Wednesday, 23 January 2019

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By the end of the lesson the students will be able to:
  • Make predictions about how their life at secondary school will be (Life at Secondary School is very different/Secondary School subjects are many)
  • Express agreement/disagreement with predictions (I agree that life at Secondary school is very busy/I disagree that English is difficult to learn)
  • Make predictions about their future lives (At Secondary School I will make many new friends/Life at Secondary school will teach me many things)


Ask students: ‘how many years will you study in secondary school?’ And write it on the board and underline ‘will’.
Ask students why the word ‘will’ is used in the sentence.
  • It refers to future predictions.
  • It is a future tense.
  • It shows things that will happen in the future.

If they fail, ask themis this a question about yesterday or today?’
Ask them to provide more examples in sentences if they can:
  • I will study in Secondary School for four years.
  • I will learn English.
  • We will study Kiswahili.

Accept all answers and correct them if they fail.
Ask students: ‘Do you think your time at secondary school will be a happy time in your life? Listen to them as they answer. Guide them to answer it properly and when they get difficulties, guide them through the following possible answers like:
  • Yes, I think so.
  • No, I don’t think so
  • Yes, it will be a happy time
  • No, it won’t be a happy time. (If they can ask them to give the reasons).

Write on the board:
  • Yes, we will
  • No, we won’t
  • Yes, I think we will
  • No, I don’t think we will

Now ask the questions to each student, pair or groups, and tell them to use the above words (on the board) to answer the question you asked). For each answer, they should give the reason.
For example: ‘do you think you will like playing football?
  • Yes, I think so.
  • Yes, I think I will.
  • No, I don’t think so.
  • No, we think we don’t.

Writing predictions. Ask students to volunteer to say or write their predictions.
For example:
  • I think we will learn more science subjects.
  • I think English will be amazing.
  • We think we will a lot of things.
  • Geography will help us to know the environments.

Give students to write three more predictions in their exercise books. Move around to make sure they write the correct sentences. Some model predictions or sentences may be provided by the teacher.
  • I will learn how to speak English.
  • I will cooperate with my friends.
  • I will study hard.

Ask some students (those who have written well) to read their written predictions before the class. Ask other students to check if the sentences/predictions are correct.

Table 1: More Practice:

Yes, I think so
Because I like to learn.
No, I don’t think so.
Because subjects are difficult.
Plural (pairs/groups)
Yes, we think so
Because we like to learn.
No, we don’t think so.
Because subjects are difficult.

WriteMy Future Life in Tanzania’ on the board and ask students to make predictions about how their country will change, and how their lives will change because of changes to the country.
  • I will learn new subjects
  • I will study more subjects
  • We will have longer playtimes
  • I will get lots of homework
  • I won’t forget to do my homework
  • We will make new friends
  • I won’t have the same friends.

Ask students to write a short paragraph on their predictions about life 20 years from now.
A Text
Ask any student to read this story before others, and ask oral questions later:
My name is Haruna. I’m 14 years old. In 20 years to come, I will be able to do many things. I will have a family. I will have a job. I will be a good doctor. I will have many friends. Many people will respect me. I will respect elders. I will help the people. I will be enjoying the life.
Complete the following questions:
  1. Haruna is ______ years old.
  2. Haruna will be a ________ doctor.
  3. Haruna will have ________ friends.
  4. Many ________ will respect Haruna.
  5. Haruna will respect _________.
  6. Haruna will be __________ the life.

At the end of the lesson, the teacher should emphasize students to learn more about ‘will/won’t’ the structure and usage.

(i)               He __________ (will/shall) study in Secondary school for four years.
(ii)             I _________ (will study/will studied) in Secondary school for four years.
(iii)          My school __________ (will be/shall be) a happy place for me.
(iv)           Our parents _________ (would/will) pay for school costs.
(v)             I will_________ (being/be) happy to join Secondary school.
(vi)           I think _________ (that/so).
(vii)        It _________ (shall/will) be a good place for learning.
(viii)      I _________ (won’t/don’t) be happy.
(ix)           He _________ (doesn’t/won’t) be alone at school.
(x)             _________ (we/us) will be good students.

Ministry of Education and Vocational Training (2015) Baseline: Orientation Course for Form One – Students’ Book, Science, Mathematics and Social Sciences, MoevT, Dar es Salaam.

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