Topic outline
General
- P5: English File Uploaded 31/07/22, 11:08
- P5: English TG File Uploaded 1/08/22, 18:23
UNIT 1 PAST AND FUTURE EVENTS
- Content Distribution for P5 File Uploaded 4/07/19, 08:52
Key Unit Competency
To use language learnt in the context of past and future, using the appropriate tense.
Attitudes and Values
Respect the language needs of others in group work.
Appreciate that writing is a skill that needs to be practised.Introduction
In life, it is very important to remember our past so that we can shape our future. In this unit, we will learn about telling stories and we will read stories. We will talk about our past experiences through exercises in writing and speech. We will also learn how to write friendly letters about things that have happened. We will be able to express our future hopes.
This unit will be very helpful as you learn to write about past events in social studies. Throughout our learning, we will also learn how to communicate in a group, i.e. saying our points and listening to others very carefully. This way we will learn to practise the skill of writing and speaking.
The present defines the future. The future builds on the foundation of the past. Think Great: Be Great! —Lailah Gifty Akita
TOPIC 1 Telling Stories
Have you ever told a story? Has anyone ever told you a story?
Activity 1.1.1 Working Together
Discuss these questions in groups and let each group record their findings on a piece of paper.
1. What is a story?
2. How is a story told?
3. Who tells stories?
4. What happens at the beginning of a story?
5. What happens in the end?Activity 1.1.2 Reading
Read the following story and answer the questions that follow:
One fine morning, Liz was sent
to the market. Her mother Mrs Mujuni wanted supplies forhome. There were visitors coming soon. The visitors were people from Mr Mujuni’s work place. Liz’s parents had got married on
that day some years ago. Therefore, her father’s friends were coming to the wedding
anniversary party. Mother wanted banana meals, cassava paste, onions, meat, tomatoes, green pepper and fruit for the party.Liz quickly got her basket and
orders for the items that she wanted to buy. All the items cost exactly the money her mom had given her, so she was ready to pay and go back home.
put it on her head. She ran as
fast as she could to the market.
When she reached the market,
she went ahead to make the
She checked her pocket to reach for the money only to find that the money
was not there. Her heart skipped a beat. She then checked in every bag that
she had, but did not find the money. She knew she had lost the money. She wondered what she would tell her mom when she went back without the items she was sent for. Tears began collecting in her eyes. She was in real trouble.She decided to walk back home and check along the way to see if maybe. Liz did not find the money. She had now reached home. She was worried about the way she was going to break the news to her mother. She finally got ahold of herself and told her mum what had happened.
She called, “Mother, Mother….” Mother was very excited because Liz was already back from the market. She was now ready to begin cooking.
“Yes, Liz!” Mother replied. “Mother,
I have not bought anything.”
“What….what happened?”“Mother, I lost the money
“How did you lose it? Have you checked everywhere for it?”
“Mother, I do not know how I lost it and I have checked everywhere but I cannot find it.”
Liz’s mother was very disappointed. She tried to check in the house; in all the possible places where Liz might have left the money. As she checked she saw something that looked like money under the table.
Thankfully, it was the money Liz had lost.
The only problem now was that it was getting late to begin cooking. Liz rushed back to the market to get the items. She finally bought them and her mother started
cooking. She cooked really fast. Luckily enough, the visitors arrived three hours late. The food was already ready. The visitors enjoyed Mrs Mujuni’s food and promised to come back to have such a delicious meal once again.
Activity 1.1.3 Writing
Answer the following questions about the story.
1. Where was Liz sent?
2. What was Liz sent to do?
3. Why did she have to hurry?
4. What was the problem when Liz reached the market?
5. What did Liz do to solve the problem?
6. Where was the money found?
7. Who found the money?
8. What did the visitors promise?
9. What would you do if you were Liz?
10. Remember a time when you were faced with a problem. What problem was it? What did you do to solve the problem? Write your experience in the form of a story.
Activity 1.1.4 Working Together
Have a story circle
Sit in a circle. One person says a line of a story. The next person adds a sentence to it. In this way, everyone in the circle adds to the story, until the last person in the circle concludes the story. No one repeats what has been said earlier in the story. In this way, everyone in the circle adds something new to the story. Use your imagination and try to come up with a good, meaningful story with an interesting end.
TOPIC 2 Recounting Past Events
Have you done anything remarkable in the past?
Activity 1.2.1 Reading
Look at the pictures and read the comments about the learners.
Activity 1.2.2 Writing
You are Josiane. You spent last Sunday with your family. You did a lot of things throughout the day. Write down all the things you did. Use the following points to help you.
(Use the past tense of the words given in brackets.)You may also mention the time of your activities using words, such as morning, afternoon, evening, etc.
1. (do) exercise 2. (help) mother
3. (do) homework 4. (read) a book
5. (go) to a park 6. (play) with friends
7. (ride) a bicycleActivity 1.2.3 Working Together
Now share your weekend activities with your partner. Ask a question and your partner will answer. After five questions, reverse roles.
You may use the following hints to frame your questions. Begin every sentence with ‘What did you…’
• In the evening
• At night…
• Early in the morning...
• After you got up in the morning…Activity 1.2.4 Writing
We talk about past events using the past tense. As you read Elijah’s story, fill in the gaps with the correct past tense of the word given in brackets.
Last weekend I ______ (be) at home, sleeping in front of the television when I ________ (hear) a strange noise. I _______ (wake) up and ______ (run) to the window.
Can you guess what I ________ (see) in the garden? It was an aeroplane. I _______ (think) I was dreaming so I _________ (rush) to the bathroom to wash my face. As I ______ (wash) my face, suddenly, something _______ (strike) the front door. A bit afraid, I ________ (take) a stick and ______ (walk) towards the door and _________ (open) it.
Two little kids were there, smiling and jumping. They ______ (say) that they _______ (come) from the aeroplane that had fallen in the garden.
Could we have a cup of tea please? They _______ (ask). I asked them to come into the house. I ________ (put) some water on the stove and ________ (give) them some biscuits.
TOPIC 3 Telling Your Life Story
Do you know that everyone has a story to tell about their lives?
Activity 1.3.1 Reading
Below is a timeline of Ishimwe’s life story. Follow the arrows, and read Ishimwe’s timeline.
Activity 1.3.2 Working Together
In groups of three, discuss the following.
Think about what will happen to Ishimwe in the future and discuss in your group. When you finish, choose a leader who will read out your group’s answers to the class. The class will then choose the best answer.
Activity 1.3.3 Writing
Study the Timeline again and answer the following questions.
1. Where was Ishimwe born?
2. What was Ishimwe’s first school?
3. How heavy was Ishimwe at birth?
4. What exciting thing did Ishimwe do in 2008?
5. Which class was Ishimwe in when he joined Remera Parents PS?
6. Which class was he in when he scored his first goal in a football match?
Activity 1.3.4 Writing
In Ishimwe’s life story, you came across different action words such as crawling, sitting, etc. Note them in your exercise book. Now, make sentences of your own using any ten of them.
TOPIC 4 Recounting Past Experiences
What was interesting in your past?
Activity 1.4.1 Writing
Look back at Ishimwe’s Timeline. Then design your own timeline. You can attach your photos to your timeline.
Activity 1.4.2 Working Together
Form groups of four or five pupils. Let your group ask you questionsabout your timeline. Other groupmates should ask questions such as:
Question: How old were you when you first saw a wild animal?
Answer: I was 10 when I first saw a wild animal.
Question: How old were you when you first used a computer?
Answer: I was 11 when I first used a computer.
Question: What was the most exciting event you experienced?
Answer: The most exciting thing I experienced was seeing a lion.
Question: What was the worst experience?
Answer: The worst experience was when I fell down and pricked my eye.
Activity 1.4.3 Writing
Using each letter of Ishimwe’s name, write down different events in his life. You can use the timeline in your textbook to help you.
I – Ishimwe is my name
S – Started sitting without support at six months
H – Had started to crawl
I – I got my first ______________
M – My first school ______________
W – Went to th ______________and saw many aeroplanes
E – Examinations for Primary Leaving ______________
Activity 1.4.4 Reading
Read the following poem twice.
I’m today. Who are you?Are you today too?
I’m yesterday, but I was today once.
And that’s what you will be
When the day today ends.
And when you take my place as yesterday
Can you guess what day I’d be?
I’ll shift back further by a day
And become the day before yesterday.
Answer the following questions.
1. How many days are talking in this poem?
2. What will happen to today when today ends?
3. What will happen to yesterday when the day ends?
4. What title would you like to give this poem?
5. Write what today will be called a day into the future?
6. What will yesterday be called a day further in the past?
TOPIC 5 Describing a Weekend Activity
What did you do over the weekend?
Activity 1.5.1 Reading
Read the letter below.
Karemera Jean Paul
P.O. Box 2617
Bugesera
14 October, 2017
Dear Barnett,
How have you been? It’s has be along time I’ve heard from you. I thought i would see you last weekend at the stadium when I played against A.F.L. team. It was a very exciting game. Let me tell you how it all went.
The game started with both teams struggling to score. But in the 20th minute we scored our first goal. Our goal was scored by our team captain. We were so excited. The A.F.L. team came out strong and scored an equalizer just before the end of the first half.
When we came back for the second half, we were determined to score again and win the match. Unfortunately, A.F.L. scored another goal when we were busy trying to score and left the goalkeeper without any defenders. In the 60th minute, A.F.L. got a penalty and i was told to take the penalty shot
but unfortunately, the A.F.L. goalkeeper was so good that he spotted the ball and kicked it out. I was very disappointed.The game ended with a 2-1 win for A.F.L. Our team left the field exhausted and disappointed.
Anyway Barnett, that was my the weekend. I hope to hear from you very soon. I send my regards to your family.
Your dear friend,
Andrew
Activity 1.5.2 Working Together
With a partner, answer the following questions.
1. Who wrote the letter?
2. To whom was the letter written?
3. What did Andrew do over the weekend?
4. Did Andrew enjoy the weekend? Why or why not?
5. Which team won the match?
6. Who scored the goal for Andrew’s team?
7. How many goals did A.F.L. score?
8. With your partner, talk about what you did over the weekend.
9. Write a letter to a friend describing what you did over the weekend.
Activity 1.5.3 Working Together
In groups of four, read your letters to each other and ask each other questions like the following;
What did she do over the weekend?
Did she like what she did?
Activity 1.5.4 Writing
Read the letter that Andrew wrote to his friend. Make a note of the format (style) of writing a letter by answering the questions below.
1. What did Andrew write at the very beginning of the letter?
2. How does he address his friend?
3. What does he write about, in the first paragraph?
4. What do the second and third paragraphs of the letter talk about?
5. How does Andrew conclude the letter?
Activity 1.5.5 Writing
Read Andrew’s letter carefully. Write True or False beside the following sentences.
1. Andrew expected to see Barnett at his home last weekend.
2. Barnett played a football match against the A.F.L. team.
3. Andrew’s team scored a goal in the 20th minute.
4. Before the end of the first half, Andrew’s team scored another goal.
5. In the 60th minute Andrew’s team got to take a penalty shot.
6. The game ended with a win for Andrew’s team.
7. Andrew’s team was exhausted after the match.
8. Barnett and Andrew were playing on the same team.
TOPIC 6 Planning a Trip
Have you ever planned for a trip?
Activity 1.6.1 Reading
Study the following pictures and answer the questions that follow: 1. I’m going to visit my relatives
2. We are going for a trip to Akagera National Park.
3. I’m going for a match against another school.
Questions:
1. Where is the girl carrying a suitcase going?
2. Where is the family going?
3. Where is the boy going?
4. Have you ever gone for a trip?
5. Where did you go for your trip?
6. Write a story expressing your experience at the trip.
Activity 1.6.2 Listening
Listen carefully to the teacher reading a story called ‘Ishema’s Birthday’.
Activity 1.6.3 Reading
Answer the following questions about to the story.
1. How do Keza and her mother travel to the airport?
a. in a plane c. in their car
b. in a taxi d. on the bus2. What does a pilot do?
3. What does the pilot say to Keza?
4. What does Keza whisper to the little doll?
5. Read the sentence below from the story:
From the sky, the cars and houses on the ground look like toys. What does the author mean?
a. The cars and houses looked very big.
b. The cars and houses looked very small.
c. The cars and houses did not move.
d. Keza could not see the cars and houses.
Activity 1.6.4 Writing
You have planned a shopping trip for next Sunday. Write about what you plan to do.
You may use the words given in the boxes below.
For example:
I am going to visit Shamarima Shopping Mall with my parents next Sunday.TOPIC 7 Talking about Future Activities
What are you going to do?
Activity 1.7.1 Reading
Read the sentences below the pictures.
(a) I am going to town. (b) We are going to play.
(c) I am going to write a letter to my friend. (d) I am going to visit my grandparents.
Activity 1.7.2 Reading
Answer the following questions.
Example: Where is the woman in ‘a’ going? She is going to town.
1. What are the girls in ‘b’ going to do?
2. What is the girl with a pen and a writing pad going to do?
3. Where is the boy with a suitcase going?Activity 1.7.3 Working Together
Your teacher will put you in pairs. With your partner, choose any four activities you will do in the near future. Do not tell your partner about them. Act out the four activities you have chosen, one by one. Let your partner guess what activity you are going to do. After you have done your four activities, exchange roles. Make sure that your partner does not repeat your actions or she/he will be disqualified from the game.
Activity 1.7.4 Writing
Write down a text about one of your future activities. Use the questions below to help you.
1. What activity was it?
2. Where will you do it from?
3. With whom will you do it?
4. When will you do it?
5. Why will you do it?
Give one more detail not mentioned above.
TOPIC 8 Expressing Future Hopes
What are your future hopes?
Activity 1.8.1 Reading
Read the poem below.
This is what I would like to be 20 years from today
In 20 years I will be 31 years old
I would like to live in a house in Kigali
I would like to be a police officer
And I would take bad people to jail
I would still love my family
And love to eat meat
I still wan’t sweet potatoes
And most importantly, I would like to be happyActivity 1.8.2 Reading
Answer the following questions about the poem.
1. How old will the poet be in 20 years?
2. What would she like to be?
3. Where would she like to live?
4. What would she still like to do?
5. What doesn’t she want to eat?
6. What does she consider to be the most important thing?
Activity 1.8.3 Reading
Your teacher will choose a student who will pretend to be a magician. Then play game of fortune with details from the poem. You may begin with the following:
Student: Tell me Magician, what will be my job in 20 years?
Magician: Abracadabra...You will be a doctor in 20 years. Find more questions from the poem to continue.Activity 1.8.4 Reading
Read the poem from the activity 1.8.1 again to help you express your future hopes. Then draw a picture of yourself in the future.
Activity 1.8.5 Working Together
Your teacher will divide the class into two groups. One group will be given a card showing a person who does a particular activity. The other group will ask five questions and guess the profession.
The questions are:
1. When do you work?
2. Where do you work?
3. Where do you get the things you need to work?
4. What does your job produce?
5. Where do you get training for your job
Activity 1.8.6 Writing
Link the tools to their professions.
1. carpenter (a) stage
2. doctor (b) taxi
3. teacher (c) stove
4. farmer (d) blackboard
5. nurse (e) saw
6. taxi driver (f) clinic
7. cook (g) tractor
8. actor
pharmacist
Use a dictionary to find the sounds and meanings of the following words used to express future hopes. Write them in your notebook.
For example:
Accountant- /ə’kaʊntənt/- meaning a person who works on financial matters.
Activity 1.8.8 Working Together
You have learnt what duties are performed by different professionals. Now, think about which job you would like to do the most. Form groups of four and tell your group about hopes for the future.
For example:I would like to treat patients.
I want to see people happy.
So, I would like to be a doctor.
Answer the Riddle
Can you name three consecutive days without using the words Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday?
Activity 1.8.9 Working Together
Turn to your partner and talk about your life story.
For example:
I was born in 2004 in a place called Kirehe. When I was born, i weighed 3 kilograms. I got my first tooth when I was two ........... . Continue with the story.
Then ask your partner to tell his/her story too, ask each other the questions such as:
1. What will you do next year?
2. Where do you want to go for a holiday?UNIT TESTS
Unit Test 1.1 Find ten professions from the words given below.
Then pick out the professions you might want to hope for in future and write them down in sentences using ‘would like to’ and ‘want to’. Give reasons for your choices.
Unit Test 1.2 Reading
Read the story below and answer the questions that follow.
Last week we went to visit my grandparents’ farm. I couldn’t wait, but my dad kept or driving so slowly! When we finally arrived, grand father took me to see the animals and crops.
On one side, I saw a goat bleating weakly. Grand father said it was sick. The veterna gave grand father pills to give the goat. Grand father gave the pills to me, so I could give them to the goat. I gave the pills to the goat with some grass. Grand father said that with those pills, the goat would be fine in two days.
A large field of maize was just starting to blossom. I was happy to see maize in its early stages. I ran through the lush maize. I heard my mother call me back. When I tried to go back, I couldn’t find my way back to the house. I was lost and alone in the maize. I cried out loud to my mum. “Mum, I can’t find my way back.” My mother and grand father came and found me.
I was glad I had gone to visit my grand father and grand mother.
Questions:
1. What did the author do last week?
2. What did the author do when they visited their grandparents?
3. Summarise the text in your own words.
4. How did the author care for the goat?
Unit Test 1.3
Plan a trip to a place near your town. Then write about your trip.
Unit Test 1.4
Read the conversation below:
Teacher : Good afternoon, children. Guess what we are going to do in class today.
We are going to do different activities, like drawing, singing, acting and storytelling.Elise : Teacher, we would like to learn about all of these activities.
Teacher : Who is going to draw pictures?
Cynthia : I am going to draw pictures.
Raissa : I am also going to draw pictures.
Teacher : What would you like to draw, Raissa?
Raissa : I am going to draw a picture of fish.
Teacher : Who is going to sing a song?
Daniel : I am going to sing a song, teacher.
Teacher : That’s very good. Who is going to tell a story?
Clovis : I am going to tell a nice story.
Teacher : Good. So, get ready every one.
Answer the questions given below:
1. Who is/are going to draw pictures?
2. What is Daniel going to do?
3. What picture is Raissa going to draw?
4. Who is going to tell a story?
Unit Test 1.5
Fill in the blanks:
1. Kelly wants to study how to fly aeroplanes.
She would like to be a ........................... .
2. Christiano is very good at sports.
He eats healthy food and plays a lot of sports.
He would like to be an............... .
3. Shamim is going to become a ........................ .
He has a great interest in machines.
4. Sonia wants to be a singer. She is going to learn............... .
UNIT SUMMARY
In this unit, I have learnt to:
1. Recognise the use of the past simple tense and time connectors, the future tense with ‘going to’ and ‘would like to’, ‘want to’, ‘when’ clauses and a letter format.
2. Identify and use the basic vocabulary of travelling.
3. Identify and apply the vocabulary to express ambitions and aspirations.
Key Unit Competency
To use language learnt in the context of past and future, using the appropriate tense.
Attitudes and Values
Respect the language needs of others in group work.
Appreciate that writing is a skill that needs to be practised.Introduction
In life, it is very important to remember our past so that we can shape our future. In this unit, we will learn about telling stories and we will read stories. We will talk about our past experiences through exercises in writing and speech. We will also learn how to write friendly letters about things that have happened. We will be able to express our future hopes.
This unit will be very helpful as you learn to write about past events in social studies. Throughout our learning, we will also learn how to communicate in a group, i.e. saying our points and listening to others very carefully. This way we will learn to practise the skill of writing and speaking.
The present defines the future. The future builds on the foundation of the past. Think Great: Be Great! —Lailah Gifty Akita
TOPIC 1 Telling Stories
Have you ever told a story? Has anyone ever told you a story?
Activity 1.1.1 Working Together
Discuss these questions in groups and let each group record their findings on a piece of paper.
1. What is a story?
2. How is a story told?
3. Who tells stories?
4. What happens at the beginning of a story?
5. What happens in the end?Activity 1.1.2 Reading
Read the following story and answer the questions that follow:
One fine morning, Liz was sent
to the market. Her mother Mrs Mujuni wanted supplies forhome. There were visitors coming soon. The visitors were people from Mr Mujuni’s work place. Liz’s parents had got married on
that day some years ago. Therefore, her father’s friends were coming to the wedding
anniversary party. Mother wanted banana meals, cassava paste, onions, meat, tomatoes, green pepper and fruit for the party.Liz quickly got her basket and
orders for the items that she wanted to buy. All the items cost exactly the money her mom had given her, so she was ready to pay and go back home.
put it on her head. She ran as
fast as she could to the market.
When she reached the market,
she went ahead to make the
She checked her pocket to reach for the money only to find that the money
was not there. Her heart skipped a beat. She then checked in every bag that
she had, but did not find the money. She knew she had lost the money. She wondered what she would tell her mom when she went back without the items she was sent for. Tears began collecting in her eyes. She was in real trouble.She decided to walk back home and check along the way to see if maybe. Liz did not find the money. She had now reached home. She was worried about the way she was going to break the news to her mother. She finally got ahold of herself and told her mum what had happened.
She called, “Mother, Mother….” Mother was very excited because Liz was already back from the market. She was now ready to begin cooking.
“Yes, Liz!” Mother replied. “Mother,
I have not bought anything.”
“What….what happened?”“Mother, I lost the money
“How did you lose it? Have you checked everywhere for it?”
“Mother, I do not know how I lost it and I have checked everywhere but I cannot find it.”
Liz’s mother was very disappointed. She tried to check in the house; in all the possible places where Liz might have left the money. As she checked she saw something that looked like money under the table.
Thankfully, it was the money Liz had lost.The only problem now was that it was getting late to begin cooking. Liz rushed back to the market to get the items. She finally bought them and her mother started
cooking. She cooked really fast. Luckily enough, the visitors arrived three hours late. The food was already ready. The visitors enjoyed Mrs Mujuni’s food and promised to come back to have such a delicious meal once again.
Activity 1.1.3 Writing
Answer the following questions about the story.
1. Where was Liz sent?
2. What was Liz sent to do?
3. Why did she have to hurry?
4. What was the problem when Liz reached the market?
5. What did Liz do to solve the problem?
6. Where was the money found?
7. Who found the money?
8. What did the visitors promise?
9. What would you do if you were Liz?
10. Remember a time when you were faced with a problem. What problem was it? What did you do to solve the problem? Write your experience in the form of a story.
Activity 1.1.4 Working Together
Have a story circle
Sit in a circle. One person says a line of a story. The next person adds a sentence to it. In this way, everyone in the circle adds to the story, until the last person in the circle concludes the story. No one repeats what has been said earlier in the story. In this way, everyone in the circle adds something new to the story. Use your imagination and try to come up with a good, meaningful story with an interesting end.
TOPIC 2 Recounting Past Events
Have you done anything remarkable in the past?
Activity 1.2.1 Reading
Look at the pictures and read the comments about the learners.
Activity 1.2.2 Writing
You are Josiane. You spent last Sunday with your family. You did a lot of things throughout the day. Write down all the things you did. Use the following points to help you.
(Use the past tense of the words given in brackets.)You may also mention the time of your activities using words, such as morning, afternoon, evening, etc.
1. (do) exercise 2. (help) mother
3. (do) homework 4. (read) a book
5. (go) to a park 6. (play) with friends
7. (ride) a bicycleActivity 1.2.3 Working Together
Now share your weekend activities with your partner. Ask a question and your partner will answer. After five questions, reverse roles.
You may use the following hints to frame your questions. Begin every sentence with ‘What did you…’
• In the evening
• At night…
• Early in the morning...
• After you got up in the morning…Activity 1.2.4 Writing
We talk about past events using the past tense. As you read Elijah’s story, fill in the gaps with the correct past tense of the word given in brackets.
Last weekend I ______ (be) at home, sleeping in front of the television when I ________ (hear) a strange noise. I _______ (wake) up and ______ (run) to the window.
Can you guess what I ________ (see) in the garden? It was an aeroplane. I _______ (think) I was dreaming so I _________ (rush) to the bathroom to wash my face. As I ______ (wash) my face, suddenly, something _______ (strike) the front door. A bit afraid, I ________ (take) a stick and ______ (walk) towards the door and _________ (open) it.
Two little kids were there, smiling and jumping. They ______ (say) that they _______ (come) from the aeroplane that had fallen in the garden.
Could we have a cup of tea please? They _______ (ask). I asked them to come into the house. I ________ (put) some water on the stove and ________ (give) them some biscuits.
TOPIC 3 Telling Your Life Story
Do you know that everyone has a story to tell about their lives?
Activity 1.3.1 Reading
Below is a timeline of Ishimwe’s life story. Follow the arrows, and read Ishimwe’s timeline.
Activity 1.3.2 Working Together
In groups of three, discuss the following.
Think about what will happen to Ishimwe in the future and discuss in your group. When you finish, choose a leader who will read out your group’s answers to the class. The class will then choose the best answer.
Activity 1.3.3 Writing
Study the Timeline again and answer the following questions.
1. Where was Ishimwe born?
2. What was Ishimwe’s first school?
3. How heavy was Ishimwe at birth?
4. What exciting thing did Ishimwe do in 2008?
5. Which class was Ishimwe in when he joined Remera Parents PS?
6. Which class was he in when he scored his first goal in a football match?
Activity 1.3.4 Writing
In Ishimwe’s life story, you came across different action words such as crawling, sitting, etc. Note them in your exercise book. Now, make sentences of your own using any ten of them.
TOPIC 4 Recounting Past Experiences
What was interesting in your past?
Activity 1.4.1 Writing
Look back at Ishimwe’s Timeline. Then design your own timeline. You can attach your photos to your timeline.
Activity 1.4.2 Working Together
Form groups of four or five pupils. Let your group ask you questionsabout your timeline. Other groupmates should ask questions such as:
Question: How old were you when you first saw a wild animal?
Answer: I was 10 when I first saw a wild animal.
Question: How old were you when you first used a computer?
Answer: I was 11 when I first used a computer.
Question: What was the most exciting event you experienced?
Answer: The most exciting thing I experienced was seeing a lion.
Question: What was the worst experience?
Answer: The worst experience was when I fell down and pricked my eye.
Activity 1.4.3 Writing
Using each letter of Ishimwe’s name, write down different events in his life. You can use the timeline in your textbook to help you.
I – Ishimwe is my name
S – Started sitting without support at six months
H – Had started to crawl
I – I got my first ______________
M – My first school ______________
W – Went to th ______________and saw many aeroplanes
E – Examinations for Primary Leaving ______________
Activity 1.4.4 Reading
Read the following poem twice.
I’m today. Who are you?Are you today too?
I’m yesterday, but I was today once.
And that’s what you will be
When the day today ends.
And when you take my place as yesterday
Can you guess what day I’d be?
I’ll shift back further by a day
And become the day before yesterday.
Answer the following questions.
1. How many days are talking in this poem?
2. What will happen to today when today ends?
3. What will happen to yesterday when the day ends?
4. What title would you like to give this poem?
5. Write what today will be called a day into the future?
6. What will yesterday be called a day further in the past?
TOPIC 5 Describing a Weekend Activity
What did you do over the weekend?
Activity 1.5.1 Reading
Read the letter below.
Karemera Jean Paul
P.O. Box 2617
Bugesera
14 October, 2017
Dear Barnett,
How have you been? It’s has be along time I’ve heard from you. I thought i would see you last weekend at the stadium when I played against A.F.L. team. It was a very exciting game. Let me tell you how it all went.
The game started with both teams struggling to score. But in the 20th minute we scored our first goal. Our goal was scored by our team captain. We were so excited. The A.F.L. team came out strong and scored an equalizer just before the end of the first half.
When we came back for the second half, we were determined to score again and win the match. Unfortunately, A.F.L. scored another goal when we were busy trying to score and left the goalkeeper without any defenders. In the 60th minute, A.F.L. got a penalty and i was told to take the penalty shot
but unfortunately, the A.F.L. goalkeeper was so good that he spotted the ball and kicked it out. I was very disappointed.The game ended with a 2-1 win for A.F.L. Our team left the field exhausted and disappointed.
Anyway Barnett, that was my the weekend. I hope to hear from you very soon. I send my regards to your family.
Your dear friend,
Andrew
Activity 1.5.2 Working Together
With a partner, answer the following questions.
1. Who wrote the letter?
2. To whom was the letter written?
3. What did Andrew do over the weekend?
4. Did Andrew enjoy the weekend? Why or why not?
5. Which team won the match?
6. Who scored the goal for Andrew’s team?
7. How many goals did A.F.L. score?
8. With your partner, talk about what you did over the weekend.
9. Write a letter to a friend describing what you did over the weekend.
Activity 1.5.3 Working Together
In groups of four, read your letters to each other and ask each other questions like the following;
What did she do over the weekend?
Did she like what she did?
Activity 1.5.4 Writing
Read the letter that Andrew wrote to his friend. Make a note of the format (style) of writing a letter by answering the questions below.
1. What did Andrew write at the very beginning of the letter?
2. How does he address his friend?
3. What does he write about, in the first paragraph?
4. What do the second and third paragraphs of the letter talk about?
5. How does Andrew conclude the letter?
Activity 1.5.5 Writing
Read Andrew’s letter carefully. Write True or False beside the following sentences.
1. Andrew expected to see Barnett at his home last weekend.
2. Barnett played a football match against the A.F.L. team.
3. Andrew’s team scored a goal in the 20th minute.
4. Before the end of the first half, Andrew’s team scored another goal.
5. In the 60th minute Andrew’s team got to take a penalty shot.
6. The game ended with a win for Andrew’s team.
7. Andrew’s team was exhausted after the match.
8. Barnett and Andrew were playing on the same team.
TOPIC 6 Planning a Trip
Have you ever planned for a trip?
Activity 1.6.1 Reading
Study the following pictures and answer the questions that follow: 1. I’m going to visit my relatives
2. We are going for a trip to Akagera National Park.
3. I’m going for a match against another school.
Questions:
1. Where is the girl carrying a suitcase going?
2. Where is the family going?
3. Where is the boy going?
4. Have you ever gone for a trip?
5. Where did you go for your trip?
6. Write a story expressing your experience at the trip.
Activity 1.6.2 Listening
Listen carefully to the teacher reading a story called ‘Ishema’s Birthday’.
Activity 1.6.3 Reading
Answer the following questions about to the story.
1. How do Keza and her mother travel to the airport?
a. in a plane c. in their car
b. in a taxi d. on the bus2. What does a pilot do?
3. What does the pilot say to Keza?
4. What does Keza whisper to the little doll?
5. Read the sentence below from the story:
From the sky, the cars and houses on the ground look like toys. What does the author mean?
a. The cars and houses looked very big.
b. The cars and houses looked very small.
c. The cars and houses did not move.
d. Keza could not see the cars and houses.
Activity 1.6.4 Writing
You have planned a shopping trip for next Sunday. Write about what you plan to do.
You may use the words given in the boxes below.
For example:
I am going to visit Shamarima Shopping Mall with my parents next Sunday.TOPIC 7 Talking about Future Activities
What are you going to do?
Activity 1.7.1 Reading
Read the sentences below the pictures.
(a) I am going to town. (b) We are going to play.
(c) I am going to write a letter to my friend. (d) I am going to visit my grandparents.
Activity 1.7.2 Reading
Answer the following questions.
Example: Where is the woman in ‘a’ going? She is going to town.
1. What are the girls in ‘b’ going to do?
2. What is the girl with a pen and a writing pad going to do?
3. Where is the boy with a suitcase going?Activity 1.7.3 Working Together
Your teacher will put you in pairs. With your partner, choose any four activities you will do in the near future. Do not tell your partner about them. Act out the four activities you have chosen, one by one. Let your partner guess what activity you are going to do. After you have done your four activities, exchange roles. Make sure that your partner does not repeat your actions or she/he will be disqualified from the game.
Activity 1.7.4 Writing
Write down a text about one of your future activities. Use the questions below to help you.
1. What activity was it?
2. Where will you do it from?
3. With whom will you do it?
4. When will you do it?
5. Why will you do it?
Give one more detail not mentioned above.
TOPIC 8 Expressing Future Hopes
What are your future hopes?
Activity 1.8.1 Reading
Read the poem below.
This is what I would like to be 20 years from today
In 20 years I will be 31 years old
I would like to live in a house in Kigali
I would like to be a police officer
And I would take bad people to jail
I would still love my family
And love to eat meat
I still wan’t sweet potatoes
And most importantly, I would like to be happyActivity 1.8.2 Reading
Answer the following questions about the poem.
1. How old will the poet be in 20 years?
2. What would she like to be?
3. Where would she like to live?
4. What would she still like to do?
5. What doesn’t she want to eat?
6. What does she consider to be the most important thing?
Activity 1.8.3 Reading
Your teacher will choose a student who will pretend to be a magician. Then play game of fortune with details from the poem. You may begin with the following:
Student: Tell me Magician, what will be my job in 20 years?
Magician: Abracadabra...You will be a doctor in 20 years. Find more questions from the poem to continue.Activity 1.8.4 Reading
Read the poem from the activity 1.8.1 again to help you express your future hopes. Then draw a picture of yourself in the future.
Activity 1.8.5 Working Together
Your teacher will divide the class into two groups. One group will be given a card showing a person who does a particular activity. The other group will ask five questions and guess the profession.
The questions are:
1. When do you work?
2. Where do you work?
3. Where do you get the things you need to work?
4. What does your job produce?
5. Where do you get training for your job
Activity 1.8.6 Writing
Link the tools to their professions.
1. carpenter (a) stage
2. doctor (b) taxi
3. teacher (c) stove
4. farmer (d) blackboard
5. nurse (e) saw
6. taxi driver (f) clinic
7. cook (g) tractor
8. actor
Use a dictionary to find the sounds and meanings of the following words used to express future hopes. Write them in your notebook.
For example:
Accountant- /ə’kaʊntənt/- meaning a person who works on financial matters.
Activity 1.8.8 Working Together
You have learnt what duties are performed by different professionals. Now, think about which job you would like to do the most. Form groups of four and tell your group about hopes for the future.
For example:I would like to treat patients.
I want to see people happy.
So, I would like to be a doctor.
Answer the Riddle
Can you name three consecutive days without using the words Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday?
Activity 1.8.9 Working Together
Turn to your partner and talk about your life story.
For example:
I was born in 2004 in a place called Kirehe. When I was born, i weighed 3 kilograms. I got my first tooth when I was two ........... . Continue with the story.
Then ask your partner to tell his/her story too, ask each other the questions such as:
1. What will you do next year?
2. Where do you want to go for a holiday?UNIT TESTS
Unit Test 1.1 Find ten professions from the words given below.
Then pick out the professions you might want to hope for in future and write them down in sentences using ‘would like to’ and ‘want to’. Give reasons for your choices.
Unit Test 1.2 Reading
Read the story below and answer the questions that follow.
Last week we went to visit my grandparents’ farm. I couldn’t wait, but my dad kept or driving so slowly! When we finally arrived, grand father took me to see the animals and crops.
On one side, I saw a goat bleating weakly. Grand father said it was sick. The veterna gave grand father pills to give the goat. Grand father gave the pills to me, so I could give them to the goat. I gave the pills to the goat with some grass. Grand father said that with those pills, the goat would be fine in two days.
A large field of maize was just starting to blossom. I was happy to see maize in its early stages. I ran through the lush maize. I heard my mother call me back. When I tried to go back, I couldn’t find my way back to the house. I was lost and alone in the maize. I cried out loud to my mum. “Mum, I can’t find my way back.” My mother and grand father came and found me.
I was glad I had gone to visit my grand father and grand mother.
Questions:
1. What did the author do last week?
2. What did the author do when they visited their grandparents?
3. Summarise the text in your own words.
4. How did the author care for the goat?
Unit Test 1.3
Plan a trip to a place near your town. Then write about your trip.
Unit Test 1.4
Read the conversation below:
Teacher : Good afternoon, children. Guess what we are going to do in class today.
We are going to do different activities, like drawing, singing, acting and storytelling.Elise : Teacher, we would like to learn about all of these activities.
Teacher : Who is going to draw pictures?
Cynthia : I am going to draw pictures.
Raissa : I am also going to draw pictures.
Teacher : What would you like to draw, Raissa?
Raissa : I am going to draw a picture of fish.
Teacher : Who is going to sing a song?
Daniel : I am going to sing a song, teacher.
Teacher : That’s very good. Who is going to tell a story?
Clovis : I am going to tell a nice story.
Teacher : Good. So, get ready every one.
Answer the questions given below:
1. Who is/are going to draw pictures?
2. What is Daniel going to do?
3. What picture is Raissa going to draw?
4. Who is going to tell a story?
Unit Test 1.5
Fill in the blanks:
1. Kelly wants to study how to fly aeroplanes.
She would like to be a ........................... .
2. Christiano is very good at sports.
He eats healthy food and plays a lot of sports.
He would like to be an............... .
3. Shamim is going to become a ........................ .
He has a great interest in machines.
4. Sonia wants to be a singer. She is going to learn............... .
UNIT SUMMARY
In this unit, I have learnt to:
1. Recognise the use of the past simple tense and time connectors, the future tense with ‘going to’ and ‘would like to’, ‘want to’, ‘when’ clauses and a letter format.
2. Identify and use the basic vocabulary of travelling.
3. Identify and apply the vocabulary to express ambitions and aspirations.
Key Unit Competency
To use the language learnt in the context of the language of study subjects.
Attitudes and Values
Appreciate the importance of cooperation and organisation in group work settings.
Appreciate that different topics require different writing styles.Introduction
In all circles of life, we need to work in groups or teams with the cooperation of one another. This cooperation helps us get the intended results in group projects.
In this unit, we will learn to respond to classroom instructions and questions. It is very important to understand instructions given in the class by your teacher, your peers or any other person. We will also be able to express key school language functions like defining, contrasting and comparing.
It is equally important to know how to look up words in a dictionary. We will be able to use a monolingual or bilingual dictionary as we evaluate short texts. This unit will help us understand dictionary use and planning and evaluating writing in Kinyarwanda and French.
“Language is the roadmap of a culture. It tells you where its people came from and where
they are going.” —Rita Mac BrownTOPIC 1 Following Instructions
Do you follow instructions?
Activity 2.1.1 Working Together
Follow the instructions and do the actions. As a class, play “Simon says”.
In this game, the teacher will give instructions. If the teacher says “Simon says” before the instruction, you will need to do the action. If the teacher gives an instruction but doesn’t say ‘Simon says’ before the instruction, then do not do it. If you do it, you’re out of the game. Take turns to be Simon.
Activity 2.1.2 Reading
Read the instructions given beside each picture. Pick the one that describes the picture.
Column A Column B
For Example:
(a) Please listen to me children.
(b) Stand up class.
(c) Close the door
1)
(a) Keep silent.
(b) Take out your pencils.
(c) Open your books.
2)
(a) Read the poem aloud.
(b) Join hands to form a circle.
(c) Close your eyes.
3)
(a) Let your friends go first.
(b) Form a queue and board the bus.
(c) Go to your classrooms.
4)
(a) Help the boy to get up the stairs.(b) Go play.
(c) Close the door.
5)
(a) Play a game of your choice.
(b) Close your books.
(c) Stand in groups of four.
6)
(a) Turn your head around.
(b) Turn the page over.
(c) Open your lunch boxes.
7)
(a) Answer my question.
(b) Show me your hands.
c) Clean the blackboard with the duster.
8)
(a) Raise your hands children.
(b) Please be quiet.
(c) Take out your notebooks.
9)
(a) Touch your forehead with your palms.(b) Sit in a circle.
(c) Write down what I say.
10)
(a) Cut the paper into a circle.
(b) Write down your name on the paper.
(c) Touch your nose.
Activity 2.1.3 Working Together
Turn to your partner and try to formulate instructions using things around the classroom. For example:
• ‘Look at the classroom rules and regulations.’
• ‘Do what rule number 3 says.’
• ‘Open your book.’
• ‘Solve the puzzle.’
Your teacher asks you to look around your classroom. Now write down ten sentences about things that you see in the classroom. Begin each sentence with the words ‘I spy…’, and end each sentence with the words ‘in the classroom’. Find things which are not easily seen by others. The class will clap for the child with the best list.
Example: I see an ant in the classroom.
Activity 2.1.4 Reading
Instructions on how to ride a bicycle:
Mutesi’s father has bought a new bicycle. It is shiny black with a blue seat.
It has steel handlebars and a bell that makes a loud ringing sound. Mutesi wants to learn how to ride the bicycle. Her father tells her that she must know the rules for riding a bicycle before he begins to ride one.These are some of the rules that Mutesi’s father gives her.
1. Before you begin to ride a bicycle, make sure that your shoelaces are tied because open laces can get caught in the chain of the bicycle.
2. The tyres of the bicycle should be filled with air so that you can have a smooth ride.
3. Pay attention on the road and look out for other cyclists, cars, people and animals crossing the road.
4. Before you enter a new road, look right and left to make sure there are no other cyclists or cars coming.
5. Always follow the rules of the road.
The next day, Mutesi forgot the rules of riding a bike that her father had told her. Her father gave her the following hints. Help Mutesi to write down the rules in complete sentences. Underline the verbs in each sentence.
We need to follow safety rules in order to protect ourselves from harm.
(a) Shoelaces (b) Road rules
(c) Crossing a road (d) Tyres
(e) Animals crossing the roadAnswer the Riddle
Can you think of the smallest instruction?
Activity 2.1.5 Reading
Read aloud the following words. Pay attention to their pronunciation.
In every line, there is one word that is pronunced differntly. Find that word.
1. catch match badge scratch
2. goose choose loose rose
3. through rough tough enough
4. meak speak weak shirk
5. miss kiss hiss wish
Activity 2.1.6 Listening
Find the first letter of the following pictures. Write down the message you have made. Pin it below Mutesi’s bicycle riding rules.
TOPIC 2 Answering Questions
How well do you answer questions?
Activity 2.2.1 Reading
Read the following quiz between Cyusa and Shania who represented their groups.
Teacher : Good morning, class!
Class : Good morning, teacher!
Teacher : We are going to have a quiz between the two finalists but before we begin, I’ll ask the class a question. And the first person to answer it will determine which candidate begins. If that person belongs to Shania’s group then Shania will answer and vice versa.
The question is: “Who knows what a rectangle is?”
( Maria puts her hand up first before anyone else. She belongs to Cyusa’s group)
Yes Maria, what is a rectangle?
Maria : I know what a rectangle is. A rectangle is a shape that has four sides and four right angles. The two opposite sides are equal to each other. An example is a box.
Teacher : Is that right, class?
Class : (All answer in chorus) Yes, it is right.
Teacher : Good job Maria! Then we will have Cyusa answer the first question. Cyusa, how many provinces are there in Rwanda?Cyusa : Rwanda has five provinces: Eastern, Western, Southern, Northern and Kigali city.
Teacher : Do you agree, class?
Class : (All in chorus) Yes, we agree. (They clap their hands)
Teacher : You earn your points Cyusa. Shania, it’s your turn. Are you ready?
Shania : Yes, teacher. I’m ready.
Teacher : What does the word ‘Wildlife’ mean?
Shania : The word ‘Wildlife’ means animals and plants living and growing in their natural environment.
Teacher : Class, is that correct?
Class : Yes, teacher! That is correct.
Teacher : Well done, Shania. You earn your points. Cyusa, it’s your turn.
How do we spell the word ‘INSTRUCTION’?Cyusa : ‘I-N-S-T-R-U-C-T-I-O-N’.
Teacher : That is correct. Shania, how do we spell the word ‘pronounce’?
Shania : ‘P-R-O-N-O-U-N-C-E’.
Teacher : Class, do you agree with her?
Class : Yes teacher, we agree.
Teacher : Good job, Shania. Cyusa, (teacher stands up and goes to the board. She writes the word ‘REPORT’) How is that word pronounced?
Cyusa : That word is pronounced as
Teacher : That is correct Cyusa. Shania, what do you think is the correct pronunciation of the word (teacher writes on the board) ‘REPEAT’?
Shania : I think that the word is pronounced as /ri'pi:t/
Teacher : That is correct Shania. We have a tie. Both teams have the same numbers of points. We will have another quiz tomorrow during the quiz time until we have a winner. Thank you for your participation.
Activity 2.2.2 Reading/Writing
Answer the following questions about the quiz.
1. Who are the candidates in the quiz?
2. Who is asking the quiz questions?
3. What are the questions that the teacher asks the class?
4. Why does the teacher ask these questions?
5. What answers does the class give?
6. If a candidate’s answer was wrong, what answer would the class give?
7. Who won the quiz?
8. Did you find any of the quiz questions difficult?
9. If yes, which question was it?Activity 2.2.3 Working Together
Now act out the dialogue you have read. Your teacher will choose someone to play the teacher, Maria and Cyusa.The rest of the class will read out the dialogue for the class.
Activity 2.2.4 Working Together
Use some of the following questions and add more to come up with your own quiz.
1. Who is the president of Rwanda?2. What does every classroom have?
3. Where are wild animals found?
4. How do we pronounce the word ‘accountant’?
5. Spell the word ‘bursar’.
6. Spell the word ‘writing’.
Practise the quiz and present it to the class.
Activity 2.2.5 Working Together
Form groups of four to five pupils and stand in a row. Your teacher will ask each group to form words with one, two, three or four syllables. Your teacher will time your effort. One of them is given as an example.
syllables: One two three four
word: Oh ta–ble mos–qui–to al–li–ga–tor
Activity 2.2.6 Writing
Form a word chain of ten words with the following clues. The last letter of each word becomes the first letter of the next word. The group that finishes first is declared the winner. The teacher will then ask the class to learn the spellings of the words.
Lesson — notebook — k................ — ................
Activity 2.2.7 Reading
Read the following poem. Note that it has one syllable words in the first line, two syllable words in the second line, three syllable words in the third line, four syllable words in the fourth line and a jumble of syllable words in the last line. Spot the syllables.
Now write your own poem using the same format. Do you think finding the answers in your group was fun? Write down what you enjoyed most by working together. Then read out your answers to the class.
Oh! I love to see
Rainbows, windows, glasses, fig trees
Carpenters, mosquitoes, potatoes, telephones
Ordinary caterpillars, mathematics, bass saxophones
Come join me to sing, dance, and play on your bongo drum.TOPIC 3 Working in Groups
Do you ever work in groups?
Activity 2.3.1 Reading
Read the following passage about a class that has to work in groups.
The teacher gave a task to the class and told to work in groups. The teacher divided the class into groups of four.
