed to
• Give immediate feedback to the pictures in the book which
learning disabled students. they may not relate to.
They need to see quickly the • Learning disabled students
relationship between what was need and should get lots of
taught and what was learned. specific praise. For example, “I
• Make activities concise and like the way you explained what
short, whenever possible. they children in the picture are
Long, drawn-out projects are doing. You are right. They are
particularly frustrating for a riding their bicycles.”
learning disabled child. • When necessary, plan to repeat
• Learners with learning instructions or offer information
disabilities have difficulty in both written and verbal
learning abstract terms and formats. Again, it is vitally
concepts. Whenever possible, necessary that learning disabled
provide them with concrete children utilize as many of their
objects and events—items sensory modalities as possible.
they can touch, hear, smell, • Encourage group learning
etc. You can also present real activities whenever possible.
pictures for example, pictures Each group should be made up of
of buildings that they see in the learners with different abilities.
List of lessons
The lessons that will be covered in this unit are

1. Describing people 3 periods 1 period
2. Describing social behaviour 3 periods 1 period
3. Giving opinions on morality 3 periods 1 period
4. Making school rules 3 periods 1 period
5. Describing laws 3 periods 1 period
6. Describing punishment 2 periods 1 period
Sounds and spellings Debate (1) 1 (dictation and
riddle)
Learning activities
critically, to carry out research so as to solve problems, to be creative and
76
innovative and to fully take part in in practice. A role model sends
class proceedings. the message, “This is who a
Work with the learners to ensure competent person is. This is
that there is equal participation by what a competent person does.”
all. The teacher is the first role
There are several learning activities model that learners will use.
that are competence –based. Each Therefore, ensure that what you
of these activities are related to the do and say reflects competence.
domain of learning. Examples are
given below: Cognitive:
Psychomotor:
requires high levels of critical
• Review written description of a thinking and reflection. Such
particular skill. (Ask learners to skills are learned best with
read a text and then talk about some form of discovery –based
it in class. Allowing them to give learning or problem based
their opinion.) learning.
• Take time for repeated practice • Competence based learning
of skills in the safety of using entails helping learners to
models or peers until the skill become active participants
is mastered. (For example, in and take responsibility for
working in pairs.) their own learning. It entails
• Seek out practical experience encouraging the development of
that allow the learner to increase critical thinking by supporting
confidence as well as competence learner’s efforts to retrieve and
in the skills required. (For retain knowledge and put it into
example, talking to parents or practice. It also entails creating
different people who perform learners who develop the habit
different jobs and then make of life-long learning in order to
presentations in class.) stay updated.
• Teamwork is essential as
Affective: many learning activities are
• Review text for content on structured for groups of learners
definition of values. working together to discover the
• Participate in selected values
clarification exercises for
practical work.
personal values provided by
the teachers. This can be done • Other activities include creating
as self-study (homework) or as and following a personalised
group work. learning plan, self-directed
reading and completion of
• Observing positive role models
77
suggested activities that will should be able to:
add to one’s knowledge and • List the basic vocabulary of
experience base, and self- character.
directed use of the internet • Describe people’s character.
where it is available for resources
• Listen to texts about character.
related to topics being learnt.
• Prepare for and lead group
discussions. Introduction
A person’s character determines
the behaviour that they have. Ask
About assessment
learners to find the meaning of the
The format that is used for words character and behaviour from
assessment in competence based a dictionary and then tell you some
learning is slightly different from behaviours and possible characters
that used in the traditional format that can bring about such behaviour.
of learning. In competence based For example, someone can be rude
learning, the learner is assessed in and their character be impolite.
his/her ability to solve a problem
He/she is then asked to apply the Teaching aids
knowledge that they have acquired Name cards with different
in class to solve the problem. In characters and behaviour written
as much as the learners will be on them.
acquired (summative assessment), Learning Activities
this new curriculum puts more Vocabulary:
emphasis on competences, to this • Read the names given in Activity
end, use the guidelines given under 1 on Page 53 of the Pupil’s book.
the Assessment section to see if the Find out if the learners know
learners have acquired the relevant the meaning of each of these
skills needed in this lesson. Written words. Most of the words may
exercises are also provided to be new to the learners and this
evaluate if the learner has acquired provides a good opportunity to
the basic subject competences as teach them dictionary skills as
well as generic competences. they look for the meaning of the
new words. They can also use
Lesson Development the glossary in the Pupil’s book
in the absence of a dictionary.
Lesson 1: Describing people
• Guide learners to find the words
Learning objectives in Activity 2 on Page 53 of the
By the end of this lesson, the learner Pupil's Book from the puzzle.
78
These are words that are used important for them to be able to
to talk about bad behaviour. perform calculations whenever
Let them also find out the they are sent to the shop.
meaning of these words from Sometimes the shopkeeper may
the dictionary. They should not make a mistake and give back
write in the text book. more change but at other times
the shopkeeper may give them
Oral skills: less money.
• Ask learners to give correct • Ask learners in pairs to read
sentences that make use of the Activity 4 and talk about the
words that they have learnt in character of Eric.
the vocabulary list.
• Read the passage in Activity 3 Writing skills:
on Page 54 of the Pupil's Book • Ask learners to copy the
as the learners follow with a crossword puzzle in their
finger but without vocalisation. exercise books and then circle
Let them answer the questions the words that talk about bad
at the end of the passage orally. behaviour. Let them also write
the meaning of each word.
Reading skills: • Let the learners write the
• Ask learners to silently read the answers to the comprehension
passage on behaviour in Activity questions in Activity 3 and 4 in
3 on Page 54 of the Pupil's Book their exercise books.
and then answer the questions • As a form of assessment, let
in pairs. the learners copy and complete
• Organise learners in groups the table in Exercise 1 on Page
and let them read the passage 55 of the Pupil's Book in their
in Activity 4 on Page 54 of the exercise books.
Pupil’s book and then discuss
the questions for presentation Answers to Activities
in class. Help them to select a
Activity 1 and 2
group leader and a secretary
who will help them to write down Get the meaning of each of the words
the main discussion points and from a dictionary or the glossary at
present on the group’s behalf. the back of the Pupil’s book.
Answers to activity 2 on page
Activity 4 combines good
53, pupils' book
character with the cross cutting
issue of financial education.
Take this opportunity to let
the learners know that it is
79
T N A G O R R A S K correct explanation from the
learner.)
Y M I L S F U L E R
3. (Listen to the learners to make
D E C I T U Y X E U sure that they use the right
M R Z R O S S P Y D adjectives that describe a
person. It need not be the exact
A G G R E S S I V E
description of someone, what is
N V R I S Y O C I H required here is that they are
I O U T C H B K R A able to use vocabulary relating
to behaviour and character to
C U M B O S S Y O R describe a person.)
I S P C D W O R C D Activity 4
N G Y T L A Z Y K G 1) a) Uwamahoro had gone to buy
a kilogram of sugar from the
Note: shop.
1) Ask learners to draw the grid in b) The shopkeeper gave
their exercise books and sketch Uwamahoro more change
out the words as above. than what she expected.
2) Explain to learners that the c) A kilo of sugar was supposed
numbering in the crossword to cost 700Rwf.
puzzle may not necessarily d) some of the adjectives
follow sustematically from that can be used to describe
one upwards. the numbers are Uwamohoro are; honest,
arranged depending on where diligent, clever, sincere,
the word falls, either Across or thoughtful
Down.
2) Listen as the learners take
turns to describe their study
Activity 3 partner. Pay attention to the
1) Kamana has been described as adjectives that they use. Let the
being caring and considerate. He learners know that it is always
is also hardworking. Accept any good manners to say good things
other answer that the learners about another person, especially
give that describes Kamana’s if they can hear what you are
character correctly. saying. This is a life-long lesson
2) Elders have experienced life that they should learn. Talking
and know what is good and bad. ill of a person is considered bad
Young people can learn from manners.
the elders so as to avoid any Exercise 1 on page 53, pupils'
bad behaviour that will cause book
problems. (Accept any other Check the learners work to ensure
80
they give correct adjectives in either in the community
column of the table. Introduction
Social behaviour relates to how we
Synthesis should or should not behave when
Guide learners to know that it is we are with other people.
good to have good behaviour so as
to be able to live peacefully with Teaching aids
people. Lead a discussion on the • Manila paper
character of different people that • flip chart
may be fictional by describing how
• a list of adjectives describing
that person is and then you ask
behaviour.
learners to say the character that
that person has.
Learning Activities
Assessment Oral skills:
• Ask the learners in pairs to talk • Ask learners name as many
about the character of a friend adjectives that describe
or a person that they know. behaviour as they can as you
Can the learners comfortably write on the board. Add any other
use proper language to talk adjectives that the learners may
about people’s behaviour and have forgotten or do not know.
characters • Draw the table on Page 55 of the
• Give learners a text that Pupil’s book. Lead a discussion
talks about the behaviour and where the learners will group
character of someone. Can the these adjectives under the right
learner identify the adjectives columns.
of character that are used in the • Read the passage on Page 56 of
text to talk about the person? the Pupil’s book as the learners
listen. Ask the comprehension
questions and ask the learners
Lesson 2: Describing social
to answer them orally.
behaviour • Organise learners in groups of
Learning objectives five and let them do Activity 3
By the end on this lesson, the learner on Page 57 of the Pupil’s book.
should be able to:
• List basic vocabulary of social Reading skills:
behaviour • Read the text in Activity 2 on
• Listen to text about social Page 56 of the Pupil’s book
behaviour in the community as the learners listen. Then
• Read text about social behaviour organise learners in groups
81
and ask them to read the smoking, young people drinking
passage and then discuss the beer and taking drugs, and
answers to the questions. Let gambling and betting.
the learners present the lessons 2) Chantelle said that the cause
that the group has learnt from of young people drinking and
reading the passage. Use this taking drugs was peer pressure.
opportunity to warn learners 3) The estate where Amos lives
about the dangers of engaging in has people who like to gamble
negative social behaviour that and bet.
is given in the text. Let them
also know that any person who 4) We can overcome bad social
forces them to do something so behaviour by keeping good
that they can be friends with company and asking for
them is not a good friend. direction from our parents
and guardians on the effects
of engaging in different social
Writing skills: behaviour. (Accept any correct
• Ask the learners to copy the explanation from the learner.)
complete table that shows what 5) Some lessons from the text
should and what should not be include:
done that you had drawn and • Do not keep friends who cause
completed on the board. you to engage in unacceptable
• Individual learners to answer social behaviour.
the questions on the passage • Do not take part in any activity
in Activity 2 on Page 56 of the that can be addictive such as
Pupil’s book in their exercise taking drugs and alcohol, or
books. betting and gambling.
• Guide learners to write correct • Do not do things just because
sentences about unacceptable your friends are doing them.
social behaviour that they
construct in Activity 3 on Page • Accept any other lesson based
57 of the Pupil’s book. on the text that the learner
might give.
Answers to Activities Activity 3 on page 57, pupils'

Activity 1 on page 55, pupils' book
book Answers to this activity will depend
Consider the answers that the on what happens in the elarners
learners have written and ensure community. Learners may be
that they are in the right column. tempted to give answers generally,
Activity 2 however organise for them to carry
1) The pupil’s talked about are out research on the unacceptable
82
behaviour that is done in their Learning objectives
community before discussing and By the end of the lesson, the learner
constructing sentences with their should be able to:
group members. • List the basic vocabulary of
Synthesis social behaviour.
Learners in this class are entering • Give opinions on morality orally
or are already at the adolescent and in writing using should.
stage. This topic is important as it • Respect the rules and laws of
helps them make informed decisions the community.
about the choices they make. Even
• Appreciate the importance of
though this is a language class, take
good behaviour and contributing
time to discuss with the learners
to society.
the consequences of engaging in bad
social behaviour.
Introduction
Assessment Children have a right to be heard.
• Ask learners to give examples Even though they may be young,
of behaviour that they should or their opinion can be useful in the
shouldn’t do. Is the learner able decision making process as they
to differentiate between the two will be giving their opinion about
types of social behaviour? matters that relate to them. It is also
important to build their confidence
• Read the text in Activity 2 on
especially at this time when they
Page 56 of the Pupil’s book as
are entering puberty and they feel
the learners listen. Ask the
that nobody cares about them. Let
questions at the end of the text
the learners know that it is good to
and ask learners to give answers
give opinion especially in matters
orally. Can the learner listen
that concern their lives. Let them
to text about social behaviour
also know that it is important to
and answer questions related to
use the right language when giving
social behaviour correctly?
opinions.
• Ask learners to silently read the
text in Activity 2 on page 56 of
the Pupil’s book and write the Teaching aids
answers in their exercise books. Manila paper with a list of modal
Can the learner read and write verbs
correct answers to text about Learning Activities
social behaviour?
Vocabulary:
• Ask the learners to find the
Lesson 3: Giving opinions on meaning of the words obligation,
social behaviour
83
opinion and behaviour. • Let the learners write the modal
Oral skills: verbs listed under the grammar
• Lead a discussion on the issues point in their exercise books. For
highlighted in Activity 1 on Page each modal verb, ask learners to
57 of the Pupil’s book. Read construct a sentence that shows
each sentence and ask learners how the modal verb is used.
to give their opinion. • Individual learners to copy the
• Organise learners in groups of text in Exercise 2 on Page 58
five and ask them to do Activity of the Pupil’s book and use the
2 on Page 59 of the Pupil’s book. correct modal verbs to fill the
blanks.
Grammar: Answers for activities

• Use the Grammar Point on Exercise 2 on page 58, pupills'
Page 58 of the Pupil’s book to book
guide the learners on how to use People should learn to be responsible
modal verbs to give opinions. citizens. Drinking too much alcohol
Now read Activity 1 on Page 57 put’s one’s life in danger. Smoking
of the Pupil’s book again and let is bad for your health. You can/
the learners use modal verbs to may also get arrested for smoking
give their opinion. in public places if the new law is
passed. Although the police have
issued a warning to the public, many
Reading skills:
people might not understand how
• Ask learners through their group disobeying orders could/can make
leader to read their opinion them end up in prison.
about good social behaviour as
58 of the Pupil’s book. Synthesis
• Ask learners to silently read Help the learners to gain confidence
the passage in Exercise 2 on while raising their opinion over
Page 58 of the Pupil’s book and different issues. Let them talk about
then discuss the exercise with a as many issues as they can as they
friend. Allow time for learners use the suggested sentence starters
to present their discussion to give their opinion.
findings in class.
Assessment
Writing skills: • Give a situation relating to
• Ask learners to write correct social life and ask a learner to
sentences that give their opinion use a modal verb to give their
on the issues raised in Activity 1 opinion. Can the learner use
on Page 57 of the Pupil’s book. the correct sentence structure
84
and modal verb to voice his/her Talk about why there are school rules
opinion? and guide the learners to understand
• Ask the learners in groups to that rules and regulations clearly
give their opinion about good show the Dos and Don’ts of a school,
social behaviour. Can each community or country.
learner equally participate in
the group discussion and give Teaching aids
their opinion about good social A list of the school’s rules written on
behaviour? a Manila paper
Learning Activities
Lesson 4: Making school
Vocabulary:
rules
• Read through the examples of
Learning objectives school rules given in the Pupil’s
By the end of the lesson, the learner book. Let the learners identify
should be able to: any word that they do not know
• Listen to text about laws its meaning. Let them look for
and punishment and show the meaning of these word from
understanding in writing. the dictionary, glossary or the
• Read a short text about laws Internet.
and punishment and show
understanding in writing. Oral skills:
• Respect the rules and laws of • Ask learners to mention the
the school. school rules for your school.
• Formulate school rules and Discuss what happens if the
write them on posters using learners break any of the rules
must, mustn’t. that they have mentioned.
Introduction • Remind the learners about
Every school has got rules that modal verbs. Lead a discussion
ensure that there is law and order on which of the school rules
in the school. Brainstorm with the must be done (dos) and which
learners the different school rules must not be done (don’ts). Let
that they know for your school. Let the learners orally say the rules
them say what happens when they that belong to each category.
do not follow the school rules. You
can ask individual learners to give Reading skills:
examples of what happened to them • Let the learners read the school
when they broke any of the school rules posted on Page 60 of the
rules. Pupil’s book. Guide the learners
to identify which of the rules are
85
dos and which ones are don’ts.
Assessment
Writing skills:
• Provide the learners with a list
• Organise learners in groups of 5 of school rules and ask them to
and let them write down a list of rewrite the rules using must.
all the school rules in the school. Can the learner clearly identify
Let the learners work as a team the rules that show dos and
to design a poster that will show those that show don’ts?
the rewritten rules using modal
• Ask the learners to draw a
verbs as directed in Activity 2
table in their exercise book that
shows dos and don’ts. Read out
• Organise for the head teacher to a school rule and ask learners
visit the class and see the work to rewrite it under the relevant
that the learners have done as column in the table they have
required in Activity 3 on Page drawn. Can the learners listen
59 of the Pupil's Book. Give the to text about school rules and
learners a chance to explain show understanding in writing?
their work to the head teacher.
Lesson 5: Describing laws

The activities in this lesson are all
Learning objectives
practical and therefore the answers By the end of the lesson, the learner
will depend on what the learners should be able to:
write. Check the answers to ensure • List the basic vocabulary of
that they relate to your school’s rules laws and punishment/penalty/
and regulation. sentence.
• Listen to text about laws
Synthesis and punishment and show
understanding in speech and in
Encourage learners to know all the
writing.
school rules at heart. Let them also
know that we live with other people • Read a short text about laws
and it is important to follow rules and punishment and show
and regulations so that we do not do understanding in speech and in
anything that hurts others. Let the writing.
learners know that rules are meant • Respect the rules and laws of
to help us all. the community.
The objective of holding the
display in class is to give learners
an opportunity to communicate Introduction
effectively in English. Every community has a set of
86
laws that guide how the people in • Lead an oral discussion on the
that community should behave. appropriate answers to use to
Failure to follow the laws leads to fill the gaps in Activity 2 on
punishment. This means that laws Page 61 of the Pupil’s book. Let
tell us what to do and what not to the learners give answers orally
do. Guide learners to understand to each question.
the basic fact that laws tell us what • Ask learners to give a few more
to do and what not to do. examples of other musts and
must nots in the community.
Teaching aids • Guide learners to construct
A list of the community’s rules sentences as required in Activity
written on a Manila paper 3 on Page 61 of the Pupil's Book.
Learning Activities
Vocabulary: Reading skills:
• Read through the list on • Rewrite the correct sentences of
vocabulary that is provided the musts and mustn’ts on the
in Activity 1 on Page 61 of the board as the learners complete
Pupil’s book. Brainstorm the them. Ask learners to read
meaning of these words. Ask the different sentences as a
learners to use their own words group and later or silently as
to explain the meaning of each individuals.
of the words that are given.
For words that learners cannot Writing skills:
explain, allow them to look for • Ask learners to copy and
the meaning of these words from complete the table in Activity
the dictionary or the glossary at 1 on Page 60 in their exercise
the end of the Pupil’s book. books.
• Ask learners to write the
Oral skills: sentences that they constructed
• Ask groups to present the final in Activity 3 in their Exercise
answers in class for Activity 1 books.
87
Must Mustn’t
You must respect other people’s You mustn’t drink alcohol if you are a
property. child.
We must obey police orders. You mustn’t fight and injure people.
We must pay taxes to the You mustn’t cut down trees without
government. permission.
We must participate in We mustn’t block other road users.
Umuganda.
We must protect our We mustn’t cross roads carelessly.
environment.
You must report early to school. You mustn’t eat with dirty hands.
You must wear school uniform You mustn’t play with fire.
while at school.
We must avoid early marriages. You mustn’t make noise in class.
show must nots?
Synthesis • Ask learners to draw a table in
their exercise book that shows
The examples given are of general
must and must nots. Read out
laws and regulations that we ought
a law or regulation and ask
to follow either at home, school or in
learners to rewrite it under the
the community. Some of the rules
relevant column in the table they
touch on cross-cutting issues such
have drawn. Can the learners
as environment and sustainability,
listen to text about laws and
gender, financial education (paying
show understanding in writing?
taxes) and peace and values
education. Spent a little time to
discuss the implications of each Lesson 6: Describing
cross cutting issue and why it is punishment
important for the learners to value
these issues. Learning objectives
Assessment should be able to:
• Listen to text about laws
• Provide the learners with a list and punishment and show
of laws and regulations and ask understanding in speech and in
them to rewrite the rules using writing.
must. Can the learner clearly
identify the community rules • Read a short text about laws
that show musts and those that and punishment and show
understanding in speech and in
88
writing. 2 and on Page 61 of the Pupil’s
• Respect the rules and laws of the book.
school, community and country.
Reading skills:
Introduction complete sentences form Table
Whether at school or in the A and Table B in Activity 2 on
community, when we fail to obey Page 61 of the Pupil’s book.
rules and laws, we get punished. • Appoint a few pairs to read
Revise the use of If conditional with their completed sentences from
the learners and help learners to Activity 3 on Page 61 of the
identify the main clauses and the If Pupil’s book.
clauses from examples of sentences.
• Let the learners read the Public
Notice in Activity 5 on Page 62
Teaching aids of the Pupil's Book silently and
then answer the questions orally
A list of some laws of the country
in class under your guidance.
written on a Manila paper
A marker with which to write own • Different learners to construct
rules. If sentences as required in
Exercise 2 on Page 58 of the
Pupil's Book orally.
Learning Activities
Vocabulary: Writing skills:
• Remind the learners of the • Ask individual learners to
key words used to talk about write the answers to the
behaviour, rules and laws. comprehension questions in
These words include: law, Activity 5 on Page 62 of the
regulation, punishment, Pupil’s book in their exercise
offense, rules, and behaviour. books.
Let the learners define these • Individual learners to write
words in their own words. a story based on the picture
in Activity 4 on Page 61 of the
Oral skills: Pupil’s book.
• Organise learners in groups of • Guide learners on how to do
five and ask them to do Activity Exercise 2 on Page 58 of the
1 on Page 61 of the Pupil’s book Pupils Book. Let the learners
orally. write their five correct sentences
in their exercise books.
• Revise IF clauses again and ask
learners in pairs to do Activity Answers for activities
89
Activity 2 on page 61, pupil's police have a responsibility to
book keep law and order. However, it is
Any combination of A and B also the responsibility of citizens
sentences can work, the only one to help maintain law and order by
that has one combination is; You will obeying rules and regulations. This
be rewarded if you are a disciplined is a vital lesson and cross cutting
pupil. issue relating to peace and values
Activity 3 on page 61, pupil's education.
book
Check the sentences constructed by Assessment
learners to see if they make sense. • Provide the learners with a list
Activity 4 on page 62, pupil's of laws and ask them to come
book up with IF clauses that show
the punishment that one will be
Check the learners’ stories to see
given for breaking the laws. Can
whether what they have written
the learner correctly use the IF
relates to punishment.
clause in speech and in writing
Activity 5 on page 62, pupil's
to show the punishment that
book one will get for breaking a given
1) a) a law is a set of instructions/ law?
guidelines that show what we • Ask the learners to write a short
should or should not do. story about a form of punishment
b) Punishment is the action that they witnessed someone
taken against you by the being given. Can learners use
country, school or community basic vocabulary relating to
for breaking a law. punishment to write about an
2) Accept any logical answer with event that caused someone to be
explanation from the learner. punished for breaking the law?
All the laws are important there
is none that is superior to the Sounds and spellings
other.
3) Accept correct answers.
Learning objectives
By the end of this sub–topic, the
Exercise 2 on page 58, pupils'
learner should be able to:
book
• Recognise and pronounce
Check the learner’s sentences to
sounds correctly.
ensure they are correctly written to
show punishment. • Recognise and use rhythm
correctly.
Synthesis
Let the learners know that the Introduction
90
Ask learners to mention different the class. Help the learners who will
school rules and the punishment that have a problem reading any of the
one gets for breaking these rules. fished words.
Lead a discussion of the importance Alternatively, you can write
of keeping law and order in society. the words and place them on
name cards and put them on
the teacher’s table. Say out
Teaching aids
loud a word and ask a learner
The following sentences to be used to come and pick a name card
for dictation: with the word you have read.
1. A rude person is not friendly.
2. We should not fight.
3. No pupil should bring a mobile
book
phone to school.
4. If you are found with drugs, you
letters to make correct words
will be sentenced to 10 years in
that have been used in this
prison.
unit. Some of these words may
5. You will pay a fine of 40,000Rwf be tough but they are words
for overloading a vehicle. relating to what the learners
have learnt in this unit.
Learning Activities Answers:
Activity 1 on Page 63 arrest
Dictate the sentences shown in the prison
teaching aids section, one at a time, steal
as the learners write them. Repeat drugs
alcohol
Debate on Page 63 in pupil's

Additional activity book
Before dictating the words above, Organise the learners into an
you can engage learners in different opposing team and a proposing team.
vocabulary and spelling games. For Give each group the same time to
example, you can ask the learners to discuss and come up with points to
write as many words as they have support or oppose the debate motion
learnt in this unit. Then the words that is given. Allow the learners
are collected into a basket. Different to debate the motion. Remember
learners can then take time ‘fishing’ there are no winners or losers in
for different words from the box. this debate. The objective is to get
Then they can read them out loud to learners to use language confidently
91
while talking to each other. Additional information
Adverbs of time show when an
Riddle on page 63, pupil's action or event happened. They also
book show for how long and how often an
Ask the learners to read the riddle event happened.
on Page 63 of the pupil’s book and Adverbs that show when an event
let them tell you the answer. happened and those that tell us
for how long an event happened
are usually placed at the end of a
Answer: Prison sentence. Mukabutera visited her
Synthesis aunt yesterday.
Throughout their lives, learners Adverbs that talk about how often
will be exposed to rules and an event happens are usually placed
regulations. Learners should be able before the main verb but after the
to understand these rules and follow auxiliary verb. John never visits his
them. Encourage learners to always uncle.
seek elaboration of any rule or
regulation that they may not clearly End of unit 4 assessment
understand. At the end of every topic, there is
Assessment a writing exercise provided for the
• Can the learners answer the learners to practice what they have
riddle correctly? been taught. Let individual learners
• Can the learner spell the words
assess their abilities. The answers
used to talk about behaviour,
to these exercise are provided under
rules and laws correctly?
Answers for activities section.
• Can learners use the basic
vocabulary for behaviour, rules
and laws that they have learnt Answers to the Unit 4
to engage in a debate? Assessment on page 63,
pupil's book
Summary of the unit All the questions in this
Modal verbs help us to analyse section have subjective answers
actions so that we can know what as they seek the learner’s opinion
can be done and what cannot be on various issues. Check the
done. Modal verbs include could, responses that the learners give to
should, must, shouldn’t, may, might, ensure that they relate to what the
wouldn’t, mustn’t. question is asking about.
We use conditional or if clauses to
show the consequences of doing Remedial activities
something.
92
competences required in this unit, give them the following exercise to
do:
• Make a poster of the school rules. Below the rules, write the reason
why school rules are important.
(Check the learners work for correctness.)
Extended activities
Some learners may find that the content provided is too easy. Let them
do the following exercise;
Find out the penalty for committing an offense such as robbery.
93
5. Family relationships
Key unit competence what they acquired in class to
To use language learnt in the everyday problems. They also help
context of family relationships. learners to develop their attitudes
and values.
In languages as well as social are genocide studies, environment
studies, the learners have been and sustainability, gender,
taught about family members. In comprehensive sexual education
the P2 Social Studies class, learners (HIV/AIDS, STI, Family planning,
were taught about their family gender equality and reproductive
tree. This means that learners health), peace and values education,
already have the knowledge about financial education, standardisation
different family members and their culture, and inclusive education.
relationships. The only difference While it is ideal to have all these
is that they have this knowledge in issues covered in the content, some
Kinyarwanda and not in English. like standardisation culture and
Guide learners to be able to use comprehensive sexual education
the appropriate English vocabulary are covered comprehensively in
that is used when talking about upper classes. The pupil’s book has
family relationships. presented the cross cutting issues in
the following ways:
Cross-cutting issues to be • Peace and value education
addressed should be brought out when
learners are asked to work
in groups. They should be
curriculum seeks to provide
encouraged to work peacefully
learners with an education system
with one another and be willing
that responds to the needs of the
to help any of their friends
learners as well as their needs
who may have a problem. This
as individuals who are part of a
encourages team work and
society. This has led to a curriculum
that enables learners to be able
to demonstrate the knowledge, • Environment and sustainability
skills, values and positive attitudes is done practically and where
that they have acquired through possible learners should be
learning. Incorporating cross encouraged to go out of the class
cutting issues into the curriculum and help to clean the school
helps learners to link and associate and home neighbourhood. They
94
can also be involved in tree aligns instructional pedagogy to the
planting exercises. outcomes and then uses structured
• For learners at this age, it methodology to assess the learner’s
is easier to explain issues success in achieving the outcomes.
using pictures as they may This means that the competences
not understand what you are that the learner is to achieve are
saying. To this end, issues of inbuilt into the outcomes that are
gender and inclusive education being assessed.
have been presented using The teaching strategies that you
pictures where females and use need to be matched to the
males are equally used in the domain of learning. Below is a
illustrations. The pictures also suggestion of how competences may
include children with various be implemented and the strategy
forms of disability either going that may be chosen.
to school or taking part in day
to day activities and dialogues. Psychomotor:
• To teach learners about • Demonstrate the expected way
financial education, texts are to perform a given skill. Allow
included in the Pupil’s book the learner to practice for a
that show children handling while, and then ask for a return
money. There is also a whole demonstration of that skill.
unit that talks about shopping. • Set up models or create a
The activities given in this unit simulation exercise in the
all endeavour to introduce the activity corner where learners
learner to understand more can have repeated practice
about money. of skills with peers and/or
Remember that the cross- teacher supervision.
cutting issue to be developed • Arrange for sufficient practical
will depend on the content of experiences requiring skill
the lesson as identified in the performance of the competences
lesson plan. However, a cross- under direct supervision.
cutting issue can be integrated • Create a valid and reliable
in a lesson that had not been assessment tool for use in
planned earlier but arise as determining competence in skill
an opportunity in the course of demonstration.
teaching the lesson.
Affective:
Generic competences • Create “values clarification
As pointed out earlier, the exercises” for personal values.
competence based curriculum • Provide a framework for a
95
written analysis of learner activities such as those provided in
activities against the the additional information section
measurable outcomes. of this book that the learners
• Structure opportunities for can complete on their own before
role-play requiring recognition discussing with you or other
of differing values and beliefs, learners in class. Ensure that you
with time for discussion of how provide ample time for discussion
these may affect one’s ability to and dialogue and clarification of
perform the competence. concepts to be learnt. Learners also
• Arrange for the discussion of need to be encouraged to use their
different values and beliefs. own knowledge and ideas to find
possible solutions.
• Create a valid and reliable Another strategy that can be used
assessment tool for use in to guide learners into discovering
determining competence, good how to proceed is by using high
practice and integrity and, order questioning technique. The
respect for all. objective of high order thinking
technique is to encourage the
Cognitive: learner to challenge how they are
• Develop case studies from thinking, what they are thinking
actual practice requiring and what revision of their thinking
discovery or problem based will lead to their goal of becoming
learning to determine the most competent in the subject matter.
appropriate, evidence based All the strategies mentioned aim
approach to competence. at helping the learner develop new
• Support learner-led ways of thinking about what they
discussions, structure debates are learning. They also encourage a
to address practical situations. learner to discover new knowledge
and skills using critical thinking.
• Always require that the learner
The approach that has been used
provide their reasons for
is to provide a variety of activities
their response to knowledge
that ensure that the learner is
questions or plans.
exposed to various approaches to
• Avoid the temptation to learning
answer every learner question, The activities used in this book to
especially when the learner bring out the various competences
knows of should know the for each unit are shown below:
answer.
96
competence
words
correct words.
• Picture reading
puzzles
• Discussion
• Why questions
• Modelling
• Role-play
• Letter writing
• Story telling
puzzles
• Pair work
97
of life.
Vocabulary item in the unit • Is easily distractible.
Cousin, brother, sister, • Finds it difficult, if not
nephew, niece, father-in-law, impossible, to stay on task for
sister-in-law, sad, happy, extended periods of time.
bored, angry, strict, friendly, • Is spontaneous in expression;
cold, kind, among others. often cannot control emotions.
• Is easily confused.
Guidance on the problem • Is verbally demanding.
statement • Has some difficulty in working
A family tree is the only way with others in small or large
that one can link the relation group settings.
that exists among different • Has difficulty in following
family members. Let the complicated directions or
learners try and come up to remembering directions for
the answer of the oral activity extended periods of time.
by creating a family tree that • Has coordination problems with
will try to show the number of both large and small muscle
people in their family and the groups.
relationships between them.
Since most families have too • Has inflexibility of thought; is
many people, learners may not difficult to persuade otherwise.
be able to list down all of them, • Has poor handwriting skills.
hence for the purpose of this • Has a poor concept of time.
lesson, learners will only use
the nuclear families of their Use these appropriate strategies
parents.
with learning disabled students:
Attention to special education needs
• Provide oral instruction
A learning disabled student for students with reading
may exhibit some of the following disabilities. Present activities
characteristics. and reading materials in an
• Has poor auditory memory— oral format so the assessment
both short term and long term. is not unduly influenced by lack
• Has a low tolerance level and a of reading ability.
high frustration level. • Provide learning disabled
• Has a weak or poor self-esteem. students with frequent progress
98
checks. Let them know how well of buildings that they see in the
they are progressing toward neighbourhood as opposed to
an individual or group task. the pictures in the book which
• Give immediate feedback to they may not relate to.
learning disabled students. • Learning disabled students
They need to see quickly the need and should get lots of
relationship between what was specific praise. For example, “I
taught and what was learned. like your drawing of the school.
• Make activities concise and It has very beautiful colours.”
short, whenever possible. • When necessary, plan to
Long, drawn-out projects are repeat instructions or offer
particularly frustrating for a information in both written
learning disabled child. and verbal formats. Again,
• Learners with learning it is vitally necessary that
disabilities have difficulty learning disabled children
learning abstract terms and utilize as many of their sensory
concepts. Whenever possible, modalities as possible.
provide them with concrete • Encourage group learning
objects and events—items activities whenever possible.
they can touch, hear, smell, Each group should be made
etc. You can also present real up of learners with different
pictures for example, pictures abilities.
List of lessons
1. Describing family tree 4 periods 1 period
2. Describing family members 4 periods 1 period
3. Describing personalities 3 periods 1 period
4. Saying who you like 3 periods 1 period
5. Describing a family member 3 periods 1 period
and their life story
Lesson Development
Lesson 1: Describing family trees
Learning objectives
By the end of this lesson, a learner should be able to:
• State the vocabulary of family relationships.
• Construct and describe a family tree orally and in writing.
99
• Appreciate the role of family in Work with the learners to
our daily lives. ensure that there is equal
• Respect the importance of participation by all.
maintaining good family
relationships. There are several learning
activities that are competence
Introduction –based. Each of these activities
Draw a sample family tree are related to the domain of
that shows the relationships learning. Examples are given
between immediate family below:
members. Show the learners
the drawing and let them tell Psychomotor:
you what the drawing shows. • Review written description of a
Guide the learners to describe particular skill. (Ask learners
the relationships that exist to read a text and then talk
between the different family about it in class. Allowing them
members that re shown in your to give their opinion.)
drawing. • Take time for repeated practice
Teaching aids models or peers until the skill
A family tree drawn on a is mastered. (For example,
manila paper or a flip chart working in pairs.)
• Seek out practical experience
Learning activities that allow the learner to
increase confidence as well
The type of activities that as competence in the skills
learners are exposed to play a required. (For example, talking
major role in the acquisition to parents or different people
of competences. Learning who perform different jobs and
activities should be engaging then make presentations in
and practical to enable the class.)
learners to acquire hands-on
knowledge. As a teacher, your
role is to actively encourage Affective:
and enable learners to think • Review text for content on
critically, to carry out research definition of values.
so as to solve problems, to • Participate in selected values
be creative and innovative clarification exercises for
and to fully take part in class personal values provided by
proceedings. the teachers. This can be done
100
as self-study (homework) or as theoretical and practical work.
group work. • Other activities include
• Observing positive role models creating and following a
in practice. A role model sends personalised learning plan,
the message, “This is who self-directed reading and
a competent person is. This completion of suggested
is what a competent person activities that will add to one’s
does.” The teacher is the first knowledge and experience
role model that learners will base, and self-directed use
use. Therefore, ensure that of the internet where it is
what you do and say reflects available for resources related
competence. to topics being learnt.
Cognitive: discussions.
requires high levels of critical About assessment
thinking and reflection. Such The format that is used for
skills are learned best with assessment in competence
some form of discovery –based based learning is slightly
learning or problem based different from that used in the
learning. traditional format of learning.
• Competence based learning In competence based learning,
entails helping learners to the learner is assessed in his/
become active participants her ability to solve a problem
in and take responsibility for that is based on a real life
their own learning. It entails situation. He/she is then asked
encouraging the development of to apply the knowledge that
critical thinking by supporting they have acquired in class
learner’s efforts to retrieve to solve the problem. In as
and retain knowledge and put much as the learners will be
it into practice. It also entails assessed on the knowledge
creating learners who develop they have acquired (summative
the habit of life-long learning assessment), this new
in order to stay updated. curriculum puts more emphasis
• Teamwork is essential as on competences, to this end,
many learning activities use the given guidelines under
are structured for groups of the assessment section to see if
learners working together to the learners have acquired the
discover the best solution to a relevant skills needed in this
given need or problem in both lesson. Written exercises are
101
also provided to evaluate if the • After learners have constructed
learner has acquired the basic their family trees, let them
subject competences as well as talk about the relation of the
generic competences. different people in the family
as required in Activity 2 on
Learning Activities Page 59 of the Pupil’s book.
Vocabulary:
• Ask the learners to identify as Reading skills:
many family relationships as • Let the learners picture read
they can. Family relationships the family tree on Page 59 of
include; father, mother, the Pupil’s book and talk about
grandmother, grandfather, the relationships between the
father-in-law, mother-in- different people shown in the
law, cousin, uncle, nephew, pictures.
niece, brother, sister, sister- • Let the learners read and
in-law, brother-in-law, great recite the poem on Page 61 of
grandparents, grand children, the Pupil’s book.
among others. Let the learners
use their own words to Writing skills:
explain who each one of these
relationships is. • Guide learners to construct
their family trees in their
• Draw a simple family tree exercise books.
showing how family members
are related for the learners to • Let the learners draw the
know. simplified image that shows
family relationships by name
and not picture that you drew
Oral activities: on the board.
• Let the learners look at the • Ask learners to write the
pictures in the family tree in answers of Exercise 1 on Page
Activity 1 on Page 64 of the 66 of the Pupil’s book in their
Pupil’s book and talk about exercise books.
the family relationships of the
people shown in the pictures
names. Let them answer the Answers for activities
questions orally. Activity 1 on page 64 pupils
• Ask learners to orally give book
the answers to the crossword Answers will depend on the
puzzle on Page 60 of the Pupil’s learner’s family. However, a
book. sibling is a brother or sister of
someone.
102
Activity 3 on page 65, pupil's Activity 4 on page 65, pupil's
book book
Answers to the puzzle are: The poem mentions,
4
S I S T E R grandfather, great grandfather,
father, and son.
5
A U N T
1
C 6
F A T H E R
Synthesis
O 7
M O T H E R Family members can be related
2
U N C L E by blood or marriage. The
words in-law are used when
S
talking about relationships
I by blood, although not all of
3
N E P H E W them. Ask learners to identify
the different relationships and
Note: categorise them into whether
1. Ask learners to draw the grid in the relation is by blood or
their exercise books and sketch marriage.
2 Explain to learners that the Assessment
numbering in the crossword • Ask learners to name the
puzzle may not necessarily different family relationships
follow sustematically from and explain the relationships
one upwards. the numbers are that exist between them.
arranged depending on where Can the learner identify and
the word falls, either Across or explain the different family
Down. relationships correctly?
Down: • Ask learners to draw his or
1. Cousin her family tree and talk about
5. Family it. Can the learner draw a
Across basic family tree and describe
the relationship between the
2. Uncle family members?
3. Nephew
4. Sister
Lesson 2: Describing family
5. Aunt
members
6. Father
Learning objectives
7. Mother
By the end of the lesson, a
103
• Recognise when to use the Past shown in the photo.
Simple Tense.
• State the vocabulary of family Reading skills:
member’s relationships. • Ask the learners to follow the
• Listen to text about family or text in Activity 1 on Page 61
family relationships. of the Pupil’s book with their
• Read texts about family finger as you read for them. The
relationships. aim of this activity is to assist
learners to tell the spellings
Introduction of different words. Sometimes
learners just read in chorus
Show learners pictures of real and may not necessarily be able
families, you can use your to tell the spelling of different
family or famous families words. Allow the learners to
in Rwanda. For example, then read the text silently.
the family of the President Give sufficient time even for
or a prominent person in the slow learners to read. The
the community. Explain the ask learners in pairs to role-
relation between the different play the Activity.
people shown in the pictures.
Writing skills:
Teaching aids
Pictures and photographs of answers to the questions in
different families. Activity 2 on Page 65 of the
Pupils’ Book.
Learning Activities • Ask learners to do Activity 3 on
Vocabulary: Page 65 of the Pupil’s book.
• Lead a discussion with the • Organize learners in groups
learners of the names of and let them rearrange the
different family relationships scrambled sentences and write
and how they are related to one them down in their exercise
another. books.
Oral skills: Answers to Exercise 2 on page

• Ask learners to share family 67, pupil's book
photos with their friends and My father is a loving father.
talk about the people in the He does not forget our
family photos. Let the learners birthdays.
tell one another the relationship
between each person that is The last time he organised my
104
birthday, he took us to a very and ask learners to define
beautiful hotel. We had lots of the relationship between the
drinks and food. different family members
He later drove us to the orally. Can the learners
museum. correctly identify the different
I had never seen so many family members shown in the
things about Rwanda’s past in picture?
a museum! • Ask learners to draw a picture
When we returned home, I of their family and write
wrote him a “thank you” note. sentences that define the
I love my father very much. relation between the family
members. Can the learners
use appropriate vocabulary to
Synthesis write about the relationships
There are some families where of different family members?
for one reason or the other, • Read out a short text describing
the traditional family setup is various family members and ask
not the same. Be sensitive to learners to identify the various
learners from such families. family relationships mentioned
Let them not feel discriminated in the text. Can learners listen
against because you are to text and identify different
talking about families that family relationships that you
have different compositions. are talking about?
For example, there are single
parent families where the
father or the mother is absent. Lesson 3: Describing
Or for historical reasons like personalities
genocide, some children may Learning objectives
not have grandparents or
By the end of the lesson, a
uncles and aunties. Explain to
the learners that irrespective
of the family they come from, • State the vocabulary of
they need to know the names of personality.
different family relationships. • Write a short description of a
Use this opportunity also to family member.
raise awareness of the effects
of genocide as a cross cutting Introduction
issue to family members.
Ask learners to remember
and name the adjectives of
Assessment personality that they used
• Create a sample family picture to describe the character of
105
different people in Unit 4. the pupil’s book silently. Let
Let them also add any other them look for the meaning of
adjectives of personality that each adjective in a dictionary.
they know.
Writing skills:
Teaching aids • Ask learners to write down the
Name cards with different meaning of different adjectives
adjectives of personality and given in pages 67 and 68 of the
their definitions. Pupil’s book in their exercise
books.
Learning Activities • Let the learners find the
Vocabulary: opposite of the adjectives given
in the Pupil’s book in Exercise
• Read the descriptions of 2 and write them down as
different personalities given in required in Exercise 3 on Page
Activity 1 and ask learners to 68.
say which personality is being
described. • Organize learners in groups
and let them rearrange the
• Guide learners to find the scrambled sentences and write
opposites of the different them down in their exercise
adjectives of personality that books.
are given in Activity 2 on Page
67 of the Pupil’s book. Answers to Activities
Oral skills: book
• Ask learners to use the 1. Generous
adjectives that they have learnt 2. Quiet
to give descriptions of their 3. Ill mannered
classmates. Remind learners 4. Neat
that it is rude to say bad things 5. Honest
about other people.
6. Courageous
• Let them also use adjectives
to talk about one of their
family members as required Activity 2 on page 67, pupil's
in Activity 4 on Page 68 of the book
Pupil’s book. The opposite of the following
adjectives is given:
Reading skills: Adjective Opposite
• Ask the learners to read the Unhappy Happy
different adjectives given in Clever stupid
106
Dishonest honest of genocide as a cross cutting
Dirty clean issue to family members.
Impolite polite
Unfriendly friendly Assessment
Irresponsible responsible • Create a sample family picture
Disorganised organised and ask learners to define
the relationship between the
different family members
Exercise 3 orally. Can the learners
Positive Negative correctly identify the different
Strict Cold family members shown in the
picture?
Friendly Abusive
• Ask learners to draw a picture
Honest Noisy of their family and write
Polite Undisciplined sentences that define the
Kind Arrogant relation between the family
members. Can the learners
use appropriate vocabulary to
Synthesis write about the relationships
There are some families where of different family members?
for one reason or the other, the • Read out a short text describing
traditional family setup is not various family members and ask
the same. The teacher should learners to identify the various
be mindful toward learners family relationships mentioned
from such families. They in the text. Can learners listen
shouldn't feel discriminated to text and identify different
against when the class is family relationships that you
talking about families that are talking about?
have different compositions.
For example, there are single
parent families where the Lesson 4: Saying who you
father or the mother is absent. like
Or for historical reasons like Learning objectives
genocide, some children may
not have grandparents or By the end of the lesson, a
uncles and aunties. Explain to learner should be able to:
the learners that irrespective • State the vocabulary of
of the family they come from, personality and emotions.
they need to know the names of • Write a short description of a
different family relationships. family member.
Use this opportunity also to • Appreciate the role of family in
raise awareness of the effects
107
our daily lives. • Ask learners to do activity 1 on
• Respect the importance of Page 69 of the Pupil’s book.
maintaining good family • Ask learners in pairs to do
relationships. Activity 2 on Page 68 of the
Pupil’s book.
Introduction Reading skills:
Children usually have • Ask the learners to read the text
favourite people that they in Activity 4 on page 69 of the
like. It is better if that person Pupil’s book silently and then
is a family members because answer the comprehension
otherwise they might be misled questions. .
by strangers who have bad
motives. Guide learners to Writing skills:
know that they should have • Ask learners to copy the
favourite people who are family crossword puzzle in their
members. They should also be exercise books and circle 10
keen about strangers who take words that are used to describe
an interest in them as this may feelings.
not be a normal issue.
• Let the learners write a short
paragraph about somebody
Teaching aids that they like.
Name cards with different
adjectives of personality and Answers to Activities
emotions and their definitions.
Activity 3 on page 69 pupils book
The feelings in the crossword
Learning Activities puzzle include:
Vocabulary: Scared
• Use the name cards to guide Curious
learners to revise the different
adjectives of personality and Confused
emotions. Help the learners to Angry
know that emotions refers to Happy
the feelings that a person may Worried
have. Sad
• Ask learners to identify 10 Bored
words that are used to describe
feelings.
Oral skills:
108
A M B U M S E R A C S
G O J P H A P P Y U C
A B O R E D E A O N O
N E V L A K S S K J N
G K I K C R E U D U F
R U A S C A R E D W U
Y L L Z S N I H U O S
N S Y E Y I O C D K E
H E Y A T N U N A H D
C U R I O U S A S U O
X Z W O R R I E D L S
Note: the teacher should Synthesis

1 Ask learners to draw the grid in Adjectives of personality are
their exercise books and sketch different from adjectives of
out the words as above. emotions. Help the learners
2 Explain to learners that the to understand that we use
numbering in the crossword adjectives of emotion to describe
puzzle may not necessarily how a person is feeling but we
follow sustematically from use the adjectives of personality
one upwards. the numbers are to describe the character that
arranged depending on where someone has.
the word falls, either Across or Assessment
Down. • Read a short description of
Activity 4 on page 69 pupils book the emotions that someone
1. The writer knew Sylvia in 2005. is feeling. Can the learners
2. The writer likes her aunt correctly identify the different
because she gives her beautiful adjectives used to describe the
presents like dresses, she visits feelings that the person in the
the writer at school and takes text has?
favourite foodstuffs, and she • Ask learners to write a short
is also the writer’s best friend. paragraph about a family
Aunt Sylvia guides the writer member that they like. Can the
in her studies and has also learners correct adjectives of
promised to take her on holiday. personality and feelings to talk
109
about their favourite family need them to come up with
member? descriptions of family members.
Lesson 5: Describing family Oral skills:

members and their life story • Ask learners to use the
adjectives that they have learnt
Learning objectives
to give descriptions of their
By the end of the lesson, a classmates. Remind learners
learner should be able to: that it is rude to say bad things
• Recognize when to use "clauses about other people.
with because". • Let them also use the adjectives
• State the vocabulary of to talk about one of their
personality. family members as required
• Write a short description of a in Activity 4 on Page 72 of the
family member. Pupil’s book.
Introduction Page 70 of the Pupil’s book as
the learners listen. Then ask
This unit requires the learner
individual learners to research
to be able to talk about
about a family member and
the personality as well as
come and make a presentation
characteristics of various
about the life of that family
family members. In this lesson,
member in class.
learners are required to be able
to describe a family member • Let the learners construct
and their life history. Which sentences that use because and
involves talking about all have got as required in activity
aspects of the person. 4 and Exercise 5 on pages 72 of
the Pupil’s book.
Teaching aids
Reading skills:
Pictures of people doing
different things • Ask the learners to read
rearrange the sentences in
Activity 1 orally.
Learning Activities
• Ask learners in pairs to read
Vocabulary: the dialogue between Betty and
• Revise the different family Linda in Activity 3 on page 71
relationships and adjectives of the Pupil’s book and perform
that are used to describe the tasks that follow.
personality as learners will
110
free rooms left.
Grammar:
• Guide learners to know how we
use because and have got using Activity 3 on page 71, pupil's
the grammar points on Page 66 book
of the Pupil’s book. 1) Linda’s Uncle called Chris
works in Tanzania.
Writing skills: 2) Aunt Mutesi is Linda’s Father’s
• Ask learners to write down elder sister.
the rearranged sentences in 3) Uncle Chris is tough and
Activity 1 on Page 70 to make strong.
a meaningful story. 4) Linda’s Father is quiet while
• Ask learners to write the her Mother is talkative.
answers to the tasks in Activity 5) Linda’s cousin likes singing.
3 on Page 71 of the Pupil’s book. 6) Listen as the learners role-play
• Guide learners to write the the conversation and correct
sentences that they have them where they got wrong.
constructed in Activity 4 on 7) Check the picture that the
page 72 of the Pupil’s book. learners have drawn to make
sure it matches the scene.
Answers for Activities
Activity 1 on page 70, pupil's Exercise 5 on page 72, pupil's
book book
1) My father is called Mr Check the learner’s sentences
Niyosenga. to ensure that they complete
2) He was born on 1st September, them with appropriate reasons.
1965.
3) After completing school, he Synthesis
joined Rwanda Tourism Board. Some learners may come from
4) He is now a retired man but families where they have very
still receives support from the little love and care shown to
government. them. They might even say
5) He got his retirement package that they do not have a family
and used the money to build a member who is willing to share
house. their life story with them. Just
6) The house is very big. in case, ask the learners to write
a fictitious family member that
7) He invited some of the relatives
they would want to have and
to live with us.
describe him or her. This will
8) Because there were so many help them to exercise their
111
creativity and innovation to used for dictation:
come up with the life story. 1) My great grandfather is my
grandfather’s father.
Assessment 2) My younger sister is my
• Ask a learner to describe the favourite family member.
life story of a family member. 3) James does not like people with
Can the learners correctly use bad manners.
adjectives to describe a family 4) Mutesi is the aunt of John.
member and use because to 5) No one likes a rude person.
give reasons why they like the
particular family member?
• Ask learners to write a short Learning Activities
text to describe the life story Activity 1 on page 70 pupils book
of a family member. Can Dictate the sentences shown in
the learners correctly use the teaching aids section, one
adjectives to describe a family at a time, as the learners write
member and use because to them. Repeat them once more
give reasons why they like the for the learners to proof read
particular family member? what they have written.
Sounds and spellings Additional activity

Learning objectives Before dictating the words
By the end of this sub–topic, above, you can engage learners
the learner should be able to: in different vocabulary and
• Recognise and pronounce spelling games. For example,
sounds correctly. you can ask the learners to
write as many words as they
• Recognise and use rhythm have learnt in this unit. Then
correctly. the words are collected into
• Spell correctly. a basket. Different learners
can then take time ‘fishing’
Introduction for different words from the
Revise the different adjectives of box. Then they can read them
personality and emotions, and out loud to the class. Help
also names of family members the learners who will have a
and their relationships. problem reading any of the
fished words.
Teaching aids
Alternatively, you can write
The following sentences to be the words and place them on
112
name cards and put them on riddle on Page 72 of the Pupil’s
the teacher’s table. Say out book and let them tell you the
loud a word and ask a learner answer.
to come and pick a name card
with the word you have read. Answer: grandfather
Then the learner can use his
or her own words to define the Synthesis
word. Family members shape and
develop the life of a child. It
is not hard to tell if a child
Activity 2 on page 70, pupil's comes from a family that is
book troubled. As a caregiver, help
Let the learners rewrite the identify these learners and
jumbled letters to make correct seek help for them where
words that have been used in possible. Sometimes all that
this unit. Some of these words such children need is just an
may be tough but they are elderly person to pay attention
words relating to what the to them. However much we
learners have learnt in this teach about appreciating the
unit. role of the family, if the learner
does not feel it at home he
Answers: may not relate to the subject
at hand. Worse still his or
cousin father uncle her life ling learning process
nephew aunt mother will be negative because he/
Debate on page 73, pupil's she never had the opportunity
book to be loved. You can provide
Organise the learners into an a leaning shoulder for the
opposing team and a proposing learner to know that family can
team. Give each group the also be of people who are close
same time to discuss and come to you even though they are not
up with points to support or family members. Remember
oppose the debate motion that professional ethics apply, if you
is given. Allow the learners to are male, you cannot provide a
debate the motion. Remember shoulder for a female learner to
there are no winners or losers lean on!
in this debate. The objective is
to get learners to use language Assessment
confidently while talking to • Can the learners answer the
each other. riddle correctly?
Riddle • Can the learner spell the words
Ask the learners to read the used to talk about family
113
relationships correctly? Mother, father, brother and
• Can learners use the basic sister are examples of people
vocabulary for behaviour, rules related to us by blood. This
and laws that they have learnt means that we are born from
to engage in a debate? the same people. Mother is
related to father through
marriage. Mother’s family is
Additional activity also related to father’s family
At the end of the unit there is through marriage.
a think pair and share activity We use adjectives of
that talks about the cross personality to describe people.
cutting issue of peace. Allow We use adjectives of emotion to
learners to discuss the truth of describe how we feel towards
the statement given and then other people. If we want to give
present their views in class. a reason for doing something or
we want to explain to someone
Summary of the unit why something happened, we
Family relationships are the used because.
people that we live with or are End of unit assessment
related to. We can be related to Answers to the end of unit
people by blood or by marriage.
assessment on page 73, pupil's
book
1) A family tree is a picture or a graph that shows the people that we are
related to in our family.
2) Check the learners drawing to ensure that different family relationships
are included in the family tree.
3)
A B
Grandfather The father of my father
Grandson The son of my daughter
Aunt The sister of my mother
Nephew The son of my brother
Uncle The brother of my father
Son The son of my wife
4)
a) Peter is polite, obedient and is punctual.
b) One likes Peter because he is friendly to everyone.
114
Accept any other correct observation about Peter.
c) Check learner’s explanations.
5) Depends on the learners answers.
6) Depends on the learner’s answers.
7) a) husband b) children c) engaged
8) Depends on the learner’s answer.

9) Maria’s Mother is a nurse at King Faisal Hospital.
She says she likes saving lives.
Her father on the other hand is an accountant with Rwanda Revenue
Authority.
Maria is the sixth born in her family.
She has two brothers.
One of them is in the United States of America.
The other one plays football for the National Team.
115
6. Reading books, writing
composition and
examinations
Key unit competence in class to everyday problems. They
To use language learnt in the also help learners to develop their
context of reading books, writing attitudes and values.
composition and examinations The cross-cutting issues that have
This unit contains lots of information
that are aimed at preparing the
comprehensive sexual education
learner for the national examination
(HIV/AIDS, STI, Family planning,
at the end of the year. The approach
gender equality and reproductive
used therefore may be slightly
health), peace and values education,
different from how content has been
financial education, standardisation
presented in earlier units. However,
culture, and inclusive education.
at the end of the unit, the learner is
While it is ideal to have all these
expected to have acquired knowledge
that should help him or her sit for
like standardisation culture and
their final examinations.
comprehensive sexual education
are covered comprehensively in
Cross-cutting issues to be upper classes. The pupil’s book has
presented the cross cutting issues in
addressed
the following ways:
asked to work in groups. They
led to a curriculum that enables
learners to be able to demonstrate
the knowledge, skills, values
and positive attitudes that they
have acquired through learning. • Environment and sustainability
Incorporating cross cutting issues is done practically and where
into the curriculum helps learners to possible learners should be
link and associate what they acquired encouraged to go out of the class
and help to clean the school and
116
home neighbourhood. They can Below is a suggestion of how
also be involved in tree planting competences may be implemented
exercises. and the strategy that may be chosen.
• For learners at this age, it is
easier to explain issues using Psychomotor:
pictures as they may not • Demonstrate the expected way
understand what you are saying. to perform a given skill. Allow
To this end, issues of gender and the learner to practice for a
inclusive education have been while, and then ask for a return
presented using pictures where demonstration of that skill.
females and males are equally
supervision.
dialogues.
education, texts are included
under direct supervision.
children handling money.
Remember that the cross-cutting • Create a valid and reliable
issue to be developed will depend on assessment tool for use in
the content of the lesson as identified determining competence in skill
in the lesson plan. However, a cross- demonstration.
cutting issue can be integrated in
a lesson that had not been planned Affective:
earlier but arise as an opportunity • Create “values clarification
in the course of teaching the lesson. exercises” for personal values.
aligns instructional pedagogy to the • Structure opportunities for
outcomes and then uses structured role-play requiring recognition
methodology to assess the learner’s of differing values and beliefs,
success in achieving the outcomes. with time for discussion of how
This means that the competences these may affect one’s ability to
that the learner is to achieve are perform the competence.
• Arrange for the discussion of
being assessed.
different values and beliefs.
117
Another strategy that can be used to
Cognitive: guide learners into discovering how
to proceed is by using high order
• Develop case studies from actual questioning technique. The objective
practice requiring discovery of high order thinking technique is to
or problem based learning to encourage the learner to challenge
determine the most appropriate, how they are thinking, what they
evidence based approach to are thinking and what revision of
competence. their thinking will lead to their goal
• Support learner-led discussions, of becoming competent in the subject
structure debates to address matter.
practical situations. All the strategies mentioned aim
• Always require that the learner at helping the learner develop new
provide their reasons for their ways of thinking about what they
response to knowledge questions are learning. They also encourage a
or plans. learner to discover new knowledge
• Avoid the temptation to and skills using critical thinking.
answer every learner question, Lastly these strategies support
especially when the learner the learners’ efforts to make the
knows of should know the new form of learning part of their
answer. everyday life.
Other strategies include self-study In the Pupil’s book, the approach
activities such as those provided in that has been used is to provide a
the additional information section variety of activities that ensure that
of this book that the learners the learner is exposed to various
can complete on their own before approaches to learning
discussing with you or other The activities used in this book to
learners in class. Ensure that you bring out the various competences
provide ample time for discussion for each unit are shown below:
118
competence
• Rewriting letters to make correct words
• Sequencing of sentences and pictures
to make a story
correct words.
• Picture reading
• Discussion
• Why questions
• Debates
• Dictation
• Modelling
• Role-play
• Letter writing
• Story telling
• Finding meaning of vocabulary used
from dictionary and glossary
• Pair work
the stage for learners to know and
understand various aspects of life.
119
Vocabulary Some categories of Special
Skim, scan, index, table of contents, Education Needs (SEN) are as
plan, compose, notes, check, follows.
evaluate, firstly, for example, a) Visual impairment (low vision,
however, another reason is, totally blind)
underline, classify, explain, define,
Unable to see easily on the black
among others.
board, has difficulty reading
print in textbooks and has
Guidance on the problem difficulty in writing in notebooks.
statement b) Hearing impairment(hard of
At the beginning of the unit on Page
70 of the Pupil’s book, there is an Learners cannot hear or can’t
oral activity that requires learners easily learn to read.
to talk to their friend about their c) Physical impairment(wheel
favourite book. The idea here is to chair users, crutch users)
get learners to start talking about Can’t easily move around the
reading. If the learners indeed have school.
a favourite book, let them tell their May not easily participate in
friends about it. games with other children.
d) Intellectual impairment (slow
Attention to special learners)
education needs e) Gifted and talented learners.
It may not be possible to customise Have higher abstract thinking.
this section such that it addresses A special needs learner may exhibit
the exact special need that you may some of the following characteristics.
encounter in class. However, below • Has poor auditory memory—
are signs you should look out for in both short term and long term.
order to identify any learners that • Has a low tolerance level and a
may have special needs. Strategies high frustration level.
on how to handle such cases are
also provided. Apply them together • Has a weak or poor self-esteem.
with your own judgement to help • Is easily distractible.
any learners with special needs. • Finds it difficult, if not
Most importantly, advice parents impossible, to stay on task for
or guardians of any learners with extended periods of time.
special needs to seek medical advice. • Is spontaneous in expression;
Some cases, like autism and mental often cannot control emotions.
illness, require medical attention. • Is easily confused.
120
• Is verbally demanding. learned.
• Has some difficulty in working • Make activities concise and
with others in small or large short, whenever possible.
group settings. Long, drawn-out projects are
• Has difficulty in following particularly frustrating for a
complicated directions or learner with special needs.
remembering directions for • Learners with learning
extended periods of time. disabilities have difficulty
• Has coordination problems with learning abstract terms and
both large and small muscle concepts. Whenever possible,
groups. provide them with concrete
objects and events—items they
• Has inflexibility of thought; is
can touch, hear, smell, etc. You
can also present real pictures
• Has poor handwriting skills. for example, pictures of children
• Has a poor concept of time. from the school taking part
in various sports activities as
Use these appropriate strategies opposed to the pictures in the
with special needs learners:
to.
• Provide oral instruction
For example, “I like your
for learners with reading
drawing of the bar graph. You
have used very straight lines
and good shading.”
format so that the assessment is
not unduly influenced by lack of • When necessary, plan to repeat
reading ability. instructions or offer information
in both written and verbal
• Provide them with frequent
formats. Again, it is vitally
progress checks. Let them know
necessary that children with
how well they are progressing
special needs utilize as many
toward an individual or group
of their sensory perceptions as
task.
possible.
• Give immediate feedback to
• Encourage group learning
them. They need to see quickly
activities whenever possible.
the relationship between what
Each group should be made up of
learners with different abilities.
121
List of lessons
1. Finding information in books 5 periods 1 period
2. Reading stories 4 periods 1 period
3. Writing composition 4 periods 2 periods
4. Understanding instructions 4 periods 1 period
in examinations
riddle)
Learning activities the relevant skills needed in this

Most of the activities in this unit are lesson. Written exercises are also
customised to meeting the learning provided to evaluate if the learner
outcomes required in the syllabus. has acquired the basic subject
Most of them are knowledge-based competences as well as generic
because we want the learners to competences.
have a point of reference that will
help them when preparing for their Lesson Development
examinations.
Lesson 1: Finding information
in books
About assessment
The format that is used for Learning objectives
assessment in competence based By the end of this lesson, the learner
learning is slightly different from should be able to:
that used in the traditional format • State the basic vocabulary of the
of learning. In competence based use of books.
learning, the learner is assessed in • Find information in textbooks
his/her ability to solve a problem using table of contents and
that is based on a real life situation. index.
• Find information in texts using
skimming and scanning.
in class to solve the problem. In as
much as the learners will be assessed • Appreciate that preparation of
on the knowledge they have acquired examinations takes time and
(summative assessment), this new commitment.
curriculum puts more emphasis on
competences. To this end, use the Introduction
guidelines in the assessment section
Brainstorm with the learners the
to see if the learners have acquired
different parts of a book. Some
122
learners may not even know that and let them create a sample
books are divided into different Table of Contents for a book of
parts. Using a sample text book, their choice. Basically, all they
you can use the Pupils Book, help have to do is show the heading
the learners to identify the parts levels and page numbers but the
of a book as the preliminary pages headings have to relate to the
(title page, copyright page and table subject that they have chosen.
of contents), the main text, and • Provide learners with textbooks
the end matter (glossary or index and identify an entry in the table
depending on the topic that the book of contents and ask learners to
is talking about.) Help the learners look for that entry. Let them
to understand end matter only open the page in the textbook
applies to textbooks. where the entry refers to.
Teaching aids Page 76 of the Pupil's Book aloud
Textbooks that have different parts as the learners listen. Ask the
as identified in the introduction. learners to silently read the text
you had read and then practice
skimming using the provided
Learning Activities textbook. Supervise what the
• Ask learners to identify the learners are doing to establish
different reading material that whether they understood what
are shown in the pictures in skimming is.
Activity 1 on Page 75 of the • Assess the learners
Pupil’s book. These materials understanding of skimming by
are magazine, newspaper and giving them Exercise 1 on Page
textbook. Let the learners also 77 of the Pupil’s book to do.
name any other reading material
• Read the content in Activity 5
that they know (Storybook,
novel, Bible, comic books, and so
as the learners follow with
on).
their fingers. The intention
• Let the learners in pairs talk is to help learners know the
about the different parts of a pronunciation and spelling of
book. As required in Activity 2 words as you read so that when
on Page 76 of the Pupil’s book. they do silent reading they will
• Let the learners discuss how a be in a position to read without a
Table of Contents is used. Ask problem. Explain how scanning
them to identify the table of of a book or a story is done. Then
contents in any textbook that provide learners with materials
they have and then use it. for them to practice scanning as
• Organise learners in groups required in Activity 6 on Page
123
77 of the Pupil’s book. should be able to:
• Assess the learners • Recognise when to use key skills
understanding of scanning by of reading.
asking them to do Exercise 2 on • Read a story and retell it orally
Page 77 of the Pupil’s book. and in writing.
• Appreciate that preparation
Synthesis for examination takes time and
commitment.
Skimming and scanning are two
of the quickest ways of finding
information in a textbook. Help Introduction
learners to know that as they are Learners have been reading
preparing for examinations, they stories for leisure most of their
should be able to identify books time. However, they are now
that have the relevant content that expected to read stories and
they want to study by using either answer comprehension questions
skimming or scanning method. about the stories with an aim of
Provide learners with enough being examined. In this particular
practice so that they are able to segment, learners are being
skim and scan on their own. prepared for examination questions
that will require that they retell the
Assessment story they have read. They will also
• Provide learners with a passage be prepared for answering questions
and ask them to skim through that relate to a passage that they
and tell you what the text is have read.
about. Can learners use a short
time to look at the content given Teaching aids
and then tell you briefly (in their Storybooks, newspaper cut-outs
own words) what they think the that have stories, stories written on
text is about? Manila paper, photocopies of short
• Provide learners with a passage stories
and ask them to find something
in particular by scanning Learning Activities
through the text. Can learners
use the allocated time to scan • Ask learners in pairs to do
through text and give feedback? Activity 1 on Page 79 of the
Pupil’s book. Encourage
learners to use proper grammar
Lesson 2: Reading stories and pronunciation when talking
Learning objectives to one another. Let them know
that how we pronounce words
124
affects how we write them as Synthesis
the sound that is produced is the When retelling a story, guide
sound that is written. Therefore, learners to be able to tell that what
if pronounced correctly, a is required is the key message that
learner should be in a position the story is talking about. There is
to spell the word correctly while no need to retell the story word for
writing it. word.
• Read the story in Activity 2 on
Page 78 of the Pupil’s book as
Assessment
the learners listen and follow.
Ask the learners to identify any • Give the learner a short story
new words whose meaning they to read. Ask the learner to
do not know. Guide the learners summarise the story and retell
on how to use the dictionary, it orally in his or her own
glossary or the Internet to get words. Can the learner read,
the meaning of the word whose understand and retell the main
meaning they do not know. Help points of the story?
the learners to also identify • Give the learner a short story
synonyms for the words so that to read. Ask the learner to
they can use alternative words summarise the story and rewrite
in the place of where there are in his or her own words. Can
new words that they do not the learner read, understand
know. and rewrite the main points of
• Let the learners reread the story the story using correct spelling,
again and take turns retelling it grammar and punctuation?
in class.
• Assign different story books to Lesson 3: Writing
learners. In the absence of story compositions
books, make copies of short
stories that you can get and Learning objectives
distribute them among learners. By the end of this lesson, the learner
Let the learners read the stories should be able to:
and then retell them in class. • Recognize when to use key skills
• Ask learners to also do Activity of composition writing.
4 on Page 79 of the Pupil’s book. • Understand the basic vocabulary
• Assess the learners used when different types of
understanding of reading stories writing are required.
by asking them to do Exercise 3 • Plan texts using notes.
125
Introduction Discuss the major parts of that
Examination questions usually story with the learners so that
require that learners be able to do they can identify the different
different things. Irrespective of parts of any written work.
what learners are expected to do, Encourage learners to look at
they should have the foundational other stories and identify the
knowledge of how to present their introduction, the main body and
information as they write. This the conclusion.
section gives learners different tips • Let the learners identify
that will enable them to confidently connectives from different
write about any topic. stories in the text books that
they can get. Ask them to
practise writing short stories
Teaching aids
with the help of connectives to
A list of key words used when giving help the ideas to flow.
instructions about what to write for
• Organise learners in groups and
example, recount, explain, define,
let them carry out Activity 4 on
contrast, define and so on.
Page 82 of the Pupil’s book.
• Ask learners to silently read the
Learning Activities text in Activity 5 on Page 82 of
• Organise learners in groups the Pupil’s book. Let them ask
and ask them to talk about the any questions that they may
reasons why we write. Mainly, have regarding what they have
we write to pass information or read. Lead a discussion where
to keep a record of something. learners retell the main points
During examinations, we write raised in the text that they have
so that the examiner can see if read.
we remember and understand • Help the learners to practice
what we were taught in class. writing short compositions that
• Lead a discussion of the different require them to recount, explain
composition writing tips given define or contrast ideas.
Pupil’s book. Write short notes
on the board that will guide Synthesis
learners when they are revising. Guide the learners to know that
Ask the learners to copy these knowing the meaning of the main
notes in their exercise books. verb used in each question will
• Allocate time for learners to read help them to be able to answer each
the story of the Eagle and the question appropriately. Find as
Hen again as required in Activity many past examination questions
3 on Page 81 of the Pupil's Book. as you can then help the learners
126
to go through them to identify the of answering examination questions
verbs that the examiner used to and what they should and should
ask questions. Let them find the not do.
meaning of these verbs and discuss
how to write questions related to Teaching aids
them.
Sample examination questions
Assessment Learning Activities

• Read the examination
• Give the learner an examination
answering tips in Activity 1
question and ask them to identify
the main verb and explain what
to the learners and lead a
is required in the question. Can
discussion on the same. Take
the learner correctly identify
time discussing these tips with
each verb and use his or her
the learners. Move at their pace.
own words to explain how the
There should not be a hurry as
answer to the question should
they are in the process of being
be presented?
prepared Writing exams.
• Help learners to practice
Lesson 4: Understanding answering sample examination
instructions in examinations questions that contain different
verbs as pointed out in the tips.
Learning objectives
• Explain to the learners how to
By the end of this lesson, the learners
present reported speech. Let
should be able to:
the learners read the Grammar
• Recognize when to use key Point on Page 84 of the Pupil’s
skills of answering examination book to know how to do it.
questions. Provide learners with text that
• Understand examination will require that they report the
questions and write simple exact words that the speaker
examination answers. said. Guide the learners on
• Write texts and evaluate it proper punctuation when using
from the viewpoint of grammar, speech marks. Most people
punctuation and spelling. make mistakes and put commas
and full stops outside the closing
Introduction quotation marks. Warn pupils
Learners need to know how to against this and show them the
answer examination questions. proper way of punctuating.
Even though they understand how
• Ask learners to read the passage
to write compositions and other
forms of writing, they need to be
Pupil’s book and then punctuate
psychologically prepared for the task
127
the sentences extracted from Answers for activities
the story. As pointed out earlier, this section
• Remind learners about is presented differently from
connectors and how to use them the others. Discuss the different
when writing. Ask the learners activities with the learners and
to read the story in Activity 4 help them identify where they are
on Page 85 of the Pupil’s book making mistakes with an aim of
and identify the connectors. Let ensuring that they prepare well
them also answer the questions for their examinations. Writing the
so that they practice reported correct Answers for activities in this
speech. unit does not guarantee that the
• Assess the learner’s learner is in a position to answer the
understanding of the topic by examination question satisfactorily.
asking them to write about
what they would do if they are Sounds and spelling
appointed as sanitary prefects
of their school as required in Learning objectives
Exercise 4 on Page 86 of the By the end of the lesson, learners
Pupil's Book. This Activity also should be able to:
doubles up as a cross-cutting • Recognise and pronounce
issue as matters to do with sounds and use rhythm and
sanitation affect our health. stress correctly.
Synthesis
Helping learners prepare for their Introduction
examinations is vital as it helps This lesson provides a summary of
them gain confidence in their ability the key sounds, stress and rhythm
to reproduce the knowledge and used in this Unit. You do not need
competences that they have acquired to introduce the lesson in any way
over the years on paper. as the activities that are done in
this section are independent of each
Assessment other.
• Give learners sample
examination papers and ask Teaching aids
them to answer the examinations A list of the following sentences for
within the given time. Can a dictation that you will have in your
learner use the time allocated lesson plan:
well and answer the questions 1. The parts of a book are the title
given to them as required? page, imprint page and the table
128
of contents. learner to be able to sit his or her
2. An index is given at the end of examinations with confidence.
the book. Every day, take time to equip the
3. To recount is the same as to learners with tips that will help
retell a story. them excel. When teaching or giving
out homework, ensure that learners
4. Understanding the examination practice answering questions.
question is the first step to
Additional information
passing an exam.
A preposition is a word or phrase
5. Connectors help to make the that comes before a noun or pronoun
story to flow, to show its connection to the other
words in the sentence. Prepositions
Learning Activities can show place, time, position, or
method.
The prepositions used in this unit to
book show the position of different places
Dictate the sentences shown in the in the community are in front,
teaching aids section, one at a time, opposite, behind, across, next to and
as the learners write them. Repeat near.
End of unit assessment
Answers to the Unit Assessment
book
Most of the answers to this assessment
depend on what the learner will
letters to make correct words
write. Therefore, check to ensure
that have been used in this
legibility of the handwriting, correct
unit.
grammar and language structure.
Answers: Check the learners drawing also
compose to ensure it is relevant to the topic
skimming under discussion.
scanning
evaluate Remedial activities
Assessment Should there be learners who are
• Can learners use correct having problems developing the
spellings and write legibly the competences required in this unit,
different sentences that you give them the following exercise to
dictated to them? do:
Write down the meaning of the
Summary of the unit following words in your books:
Examination preparedness help a
129
List, state, identify, discuss, illustrate, draw, give, explain, classify,
evaluate, compare, differentiate, contrast, summarise, compose.
Ask learners to use each of the words to construct one correct sentence.
Extended activities
1. Set simple examination questions that require learner to do the
following: compare, illustrate or identify something.
130
7. Animals
Key unit competence gender equality and reproductive
To use language learnt in the context health), peace and values education,
of animals. financial education, standardisation
culture, and inclusive education.
Introduction While it is ideal to have all these
Learners already know about issues covered in the content, some
animals as the topic has been taught like standardisation culture and
from primary one. In this class, comprehensive sexual education
learners will be introduced to extinct are covered comprehensively in
animals and also build on their upper classes. The pupil’s book has
vocabulary on what to use when presented the cross cutting issues in
talking about the appearance of the the following ways:
animals and how to classify animals. • Peace and value education should
into the curriculum helps learners also be involved in tree planting
to link and associate what they exercises.
acquired in class to everyday • For learners at this age, it is
problems. They also help learners to easier to explain issues using
develop their attitudes and values. pictures as they may not
The cross-cutting issues that have understand what you are saying.
been highlighted in the curriculum To this end, issues of gender and
are genocide studies, environment inclusive education have been
and sustainability, gender, presented using pictures where
comprehensive sexual education females and males are equally
(HIV/AIDS, STI, Family planning, used in the illustrations. In
131
addition, women have not just need to be matched to the domain
been shown doing traditional of learning. Below is a suggestion
roles that have always been of how competences may be
considered to be done by women. implemented and the strategy that
The pictures also include may be chosen.
children with various forms of Psychomotor:
disability either going to school • Demonstrate the expected way
or taking part in day to day to perform a given skill. Allow
activities and dialogues. the learner to practice for a
• To teach learners about financial while, and then ask for a return
education, texts are included demonstration of that skill.
in the Pupil’s book that show • Set up models or create a
children handling money. simulation exercise in the
Remember that the cross-cutting activity corner where learners
issue to be developed will depend on can have repeated practice of
the content of the lesson as identified skills with peers and/or teacher
in the lesson plan. However, a cross- supervision.
cutting issue can be integrated in • Arrange for sufficient practical
a lesson that had not been planned experiences requiring skill
earlier but arise as an opportunity performance of the competences
in the course of teaching the lesson. under direct supervision.
For instance, if a learner develops
a misunderstanding with a friend, • Create a valid and reliable
the teacher intervenes to settle assessment tool for use in
the problem. This presents an determining competence in skill
opportunity for peace and values demonstration.
education as a cross-cutting issue to Affective:
be addressed. • Create “values clarification
Generic competences exercises” for personal values.
As pointed out earlier, the • Provide a framework for a
competence based curriculum written analysis of learner
establishes the learning outcomes, activities against the
aligns instructional pedagogy to the measurable outcomes.
outcomes and then uses structured • Structure opportunities for
methodology to assess the learner’s role-play requiring recognition
success in achieving the outcomes. of differing values and beliefs,
This means that the competences with time for discussion of how
that the learner is to achieve are these may affect one’s ability to
inbuilt into the outcomes that are perform the competence.
The teaching strategies that you use different values and beliefs.
132
Cognitive: Another strategy that can be used to
• Develop case studies from actual guide learners into discovering how
practice requiring discovery to proceed is by using high order
or problem based learning to questioning technique. The objective
determine the most appropriate, of high order thinking technique is to
evidence based approach to encourage the learner to challenge
competence. how they are thinking, what they
are thinking and what revision of
• Support learner-led discussions, their thinking will lead to their goal
structure debates to address of becoming competent in the subject
practical situations. matter.
• Always require that the learner All the strategies mentioned aim
provide their reasons for their at helping the learner develop new
response to knowledge questions ways of thinking about what they
or plans. are learning. They also encourage a
• Avoid the temptation to learner to discover new knowledge
answer every learner question, and skills using critical thinking.
especially when the learner Lastly these strategies support
knows of should know the the learners’ efforts to make the
answer. new form of learning part of their
Other strategies include self-study everyday life.
activities such as those provided in In the Pupil’s book, the approach
the additional information section that has been used is to provide a
of this book that the learners variety of activities that ensure that
can complete on their own before the learner is exposed to various
discussing with you or other approaches to learning
learners in class. Ensure that you The activities used in this book to
provide ample time for discussion bring out the various competences
133
competence
words
correct words.
• Picture reading
puzzles
• Discussion
• Why questions
• Debates
• Dictation
• Modelling
• Role-play
• Letter writing
• Story telling
puzzles
• Debates
134
• Pair work
of life.
Vocabulary also provided. Apply them together
Sharp teeth, warm-blooded, long, with your own judgement to help
heavy, vertebrates, mollusc, any learners with special needs.
mammal, egg, flora, fauna planet, Most importantly, advice parents
among others or guardians of any learners with
special needs to seek medical advice.
Guidance on the problem Some cases, like autism and mental
statement illness, require medical attention.
At the beginning of the unit on Page Some categories of Special Education
89 of the Pupil’s book, there is an Needs (SEN) are as follows.
oral activity that requires learners a) Visual impairment (low vision,
to name an animal that used to exist totally blind)
long time ago but no longer exists. Unable to see easily on the
They should also say how they are black board, has difficulty
able to know about such an animal reading print in textbooks and
if the animal no longer exists. This has difficulty in writing in
activity helps you to understand notebooks.
what the learners know about
b) Hearing impairment(hard of
prehistoric animals. Let them tell
you any other detail that they know
about prehistoric animals so that Learners cannot hear or can’t
you can know how to introduce the easily learn to read.
topic. c) Physical impairment(wheel
chair users, crutch users)
Attention to special
Can’t easily move around the
education needs
school.
It may not be possible to customise
May not easily participate in
this section such that it addresses
games with other children.
the exact special need that you may
encounter in class. However, below d) Intellectual impairment (slow
are signs you should look out for in learners)
order to identify any learners that e) Gifted and talented learners.
may have special needs. Strategies Have higher abstract thinking.
on how to handle such cases are A special needs learner may exhibit
135
some of the following characteristics. how well they are progressing
• Has poor auditory memory— toward an individual or group
both short term and long term. task.
• Has a low tolerance level and a • Give immediate feedback to
high frustration level. them. They need to see quickly
• Has a weak or poor self-esteem. the relationship between what
• Is easily distractible.
learned.
• Finds it difficult, if not
• Make activities concise and
impossible, to stay on task for
short, whenever possible.
extended periods of time.
• Is spontaneous in expression; particularly frustrating for a
often cannot control emotions. learner with special needs.
• Is easily confused. • Learners with learning
• Is verbally demanding. disabilities have difficulty
• Has some difficulty in working learning abstract terms and
with others in small or large concepts. Whenever possible,
group settings. provide them with concrete
• Has difficulty in following objects and events—items they
complicated directions or can touch, hear, smell, etc. You
remembering directions for can also present real pictures
extended periods of time. for example, pictures of children
• Has coordination problems with from the school taking part
both large and small muscle in various sports activities as
groups. opposed to the pictures in the
• Has inflexibility of thought; is to.
For example, “I like your
• Has poor handwriting skills. drawing of the bar graph. You
• Has a poor concept of time. have used very straight lines
Use these appropriate strategies and good shading.”
with special needs learners: • When necessary, plan to repeat
• Provide oral instruction instructions or offer information
for learners with reading in both written and verbal
disabilities. Present activities formats. Again, it is vitally
and reading materials in an oral necessary that children with
format so that the assessment is special needs utilize as many
not unduly influenced by lack of of their sensory perceptions as
reading ability. possible.
• Provide them with frequent • Encourage group learning
progress checks. Let them know activities whenever possible.
136
Each group should be made up of learners with different abilities.
List of lessons
1. Describing prehistoric animals 6 periods 1 period
2. Classifying animals 6 periods 1 period
3. Recounting personal experiences of 6 periods 2 periods
seeing animals
riddle)
Learning activities it in class. Allowing them to give
The type of activities that learners their opinion.)
are exposed to play a major role • Take time for repeated practice
in the acquisition of competences. of skills in the safety of using
Learning activities should be models or peers until the skill
engaging and practical to enable is mastered. (For example,
the learners to acquire hands-on working in pairs.)
knowledge. As a teacher, your role • Seek out practical experiences
is to actively encourage and enable that allow the learner to increase
learners to think critically, to carry confidence as well as competence
out research so as to solve problems, in the skills required. (For
to be creative and innovative and to example, talking to parents or
fully take part in class proceedings. different people who can help
Irrespective of how good the activities them plan for a trip and then
presented in the pupil’s book are, if make presentations in class.)
learners cannot fully participate Affective:
during class time, there is no way
• Review text for content on
they will achieve the competences.
definition of values.
Work with the learners to ensure
that there is equal participation by • Participate in selected values
all. clarification exercises for
There are several learning activities personal values provided by
that are competence –based. Each the teachers. This can be done
of these activities are related to the as self-study (homework) or as
domain of learning. Examples are group work.
given below: • Observing positive role models
Psychomotor: in practice. A role model sends
• Review written description of a the message, “This is who a
particular skill. (Ask learners to competent person is. This is
read a text and then talk about what a competent person does.”
The teacher is the first role
137
model that learners will use. • Prepare for and lead group
Therefore, ensure that what you discussions.
do and say reflects competence.
About assessment
Cognitive:
• Competence based learning assessment in competence based
requires high levels of critical learning is slightly different from
thinking and reflection. Such that used in the traditional format
skills are learned best with of learning. In competence based
some form of discovery –based learning, the learner is assessed in
learning or problem based his/her ability to solve a problem
learning. that is based on a real life situation.
• Competence based learning He/she is then asked to apply the
entails helping learners to knowledge that they have acquired
become active participants in class to solve the problem. In as
in and take responsibility for much as the learners will be assessed
their own learning. It entails on the knowledge they have acquired
encouraging the development of (summative assessment), this new
critical thinking by supporting curriculum puts more emphasis on
learner’s efforts to retrieve and competences. To this end, use the
retain knowledge and put it into given guidelines under assessment
practice. It also entails creating to see if the learners have acquired
learners who develop the habit the relevant skills needed in this
of life-long learning in order to lesson. Written exercises are also
stay updated. provided to evaluate if the learner
• Teamwork is essential as has acquired the basic subject
many learning activities are competences as well as generic
structured for groups of learners competences.
working together to discover the Lesson Development
problem in both theoretical and Lesson 1: Describing
practical work. prehistoric animals
• Other activities include creating Learning objectives
and following a personalised
learning plan, self-directed
should be able to:
• Recognise when to use the past
suggested activities that will
simple tense.
add to one’s knowledge and
experience base, and self- • List the basic vocabulary of
directed use of the internet prehistoric animals.
where it is available for resources • Describe prehistoric animals in
related to topics being learnt. speech and in writing.
138
• Listen to texts on prehistoric identify the animal from the
animals. pictures in Activity 3 on Page
• Read texts on Prehistoric 90 of the Pupil’s book.
animals. The brachiosaurus, the
• Write texts on prehistoric archaeopteryx and the
animals. diplodocus are just a few
examples of animals that
Introduction lived before history was
Brainstorm with the learners the written (prehistoric). These
different animals that they know animals have gone extinct.
but are now extinct. Most likely, The brachiosaurus was very
learners will only mention dinosaurs large and the heaviest dinosaur
as they are the most commonly which grew up to 23 metres.
talked about prehistoric animal. It The archaeopteryx on the other
is also featured in many films that hand was a bird with sharp
learners may have heard of or seen. teeth that fed on insects. The
Teaching aids diplodocus was a huge four-
Photographs and pictures of different legged herbivore with a long
animals including prehistoric ones neck and tail. These animals
lived on earth several centuries
Learning Activities ago. The evidence of existence
Vocabulary: of dinosaurs are made known
• Read the words in Activity 1 on by palaeontologists; who dig up
Page 88 of the Pupil’s book as fossils from the earth and study
the learners. Read also the text them.
that is given so that the learners Reading skills:
can see how the words are used • Read the text in Activity 4 on
in context. Page 90 of the Pupil’s book as
• Ask learners in pairs to identify the learners listen. Ensure
the different names from the you pronounce the names of
text that is given and then the extinct animals correctly
read the sentences where these as learners need to hear you
words have been used. pronounce them so that they
• Ask learners to do Activity 2 on can be able to read on their own.
Page 88 of the Pupil’s book and Write the names of the animals
then compare the meaning in on the board and read them
the dictionary with that given as you point to them. Let the
in the text. learners repeat after you. Then
ask the whole class to read the
Oral skills:
text again. Help the learners
• Read the text below as the with pronunciation where they
learners listen and let them
139
have problems. Allow individual animal and make short notes
learner to read the text silently about it. Can the learner write
and then answer the questions short notes that describe the
orally. animals that you have assigned
Writing skills: him or her?
• Ask learners to draw the Lesson 2: Classifying animals
pictures on Page 89 in their Learning objectives
exercise books and then name By the end of this lesson, learners
the animals. should be able to:
• Individual learners to write • Recognise when to use the past
the answers of the passage in continuous tense.
Activity 4 on Page 89 of the • State the basic vocabulary used
Pupil's Book in their exercise when classifying animals.
books.
• Classify animals in speech and
• Organise learners in groups of in writing
six and let them do Exercise 1
• Listen to texts on classifying
animals.
Answers for activities • Read texts on classifying
Activity 3 on page 89, pupils' book. animals.
a- Brachiosaurus • Write texts on classifying
b- Archaeopteryx animals.
c- Diplodocus Introduction
Synthesis From their Science class, learners
should be able to classify animals.
Most of the extinct animals especially
Guide them through identifying the
the dinosaurs have very long names
classes of animals as vertebrates
that most learners may be unable to
and invertebrates. Let them also
pronounce. If you can look for video
tell you the difference between the
recordings that have extinct animals
two. Basically, vertebrates have a
and show the learners these tapes to
backbone and invertebrates do not
make the lesson interesting.
have a backbone.
Assessment
Teaching aids
• Show a learner a picture of
An animal chart showing different
one of the extinct animals and
classes of animals and their
ask him or her to identify the
characteristics. In the absence of
animal. Can the learner identify
an animals’ chart, create one from
the picture correctly?
Manila paper to show classes and
• Ask a learner to carry out characteristics of animals and if
research about a particular possible draw example of animals in
140
each group. them and also say which class of
Learning Activities animals they are from.
Writing skills:
Vocabulary:
• Ask learners to copy the tables
• Guide learners to read the
in Activity 4 and 5 on Page 91
vocabulary in Activity 2 on
and 92 respectively of the Pupil’s
Page 90 of the Pupil’s book and
book.
then discuss their meanings
in groups. Let the learner use • Guide learners to develop flash
the knowledge they acquired cards out of Manila paper that
in Science class to define as required in Activity 6 on Page
these terms. Using knowledge 92 of the Pupil’s book.
acquired in Science should show Synthesis
learning that when we acquire Work with the learners to come
knowledge we can use it in any up with a list of animals and the
area where it as required. This is classes that they belong to. Let the
a life-long learning cross cutting learners create posters that show
issue that enables learners to the different classes of animals and
apply the knowledge they have then display them in the Language
acquired from other fields. Activity corner.
Oral skills:
Assessment
• Ask the learners to work in
groups of five and classify • Ask the learners to give the
animals as required in Activity classes of animals. Can the
1 on Page 90 of the Pupil’s book. learners give the correct classes
of animals?
• Lead learners in a discussion
where they will classify animals • Provide the learners with a list
orally as required in Activity 3 of animals and ask the learners
on Page 91 of the Pupil’s book. to classify the animals. Can
the learners allocate different
• Read out the following names
animals to their respective
for the learners to classify as
classes
92 of the Pupil’s book. Lesson 3: Recounting
Fish, chicken, snake, rabbit, personal experiences of
hyena, frog, lizard, crocodile, seeing animals
gazelle, and any other that can Learning objectives
be used for this activity.
Reading skills: should be able to:
• Ask the learners to picture read • Recognize when to use the past
the pictures in Activity 5 on Page continuous tense.
93 of the Pupil’s book, identify • Appreciate the diverse flora and
141
fauna found on the planet. have seen. Teach them sentence
• Respect the environment and openers that they can use as
the animals of the planet. given in Activity 5 on Page 95 of
the Pupil’s book.
Introduction
• Ask learners in pairs to talk
Remind the learners about the key about different things that
words that are used in composition they know about animals as
writing and the types of compositions required in Activity 8 on Page
that they can be asked to write. 95 of the Pupil’s book. Discuss
Remind them also of the composition declarative sentences with the
writing tips that they learnt in the learners and let them know
previous chapter. Let them mention that the answers that they give
the main parts of any written work. should be a declarative sentence
Teaching aids which basically states the facts.
Pictures and photographs that can Reading skills:
tell a story • Let the learners read the text
Learning Activities in Activity 4 on Page 94 of the
Pupil’s book and then answer
Vocabulary:
the questions.
• Guide learners to do Activity 1
Writing skills:
and assist where they need • Ask learners to write the
assistance. meaning of the words in the
vocabulary in Activity 1 on Page
Oral skills:
93 of the Pupil’s book in their
• Let the learners talk about the exercise books.
pictures in Activity 2 on Page 93
• Let the learners write sentences
of the Pupil’s book as they tell
based on their findings in
the story that is shown in the
Activity 3 on Page 93 of the
pictures.
Pupil’s book.
• Lead a discussion of Activity 3
• Individual learners to write
a short story about seeing an
and supervise learners as they
animal in the forest.
interview their classmates.
Answers to Activity 4 on page
• Guide learners in groups to
94, pupils' book
share their experiences as
required in Activity 5 on Page 1. Gatera was going to Musanze.
95 of the Pupil’s book. 2. Gatera saw three monkeys
• Lead a discussion where squatting by the roadside.
learners will use adjectives and 3. The passengers gave food to the
the past continuous tense to monkeys.
talk about animals that they 4. The food items mentioned are
142
bananas and maize cobs. Introduction
5. Check the definitions that the This lesson provides a summary of
learners give for the words that the key sounds, stress and rhythm
are given. used in this Unit. You do not need
Synthesis to introduce the lesson in any way
as the activities that are done in
Remind the learners that adjectives
this section are independent of each
are used to modify nouns and they
other.
are placed before a noun. Let them
also know that the past continuous Teaching aids
tense is used to talk about something A list of the following sentences for
that continued happening for some dictation that you will have in your
time in the past. lesson plan:
Assessment 1) Mammoths are extinct.
• Ask learners to recount a 2) Rwanda is rich in flora and
story of their first experience fauna.
with animals. Can the learner 3) The lion was staring at the
correctly use vocabulary and antelope for so long.
grammar to tell a story about 4) A python can stay for long
animals? without eating.
• Ask individual learners write 5) A lizard is a cold blooded animal.
a short story to recount an
Learning Activities
experience of theur first time
to see a wild animal. Can Activity 1 on page 96, pupil's
the learners organize their book.
story logically and use correct Dictate the sentences shown in the
grammar, punctuation and teaching aids section, one at a time,
vocabulary to recount a story as the learners write them. Repeat
of their first experience with them once more for the learners to
seeing wild animals? proof read what they have written.
Sounds and spellings
Learning objectives Activity 2 on page 96 pupils book
By the end of this sub–topic, learners
letters to make correct words that
should be able to:
have been used in this unit. Some
• Recognise and pronounce of these words may be tough but
sounds and use rhythm and they are words relating to what the
stress correctly. learners have learnt in this unit.
• Spell correctly. Answers:
mammal
143
extinct learners discuss the effects of
fossil destroying animal habitats.
animals End of unit assessment
prehistoric In every topic, there are writing
exercise provided for the learners to
Debate on on page 96, pupil's
practice what they have been taught.
book Let individual learners carry out
Organise the learners into an these exercises as you assess their
opposing team and a proposing team. abilities. Then crown it all with
Give each group the same time to the End of Unit Assessment at the
discuss and come up with points to end of the unit. The answers to the
support or oppose the debate motion Exercises are provided as part of the
that is given. Allow the learners answers to the learning activities.
to debate the motion. Remember Answers to the Unit 7
there are no winners or losers in
Assessment on page 97,
this debate. The objective is to get
learners to use language confidently pupil's book
while talking to each other. Most of the answers to this assessment
depend on what the learner will
Riddle write. Therefore, check to ensure
Ask the learners to read the riddle legibility of the handwriting, correct
on Page 96 of the Pupil’s book and grammar and language structure.
let them tell you the answer. Check the learners drawing also
Answer: Lion to ensure it is relevant to the topic
Assessment under discussion.
1. Prehistoric time is the time
• Can learners use correct
before people started keeping
spellings and write legibly the
records of what was happening.
different sentences that you
dictated to them? 2. Flying monster- dinosaur,
woollen mammoth
• Can the learners answer the
riddle? 3. Check learner’s answers for
facts.
Summary of the unit 4. Aquatic means living in water.
Though not a common career for Endangered means feared to
many locally, learners can be become extinct, Habitat refers
encouraged to take up palaeontology to the home of an animal.
as a career in future. Those
5. Check answers that learners
interested in sciences can be asked
give in question 5 to 10 for
to consider it as a career path.
accuracy.
Additional information
As a cross cutting issue, let the
144
Remedial activities
Draw a wild animal that you have seen. Write three sentences about
the animals.
Extended activities
Write a short story about an animal that you saw on TV or heard people
talking about it but you have never seen it in real life.
145
8. Environment
Key unit competence (HIV/AIDS, STI, Family planning,
To use language learnt in the context gender equality and reproductive
of the environment. health), peace and values education,
financial education, standardisation
Introduction culture, and inclusive education.
This unit borrows content from Social While it is ideal to have all these
Studies. Learners have already been issues covered in the content, some
taught about the various resources like standardisation culture and
that are found in Rwanda in their comprehensive sexual education
Social Studies class. However, this are covered comprehensively in
unit presents them with additional upper classes. The Pupil’s book has
vocabulary that they can use to presented the cross cutting issues in
ensure that they communicate the following ways:
effectively. • Peace and value education should
146
used in the illustrations. The the learner to practice for a
pictures also include children while, and then ask for a return
with various forms of disability demonstration of that skill.
either going to school or taking • Set up models or create a
part in day to day activities and simulation exercise in the
dialogues. activity corner where learners
• To teach learners about financial can have repeated practice of
education, texts are included skills with peers and/or teacher
in the Pupil’s book that show supervision.
children handling money. There • Arrange for sufficient practical
is also a whole unit that talks experiences requiring skill
about shopping. The activities performance of the competences
given in this unit all endeavour under direct supervision.
to introduce the learner to • Create a valid and reliable
understand more about money. assessment tool for use in
Remember that the cross-cutting determining competence in skill
issue to be developed will depend on demonstration.
the content of the lesson as identified
Affective:
in the lesson plan. However, a cross-
cutting issue can be integrated in • Create “values clarification
a lesson that had not been planned exercises” for personal values.
earlier but arise as an opportunity • Provide a framework for a
in the course of teaching the lesson. written analysis of learner
activities against the
Generic competences
measurable outcomes.
This means that the competences • Arrange for the discussion of
that the learner is to achieve are different values and beliefs.
inbuilt into the outcomes that are • Create a valid and reliable
being assessed. assessment tool for use in
Below is a suggestion of how determining competence, good
competences may be implemented practice and integrity and,
and the strategy that may be chosen. respect for all.
• Demonstrate the expected way • Develop case studies from actual
to perform a given skill. Allow practice requiring discovery
147
or problem based learning to need to be encouraged to use their
determine the most appropriate, own knowledge and ideas to find
evidence based approach to possible solutions.
competence. Another strategy that can be used to
• Support learner-led discussions, guide learners into discovering how
structure debates to address to proceed is by using high order
practical situations. questioning technique. The objective
• Always require that the learner of high order thinking technique is to
provide their reasons for their encourage the learner to challenge
response to knowledge questions how they are thinking, what they
or plans. are thinking and what revision of
their thinking will lead to their goal
• Avoid the temptation to of becoming competent in the subject
answer every learner question, matter.
especially when the learner All the strategies mentioned aim
knows of should know the at helping the learner develop new
answer. ways of thinking about what they
Other strategies include self-study are learning. They also encourage a
activities such as those provided in learner to discover new knowledge
the additional information section and skills using critical thinking.
of this book that the learners The approach that has been used is
can complete on their own before to provide a variety of activities that
discussing with you or other ensure that they learner is exposed
learners in class. Ensure that you to various approaches to learning
provide ample time for discussion The activities used in this book to
and dialogue and clarification of bring out the various competences
concepts to be learnt. Learners also for each unit are shown below:
148
competence
words
correct words.
• Picture reading
puzzles
• Discussion
• Why questions
• Modelling
• Role-play
• Letter writing
• Story telling
puzzles
• Pair work
149
of life.
Vocabulary • Has a weak or poor self-esteem.

Sunny, rainy, windy, cloudy, • Is easily distractible.
calm, rain, weather, hot, rainfall, • Finds it difficult, if not
temperature, dry, high, among impossible, to stay on task for
others. extended periods of time.
Guidance on the problem • Is spontaneous in expression;
often cannot control emotions.
statement
• Is easily confused.
The question provided in the Oral
Activity on Page 99 of the Pupil’s • Is verbally demanding.
book requires learners to talk about • Has some difficulty in working
things that can be found in an with others in small or large
environment. Most learners will group settings.
usually just mention the things that • Has difficulty in following
they can see and relate to and forget complicated directions or
that there are invisible components remembering directions for
of the environment. Help learners to extended periods of time.
mention all the visible and invisible • Has coordination problems with
parts of the environment. Part b is for both large and small muscle
you to determine whether learners groups.
can resolve to use a dictionary or the
glossary without being prompted.
By this time learners should be able
to tell that if there is a new word and • Has poor handwriting skills.
they do not know its definition, they • Has a poor concept of time.
can use a glossary or a dictionary to Use these appropriate strategies
get the meaning of the word. with learning disabled students:
Attention to special • Provide oral instruction
education needs for students with reading
A learning disabled student may disabilities. Present activities
exhibit some of the following and reading materials in an oral
characteristics. format so the assessment is not
• Has poor auditory memory— unduly influenced by lack of
both short term and long term. reading ability.
• Has a low tolerance level and a • Provide learning disabled
high frustration level. students with frequent progress
150
checks. Let them know how well of buildings that they see in the
they are progressing toward an neighbourhood as opposed to
individual or group task. the pictures in the book which
• Give immediate feedback to they may not relate to.
learning disabled students. • For example, “I like your
They need to see quickly the drawing of the school. It has
relationship between what was very beautiful colours.”
taught and what was learned. • When necessary, plan to repeat
• Make activities concise and instructions or offer information
short, whenever possible. in both written and verbal
Long, drawn-out projects are formats. Again, it is vitally
particularly frustrating for a necessary that learning disabled
learning disabled child. children utilize as many of their
• Learners with learning sensory modalities as possible.
disabilities have difficulty • Encourage group learning
learning abstract terms and activities whenever possible.
concepts. Whenever possible, Each group should be made up of
provide them with concrete learners with different abilities.
objects and events—items Use the characteristics shown
they can touch, hear, smell, above to identify the learners with
etc. You can also present real special needs. Then apply the listed
pictures for example, pictures strategies to help the learners.
List of lessons
1. Talking about resources 5 periods 2 periods
2. Describing the location of key 4 periods 1 period
resources in Rwanda
3. Talking about dangers to the 4 periods 1 period
environment
4. Talking about protecting the 4 periods 1 period
environment
Learning activities
critically, to carry out research so as to solve problems, to be creative and
innovative and to fully take part in class proceedings.
151
Irrespective of how good the activities group work.
presented in the pupil’s book are, if • Observing positive role models
learners cannot fully participate in practice. A role model sends
during class time, there is no way the message, “This is who a
they will achieve the competences. competent person is. This is
Work with the learners to ensure what a competent person does.”
that there is equal participation by The teacher is the first role
all. model that learners will use.
There are several learning activities Therefore, ensure that what you
that are competence –based. Each do and say reflects competence.
of these activities are related to the Cognitive:
domain of learning. Examples are
given below: • Competence based learning
requires high levels of critical
Psychomotor:
thinking and reflection. Such
• Review written description of a skills are learned best with
particular skill. (Ask learners some form of discovery –based
to silently read a text and then learning or problem based
talk about it in class. Allowing learning.
them to give their opinion.)
• Take time for repeated practice entails helping learners to
of skills in the safety of using become active participants
models or peers until the skill in and take responsibility for
is mastered. (For example, their own learning. It entails
working in pairs.) encouraging the development of
• Seek out practical experience critical thinking by supporting
that allow the learner to learner’s efforts to retrieve and
increase confidence as well retain knowledge and put it into
as competence in the skills practice. It also entails creating
required. (For example, talking learners who develop the habit
to parents or different people of life-long learning in order to
who perform different jobs and stay updated.
then make presentations in • Teamwork is essential as
class.) many learning activities are
Affective: structured for groups of learners
• Review text for content on working together to discover the
definition of values. best solution to a given need.
• Participate in selected values • Other activities include creating
clarification exercises for and following a personalised
personal values provided by learning plan, self-directed
the teachers. This can be done reading and completion of
as self-study (homework) or as suggested activities that will
152
add to one’s knowledge and resources.
experience base, and self- • Name natural resources and
directed use of the internet what they provide, orally and in
where it is available for resources writing
related to topics being learnt. • Appreciate the environmental
• Prepare for and lead group features of Rwanda.
discussions. • Respect and protect the
About assessment environment.
The format that is used for Introduction
assessment in competence based Brainstorm with the learners the
learning is slightly different from different resources that are found
that used in the traditional format in Rwanda. Help the learners to
of learning. In competence based categorise the resources they have
learning, the learner is assessed in mentioned into renewable and non-
his/her ability to solve a problem renewable resources.
He/she is then asked to apply the Teaching aids
knowledge that they have acquired Name cards with different types of
in class to solve the problem. In resources
as much as the learners will be Learning Activities
acquired (summative assessment), Vocabulary:
this new curriculum puts more • Guide learners to do Activity 1,
emphasis on competences, to this 2 and 3 on Page 98 of the Pupil’s
end, use the guidelines given book.
under unit assessment to see if the Oral skills:
learners have acquired the relevant • Read the dialogue in exercise 1
skills needed in this lesson. Written on page 99 of the pupil’s book
exercises are also provided to as the learners listen. Ask
evaluate if the learner has acquired the learners to role-play the
the basic subject competences as dialogue in their own words
well as generic competences. but bringing out the key issues
Lesson Development raised in the dialogue.
Lesson 1: Talking about • Ask learners to answer the
questions in Exercise 1 orally.
resources
Reading skills:
Learning objectives • Read the dialogue in Exercise 1
By the end of this lesson, the learner on Page 99 of the Pupil’s book
should be able to: as the learners listen. Ask them
• List basic vocabulary of natural to read the dialogue as a class.
One half of the class can read
153
what the farmer is saying while written correct answers to all the
the other half can read what the questions.
Officer is saying. Allow learners Synthesis
in pairs to also read the text.
Resources can either be renewable
All through assist the learners
or non-renewable. Encourage
to use proper pronunciation as
learners to always be careful when
they read.
using non-renewable resources such
• Let the learners silently read as fuel. Lead a discussion briefly
the dialogue again individually. on how learners can preserve these
Ask the questions orally as the resources as a cross cutting issue on
learners give the answers so environment and sustainability.
that you can determine if they
understood what they were Assessment
reading. • Ask the learner name different
Writing skills: resources. Can the learners
• Ask learners to write the identify the resources that are
meaning of the vocabulary that found on earth?
is used in Activity 1, 2 and 3 on • Ask learners to write briefly
Page 98 of the Pupil’s book. about a particular type of
• Ask the learners to copy the resource. Can learners use
figure in Activity 3 on Page 99 appropriate vocabulary and
in their exercise books. correct grammar and spelling
when writing about resources?
Additional Activity
Lesson 2: Describing the
Ask learners to draw the location of key resources in
resources that we can see from Rwanda
the list given in the figure in
Learning objectives
Pupil’s book and write sentences By the end of the lesson, the learner
about each resource that they should be able to:
have drawn. • List and use basic vocabulary
• Individual learners write the about natural resources found
answers to Exercise 1 on Page in Rwanda.
99 of the Pupil’s book in their • Name key districts in which
exercise books. natural resources are found and
locate them on a map.
Answers for Activities
• Appreciate environmental
Check the correctness of the features of Rwanda.
sentences that the learners
• Respect and protect the
construct to make sure they have
environment.
154
Introduction 101 of the Pupil’s book. Let the
Ask the learners to tell you names learners tell you the name of the
of different places where natural resource and the place where
resources are found in Rwanda. the resource is found.
They should name a resource and • Guide learners to construct
then say the name of the district or sentences based on the location
exact place where the resource can of different resources in Rwanda
be found. as required in Activity 4 on Page
Teaching aids
Reading skills:
Pictures of different natural and
manmade resources that are found • Guide learners in reading the
in Rwanda. text in Exercise 2 on Page
102 and let them answer the
Learning Activities questions orally.
Vocabulary: Writing skills:
• Let the learners identify the
• Ask learners to draw the map of
different types of resources that
Rwanda shown on Page 101 of
are shown in the pictures in
the Pupil’s book in their exercise
Activity 1 of the Pupil’s book on
books.
Page 100.
• Guide the learners to write the
• Let the learners also do Activity
answers to Exercise 2 on Page
2 on Page 100 of the Pupil’s
book.
• Organise for the learners to
Additional activity visit an area that has natural
Guide the learners to come up resources and discuss what
with vocabulary that is used to is happening to the natural
describe other resources. For resource. This activity can be
example, they can talk about done in collaboration with the
different types of timber (hard/ Social Studies teacher. Ask
soft), lakes (natural/manmade), learners to write a short report
rivers (permanent/seasonal), about their observations during
soil (coarse,fine, snooth, rough), the visit. They should also
among others. Let the learners use appropriate vocabulary to
know that the vocabulary used describe the resource and the
depends on the resource that location where it is found.
you are talking about.
Oral skills:
Check the learner’s responses to
• Lead a class discussion on the different questions and correct
resources shown on the map where necessary.
given in Activity 3 on Page
155
Synthesis • Respect and protect the
The easiest natural resource for environment.
learners to visit and learn about Introduction
would be a national park where Learners have already learnt about
learners will be able to see different the dangers that man poses for the
natural resources and how they are environment and their effects to
being put to use. If possible, organise the environment. Lead a general
such a trip and help learners to discussion of man’s activities to the
describe the different resources that environment and then guide the
are available in the national park learners to use proper language
(animals, trees, air, people, and soil) while talking about dangers to the
and their importance to the economy environment.
of the country. Learners will also be
able to appreciate the importance of Teaching aids
such resources. Pictures with people doing different
activities.
Assessment
• Show the learners pictures of Learning Activities
different natural resources. Can Vocabulary:
the learners identify the natural • Ask learners to mention
resources? different words that talk about
• Ask learners to draw a given the pictures shown in Activity 1
resource and write some short on Page 103 of the Pupils Book.
notes to describe the resource. Oral skills:
Can the learners clearly draw • Ask learners to orally answer
different resources and write the question in Activity 1 on
grammatically correct sentences Page 102 of the Pupil’s book.
describing the resource?
• Guide learners to read and
Lesson 3: Talking about recite the poem on Page 103 of
dangers to the environment the Pupil’s book.
Reading skills:
Learning objectives
• Ask learners to read the words
By the end of the lesson, a learner
in the poem on page 103 and 104
should be able to:
of the pupil’s book and answer
the questions that follow orally.
environmental protection
Writing skills:
• Listen to texts about dangers to
the environment • Ask the learners to answer the
questions on the poem on Page
• Read texts about environmental
protection.
156
Answers for activities kill the animals living in water or
Activity 1, page 102, pupils' book make it bad for people to use.
a) The pictures show smoke Assessment
pollution, cutting trees, hunting, • Ask learners in groups to write
burning bushes/clearing land, about the effect of different
throwing rubbish into a river, activities to the environment.
and urinating in a river. Can the learner use the correct
b) Accept answers that the vocabulary, grammar and
learners give if they describe the punctuation to talk about
relation between each activity dangers that various activities
and the danger it poses to the pose to the environment?
environment. Lesson 4: Talking about
c) Accept correct suggestions protecting the environment
about what the government
and people generally can do to Learning objectives
protect the environment. By the end of the lesson, the learner
should be able to:
Synthesis
• Recognize when to use the first
The environment is endangered by
conditional and should, need to.
activities such as releasing smoke
from factories to the atmosphere • List the basic vocabulary of
which destroys the ozone layer, environmental protection.
cutting tree affects the process of • Listen to texts about
rainmaking, it also destroys the environmental protection.
atmosphere as trees make use of • Read texts about environmental
carbon released through smoke protection.
and therefore purifies/cleans • Respect and protect the
the environment, hunting kills environment.
animals and sometimes can cause
extinction of these animals if the Introduction
rate at which the animals are being Having identified the dangers that
hunted is faster than the rate at the environment faces, learners
which the animals are giving birth, can now talk about measures that
burning bushes or clearing land need to be taken to ensure that the
kills animals that live in the soil environment is protected. Start by
and in the plantation being burnt, asking learners to mention what can
it also destroys vegetation which is be done to protect the environment
important to prevent soil erosion, from harm and then guide them to
urinating and throwing rubbish in use proper language to talk about
rivers pollutes the water and can environmental protection.
157
Teaching aids Writing skills:
Pictures with people doing different • Guide the learners to write
activities that help protect the answers to the blanks in Activity
environment 2 on page 104 of the Pupil’s book.
Learning Activities • Let the learners write answers
to the text in Activity 3 on page
Vocabulary:
• Ask learners to identify words
• Individual learners to construct
from the crossword puzzle in
sentences and write them in
their exercise books as required
Pupil’s book that are used to
in Activity 3, 4, and 5 on pages
talk about the environment
105 and 107 of the Pupil’s book.
generally. They should not write
in the textbook they should just • Let the learners write a poem as
point to it and say it out loud. required in Exercise 4 on Page
Grammar:
• Use the Grammar Points on Answers for activities
Page 106 and 107 of the Pupil’s Answers to Activity 1 on page
book to help learners to recognise 105, pupil's book
how to use need to and should. The words given in the puzzle are
Oral skills: grassland, terrace, river, land
• Read the dialogue in Activity 2 and soil.
on Page 104 to 105 of the Pupil's
Book and let the whole class G R A S S L A N D
discuss the appropriate answers
B I K O B A U Z P
that can fill in the blanks. Ask
pairs to role-play the dialogue H V W I T N R P O
using their own words but O E W L Q D H Q L
keeping the message of the
dialogue. K R U R B Y L Q L
Reading skills: A S L A K E H K U
• Guide the learners to read the S K T B W U W P T
passage in Activity 3 on Page T E R R A C E K E
105 of the Pupil’s book and
answer the questions orally. Note:
• Ask the learners to read the 1. Ask learners to draw the grid in
sentences in Activity 5 on Page their exercise books and sketch
107 of the Pupil’s book and out the words as above.
construct sentences orally. 2. Explain to learners that the
158
numbering in the crossword the environment so that they can
puzzle may not necessarily understand why it is important
follow systematically from one to preserve the environment, and
upwards. The numbers are encouraging people to throw their
arranged depending on where rubbish in particular places where
the word falls, either Across or it can be collected and burnt or
Down. recycled. Guide learners to use the
Activity 2 on page 104, pupil's If conditional to bring out these
book practices.
Accept correct suggestions to the Assessment
starters given in the dialogue. • Ask learners to individually
Activity 3 on page 105, pupil's construct sentences that
book show how we can protect the
environment. Can the learner
1. The environment is important
use the correct vocabulary and
because man gets all his basic
grammar to talk about different
needs from the environment.
ways through which we can
2. Trees help man to cleaning protect the environment?
the environment, are a home
• Ask learners write briefly about
for wildlife and are a source of
we can protect the environment.
medicine.
Can the learner use the correct
3. Water bodies are a source vocabulary, grammar and
of food such as fish and also punctuation to talk about
provide water for transport and different ways through which
domestic use. we can protect the environment?
4. If man continues destroying the
Sounds and spelling
environment, he will eventually
starve and die because they will Learning objectives
be no place for him to get his By the end of this sub–topic, the
basic needs. learner should be able to:
5. Accept learner suggestions • Recognise and pronounce
that talk about protecting the sounds correctly.
environment and are correct • Recognise and use rhythm
observations for questions 5 to 7 correctly.
Synthesis • Spell correctly.
Some of the practices that help Introduction
protect the environment include Give the words and meaning used
make terraces to garden to preserve in this unit. Let them also construct
soil, planting two tree where sentences that talk about the
one tree has been cut, teaching different types of weather using
people about the importance of
159
either the present simple tense, reclamation
present continuous tense or present Additional activity
continuous tense with future Before dictating the words above,
meaning. you can engage learners in different
Teaching aids vocabulary and spelling games. For
The following sentences to be example, you can ask the learners to
dictated to the learners. write as many words as they have
• If the population increases, learnt in this unit. Then the words
people will cut down more trees. are collected into a basket. Different
learners can then take time ‘fishing’
• He needs to study about wild
for different words from the box.
animals.
Then they can read them out loud to
• Hunting kills animals. the class. Help the learners who will
• Pollution destroys the have a problem reading any of the
atmosphere. fished words.
• Rwanda has many hills. Alternatively, you can write the
words and place them on name
Learning Activities cards and put them on the teacher’s
Activity 1 on page 108 pupils table. Say out loud a word and ask
book a learner to come and pick a name
card with the word you have read.
Dictate the sentences shown in the Debate on page 108, pupils'
teaching aids section, one at a time, book
as the learners write them. Repeat Organise the learners into an
them once more for the learners to opposing team and a proposing team.
proof read what they have written. Give each group the same time to
Activity 2 on page 108 pupils discuss and come up with points to
book support or oppose the debate motion
Let the learners rewrite the jumbled that is given. Allow the learners
letters to make correct words that to debate the motion. Remember
have been used in this unit. Some there are no winners or losers in
of these words may be tough but this debate. The objective is to get
they are words relating to what the learners to use language confidently
learners have learnt in this unit. while talking to each other.
Answers: Riddle
protection Ask the learners to read the riddle
wildlife on Page 108 of the Pupil’s book and
minerals let them tell you the answer.
degradation Answer: river
afforestation Additional information
160
As a cross cutting issue on the the environment where they stay,
environment and sustainability, reporting people who cut down
there is a Think, Pair and Share trees or throw rubbish into rivers
activity at the end of the unit. Let and lakes, reporting those with
the learners discuss about these improper fishing methods and so on.
activities in pairs. Such activities This will help them to conserve the
include: environment.
• Heavy fines and penalties for
End of unit 8 assessment on
those who throw rubbish in
rivers or pollute the environment page 109, pupil's book
• Rewarding those who plant trees At the end of every topic, there is
and save animals a writing exercise provided for the
• Imprisoning those found hunting learners to practice what they have
and poaching been taught. Let individual learners
• Accept any other correct
assess their abilities. Answers to
suggestion. the exercises are provided under the
Synthesis Learning Activities segment as most
The government through REMA of them are related to the activities
is trying its best to conserve the that the learners carry out.
environment. Let the learners find Answers to the Unit 8
out what REMA is an take part in
Assessment page 109
some of the activities that REMA is
promoting. Most of the questions in this section
require the learner to apply the
Assessment information they have acquired in
• Can learners use correct class in Social Studies and in this
spellings and write legibly the unit to answer them. Check what the
different sentences that you learners have written for accuracy,
dictated to them? proper use of grammar, spelling and
• Can the learners answer the punctuation.
riddle? Remedial activities
Summary of the unit Should there be learners who are
It is important for people of all ages to having problems developing the
take care of the environment. There competences required in this unit,
is no excuse that one is too young or give them the following exercise to
too old to conserve the environment. do:
Encourage learners to take part Draw someone doing an activity that
in activities such as planting and protects the environment. Write
taking care of trees, participating two
in Umuganda to clean and conserve sentences that show that the person
161
is conserving the environment.
Extended activities
Research and Write about the 3R’s of protecting natural resources.
162
9. Maintaining harmony in the
family
Key unit competence attitudes and values.
of harmony in the family. been highlighted in the curriculum
Introduction and sustainability, gender,
Learners can already identify the comprehensive sexual education
family relations that they have. (HIV/AIDS, STI, Family planning,
They also know about the different gender equality and reproductive
household activities that people health), peace and values education,
at home do. Learners have used financial education, standardisation
the present simple tense, and time culture, and inclusive education.
connectors to talk about the family While it is ideal to have all these
theme. Therefore, this class is just issues covered in the content, some
building onto the vocabulary that the like standardisation culture and
learners have learnt to enable them comprehensive sexual education
to talk about maintaining peace and are covered comprehensively in
harmony in the family. upper classes. The pupil’s book has
Cross-cutting issues to be presented the cross cutting issues in
the following ways:
addressed • Peace and value education should
The switch to competence based be brought out when learners are
curriculum seeks to provide learners asked to work in groups. They
with an education system that should be encouraged to work
responds to the needs of the learners peacefully with one another and
as well as their needs as individuals be willing to help any of their
who are part of a society. This has friends who may have a problem.
led to a curriculum that enables This encourages team work and
learners to be able to demonstrate tolerance towards one another.
the knowledge, skills, values • Environment and sustainability
and positive attitudes that they is done practically and where
have acquired through learning. possible learners should be
Incorporating cross cutting issues encouraged to go out of the class
into the curriculum helps learners to and help to clean the school and
link and associate what they acquired home neighbourhood. They can
in class to everyday problems. They also be involved in tree planting
also help learners to develop their exercises.
163
• For learners at this age, it is inbuilt into the outcomes that are
easier to explain issues using being assessed.
pictures as they may not The teaching strategies that you use
understand what you are saying. need to be matched to the domain
To this end, issues of gender and of learning. Below is a suggestion
inclusive education have been of how competences may be
presented using pictures where implemented and the strategy that
females and males are equally may be chosen.
used in the illustrations. The Psychomotor:
pictures also include children • Demonstrate the expected way
with various forms of disability to perform a given skill. Allow
either going to school or taking the learner to practice for a
part in day to day activities and while, and then ask for a return
dialogues. demonstration of that skill.
• To teach learners about financial • Set up models or create a
education, texts are included simulation exercise in the
in the Pupil’s book that show activity corner where learners
children handling money. There can have repeated practice of
is also a whole unit that talks skills with peers and/or teacher
about shopping. The activities supervision.
given in this unit all endeavour
to introduce the learner to
understand more about money.
issue to be developed will depend on
the content of the lesson as identified • Create a valid and reliable
in the lesson plan. However, a cross- assessment tool for use in
cutting issue can be integrated in determining competence in skill
a lesson that had not been planned demonstration.
earlier but arise as an opportunity Affective:
Generic competences exercises” for personal values.
As pointed out earlier, the • Provide a framework for a
competence based curriculum written analysis of learner
establishes the learning outcomes, activities against the
aligns instructional pedagogy to the measurable outcomes.
outcomes and then uses structured • Structure opportunities for
methodology to assess the learner’s role-play requiring recognition
success in achieving the outcomes. of differing values and beliefs,
This means that the competences with time for discussion of how
that the learner is to achieve are these may affect one’s ability to
164
perform the competence. provide ample time for discussion
• Arrange for the discussion of and dialogue and clarification of
different values and beliefs. concepts to be learnt. Learners also
• Create a valid and reliable need to be encouraged to use their
assessment tool for use in own knowledge and ideas to find
determining competence, good possible solutions.
practice and integrity and, Another strategy that can be used to
respect for all. guide learners into discovering how
to proceed is by using high order
Cognitive: questioning technique. The objective
• Develop case studies from actual of high order thinking technique is to
practice requiring discovery encourage the learner to challenge
or problem based learning to how they are thinking, what they
determine the most appropriate, are thinking and what revision of
evidence based approach to their thinking will lead to their goal
competence. of becoming competent in the subject
• Support learner-led discussions, matter.
structure debates to address All the strategies mentioned aim
practical situations. at helping the learner develop new
• Always require that the learner ways of thinking about what they
provide their reasons for their are learning. They also encourage a
response to knowledge questions learner to discover new knowledge
or plans. and skills using critical thinking.
• Avoid the temptation to The approach that has been used
answer every learner question, is to provide a variety of activities
especially when the learner that ensure that they learner is
knows of should know the exposed to various approaches to
answer. learning that will enable the learner
to understand and therefore achieve
the competence that they set out to
activities such as those provided in
achieve.
the additional information section
The activities used in this book to
bring out the various competences
discussing with you or other
learners in class. Ensure that you
Generic Competence Type of Ac
competen
165
words
correct words.
• Picture reading
puzzles
• Discussion
• Why questions
• Modelling
• Role-play
• Letter writing
• Story telling
puzzles

• Pair work
166
Life-long learning • • Skills acquired in each lesson
set the stage for learners to know
of life.
Vocabulary • Is easily distractible.

Fetch water, clean the house, sweep • Finds it difficult, if not
the floor, angry, sorry, apologise, impossible, to stay on task for
wrong, sorry, polite, respect, among extended periods of time.
others. • Is spontaneous in expression;
Guidance on the problem often cannot control emotions.
statement • Is easily confused.
The oral activity just gives a recap • Is verbally demanding.
of the meaning of family and the • Has some difficulty in working
different jobs done by different with others in small or large
family members. Help the learners group settings.
to distinguish between jobs done • Has difficulty in following
by family members outside the complicated directions or
homestead and duties done in remembering directions for
the family. Jobs done outside extended periods of time.
the homestead are for economic • Has coordination problems with
activities that family members do both large and small muscle
to get their basic needs but duties groups.
are the activities that different
members of the family do to ensure
that the family lives in a good and
clean place. In this unit, learners • Has poor handwriting skills.
will be talking about duties that • Has a poor concept of time.
every member of the house hold Use these appropriate strategies
must take part in. with learning disabled students:
A learning disabled student may disabilities. Present activities
exhibit some of the following and reading materials in an oral
characteristics. format so the assessment is not
• Has poor auditory memory— unduly influenced by lack of
both short term and long term. reading ability.
• Has a low tolerance level and a • Provide learning disabled
high frustration level. students with frequent progress
checks. Let them know how well
• Has a weak or poor self-esteem.
167
they are progressing toward an of buildings that they see in the
individual or group task. neighbourhood as opposed to
• Give immediate feedback to the pictures in the book which
learning disabled students. they may not relate to.
They need to see quickly the • Learning disabled students
relationship between what was need and should get lots of
taught and what was learned. specific praise. for example, “I
• Make activities concise and like the way you explained what
short, whenever possible. they children in the picture are
Long, drawn-out projects are doing. You are right. They are
particularly frustrating for a riding their bicycles.”
learning disabled child. • When necessary, plan to repeat
• Learners with learning instructions or offer information
disabilities have difficulty in both written and verbal
learning abstract terms and formats. Again, it is vitally
concepts. Whenever possible, necessary that learning disabled
provide them with concrete children utilize as many of their
objects and events—items sensory modalities as possible.
they can touch, hear, smell, • Encourage group learning
etc. You can also present real activities whenever possible.
pictures for example, pictures Each group should be made up of
List of lessons

1. Describing jobs in the family 3 periods 1 period
household
2. Describing what parents say 2 periods 1 period
3. Giving what parents require 2 periods 1 period
4. Reporting family quarrels 2 periods 1 period
5. Saying why someone was 2 periods 1 period
angry
6. Giving advice 2 periods 1 period
7. Talking about family rules 2 periods 1 period
Sounds and spellings Poem (2) 1 (dictation and
riddle)
168
Learning activities example, talking to parents or
The type of activities that learners different people who perform
are exposed to play a major role different jobs and then make
in the acquisition of competences. presentations in class.)
Learning activities should be Affective:
engaging and practical to enable • Review text for content on
the learners to acquire hands-on definition of values.
knowledge. As a teacher, your role
• Participate in selected values
is to actively encourage and enable
clarification exercises for
learners to think critically, to carry
personal values provided by
out research so as to solve problems,
the teachers. This can be done
to be creative and innovative and to
as self-study (homework) or as
fully take part in class proceedings.
group work.
Irrespective of how good the activities
presented in the pupil’s book are, if • Observing positive role models
learners cannot fully participate in practice. A role model sends
during class time, there is no way the message, “This is who a
they will achieve the competences. competent person is. This is
Work with the learners to ensure what a competent person does.”
that there is equal participation by The teacher is the first role
all. model that learners will use.
There are several learning activities Therefore, ensure that what you
that are competence –based. Each do and say reflects competence.
of these activities are related to the Cognitive:
domain of learning. Examples are • Competence based learning
given below: requires high levels of critical
Psychomotor: thinking and reflection. Such
• Review written description of a skills are learned best with
particular skill. (Ask learners to some form of discovery –based
read a text and then talk about learning or problem based
it in class. Allowing them to give learning.
their opinion.) • Competence based learning
• Take time for repeated practice entails helping learners to
of skills in the safety of using become active participants
models or peers until the skill in and take responsibility for
is mastered. (For example, their own learning. It entails
working in pairs.) encouraging the development of
• Seek out practical experience critical thinking by supporting
that allow the learner to increase learner’s efforts to retrieve and
confidence as well as competence retain knowledge and put it into
in the skills required. (For practice. It also entails creating
169
of life-long learning in order to skills needed in this lesson. Written
stay updated. exercises are also provided to
• Teamwork is essential as evaluate if the learner has acquired
many learning activities are the basic subject competences as
structured for groups of learners well as generic competences.
working together to discover the Lesson Development
problem in both theoretical and Lesson 1: Describing jobs in
practical work. the family household
• Other activities include creating Learning objectives
and following a personalised By the end of this lesson, the learner
learning plan, self-directed should be able to:
suggested activities that will
household jobs.
add to one’s knowledge and
experience base, and self- • Describe household jobs and
directed use of the internet who does them orally and in
where it is available for resources writing.
related to topics being learnt. • Read texts about household
• Prepare for and lead group jobs.
discussions. • Appreciate the roles and
responsibilities of family
About assessment members.
assessment in competence based Introduction
learning is slightly different from For a long time in the traditional
that used in the traditional format household, jobs and responsibilities
of learning. In competence based in the house were clearly marked
learning, the learner is assessed in to be done by some family members
his/her ability to solve a problem and not others. For example,
that is based on a real life situation. cooking was almost exclusively
He/she is then asked to apply the done by women, men were seen as
knowledge that they have acquired the main bread winners. With the
in class to solve the problem. In recognition of gender equality, this
as much as the learners will be belief has been disapproved and it
assessed on the knowledge they have does not matter which members
acquired (summative assessment), of the family does which duties.
this new curriculum puts more Therefore, as you lead a discussion
emphasis on competences, to this of the content in this topic, guard
end, use the guidelines given under against learners being taught the
the Assessment section to see if the traditional model of family chores
learners have acquired the relevant being done by specific people. It will
170
also go to teach learners on the cross page 110 of the Pupil’s book.
cutting issue of gender and gender • Ask learners to silently read
equality. the words given in Activity 3
Teaching aids on Page 111 of the Pupil’s book
Pictures showing family members before using them to construct
carrying out different duties. sentences.
• Guide learners to read the text
said by Imanzi and Jane in
Learning Activities
Vocabulary: Pupil's Book about the duties
• It is expected that by this time, they do at home before going to
the learners vocabulary has school and then say whether the
greatly improved and that they statements written about them
are able to put together correct are true or false.
sentences. Ask the learners to Writing skills:
identify the different family
• Guide learners to write the
members that are shown in the
answers to the comprehension
text in Activity 4 on Page 111
110 of the Pupil’s book and the
of the Pupil’s book.
activities that they are doing.
• Allow the learners to write a
Oral skills:
short description about the
• Ask learners to match the household duties that they do
pictures in Activity 1 on Page at home as required in Exercise
110 of the Pupil’s book and the 2 on Page 115.
sentences that describe them
orally. Answers to Activities
Activity 1 on page 110,
• Ask learners in pairs to discuss
pupils' book.
the household activities that
they do at home as required in Check that the learners match the
Activity 2 on Page 112 of the sentences correctly.
Pupil’s book. Activity 4 on page 111,
pupils' book.
• Lead learners in a discussion
where they will use the phrases 1. False
given in Activity 3 on Page 112 of 2. True
the Pupil’s book to make correct 3. False
sentences about household 4. True
duties. 5. True
Reading skills: Synthesis
• Let the learners read out loud Guide learners to know that it is
the sentences that accompany good to help around the household
the pictures in Activity 1 on as we all stay there. Encourage
171
those learners who have house helps relating to that chore correctly?
to also help at home as sometimes • Ask learners to write text
the house help may be unwell and about household chores and the
the parents may ask the learners to different family members who
help carry out the duties. Generally, carry out these chores. Can the
the duties that are done at home learners use the right vocabulary
vary from one household to another to write about household
but include; Cleaning the toilet and chores and the different family
the bathroom, washing dishes or members who do them?
putting dishes in the dish washer so
Lesson 2: Describing what
that they can be cleaned, making the
bed, cleaning the house which might parents say
be sweeping or mopping/wiping Learning objectives
or vacuuming the carpet, cooking,
By the end on this lesson, the learner
clearing the bushes and cutting
should be able to:
grass, sweeping the compound,
among other duties. • Give commands orally and
report on the commands in
Assessment speech and in writing.
• Ask learners to talk household
Introduction
chores and the different family
members who carry out these Children are often given instructions
chores. Can the learners use by parents so that they know what
the right vocabulary to talk they need to do in the home. Guide
about household chores and the the learners to know that when we
different family members who want someone to do a command, we
do them? usually begin the sentence with the
verb that describes what we want
• Read a text describing family
that person to do. The opposite is
members and the chores that
that we start the sentence with the
they do at home. Can learners
word don’t followed by the verb that
listen to a text about family
talks about what we do not want
members and the chores they do
done.
and respond to comprehension
questions relating to that chore Teaching aids
correctly? Pictures showing people doing
• Ask learners to read a text different activities
describing family members Learning Activities
and the chores that they do at
Oral skills:
home. Can learners read text
about family members and the • Ask learners look at the pictures
chores they do and respond in Activity 1 on Page 112 of the
to comprehension questions Pupil's Book and try and come
172
up with the instruction that Writing skills:
his or her parent will say when • Ask the learners to write the
they want the learner to do the instructions that their parents
things shown in the pictures. will give in Activity 1.
• Let the learners carry out • Individual learners to copy the
Activity 2 on Page 113 of the table in Activity 2 on Page 113 of
Pupil’s book orally. the Pupil’s book in their exercise
• Lead a discussion on proper books and complete it with the
phrases to use so as to make right commands.
correct sentences orally from • Guide learners to answer the
Activity 3 on Page 114 of the comprehension question in
Pupil’s book. Activity 4 on Page 114 of the
• Read the dialogue in Activity 4 Pupil’s book.
on Page 114 of the Pupil’s book • Assist learners in pairs to write a
and ask learners to role-play the dialogue that has parents giving
dialog but in their own words commands to their children to
without changing the message. do certain activities.
Reading skills:
Answers to Activities
• Ask learners to read the dialogue
Activity 1 on page 112,
pupils' book
Pupil’s book and answer the
questions orally. 1. Clean the house!
• Ask learners to silently read the 2. Cut the grass!
Grammar Points that are given 3. Clean the dishes!
on Page 118 of the Pupil's Book 4. Wash the car!
together with the examples. 5. Do your homework!
Remember the punctuation has to be an exclamation mark at the end of the

sentence because it is a command.
You want someone to do an You don’t want someone to do an
action action
Wash the dishes! Do not wash the dishes!
Make the bed! Don’t make the bed!
Fetch water! Don’t fetch water!
Mop the house! Don’t mop the house!
Activity 4
Check the learner’s responses to ensure they are correct.
Exercise 3, page 118, pupils' book
1) I was told to wash my clothes daily.
173
2) I was reminded/told to pray • Ask learners to write sentences
before going to sleep. that show commands. Can
3) I was told to say sorry after the learner use appropriate
making a mistake. punctuation and grammar rules
4) I was told/taught to respect my to write commands correctly?
family members. Lesson 3: Describing what
5) I was commanded to sit and eat parents require
with the other family members.
Learning objectives
6) I was told to help my friends to
do their homework.
should be able to:
7) I was told to greet all the family
• Give commands orally and
members.
report on the commands in
8) I was told to care for the sick in speech and in writing.
the family.
9) I was told not to waste the food.
Introduction
Learners need to be taught how to
Synthesis
report something that has been said
Learners in this class are entering or by someone else. In the family setup
are already at the adolescent stage. it is often parents that tell children
Sometimes they can be difficult and what they want done.
their relationship with the parent
may suffer. Let them know that they Teaching aids
don’t have to wait for their parents Text about what parents require
to tell them what they should do.
Instead they should be responsible
Learning Activities
to do what they are assigned to do Oral skills:
without being commanded to do it. • Allow learners to talk about
Assessment what their parents require
• Ask learners to look at a them to do. The guideline are
picture and give an appropriate provided in Activity 1 on Page
command for the activities 116 of the Pupil’s book.
taking place in the picture. Is Reading skills:
the learner able to use proper • Ask learners in groups through
vocabulary to give commands? their group leader to read the
• Let the learners’ role-play family text in Activity 2 on Page 116
situations where commands of the Pupil’s book. Let them
are required. Can the learners answer the questions orally.
use the right commands to get Writing skills:
an activity done in a role-play • Let the learners write the
situation? answers to the comprehension
174
questions in activity 1 on page • Ask learners to write sentences
117 in their exercise books. that show what parents want.
Can the learner use appropriate
punctuation and grammar rules
Activity 2, page 116, pupils' book to write commands correctly?
1) The people in the story are Lesson 4: Describing a
Mother, Robert and Charles.
family quarrel
2) The boys were still asleep.
3) Mother needed water to make Learning objectives
porridge for breakfast. By the end of the lesson, the learner
4) Fear that their mother would should be able to:
come and punish them for • Recognise when to use ought to.
disobeying her. • Listen to a short text about
5) Charles advised Robert to obey family quarrels.
their mother. Robert advised • Read a short text about family
that they apologise to their quarrels.
mother. • Describe family quarrels in
6) Lesson include; It is good to obey writing.
our parents, we should apologise
when we wrong someone, We
Introduction
should not fail to show respect Families quarrel often. This section
to parents, (Accept any other teaches learners the vocabulary to
lesson that the learners give.) use when reporting family quarrels.
However, the message we want to
7) Check the learners drawing
pass across is that family quarrels
to ensure it corresponds to the
should be resolved peaceful as we
message.
are all people of the same family.
Synthesis That we should learn to live with
Encourage the learners to be helpful each other in peace.
at home especially seeing that Teaching aids
parents sacrifice a lot to ensure that
Text showing a story about a family
learners get the best in life.
quarrel
Assessment Learning Activities
• Let the learners’ role-play
Oral skills:
family situations where parent
say what they want children • Read the dialogue on Page
to do and the children do it. 117 of the Pupil’s book as the
Can the learners use the right learners listen. Then discuss
vocabulary to get an activity the questions at the end of the
done in a role-play situation? passage to see if the learners
understood what you were
175
reading for them. conversation are Eric, Sandra
• Lead a discussion using the and John.
Grammar Point on Page 118 2. Sandra wanted to do her
of the Pupil’s book on how we homework.
use ought to and ask learners 3. Her father had asked her to go
to construct sentences to show and buy food from the market.
that they understand how ought 4. John’s parents were angry
to is used. because John refused to go to
• Guide learners to role-play the the garden.
interview in Activity 2 on Page 5. That he should obey his parents,
118 of the Pupil’s book. he should not make them angry
Reading skills: and he should always help them.
• Let the learners read the Exercise 3 on page 118, pupil's
dialogue in Activity 1 silently and book
then answer the comprehension
questions in pairs. 1. Ought to
• Let the learners read the passage 2. Ought to
in Activity 2 on Page 118 of the 3. Ought to
Pupils Book and answer the 4. Ought not to
comprehension questions orally. 5. Ought to
Writing skills: Activity 2 on page 118, pupil's
• Ask learners to write the book
answers to the comprehension 1. He tries to stop them. If he
question in Activity 1 on Page cannot then he looks for an
118 of the Pupil’s book. elderly person to help.
• Ask learners to write the 2. One week ago.
answers to the comprehension
3. Not tied to something.
question in Activity 2 on Page
• Let the learners do Exercise 3 Encourage the learners to always
on Page 118 of the Pupil’s book. resolve family quarrels peacefully.
• Ask learners to write a story Assessment
about a family quarrel as it is
• Let the learners’ role-play family
quarrels. Can the learners use
the right vocabulary to get an
Answers for activities activity done in a role-play
Activity 1 on page 117, pupil's situation?
book • Ask learners to write sentences
that report family quarrels. Can
1. The three people in the
the learner use appropriate
176
punctuation and grammar rules instances when someone was
to write sentences correctly? angry as required in Activity 2
Lesson 5: Saying why on Page 121 of the Pupil's Book.
someone was angry Answers for activities

Learning objectives Exercise 4 on page 120, pupil's
By the end of the lesson, the learner book
should be able to: 1) The title of the poem is, I say
• Recognise when to use ought to. Sorry
• Listen to a short text about 2) He ought to say sorry
family quarrels. 3) Making a mistake, not following
• Read a short text about family instructions, not obeying
quarrels. parents and not cleaning the
house.
• Describe family quarrels in
writing. 4) Because apologising helps the
other person feel less wronged.
• Respect the rules and laws of
the community. 5) Accept correct answers from the
learners.
Introduction
This section is about children being
Synthesis
able to retell events that happened Remind learners of the meaning of
in the context of family quarrels. retell and recount as it was explained
to them in Unit 6. Let them practice
Teaching aids retelling or recounting events that
Text on saying why someone is angry took place in the family.
Learning Activities Assessment
Oral skills: • Ask a learner to remember an
• Ask learners to talk report about instance that happened in his or
why someone in their family her family that led to a quarrel.
was angry about something. Can the learner remember what
• Let the learners recite the poem happened and use the correct
in Exercise 4 on Page 120 of the language to report about it?
Pupil’s book. • Provide sentence starters for
Reading skills: the learner to use to recount a
family quarrel that led someone
• Let the learners read the text in
to being angry. Can the logically
Activity 1 on Page 119 and say
explain events that led someone
why the children in the pictures
to being angry ?
are angry.
Writing skills:
• Guide learners to write about
177
Lesson 6: Giving advice Writing skills:
• Individual learners to write
Learning objectives down the advice they give to the
By the end of the lesson, the learner situations in Activity 1 on Page
should be able to: 121 of the Pupil’s book in their
• Recognize when to use should. exercise books.
• Give advice orally or in writing. • Individual learners to construct
Introduction sentences from the table in
Exercise 5 on Page 121 of the
Recap what learners were taught
Pupil’s book and write them in
in unit 4 about giving opinions on
their exercise books.
social behaviour. Let the learners
know that giving opinion is closely Answers for activities
related to giving advice as one is Check the learners work in all the
suggesting what he or she believes is activities for correctness
the best way to do something. Revise
Synthesis
also modal verbs and let the learners
know that they will be using the Modal verbs always have two options.
modal verb should to give advice. One that shows possibility and the
other one that shows impossibility.
Teaching aids
Assessment
Sentences that show instances
where people need advice. • Provide the learners with
different situations relating to
Learning Activities the family and ask then to use
Oral skills: the appropriate vocabulary to
• Read out the sentences in give advice. Can the learner
Activity 1 on Page 121 of the correctly use modal verbs in
Pupil’s book and ask learners speech and in writing to give
to give advice regarding each advice?
situation. Lesson 7: Talking about
Reading skills: family rules
instructions in Activity 2 on Learning objectives
Page 121 of the Pupil’s book and By the end of the lesson, the learner
give advice on what Mutoni’s should be able to:
parents should do.. • Recognize when to use will.
• Read the guidelines in the • Write rules for family behaviour
Grammar Point on Page 121 of
Introduction
the Pupil's Book and come up
with further examples of advice. Revise modal verbs and let the
learners know that they will be using
the modal verb ‘will’ to come up with
178
rules about family behaviour. Answers for activities
Teaching aids Check the learners work in all the
Sentences that show family activities for correctness
behaviour Synthesis
Learning Activities Will as a modal verb can be used to
Oral skills: show the intentions that one has. In
this unit, they are used to show the
• Read out the sentences in
intentions of the family members
who come up with the family rules.
Pupil’s book and ask learners to
give their opinion on what the Assessment
rules mean. • Provide the learners with
• Ask learners to orally give different situations relating to
examples of family rules as the family and ask them to use
required in Activity 2 on Page the appropriate vocabulary to
122 of the Pupil’s book. come up with rules for those
Reading skills: situations. Can the learner
correctly use modal verbs in
speech and in writing to make
sentences in Activity 1 on Page
rules?
122 of the Pupil’s book and talk
about the rules they have at Sounds and spelling
home. Learning objectives
• Read the guidelines in the By the end of this sub–topic, the
Grammar point and come up learner should be able to:
with further examples of how • Recognise and pronounce sounds
rules that have ‘will’ show the correctly.
intentions of the people making
those rules. • Recognise and use rhythm
correctly.
Writing skills:
• Individual learners to construct
five sentences that show Introduction
intentions in form of family Ask learners to mention different
rules as required in activity 3 on school rules and the punishment that
page 122 of the pupil’s book. one gets for breaking these rules.
• Learners in pairs to construct Lead a discussion on the importance
sentences from the table in of keeping law and order in society.
Exercise 6 on page 122 of the Teaching aids
pupil’s book and write them in
The following sentences to be used
their exercise books.
for dictation:
179
1. My elder sister repairs the Activity 2 on page 122, pupil's
family car. book
2. Don’t wash your face in the Let the learners find the meaning of
toilet! the words shown in the box and form
3. Gatete was told to go the shop. sentences using these words.
4. You ought to knock at the Answers:
bathroom door before entering.
5. We will apologise when we make Check the learner’s sentences
mistakes. for accuracy.
Debate on page 123, pupil's book.
Learning Activities
Activity 1 on page 122, pupil's Organise the learners into an
opposing team and a proposing team.
book.
Give each group the same time to
Dictate the sentences shown in the discuss and come up with points to
teaching aids section, one at a time, support or oppose the debate motion
as the learners write them. Repeat that is given. Allow the learners
them once more for the learners to to debate the motion. Remember
proof read what they have written. there are no winners or losers in
Additional activity this debate. The objective is to get
learners to use language confidently
Before dictating the words above, while talking to each other.
you can engage learners in different
Additional activity
vocabulary and spelling games. For
example, you can ask the learners Ask the learners this riddle:
to write as many words as they have Almost everyone needs it,
learnt in this unit. Then the words asks for it, gives it, but almost
are collected into a basket. Different nobody takes it. What is it?
learners can then take time ‘fishing’ Answer: Advice
Synthesis
the class. Help the learners who will Throughout their lives, learners
have a problem reading any of the will be exposed to rules and
fished words. regulations. Learners should be able
to understand these rules and follow
Alternatively, you can write them. Encourage learners to always
the words and place them on name seek elaboration of any rule or
cards and put them on the teacher’s regulation that they may not clearly
table. Say out loud a word and ask understand.
a learner to come and pick a name
180
Assessment Answers to the Unit
• Can the learners answer the Assessment
riddle correctly? All the questions in this section
• Can the learner spell the words have subjective answers as they
used to talk about behaviour, seek the learner’s opinion on various
rules and laws correctly? issues. Check the responses that the
• Can learners use the basic learners give to ensure that they
vocabulary for behaviour, rules relate to what the question is asking
and laws that they have learnt about.
to engage in a debate? Remedial activities
Summary of the unit Should there be learners who are
having problems developing the
Modal verbs help us to simply
competences required in this unit,
actions so that we can know what
give them the following exercise to
can be done and what cannot be
do:
done. Modal verbs include could,
should, must, shouldn’t, may, might, • Make a poster of the family
wouldn’t, mustn’t and will. members working together.
Below the picture, write the
Additional information name of each person and the
Lead a discussion about peace value activity they are doing. Why is
education using the think, pair and it important for family members
share activity on Page 114 of the to work together?
Pupil’s book. (Check the learners work for
End of unit assessment on correctness.)
page 123, pupil's book Extended activities
At the end of every topic, there is Some learners may find that the
a writing exercise provided for the content provided is too easy. Let
learners to practice what they have them do the following exercise;
been taught. Let individual learners Suppose you come from an
carry out these exercises as you extended family. What are
assess their abilities. The answers some of the advantages and
to these exercise are provided under disadvantages of having such a
Answers for activities section. large family?
181
10.The solar system
Key unit competence financial education, standardisation
To use language learnt in the context culture, and inclusive education.
of the solar system. While it is ideal to have all these
Introduction like standardisation culture and
This Unit shows the link between comprehensive sexual education
languages and the Sciences as well are covered comprehensively in
as the social sciences. Learners will upper classes. The pupil’s book has
be able to use the knowledge they presented the cross cutting issues in
have acquired in other classes in the following ways:
language. • Peace and value education should
(HIV/AIDS, STI, Family planning, used in the illustrations. The
gender equality and reproductive pictures also include children
health), peace and values education, with various forms of disability
182
either going to school or taking the learner to practice for a
part in day to day activities and while, and then ask for a return
dialogues. demonstration of that skill.
• To teach learners about financial • Set up models or create a
education, texts are included simulation exercise in the
in the Pupil’s book that show activity corner where learners
children handling money. There can have repeated practice of
is also a whole unit that talks skills with peers and/or teacher
about shopping. The activities supervision.
given in this unit all endeavour • Arrange for sufficient practical
to introduce the learner to experiences requiring skill
understand more about money. performance of the competences
issue to be developed will depend on • Create a valid and reliable
the content of the lesson as identified assessment tool for use in
in the lesson plan. However, a cross- determining competence in skill
cutting issue can be integrated in demonstration.
a lesson that had not been planned
Affective:
earlier but arise as an opportunity
Generic competences
• Provide a framework for a
The teaching strategies that you use different values and beliefs.
need to be matched to the domain • Create a valid and reliable
of learning. Below is a suggestion assessment tool for use in
of how competences may be determining competence, good
implemented and the strategy that practice and integrity and,
may be chosen. respect for all.
• Demonstrate the expected way • Develop case studies from actual
to perform a given skill. Allow practice requiring discovery
183
or problem based learning to own knowledge and ideas to find
determine the most appropriate, possible solutions.
evidence based approach to Another strategy that can be used to
competence. guide learners into discovering how
• Support learner-led discussions, to proceed is by using high order
structure debates to address questioning technique. The objective
practical situations. of high order thinking technique is to
• Always require that the learner encourage the learner to challenge
provide their reasons for their how they are thinking, what they
response to knowledge questions are thinking and what revision of
or plans. their thinking will lead to their goal
of becoming competent in the subject
• Avoid the temptation to matter.
answer every learner question, All the strategies mentioned aim
especially when the learner at helping the learner develop new
knows of should know the ways of thinking about what they
answer. are learning. They also encourage a
Other strategies include self-study learner to discover new knowledge
activities such as those provided in and skills using critical thinking.
the additional information section In the Pupil’s book, the approach
of this book that the learners that has been used is to provide a
can complete on their own before variety of activities that ensure that
discussing with you or other the learner is exposed to various
learners in class. Ensure that you approaches to learning
provide ample time for discussion The activities used in this book to
and dialogue and clarification of bring out the various competences
concepts to be learnt. Learners also for each unit are shown below:
need to be encouraged to use their
184
competence
words
correct words.
• Picture reading
puzzles
• Discussion
• Why questions
• Modelling
• Role-play
• Letter writing
• Story telling
puzzles
• Pair work
185
of life.
Vocabulary • Is easily confused.
Planet, earth, Saturn, Venus, • Is verbally demanding.
Pluto, Mars, Jupiter, temperature, • Has some difficulty in working
hot moon, rock, sun, spacecraft, with others in small or large
astronaut, land, among others. group settings.
Guidance on the problem • Has difficulty in following
complicated directions or
statement remembering directions for
The assumption being made extended periods of time.
here is that the learner has some • Has coordination problems with
background knowledge about the both large and small muscle
terms used when talking about groups.
the solar system. If the learners do
not understand what the universe
is, guide them to use a dictionary
to find the meaning and then talk • Has poor handwriting skills.
about it. Overall, the universe is • Has a poor concept of time.
made up of planets, moon, stars, Use these appropriate strategies
galaxies matter and energy. with learning disabled students:
A learning disabled student may
exhibit some of the following
characteristics.
unduly influenced by lack of
• Has poor auditory memory— reading ability.
both short term and long term.
• Provide learning disabled
• Has a low tolerance level and a students with frequent progress
high frustration level. checks. Let them know how well
• Has a weak or poor self-esteem. they are progressing toward an
• Is easily distractible. individual or group task.
• Finds it difficult, if not • Give immediate feedback to
impossible, to stay on task for learning disabled students.
extended periods of time. They need to see quickly the
• Is spontaneous in expression; relationship between what was
often cannot control emotions. taught and what was learned.
186
• Make activities concise and they may not relate to.
short, whenever possible. • Learning disabled students
Long, drawn-out projects are need and should get lots of
particularly frustrating for a specific praise. For example, “I
learning disabled child. like your drawing of the school.
• Learners with learning It has very beautiful colours.”
disabilities have difficulty • When necessary, plan to repeat
learning abstract terms and instructions or offer information
concepts. Whenever possible, in both written and verbal
provide them with concrete formats. Again, it is vitally
objects and events—items necessary that learning disabled
they can touch, hear, smell, children utilize as many of their
etc. You can also present real sensory modalities as possible.
pictures for example, pictures
• Encourage group learning
of buildings that they see in the
activities whenever possible.
neighbourhood as opposed to
Each group should be made up of
the pictures in the book which
List of lessons
Lesson Number Assessment
of periods session
1. Describing the solar system 4 periods 1 period
2. Describing the distances in 4 periods 1 period
space
3. Describing planets 3 periods 1 period
4. Describing moons 3 periods 1 period
5. Recounting key events in 3 periods 1 period
space travel
Sounds and spellings 2 periods 1 period
Lesson Development
Lesson 1: Describing the solar system
Learning objectives
By the end of this lesson, a learner should be able to:
• State the basic vocabulary of the solar system and space travel.
• Describe the planets of the solar system and their distances and
diameters in speech and writing.
187
• Listen to texts about the planets There are several learning activities
or space travel. that are competence –based. Each
• Read texts about the planets or of these activities are related to the
space travel domain of learning. Examples are
• Appreciate how discoveries and given below:
inventions help us to learn more Psychomotor:
about the world and the solar • Review written description of a
system. particular skill. (Ask learners to
read a text and then talk about
Introduction it in class. Allowing them to give
Lead a discussion on the solar system their opinion.)
where the learners will use their
knowledge of science to say what
the solar system is comprised of.
models or peers until the skill
Let them name the planets as they
is mastered. (For example,
should be familiar with them. Ask
working in pairs.)
the learners to find out any peculiar
features that the planets have. • Seek out practical experience
that allow the learner to increase
Teaching aids confidence as well as competence
A drawing of the solar system, atlas in the skills required. (For
Learning activities example, talking to parents or
different people who perform
The type of activities that learners
different jobs and then make
are exposed to play a major role
presentations in class.)
in the acquisition of competences.
Learning activities should be Affective:
engaging and practical to enable • Review text for content on
the learners to acquire hands-on definition of values.
knowledge. As a teacher, your role • Participate in selected values
is to actively encourage and enable clarification exercises for
learners to think critically, to carry personal values provided by
out research so as to solve problems, the teachers. This can be done
to be creative and innovative and to as self-study (homework) or as
fully take part in class proceedings. group work.
Irrespective of how good the activities • Observing positive role models
presented in the pupil’s book are, if in practice. A role model sends
learners cannot fully participate the message, “This is who a
during class time, there is no way competent person is. This is
they will achieve the competences. what a competent person does.”
Work with the learners to ensure The teacher is the first role
that there is equal participation by model that learners will use.
all.
188
Therefore, ensure that what you discussions.
do and say reflects competence.
About assessment
Cognitive:
• Competence based learning assessment in competence based
requires high levels of critical learning is slightly different from
thinking and reflection. Such that used in the traditional format
skills are learned best with of learning. In competence based
some form of discovery –based learning, the learner is assessed in
learning or problem based his/her ability to solve a problem
learning. that is based on a real life situation.
• Competence based learning He/she is then asked to apply the
entails helping learners to knowledge that they have acquired
become active participants in class to solve the problem. In
in and take responsibility for as much as the learners will be
their own learning. It entails assessed on the knowledge they have
encouraging the development of acquired (summative assessment),
critical thinking by supporting this new curriculum puts more
learner’s efforts to retrieve and emphasis on competences, to this
retain knowledge and put it into end, use the given guidelines under
practice. It also entails creating the assessment section to see if the
learners who develop the habit learners have acquired the relevant
of life-long learning in order to skills needed in this lesson. Written
stay updated. exercises are also provided to
• Teamwork is essential as evaluate if the learner has acquired
many learning activities are the basic subject competences as
structured for groups of learners well as generic competences.
working together to discover the Learning Activities
Vocabulary:
practical work. • Guide the learners to do Activity
1 on Page 124 of the Pupil’s
• Other activities include creating
book.
and following a personalised
learning plan, self-directed Oral activities:
reading and completion of • Organise learners in groups of
suggested activities that will five and let them research and
add to one’s knowledge and discuss Activity 2 on Page 124
experience base, and self- of the Pupil’s book and make
directed use of the internet presentations in class.
where it is available for resources Reading skills:
related to topics being learnt. • Guide learners to silently read
189
the passage in Activity 3 on 3. The inner and outer planets are
Page 124 of the Pupil’s book and separated by an asteroid belt.
answer the questions orally. 4. An asteroid is a piece of rock.
Writing skills: Check the learner’s drawing of
• Guide learners to silently read the solar system. Compare it to
the passage in Activity 3 on Page the one given in the passage.
124 of the Pupil’s book and write
the answers in their exercise The poem mentions, grandfather,
books. great grandfather, father, and son.
• Assess the learner’s Synthesis
understanding of the content by
The solar system is made up of
asking them to do Exercise 1 on
different planets, the sun, asteroids,
Page 125 individually.
moons, comets, dust, gas, and dwarf
Answers for activities or minor planets. Pluto was recently
Check the learner’s answers for each removed from the list of planets and
of the questions given. made a dwarf planet. Ensure that
Activity 1 on page 124, pupil's learners know these because most
of the literature has not recorded
book
this fact.
a) The 8 planets are Venus,
Mercury, Mars, Earth, Jupiter,
Uranus, Neptune, and Saturn. Assessment
b) The planet that is closest to the • Show learners a picture of the
sun in Mercury. solar system and ask them to tell
c) The planets that have rings are you what it is. Can the learner
Saturn and Jupiter. identify the solar system?
d) The biggest planet is Jupiter. • Ask learners to draw the
e) The small planet that was solar system and describe it.
recently removed from the list of Can the learner draw a basic
planets is Pluto. representation of the solar
system and then write about it’s
Answers to the puzzle are: components?
(insert puzzle from pupils book)
Lesson 2: Describing
Exercise 1 on page 125, pupil's
distances in space
book
1) An orbit is a complete move of Learning objectives
space bodies around the sun. By the end of the lesson, a learner
2) The inner solar system is made should be able to:
up of Mercury, Venus, Earth • Recognize when to use
and Mars. comparatives and superlatives
190
and measurements of distance. answers to the questions in
• Describe the distances of the Activity 1 on Page 126 of the
planets of the solar system in Pupils’ Book.
diameters in speech and in • Organise learners to do Activity
writing. 2 on Page 126 of the Pupil's
Book.
Introduction
The content in this unit involves Answers to Activity 1 on
numeracy. The numbers involved page 126, pupil's book
are so huge that learners may not 1. The planet furthest to the sun
be able to read them comfortably. is Neptune. It is 4, 498 million
To help the learners get a mental kilometres away from the sun.
picture of the distances involved, let
them model the solar system and 2. The planet that is closest to the
use centimetres to represent the sun is Mercury. It is 57. 9 million
distance from one planet to the other kilometres away from the sun.
relative to the position of the sun. 3. Uranus is 2, 877 million
This exercise will still be tedious kilometres away from the sun.
to do as the distances involved are 4. The distance between the sun
huge but it will give the learners an and the earth is about 93 million
idea of what is involved. miles.
Teaching aids Synthesis
Atlases Guide learners to also distance the
Learning Activities diameters of the different planets
and then use superlatives to show the
Oral skills: size of the planets. The information
• Ask learners to study the table for reference is provided in the in
in Activity 1 on Page 126 of the Activity 1 on Page 126 of the Pupil’s
Pupil’s book and answer the book.
comprehension questions orally.
Assessment
• Organise learners in groups and
guide them to do Activity 2 on • Ask learners to compare the
Page 128 of the Pupil’s book. distance of planets from the sun.
Can the learner use superlatives
Reading skills: to give the position of different
• Ask the learners to study the planets?
text in Activity 1 on Page 127
Lesson 3: Describing Planets
of the Pupil’s book again and
attempt the comprehension Learning objectives
questions individually. By the end of the lesson, a learner
Writing skills: should be able to:
• Let the learners write the • Describe the planets of the solar
191
system and their distances and Writing skills:
diameters in speech and in • Ask learners to write down a
writing summary of all the findings of all
• Describe the key features of the research that is presented in
the planets and the number of class.
moons in speech and writing. • Guide learners to write the
• Read texts about the planets or answers to activity 3 and 4 on
space travel. pages 128 of the pupil's book.
Introduction Answers to Activities
Revise the different bodies that are Activity 1 on page 127, pupil's
found in space with the learners. book
Ask them to research about the
characteristics of these bodies and
then discuss their findings in class. 1. The largest planet is Jupiter. It
has a diameter of 142984 km.
Teaching aids
2. Saturn and Uranus have the
Atlas highest number of satellites
Learning Activities because they both have 18
satellites.
Oral skills:
3. The only planet that has a
• Guide learners to answer the
natural satellite is earth.
questions in Activity 1 on Page
• Recite the poem in Activity 4 on When talking about planets, we
Page 129 of the Pupils’ Book. describe the temperature of the
Reading skills: planet, the distance away or near to
the sun, the size in diameter of the
• Organise learners in groups
planet and the presence of moons
and let them do Activity 2 on
and satellites on that planet.
Page 127 of the Pupils Book and
present their findings in class. Assessment
• Picture read Activity 3 on Page • Ask learners to draw a picture
128 of the Pupil's Book and of planet and describe it. Can
answer the questions. the learners use appropriate
• Read and answer the questions vocabulary to describe the
in Activity 4 on Page 128. characteristics of the give
planet?
192
• Read out a short text describing • Read the dialogue in Activity 2
a planet. Can the learner on Page 129 of the Pupils’ Book.
identify the planet that you are • Study the table in Activity 3 on
talking about? Page 130 of the Pupils’ Book and
Lesson 4: Describing moons answer the questions.
Learning objectives Writing skills:
By the end of the lesson, a learner • Write short notes about the
should be able to: planets that have moons and
those that do not have moons.
• Describe the planets of the solar
system and their distances and • Write answers for Activity 2
diameters in speech and in and 3 on pages 129 and 130
writing respectively of the Pupil's Book.
• Describe the key features of Answers to Activities
the planets and the number of Refer to the table on Page 121 for
moons in speech and writing. planets that have moons and those
• Read texts about the planets or that do not have moons.
space travel. Synthesis
Introduction Learners may have trouble finding
Some planets have got moons while material that talks about the various
others do not have moons. moons on the planets. If there is
internet connectivity, allow learners
Teaching aids
to carry out internet research about
Name cards with different adjectives the moons.
of personality and emotions and
their definitions. Assessment
Learning Activities • Ask learners to find information
that describes the number of
Oral skills: moons on each planet. Can the
• Research and make a learner research and present
presentation of the planets that information about moons?
have moons and those that do
Lesson 5: Recounting past
not have as required in Activity
1 on Page 129 of the Pupil's events
Book. Learning objectives
Reading skills: By the end of the lesson, a learner
• Read about moons and make a should be able to:
presentation of the planets that • Describe the planets of the solar
have moons and those that do system and their distances and
not have moons. diameters in speech and in
writing
193
• Describe the key features of poem in Activity 4 and answer
the planets and the number of the comprehension questions
moons in speech and writing. orally.
• Read texts about the planets or Grammar:
space travel. • Guide learners to know how
Introduction compare things using the
Grammar Points on Page 133 of
The information that we have about
the Pupil’s book.
space came as a result of exploration
by scientists. There have been Writing skills:
several expeditions to space by • Ask learners to write down the
astronauts from different countries. completed sentences in Activity
Encourage learners especially those 5 on Page 133 of the Pupil’s book
interested in sciences to aspire to in their exercise books.
become astronauts so that they too • Ask learners to write the answers
can go into space to study more to the questions in Exercise 2 on
about outer space. Page 133 of the Pupil’s book.
Teaching aids Answers to Activities
Atlas Activity 2 on page 131, pupils
Learning Activities book
Vocabulary: H T G H D Q H C
• Ask learners to match the words P L A N E T K Y
in Column A to their meaning in H W S K T F D C
Column B in Activity 1 on Page
130 of the Pupil's Book . C O M E T M K L
• Let the learners identify five F K D W K O F E
words related to space from the H O R I Z O N E
crossword puzzle on Page 131 of
L U N A R N H T
the Pupil’s book.
Oral skills: Note:
• Ask learners to discuss and 1) Ask learners to draw the grid in
orally complete the passage in their exercise books and sketch
Activity 3 on Page 131 of the out the words as above.
Pupil's Book in groups. 2) Explain to learners that the
• Organise learners in groups numbering in the crossword
and let them recite the poem puzzle may not necessarily
in Activity 4 on Page 131 of the follow sustematically from
Pupil’s book. one upwards. the numbers are
Reading skills: arranged depending on where
• Ask the learners to read the the word falls, either Across or
194
Down. 5. Occurred
Activity 3, page 131, pupil's Synthesis
book Brainstorm with the learners the
The learners should fill in the blanks financial implication of a project like
in the following order; failed, the one to send astronauts to space.
started, set off, astronauts, Use this to help learners talk about
Activity 4, page 131, pupil's the crosscutting issue of financial
book education.
1. The poem is talking about a space Assessment
rocket being launched. • Ask research and talk about a
2. It is called a countdown before space mission. Can the learners
something takes off. correctly use vocabulary relating
3. Rocket to space travel to talk and write
about experiences of going into
4. Crew are the astronauts and
space?
other scientists who work on the
rocket but do not go to space, Sounds and spellings
spectators are the people who Learning objectives
have come to watch the rocket
By the end of this sub–topic, the
launch.
Activity 5, page 132, pupil's
• Recognise and pronounce
book sounds correctly.
1. Mercury is the closest planet to • Recognise and use rhythm
the sun. correctly.
2. Saturn is the most beautiful • Spell correctly.
planet in the solar system.
Introduction
3. Venus is the hottest planet in
the solar system. Ask learners to mention different
school rules and the punishment that
4. Jupiter is the biggest planet.
one gets for breaking these rules.
5. Mercury is the smallest planet. Lead a discussion of the importance
Exercise 2, page 132, pupil's of keeping law and order in society.
book Teaching aids
1. Stepped The following sentences to be used
2. Launched for dictation:
3. Competed 1. Michael Collins was among the
4. Trained first team of astronauts to go to
space.
2. Jupiter is the biggest planet in
195
the solar system. make correct names of planets.
3. Pluto was recently made a dwarf Answer for the riddle: sun
planet.
4. There are 8 planets in the solar
Debate on page 133, pupil's
system. book
5. It is expensive to make a rocket. Organise the learners into an
opposing team and a proposing team.
Learning Activities Give each group the same time to
Activity 1, page 133, pupil's discuss and come up with points to
book support or oppose the debate motion
Dictate the sentences shown in the that is given. Allow the learners
teaching aids section, one at to debate the motion. Remember
a time, as the learners write there are no winners or losers in
them. Repeat them once more this debate. The objective is to get
for the learners to proof read learners to use language confidently
what they have written. while talking to each other.
Additional activity Synthesis

Before dictating the words above, Summarise the major aspects of
you can engage learners in different space travel that the learners have
vocabulary and spelling games. For been taught in this unit. Let the
example, you can ask the learners to learners tell you if there is any area
write as many words as they have where they have problems so that
learnt in this unit. Then the words you review it with them.
are collected into a basket. Different Assessment
learners can then take time ‘fishing’
• Can the learners answer the
riddle correctly?
the class. Help the learners who will • Can the learner spell the words
have a problem reading any of the used to talk about behaviour,
fished words. rules and laws correctly?
Alternatively, you can write • Can learners use the basic
the words and place them on name vocabulary for behaviour, rules
cards and put them on the teacher’s and laws that they have learnt
table. Say out loud a word and ask to engage in a debate?
a learner to come and pick a name
Activity 2 on page 133 pupil's

book
Let the learners fill in the blanks to
196
End of unit assessment on page 134, pupils' book
At the end of every topic, there is a writing exercise provided for the learners
to practice what they have been taught. Let individual learners carry out
these exercises as you assess their abilities. The answers to these exercise
are provided under Answers for activities section.
Answers for unit assessment
All the questions in this section have subjective answers as they seek the
learner’s opinion on various issues. Check the responses that the learners
give to ensure that they relate to what the question is asking about.
Remedial activities
• Make a poster of the solar system. Below the picture, write your
thoughts about the solar system.
Extended activities
Research about the asteroid belt and write short notes about it.
197
References
1. Adrian Wallwork (2008) Discussions A-Z intermediate: A Resource
Book of Speaking Activities. Cambridge University Press
2. Anderson, L.W. , Krathwohl, D.R. , Airasian, P.W., Cruikshank,
K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C. (2001).
A Taxonomy for Learning, Teaching, and Assessing: A revision of
Bloom's Taxonomy of Educational Objectives. New York: Pearson,
Allyn & Bacon
3. Colin Campbell and Hanna Kryszewska (2011) Learner- based
Teaching. Oxford University Press.
4. Carol Booth Olson (2006) The Reading/ Writing Connections:
Strategies for teaching and learning in the Secondary Classroom.
Oxford University Press.
5 REB (2015). New Competence - based Curriculum. Kigali Rwanda.
198

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English

For Rwandan Primary Schools

Unit 1: Leisure and Unit 2: Making future

Unit 5: Family relationships Unit 6: Reading books,

School Name: _________________ Teacher’s name: _________________

Term Date Subject Class Unit Lesson Duration Class size

Key Unit Competence: To use language in the context of

Instructional objectives - With survey sheets learners

Teacher activities Learner activities

Teacher self- lesson well taught

Generic competences b) Affective:

N L W 4) He was going to ride his new

Communicating in official • Talking about pictures

Vocabulary also provided. Apply them together

Cognitive domain: About assessment

Teaching aids Grammar:

Answers to Exercise 7 on page

Communicating in • Talking about pictures

Cooperation • Group work

Life-long learning • Skills acquired in each lesson set the

Attention to special Use these appropriate strategies

Lesson Learning Assessment

Answers to Activities Activity 3 on page 57, pupils'

Grammar: Answers for activities

Lesson 5: Describing laws

Debate on Page 63 in pupil's

Oral skills: Answers to Exercise 2 on page

Note: the teacher should Synthesis

Lesson 5: Describing family Oral skills:

Sounds and spellings Additional activity

8) Depends on the learner’s answer.

Learning activities the relevant skills needed in this

Assessment Learning Activities

Vocabulary • Has a weak or poor self-esteem.

Cooperation • Group work

Vocabulary • Is easily distractible.

Lesson Learning Assessment

Remember the punctuation has to be an exclamation mark at the end of the

someone was angry Answers for activities

Additional activity Synthesis

Activity 2 on page 133 pupil's

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School Name: _ Teacher’s name: _