BASELINE: ORIENTATION COURSE FOR FORM ONE, 2019 TOPIC 10. MY ENGLISH

By the end of the lesson the students will be able to:

• Answer various grammar questions learned in this whole orientation course.
• Identify and correct errors in English language as they speak or write various English sentences.
• Discuss and suggest the steps to be taken individually and as a class to improve their English proficiency.

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Write on the board: “English for secondary schools: a problem or something to work on?”

Ask students to put their hands up if they think their English will be a problem in secondary school.

“Will English language be a problem to you?” Guide them to use appropriate expressions.

EXPECTED ANSWERS:

• Yes, it will be a problem.
• Yes, it will be difficult to learn in English.
• No, it won’t be a problem.
• No, it won’t be easy.

Ask them to put their hands up if they think it is good to study in English in secondary school.

“Is it better to study in English than in Kiswahili?” Guide them to use appropriate expressions.

EXPECTED ANSWERS:

• Yes, it is better to study in English.
• Yes, it is better to study in English than in Kiswahili.
• No, it is not better. English language is difficult.
• No, it is better to study in Kiswahili than in English.

Ask them to put their hands up if they would prefer to learn/study in their own language in secondary school.

“Do you like to learn in your own language like Kiswahili at Secondary school?”

Allow students to express opinions about this, in English or their own language.

EXPECTED ANSWERS:

• I like to learn in English.
• I like to learn in Kiswahili.
• I like to learn in both English and Kiswahili.
• I like to learn in English but it is very difficult.

INTERVIEW

Ask students to be in pairs and allow them to ask each other above three questions and correct each other’s English.

• “Will English language be a problem to you?”
• “Is it better to study in English than in Kiswahili?”
• “Do you like to learn in your own language like Kiswahili at Secondary school?”

Monitor the activity and help then when they are stuck with co-correction.

Ask the students if they think as a class they remember the English form previous topics.

How can you improve your English?

Ask students how they can work on improving their English. Wait for at least five or six ideas to be offered by different students. If they have no ideas to offer, ask questions such as:

If you don’t understand your teacher, what can you do?

If you don’t feel comfortable speaking English, how can you make this better?

EXPECTED STUDENTS’ IDEAS:

• Through reading books.
• To speak regularly.
• To listen to the teacher.
• To follow class lessons.

After these ideas, write on the board:

‘To make my English better, I need to/I should…’and ask at least five students (who did not speak earlier) to finish the sentence.

• To make my English better,
• I need to study hard.
• I need to read books.
• I need to listen to listen to the teacher.
• I should learn it by heart.
• I should attend all class lessons.
• I should study hard.

Ask the students to put their hands up if they think English will be a problem for them in secondary school.

Ask them; ‘If you think English will be a problem, what is your solution?’

Say: Problems have solutions, so what are the solutions?

Ask another five students for solutions. Show interest and thank them for every solution they offer.

EXPECTED ANSWERS:

My solutions to this problem are as follows:

• To study hard.
• To cooperate with the teacher.
• To speak English every time.
• To speak regularly during morning talks.
• To participate in class and school debates.
• To read books especially stories.
• To use books especially dictionary.
• To listen to English music songs.
• To watch English movies.
• To watch news in English.

Ask students why it is good to study in English. (As a teacher, move the lesson to a positive mind set)

Suggest which ways to take in order to learn English easily.

EXPECTED ANSWERS:

(Just as Solutions above)

ERROR-CORRECTION ACTIVITY

Ask each student to design an error-correction activity. They should write three sentences with mistakes in them for their partners to correct. This can be done in pairs or with groups.

Examples:

The first group can give the second group the following sentences with errors.

• She is the best actor in the country.
• He told me he did it herself.
• Amina is a handsome girl.

Then, in turn, the second group can give the first group the following sentences with errors.

• We saw a swarm of cows.
• She is a good cooker.
• John is the taller student in the class.

Each group can draw this table to give the answers in clear way:

A sentence	An error	Corrected sentence

At the end, the teacher should encourage students to practice speaking English regularly if they really want to use English in better way.

PRACTICE TEST

In the following sentences, identify the error and rewrite the sentence.

(i)               I cane ride a motorcycle.

(ii)             His house’s proof is leaking.

(iii)          I can fry like a bird.

(iv)           Bring me a grass of water.

(v)             Can you give me a peace of chalk, please?

(vi)           Some students are good in Mathematics.

(vii)        We fetch water in basket.

(viii)      The car breaks have failed.

(ix)           The rein season has come.

(x)             He is the taller man in the class.

Resources

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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