Saturday, 26 January 2019

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By the end of the lesson the students will be able to:
  • To use phrases like ‘I’d like to……’, I hope to…., and ‘I want to….’ to express hopes, dreams and future plans appropriately.
  • To review previous topics like ‘My Likes and Dislikes’ in order to remember them more easily in individual practice and various Students’ tests.


Draw a circle on the board and write the word JOBS in the middle of the circle.
Ask students to shout the names of many jobs they can think of. Write at least ten jobs on the board. Translate or explain them if necessary.
Use pictures to ask students name the jobs done by people in the pictures shown on the board.
Figure 1: JOBS

Ask them; ‘Which of these is a hard job?’ (Use facial expressions, gestures, to demonstrate tiredness, hard work, etc)
(They can mention or make a sentence)
  • Journalist
  • Teacher
  • Tailor

Ask students: ‘which job is most fun? Exciting? Interesting?’
(They can mention or make a sentence)
  • Driving a bus is exciting.
  • Football is fun.
  • Photographer

Write on the board: ‘What job would you like to do when you are older?’
Ask four or five students to answer and say why.
EXPECTED ANSWERS: Write a model sentence on the board:
  • I would like to be a doctor’ underlineI would like to’
  • I want to be a teacher’ underlineI want to’ and
  • I hope to have my own business, underlineI hope to

A Text
(A text on the jobs)
Read the text to them and give them time to write the names down in their exercise books.
My name is Allen. In the town I live, there are many jobs. Many people participate in various kinds of jobs. When I walk in the streets, I see Street vendors selling various products. There are also shopkeepers, traders, preachers, police officers and others. There doctors and nurses in the hospital. Teachers, lawyers, engineers, drivers, and agricultural officers are also there in my town. But I don’t like any of these jobs. I like to be a photographer. I like to walk with cameras. I enjoy taking various photographs with my camera. I take photographs of many things like nature, people, celebrities, and other things like events. When I grow up, I will be a famous photographer in the town.
  • How many jobs are there in the town?
  • Mention two jobs related to hospital.
  • Which is the most difficult job?
  • Which is the most interesting job?
  • What is Allen’s favourite job? And why does he like it?

They can find answers as groups, pairs or individuals.

Write the following phrases on the board:
‘I’d like to…’
‘I hope to…’
‘I want to’
Allow students to give out any correct sentence about the above phrases. Accept what they say and correct them if necessary.
  • I’d like to be a doctor.
  • I’d like to be a teacher.
  • I hope to be a photographer.
  • I hope to be a nurse.
  • I want to be a police officer.
  • I want to be a politician.
Add more examples of ‘I’d like to…/I hope to…/I want to…’ on the board. Monitor the activity very closely and help them to create good sentences.
Note: As English teacher, it is always go good idea to have a place on the board where you can write vocabulary items for students to remember easily.
Pair Work: Ask students to share their hopes and ambitions with the next person to them and see if they have any similar ones.
Move around the class and ask any partner or pair member to tell the class about their similar hopes.
Encourage students to use all three sentence structures: ‘I’d like to…/I hope to…/I want to…’

Ask the class if it is important to think about the future and why?
Is it good to think about the future plans?
Ask the class if they think hopes are possible or impossible to achieve.
Are your hopes possible or impossible?
Ask them if their hopes and ambitions are the same ones that their parents and teachers have for them.
Are your hopes the same with the parents’ hopes for you?

Also discuss with the students the gender specific jobs and how these might be changing. Move the discussion towards the opportunities for girls rather than the difficulties. Stress that all jobs can be done by both girls and boys.

At the end, the teacher should make sure that students are comfortable with three structures (I’d like to/I hope to/I want to)
If they have not mastered, the teacher should seek another way to help them master them.
Figure 2: More Practice:
I’d like to be a teacher
Because I like to teach
 I don’t like to be a teacher
Because teaching is very difficult
I hope to be a doctor
Because I like to treat people
I don’t hope to be a doctor
Because I’m afraid of treating people
Police office
I want to be a police officer
Because I like to make peace
I don’t want to be a police officer
Because I dislike body exercises

Choose the correct word from the box below:
Musician, teacher, photographer, tailor, doctor

(i)               ________ a person who take photographs of people and things.
(ii)             ________ a person who makes and mends clothes.
(iii)          ________ a person who makes or performs music professionally.
(iv)           ________ a person who treats patients or sick people.
(v)             ________ a person who teaches or instructs the learners.
Choose the correct word from the alternatives given in the brackets:
(i)               I want ________ (too/to) be a teacher.
(ii)             He _________ (want/wants) to be a doctor.
(iii)          I ___________ (would like to/will like to) be a nurse.
(iv)           Allen ________ (should like/would like) to be a photographer.
(v)             They hope _______ (too/to) be soldiers.

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


Title: “Form One English Language Notes with Grammar, Exercises and Key Answers”
Edition: 1st (2022)
Format: PDF
Size: 2.16 MB
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