FOR ONLINE USE ONLY

English
DO NOT DUPLICATE

Pupil’s Book
Standard Three

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Tanzania Institute of Education

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© Tanzania Institute DO NOT DUPLICATE
of Education 2023

Published 2018
Second Edition 2021
Third Edition 2023

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ISBN: 978-9987-09-913-9

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Tanzania Institute of Education
Mikocheni Area
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132 Ali Hassan Mwinyi Road
P.O. Box 35094
14112 Dar es Salaam
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Phone: +255 735 041 168/+255 735 041 170

Email: director.general@tie.go.tz
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Website: www.tie.go.tz
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All rights reserved. No part of this textbook may be reproduced,

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stored in any retrieval system or transmitted in any form or

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by any means, be it electronic, mechanical, photocopying,

recording, or otherwise, without prior written permission of
the Tanzania Institute of Education.

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Contents
Acknowledgements .............................................. v
Introduction......................................................... vi
Unit One
Listening and speaking ...................................................... 1
Activity 1: Listening and writing ........................................... 1

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Activity 2: Naming various things orally .............................. 1
Activity 3: Describing actions orally...................................... 3

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Activity 4: Describing uses of common objects ..................... 4
Activity 5: Describing locations of objects ............................ 5

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Activity 6: Listening to oral texts .......................................... 6
Activity 7: Reading aloud and answering oral questions ..... 7
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Activity 8: Oral practice ....................................................... 9
Unit Two
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Using personal pronouns ................................................... 10
Activity 1: Recognising pronouns .......................................... 10
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Activity 2: Practising using pronouns orally ......................... 12

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Activity 3: Reading practice .................................................. 17

Activity 4: Writing practice ................................................... 18
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Unit Three
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Expressing possession ........................................................ 20

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Activity 1: Listening and oral practice .................................. 20

Activity 2: Reading practice .................................................. 25
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Activity 3: Writing practice ................................................... 26

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Unit Four
Describing routines ............................................................ 29
Activity 1: Listening and oral practice .................................. 29
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Activity 2: Reading practice DUPLICATE
.................................................. 36
Activity 3: Writing practice ................................................... 37
Unit Five
Describing ongoing activities ............................................. 38
Activity 1: Listening and oral practice .................................. 38
Activity 2: Writing practice ................................................... 43

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Unit Six
Connecting ideas using ‘and’ and ‘but’ ............................. 46
Activity 1: Listening and oral practice .................................. 46

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Activity 2: Writing practice ................................................... 48

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Activity 3: Listening and oral practice .................................. 49
Activity 4: Writing practice ................................................... 51
Unit Seven SE
Reading a variety of texts ................................................. 53
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Activity 1: Reading two-syllable words................................. 53
Activity 2: Reading multi-syllable words............................... 55
Activity 3: Reading aloud grade-level texts .......................... 56
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Activity 4: Oral practice ........................................................ 58

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Unit Eight
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Recognising the basic features of spoken English .............. 60

Activity 1: Reading words with short vowels ....................... 60
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Activity 2: Reading words with long vowels......................... 61

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Activity 3: Reading words with short and

long vowels ....................................................... 62
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Activity 4: Reading sentences containing words with

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short and long vowels ...................................... 62

Activity 5: Oral practice ........................................................ 66

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Acknowledgements

The Tanzania Institute of Education (TIE) would like to

acknowledge the contributions of all the organisations and
individuals who participated in designing and developing this
textbook. In particular, TIE wishes to thank the University of Dar
es Salaam (UDSM), the University of Dodoma (UDOM), Jordan
University College (JUCo), the School Quality Assurance (SQA)

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Department, teachers’ colleges and primary schools. Besides,
the following individuals are acknowledged.

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Writers: Mr Emmanuel S. Ndulila, Mr Samuel M.

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Kisanga, Mr Albert K. Kitale and Ms Christina
S. Sella
Editor:
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Dr Gerald E. Kimambo
Designer: Ms Pamela S. Makusi
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Illustrator: Mr Fikiri A. Msimbe
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Coordinator: Mr Emmanuel S. Ndulila

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TIE also appreciates the contributions of the primary school

teachers and pupils who participated in the trial phase of the
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manuscript. Likewise, the Institute would like to thank the

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Government of the United Republic of Tanzania for financing

the writing and printing of this textbook.
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Dr Aneth A. Komba
Director General
Tanzania Institute of Education

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DOIntroduction
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The English Pupil’s Book Standard Three has been

prepared in accordance with the 2023 English Language
Syllabus for Primary Education, Standards III–VI, issued
by the Ministry of Education, Science and Technology.
This textbook is the Third Edition, improved from the

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Second Edition of 2021 of the English Pupil’s Book
Standard Three, published by TIE in accordance with

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the 2016 Basic Education Syllabus for Standard III.

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The book is aimed at enabling the pupil to develop
competencies in listening, speaking, reading and writing
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in English. It has eight units. Each unit contains oral
and writing activities that are systematically organised
to enable the pupil to practise and acquire the intended
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competencies.
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Additional learning resources are available in the TIE

e-Library at https://ol.tie.go.tz or ol.tie.go.tz
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Tanzania Institute of Education

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Unit One
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Listening and speaking

Introduction
Listening and speaking skills are important for

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effective communication. In this unit, you will learn
to listen to and communicate information orally in
English. The competencies developed will enable

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you to communicate with friends, teachers,

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parents and other people in different
situations.
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Activity 1: Listening and writing
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(a) Listen to the words read to you and write them.
(b) Listen to the sentences read to you and write
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them.
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Activity 2: Naming various things orally

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(a) Look at the following pictures of animals and

name them.
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1 2 3 4
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5 6 7 8

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(b) Look at the following pictures of insects and name
them.

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1 2 3

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4 5
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7 8
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(c) Look at the following pictures of objects and name

them.
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1 2 3
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4 5 6

7 8 9

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Activity 3: Describing actions orally
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Say what the following people are doing.
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1 2 3
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He is ... He is ... She is ...

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4 5 6
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He is ... He is ... They are ...

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7 8 9

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He is ... He is ... They are ...

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10 11 12

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He is ... They are ... She is ...
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Activity 4: Describing uses of common objects

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Say what the following things are used for. Use the
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following structure.
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Example
What is the pen used for?
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The pen is used for writing.

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1 2 3
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pen comb pencil

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4 5 6

hammer key torch

7 8 9

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spoon umbrella pot

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Activity 5: Describing locations of objects
Say where the objects in the pictures are located. Use
on,, in or under
on under.. SE
Example
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Where is the ball?
The ball is under the chair.
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1 2 3
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4 5 6
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7 8 9

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Activity 6: Listening to oral texts

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(a) Listen to the short story, Bahati’s room.
room. Then,
answer the following questions to help Bahati find
her belongings. SE
(i) Where is the school bag?
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(ii) Where are the shoes?
(iii) Where is the yellow blouse?
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(iv) Where is the pencil?

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(v) Where are the T-shirts?

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(b) Listen to the short story, The proud rose.

rose. Then,
answer the following questions orally.
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(i) Why was the rose so proud itself?

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(ii) Where did the rose and cactus grow?

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(iii) Why did the rose complain?

(iv) What did other plants tell the rose?

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Activity 7: DO NOT
Reading aloudDUPLICATE
and answering oral
questions
Read aloud the story A Trip to the Serengeti National
Park.. Then, answer orally the questions that follow.
Park

A trip to the Serengeti National Park

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G E OG RAPHY
AND THE

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E NVI RONME NT

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Mrs Mashaka is our Geography and the Environment

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teacher. One day, she taught us about the national

parks in Tanzania. She said, “The Serengeti is
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among the largest national parks in the country. It

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has many animals, birds and insects.” She asked,

“How many of you have been to the Serengeti?” The
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whole class replied, “No one!” The teacher asked

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again, “Would you like to visit the Serengeti?” We

all replied with excitement, “Yes!”

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A week later, Mrs Mashaka took our class to
the Serengeti National Park. When we were in
the park, she asked us to write the names of
the animals, birds and insects that we saw. She
divided us into three groups. The first group was
asked to write the names of animals. The second

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group was asked to write the names of birds.
The third group was asked to write the names of
insects. It was a great experience.

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We went back to school and reported what we had

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seen. The animals were lions, elephants, giraffes,
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buffaloes, zebras, antelopes and monkeys. The
birds were eagles, ostriches, flamingos, crows,
woodpeckers and many others. The insects
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included bees, wasps, grasshoppers, ants, tsetse
flies and butterflies.
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Questions
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(i) What subject does Mrs Mashaka teach?

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(ii) What was the first group asked to do?

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(iii) What was the second group asked to do?

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(iv) What was the third group asked to do?

(v) What animals did they see?
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(vi) What birds did they see?

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(vii) What insects did they see?

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Activity 8: Oral DO NOT DUPLICATE
practice
In pairs, take turns to ask and answer the following
questions.
(i) Have you ever been to a national park?
(ii) What national parks do you know?
(iii) What wild animals do you know?

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(iv) Which animals do you like the most? Why?
(v) What birds do you know?

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(vi) Which birds do you like the most? Why?

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Unit Two
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Using personal pronouns

Introduction
Personal pronouns are words used in place of nouns.

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In this unit, you will learn about the English
personal pronouns. You will use them when you
are speaking and writing something in English.

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The competencies developed will enable you

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to use them orally and in writing.

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Activity 1: Recognising pronouns
(a) Read the message on the following poster.
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WE ARE PERSONAL
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PRONOUNS I, YOU, SHE, HE,

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IT, WE, THEY

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(b) Sing the DO NOT
pronoun DUPLICATE
song available at
https://www.
youtube.com/watch?v=k_ssvwB6baM&index=1
A pronoun is a word that replaces a noun x 2
you or I or it or she
them or us or her or me
A pronoun is a word that replaces a noun x 2

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theirs or ours or we
mine or hers or him or he

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A pronoun is a word that replaces a noun x 2

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SE
(c) Read aloud the pronouns in the table below.

Singular Plural
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I we
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you you
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she they
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he they
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it they
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Activity 2: DO NOT
Practising usingDUPLICATE
pronouns orally
(a) Read the sentences in the bubbles.
I
I am Musa. This is I am Aisha. I like
my sister, Aisha. my brother, Musa.

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N
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SE
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We
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We are siblings. We like We are boys.

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each other. We are friends.

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N
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You

Maria, you took No! I did not take your

my exercise book. exercise book. You must
have misplaced it.

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N
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SE
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No! We are not stubbon!
You are stubborn.
We are your friends.
I don’t like you.
We like you.
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N
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They
These boys are stubborn. They
make a lot of noise in class.

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SE
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(b) Listen to the conversation from the audio recording
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played by your teacher.

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(c) Read the following dialogue and fill in the blanks

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with the correct pronouns.

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An interview with a farmer

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Luta: Hello!
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Maswi: Hello!
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Luta: I’m Luta. _____ (you/he/I) want to buy

cows. Do you have any?

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Maswi: Yes, I do. How many would you
like?
Luta: ________ (he/it/I) would like to buy
two bulls. Can ________ (she/I/he)
get them?

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Maswi: Yes, ________ (I/you/he) can.
Luta: How much does each cost?

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Maswi: ________ (it/you/she) will pay four

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hundred thousand shillings for a small
one. The big one costs six hundred
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fifty thousand shillings.
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Luta: Where are ________ (you/they/I)?
Can ________ (I/you/they) see them?
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Maswi: Sure! Let’s go; ________ (you/we/I)

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will see them on the farm.

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Luta: Oh, all right. Let’s go.

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Maswi: Here ________ (you/they/I) are. If

________ (I/you/she) like them, pay
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me and have them.

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Luta: Here is the money. Thank you.

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(d) Sing the DO NOT
following DUPLICATE
song.

Who is Happy?
Verse 1:
Who is happy? Who is happy? Who is happy

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today?
I am happy, I am happy,

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You are happy, You are happy,

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He is happy, He is happy,
She is happy, She is happy,
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We are happy, We are happy,
They are happy, They are happy.
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Verse 2:
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Who is hungry? Who is hungry? Who is hungry

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today?
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I am hungry, I am hungry,
You are hungry, You are hungry,
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He is hungry, He is hungry,
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She is hungry, She is hungry,

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We are hungry, We are hungry,

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They are hungry, They are hungry.

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(e) Make DO NOT
sentences DUPLICATE
orally from the table below.
like
We her
play with
I him
know
You them
eat with
They it
sing with

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(f) Make sentences orally from the table below.

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likes

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He plays with her
She knows him
It eats with
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sings with
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Activity 3: Reading practice

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Read the following story. Then, fill in the blanks using

the words provided in the box.
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N

Our school sports day

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Mtakuja Primary School has a sports day every

term. _____ is always held on the last Friday
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of the term. Last Friday, pupils gathered at the

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playground. _____ were waiting for the inter-class

competitions to begin. There were many class teams.

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Each class had a football team and a netball team.
My brother, James, was in the football team.
_______ was the team captain. _______ was in
the netball team. I played well, but I did not score
any goals. My friend, Natalia, was also in our class
team. _______ is our best scorer. _______ scored

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many goals for our team. The netball match was
tough, and _______ lost to Standard Two. The
next match after the netball was a football match.

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You would be surprised. Football is the most loved

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sport in our school. _______ ended up 2 to 1.
James’ team won the match.
I We You She
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It They He
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Activity 4: Writing practice

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Choose words from the box to complete the following

sentences.
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(i) Jamila is my best friend. _____ loves cooking.

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(ii) Peter is going to the birthday party. _____ is

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going with Baraka.

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(iii) Bahati is a good dancer. _____ is an intelligent

girl too.
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(iv) Look at the cow under the tree. _____ is big and
fat.
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(v) DO NOTand
Japheti, Naomi DUPLICATE
I went to the zoo. _____
saw lions, giraffes and zebras.
(vi) My name is Sonia. _____ am in Standard Three
at Kilimatinde Primary School.
(vii) My uncle is a nurse. _____ works for Benjamin
Mkapa Hospital.

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(viii) My aunt is a doctor. _____ works for Kigoma
Regional Hospital.

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(ix) Naomi and Sonia went to the playground. _____

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went to play netball.
(x) SE
Musa, I saw _____ at the market yesterday.

I We You She It They He

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E
N
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N
O
R
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Unit Three
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Expressing possession

Introduction

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Possession is a state of having something. In this
unit, you will learn how to show that something

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belongs to you or someone using have and has.
You will also talk about things other people

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possess or do not. The competencies developed
will enable you to describe what you or other
people possess or do not.
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Activity 1: Listening and oral practice
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(a) Sing the following song.

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LI

Have and Has Song

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I have a star, and you have a star,

He has a hat, and she has a hat,
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We have stars, and they have hats x 2

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John has a star. Ely has a star
I have a hat. You have a hat,
We have hats, and they have
stars x 2
I have a hat. You have a hat.
We have hats.

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Source: Adapted from Rockin’ English
https://www.youtube.com/watch?v=cx8g9yrEy3g

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O
(b) Construct sentences orally from the table.
I
You
SE a book
a ruler
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We has
a pen
They have
sweets
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He
watch
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She
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(c) Read the passage and answer the questions that

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follow.
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Look at the picture of the giraffe. The giraffe is a

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beautiful animal. It has a long neck. The giraffe has

a small head with short ears. It has two long front
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legs and two strong hind legs. It has a beautiful

skin with brown spots. The giraffe has a calf.

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The calf is standing behind its mother. The calf has a
very short tail and brown spots. Tanzania has many
giraffes in its national parks.

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N
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SE
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Questions
(i) Does the giraffe have a long neck?
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Yes, the giraffe _______ a long neck.

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(ii) Does the giraffe have a short neck?

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No, the giraffe doesn’t _______ a short neck.

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(iii) Does the giraffe have short legs?

No, the giraffe doesn’t _______ short legs.
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(iv) Does the giraffe have green spots?

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No, the giraffe doesn’t _______ green spots.

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(v) Does the giraffe have a calf?

Yes, the giraffe _______ a calf.

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(vi) Does the calf have a mother?
Yes, the calf _______ a mother.
(vii) Does the giraffe’s calf have a short tail?
Yes, the giraffe’s calf _______ a short tail.

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(d) Listen to the dialogue from the audio recording played
by the teacher. Then, act it out in pairs.

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(e) Read the dialogue between Mrs Mrisho and Juma
in pairs.

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At the fruit point
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Juma sells fruits at the fruit point. He sells
watermelons, papayas, mangoes, bananas,
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oranges, lemons and apples. Mrs Mrisho wanted
to buy some fruits.
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N
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N
O
R
FO

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The following is a conversation between Juma
and Mrs Mrisho.
Mrs Mrisho: Hi!
Juma: Hi! Can I help you?
Mrs Mrisho: Yes, please. Do you have fresh

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mangoes?
Juma: Yes, I have very good ones from Tanga.

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Mrs Mrisho: Do you have pineapples?

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Juma: Oh, no! I don’t have any. But I can
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get them for you from my neighbour.
Mrs Mrisho: What about ripe bananas and oranges?
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Juma: Yes! I have very good bananas from
Morogoro and very sweet oranges
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from Muheza.
N

Mrs Mrisho: I need five mangoes, two pineapples,

a bunch of bananas and ten oranges.
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Juma: They will cost twenty thousand

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shillings.
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Mrs Mrisho: Here is the money.

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Juma: Thank you very much. Here are the

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fruits.
Mrs Mrisho: Thank you. Bye!

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(f) Answer theDOfollowing
NOT DUPLICATE
questions based on the
dialogue.
(i) Does Juma have fresh mangoes?
Yes, Juma _______ fresh mangoes.
(ii) What fruits does Juma’s neighbour have?
Juma’s neighbour _______ pineapples.
(iii) Do Juma and his neighbour have vegetables?

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No, Juma and his neighbour do not _______
vegetables.

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(g) Sing the following song.

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He has a dog, and I have a cat.
The dog has a bone, and the cat has a bowl of milk.
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We have a dog and a cat.
She has a pencil, and you have a pen.
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The pencil has a rubber, and the pen has a top.

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You have a pencil and a pen.

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N

Activity 2: Reading practice

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(a) Read the following passage.

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Poultry farm
My name is Bora. I live with my parents in Upendo
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village. My parents have a poultry farm. They

have many hens on the farm. I have four hens

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of my own. I keep them on my parents’ farm. My
white hen has ten chicks. If the chicks grow, I will
have a total of fourteen hens. I like helping my
parents to feed them.

(b) Fill in the blanks with the words provided in

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brackets.
(i) Bora’s parents _______ many hens (have/has).

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(ii) Bora _______ four hens (has/have).
(iii) Her white hen _______ ten chicks (have/has).
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(iv) If the chicks grow, she will _______ fourteen
hens (have/has).
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Activity 3: Writing practice

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Study the pictures and fill in the blanks with has or

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have..
have
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N
O
R
FO

1. This is a monkey. It 2. This is a donkey. It

______ a long tail. ______ long ears.

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3. These are tomatoes. I 4. This is Salum. He

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______ two tomatoes. ______ a bicycle.

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E
N

5. I ______ many 6. I ______ a bunch of

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books. flowers.
N
O
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FO

7. This hare ______ no 8. This is a duck. It

tail. ______ wings.

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9. These animals ______ 10. This boy ______ a

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long tails. bag on his back.

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SE
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11. The giraffe ______ 12. The rats ______ long
a long neck. tails.
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N
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N
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13. She ______ four 14. My grandmother

baskets in her hands. _____ a walking stick.

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Unit Four
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Describing routines

Introduction

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Routines are the things or actions we do regularly.
In this unit, you will learn to talk about things

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that are done regularly. You will learn to use

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appropriate verb forms to describe those things.
The competencies developed will enable you
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to describe your routines and other people’s
routines in English.
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Activity 1: Listening and oral practice

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(a) Answer the following questions orally.

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(i) What do you do every morning?

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(ii) What do you do every Sunday?

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(iii) What do you do every everning after dinner?

(iv) What do you do in the holidays?
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FO

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(b) Study the DO NOT
pictures andDUPLICATE
read the sentences aloud.
I eat a mango every day. I weigh objects at school
every Friday.

1 2

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N
O
I plait my hair I eat papaya every
every week. evening.

3 4
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E
N

I go to school every I go home every evening

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morning. after school.

N
O

5 6
R
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I clean the toilet every I water the plants every
morning. morning.

7 8

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N
O
(c) Sing the following song.

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This is the way I comb my hair,
U
comb my hair, comb my hair.
This is the way I comb my hair,
every day in the morning. x 2
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N

This is the way I wash my face,

LI

wash my face, wash my face.

This is the way I wash my face, every
N

day so early in the morning. x 2

O

This is the way I ride my bicycle,

R

ride my bicycle, ride my bicycle.

FO

This is the way I ride my bicycle,

every day in the evening. x 2

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This is the way we sit in class,
sit in class, sit in class.
This is the way we sit in class,
every day in the morning. x 2

LY
(d) From the above song, answer the following

N
questions.

O
(i) How often does she comb her hair that way?
She combs her hair that way __________.
(ii) SE
When does she wash her face that way?
She washes her face that way __________.
U
(iii) How often does she ride her bicycle that way?
She rides her bicycle that way __________.
E

(iv) How often do they sit in class that way?

N

They sit in class that way __________.

LI

(e) Make sentences orally from the table.

N
O

I play rede every day

We eat lunch every week
R

They go to school every morning

FO

clean the classroom

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(f) Make DO NOT
sentences DUPLICATE
orally from the table.

eats lunch every day

She
goes to school every week
He
cleans the classroom every morning

LY
(g) What does she do?

N
Monday Tuesday

O
SE
U
E

She ___ the flowers on ___. She ___ the compound on ___.
N

Wednesday Thursday
LI
N
O
R
FO

She ___ the drum at school She ___ her bicycle on ___.
on ___.

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Friday Saturday

LY
She ___ rope on ___. She ___ the kitchen on ___.

N
O
(h) Read Shabani’s daily routine below and answer
questions from the teacher.

Time Activity
SE
U
05:30 am gets up and have a bath
E

06:00 am have breakfast

N

puts on the school uniform and

06:30 am
LI

goes to school
N

07:00 am sweeps the compound

O

07:30 am attends the morning parade

R

08:00 am attends the first period

FO

08:40 am attends the second period

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09:20 am attends the third period

10:00 am goes for his morning break

10:30 am attends the fourth period

11:10 am attends the fifth period

LY
11:50 am attends the sixth period

N
12:30 pm goes for his lunch break

O
02:30 pm attends the seventh period

03:10 pm
SE
attends the eighth period
U
03:50 pm participates in sports and games

05:00 pm attends the closing parade

E
N

(i) In pairs, ask and answer the questions on

LI

Shabani’s daily routine. Exchange roles.

N

Example
O

Asha: What time does Shabani get up?

Daudi: Shabani gets up at 05:30 am.
R

Asha: ...
FO

Daudi: ...

35
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Activity 2: ReadingDOpractice
NOT DUPLICATE

Read the passage and answer the questions that follow.

My day
Hello! My name is Nasha. I am nine years old.
Today, I am going to tell you about my typical

LY
day. First, I wake up at 6:00 am and brush my
teeth. Next, I have a bath at 6:15 am and drink tea

N
at 6:30 am. At 7:00 am, I take my school bag and

O
go to school. At school, I attend lessons from 8:00
am to 4:00 pm. I usually go back home at 4.00 pm.
SE
Between 4:00 pm and 5:00 pm, I take a rest.
At 5:00 pm, I do domestic chores. I eat dinner
U
at 8.00 pm. Between 8:00 pm and 8:30 pm, I do
homework. At 8:30 pm, I go to sleep.
E

Questions
N

(i) What does Nasha do first after waking up?

LI

(ii) What does Nasha do after drinking tea?

N

(iii) What time does Nasha go to sleep?

O

(iv) What time do the lessons end?

(v) What does Nasha do at home after school?
R
FO

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Activity 3: DO practice
Writing NOT DUPLICATE
(a) What time do you undertake the following activities?
Write the time below each picture.
1 2 3

LY
06:00 am ____________ _____________

4 5 6

N
O
_____________ _____________ _____________
SE
(b) Write your typical daily routine by filling in the
blanks.
U
“My daily routine”
E

My name is ____. I am ____ years old. I am in

Standard ____ at ____ Primary School. Today, I
N

am going to tell you my typical daily routine. My

LI

daily routine is very simple. Every day, I ____ early

in the morning at 6:00 am. After waking up, I ____
N

my teeth and ____ my face or have a bath. After

O

that, I have breakfast at ____ and go to school at

____. I attend lessons from ____ to ____. After
R

school, I go back home at ____. Between ____ and

____, I take a rest or play with my friends. I do the
FO

domestic chores at ____. I eat dinner at ____. After

that, I do my homeworks. I go to sleep at ____.

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Unit Five
DO NOT DUPLICATE

Describing ongoing activities

Introduction
Ongoing activities are actions or events happening

LY
at the moment of speech. In this unit, you will
describe actions or events happening at the present
moment. You will learn the appropriate verb

N
forms to use when describing ongoing activities.

O
The competencies developed will enable you to
describe activities happening at the moment
of speech. SE
Activity 1: Listening and oral practice
U
(a) Pronounce the words in the box.
E

teaching cleaning singing sweeping

N

beating opening reading running

LI

(b) Say what the people in the pictures are doing. Use
the words in the box below the pictures.
N
O

1 2
R
FO

She is _____________. She is _____________.

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3 4

He is _____________. He is _____________.

LY
5 6

N
O
SE
She is _____________. He is _____________.
U
7 8
E
N
LI
N
O

She is _____________. She is _____________.

R

watching cartoons cooking mopping the floor

FO

washing clothes dancing riding a bicycle

reading a book watering the flowers

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 FOR ONLINE USE ONLY
(c) Say what the DO NOTinDUPLICATE
people the pictures
are doing.
Use the words in the box below the pictures.

1 2

LY
They are __________. They are __________.

N
3 4

O
SE
U
They are __________. They are __________.
E

5 6
N
LI
N
O

They are __________. They are __________.

R
FO

swimming digging the farm eating

playing basketball watering vegetables studying

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 FOR ONLINE USE ONLY
(d) Say DOpeople
what the NOT DUPLICATE
in the pictures
are doing.
Use the words in the box below the pictures.

1 2

LY
N
He is _________. He is _________.

O
3 4
SE
U
E
N

He is _________. He is _________.
LI

5 6
N
O
R
FO

She is _________. She is _________.

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7 8

LY
He is _________. He is _________.
9 10

N
O
SE
They are _________.
U
They are _________.
11 12
E
N
LI
N

They are _________. They are _________.

O

playing the drum sweeping the classroom

R

playing rope skipping eating a mango singing

FO

cleaning the classroom reading a book running

cleaning the blackboard teaching the pupils

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(e) Construct 15DO NOT DUPLICATE
sentences from the table below
orally.
I
am learning English
We
sweeping the floor
You
is reading a book
She
swimming

LY
He
are eating breakfast
They

N
O
Activity 2: Writing practice
(a) Fill in the blanks with the correct forms of the
words in brackets. SE
My mother, sister and I are at home. My younger
U
sister is _____ (eat) a cake. My mother is _____
(cook) in the kitchen. I am _____ (sit) on the
E

sofa. I am _____ (watch) a football match on TV.

Mtakuja Primary School is _____ (play) against
N

Malingumu Primary School. My father is _____

LI

(work) in the study.

N

(b) Study the following pictures.

O

1 2
R
FO

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DO NOT DUPLICATE
3 4

LY
5 6

N
O
SE
U
(c) Arrange the following sentences according to the
pictures in (b) above.
E

(i) His parents are taking him to hospital.

N

(ii) He is crying because of a stomach ache.

LI

(iii) He has been discharged.

N

(iv) He is eating the mango without washing it.

O

(v) He has been admitted to hospital.

(vi) Hamisi is picking a mango under the tree.
R
FO

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(d) Change the DO NOT DUPLICATE
following sentences into questions. The
first one has been done for you.
(i) His parents are taking him to hospital.
Where are his parents taking him?
(ii) He is crying.
What is he _____________?

LY
(iii) He is eating a mango.
What is he _____________?

N
(iv) Hamisi is picking a mango.

O
What is Hamisi _________?
SE
U
E
N
LI
N
O
R
FO

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Unit Six
DO NOT DUPLICATE

Connecting ideas using ‘and’ and ‘but’

Introduction
Conjunctions are words used to join words or
sentences together. In this unit, you will learn how

LY
to connect ideas using the words and and but.
You will use the conjunction and to connect simple

N
sentences of the same status. You will also use
the conjunction but to connect contrasting

O
ideas. The competencies developed will enable
SE
you to use them in various communicative
situations orally and in writing.
U
Activity 1: Listening and oral practice
(a) Use and to join sentences together. The first one
E

has been done for you.

N

I like English. I like Kiswahili.

LI
N
O

I like English.
R
FO

John Sarah
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(i) I like DOINOT
English. DUPLICATE
like Kiswahili.
I like English and Kiswahili.
(ii) John likes English. John likes Kiswahili.
(iii) John likes English. Sarah likes English.
(iv) John is wearing a white shirt. Sarah is wearing a
white shirt.

LY
(v) Sarah has a school bag. John has a school bag.

N
I like rope skipping.

O
I enjoy rope I like netball.
skipping.
SE I enjoy rope skipping.
U
E
N
LI

Jane
N

Asha
Neema
O
R

(vi) Asha likes rope skipping. Asha likes netball.

FO

(vii) Neema enjoys rope skipping. Jane enjoys rope

skipping.

47
 FOR ONLINE USE ONLY
(b) Use and to DOthe
join NOT DUPLICATE
following sentences together.
I am happy. I am healthy.

I have one
sister.

I have one

LY
brother.

N
Dorika

O
(i) I am healthy. I am happy.
(ii) I have one sister. I have one brother.
SE
(iii) Dorika is healthy. Dorika is happy.
U
(iv) Dorika has one sister. Dorika has one brother.
E

Activity 2: Writing practice

N

Use and to join the following sentences together. The

LI

first one has been done for you.

N

(i) Juma hunts birds. Juma hunts bats.

O

Juma hunts birds and bats.

R

(ii) Maria visits her grandmother on Sundays. Maria

visits her uncle on Sundays.
FO

(iii) Our mother likes ugali. Our father likes ugali.

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 FOR ONLINE USE ONLY
(iv) Our class DO
hasNOT DUPLICATE
fifteen girls. Our class has twenty
boys.
(v) We have a bath in the morning. We eat breakfast
in the morning.
(vi) The ducks are eating rice. The hens are eating rice.
(vii) The carpenter is fixing the door. The carpenter is

LY
fixing the window.
(viii) The doctor is examining the child. The doctor is

N
examining the mother.

O
Activity 3: Listening and oral practice
SE
(a) Use but to join sentences together. The first one
has been done for you.
U
I like football. I don’t like netball.
E

I like netball.
N
LI

I don’t like
football.
N
O
R

John Sarah
FO

(i) I like football. I don’t like netball.

I like football, but I don’t like netball.

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 FOR ONLINE USE ONLY
(ii) I likenetball.DO NOTlike
I don’t DUPLICATE
football.
(iii) John likes football. John does not like netball.
(iv) Sarah likes netball. Sarah does not like football.

I like rope skipping.

I don’t like football.
I like netball.

LY
I like football.

N
O
SE
U
E

Jane
N
LI

Neema Asha
N

(v) I like rope skipping. I don’t like football.

O

(vi) Asha likes rope skipping. Asha does not like

football.
R

(vii) Neema likes netball. Jane likes football.

FO

50
 FOR ONLINE USE ONLY
(b) Use but DO NOT
to join DUPLICATE
the following sentences together.
I am not happy. My parents are rich.

I have two
sisters.

I don’t have

LY
a brother.

Dorika

N
O
(i) My parents are rich. I am not happy.
(ii) I have two sisters. I don’t have a brother.
SE
(iii) Her parents are rich. Dorika is not happy.
U
(iv) Dorika has two sisters. Dorika does not have a
brother.
E
N

Activity 4: Writing practice

LI

Use but to join the following sentences together. The

first one has been done for you.
N

(i) Juma hunts birds. Juma does not hunt bats.

O

Juma hunts birds, but he does not hunt bats.

R

(ii) Maria visits her grandmother on Sunday. Maria

FO

does not visit her uncle on Sunday.

51
 FOR ONLINE USE ONLY
(iii) Our mother DO NOTugali
cooks DUPLICATE
for dinner. Our mother
does not cook rice for dinner.
(iv) Our class has thirty girls. Our class has no boys.
(v) We go to school on Fridays. We don’t go to school
on Saturdays.
(vi) Juma eats rice. Ally does not eat rice.

LY
(vii) The carpenter is fixing the door. The carpenter is
not fixing the window.

N
(viii) The doctor is examining the child. The doctor is not

O
examining the mother.

SE
U
E
N
LI
N
O
R
FO

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Unit Seven
DO NOT DUPLICATE

Reading a variety of texts

Introduction
In English, words are pronounced as a combination

LY
of sounds. The combination of sounds pronounced
as a single unit is called a syllable. In this unit,
you will read words and identify their syllables.

N
The competencies developed will enable you to

O
hear, pronounce and place word stress and
intonantion appropriately.
SE
two-syllable words
Activity 1: Reading two-
U
(a) Read the word below each of the following
pictures.
E
N
LI
N
O

bas-ket buck-et pump-kin

R
FO

scis-sors egg-plant lem-on

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man-go car-rot on-ion

LY
N
O
tooth-brush or-ange cab-bage
SE
two-syllable
(b) Practise reading aloud the following two-
U
words.

1. no-tice care-ful pen-cil

E
N

2. to-day learn-ing spi-der

LI

3. out-side pre-vent win-dow

N

4. soft-ly pur-pose rab-bit

O

5. re-ceive lap-top mon-day

R

6. be-hind al-ways wo-man

FO

7. be-tween chap-ter ba-by

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Activity 2: DO NOT
Reading multiDUPLICATE
-syllable words
multi-
(a) Read the word below each of the following
pictures.

ba-na-na co-co-nut spec-ta-cles

LY
N
O
um-brel-la aer-o-plane pa-pa-ya
SE
U
E

ra-zor-blade wa-ter-mel-on sun-flow-er

N
LI
N
O

to-ma-toes mil-li-pede wheel-bar-row

R
FO

broc-co-li mi-cro-phone hip-po-po-tam-us

55
 FOR ONLINE USE ONLY
(b) Practise DO aloud
reading NOT DUPLICATE
the following multi-syllable
multi-
words.
im-por-tant mos-qui-to vo-cab-u-la-ry
hos-pi-tal bi-cy-cle un-der-stand-ing
ex-er-cise fam-i-ly en-vi-ron-ment
tel-e-phone croc-o-dile cor-rup-tion

LY
lib-ra-ry tel-e-vi-sion un-friend-ly
but-ter-fly im-pos-si-ble hip-po-po-ta-mus

N
O
grade-level texts
Activity 3: Reading aloud grade-

SE
(a) Read the following story aloud and answer the
questions that follow orally.
U
A bad man paid the price
One day, Tupendane was sick. She was taken to
E

hospital. At hospital, they were asked to sit on

N

a bench and wait for the doctor to arrive. Three

other people were also on the bench. They were
LI

also waiting for the doctor to arrive. A few minutes

N

later, a man came and sat on the bench too. His

O

name was Toyo. When the doctor came, the man

stood up quickly. He pretended to shake hands
R

with the doctor. A minute later, the doctor shouted,

“Toyo, come in.” It was clear that he had bribed
FO

the doctor. Tupendane and the other patients

in the queue shouted, “The man found us here,

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DO NOT DUPLICATE
but he is going in to see the doctor!” Tupendane’s
mother called the police. A policeman arrived and
asked, “Where are Toyo and the doctor?” The
patients replied, “They are in the doctor’s office.”
He arrested Toyo and the doctor. Tupendane’s
mother told the patients that corruption is very

LY
bad. Every person must fight against it. She said,
“Corruption is the enemy of justice!”

N
O
(b) Answer the following questions.
(i) Why was Tupendane taken to hospital?
SE
(ii) Who pretended to shake hands with the doctor?
U
(iii) Why were Toyo and the doctor arrested?
(iv) What is your opinion about corruption?
E

(v) What is the meaning of the word enemy?

N

(vi) What is the meaning of the word justice?

LI

(c) Read the following story aloud and answer the

N

questions that follow orally.

O

Two friends went fishing

R

One day, Monde and his friend Tutu went fishing at

FO

the river. Each had a fishing rod. Monde caught a

very big fish. He screamed, “Tutuuu! Tutuuu! Come!

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 FOR ONLINE USE ONLY
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I have caught a big fish.” Tutu ran towards Monde.
He grabbed the fishing rod and started pulling the fish
out of water. “Wow, it’s a very big fish,” Tutu said.
Monde got back home. When he arrived home, he
said to his mother, “Look, mum! I have caught a big
fish.” Monde’s mother asked, “How did you catch

LY
it?” “Tutu and I were fishing at the river. I stretched
my fishing rod far into the deep water” He told his

N
mother. “It was Tutu who came to help me pull the
fish out of water,” he added. Then, Monde’s mother

O
asked, “What are you going to do with it?” “I am
going to cook it, mum!” Monde replied.
Questions
SE
U
(i) What did Monde catch?
(ii) Why did Monde scream?
E

(iii) What did Tutu do?

N
LI

Activity 4: Oral practice

N

With your two friends, act out the following dialogue.

O

Monde: Tutuuu! Tutuuu! Come! A big fish, come!

R

Tutu: Here I am. Wow! It’s real big. Let me help

you.
FO

Monde: Wow! What a big fish! I’m taking it home,

Tutu. Thanks.
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 FOR ONLINE USE ONLY
Tutu: Your DO
mumNOT
willDUPLICATE
be so excited.
Monde: Look, mum! I have caught a big fish.
Mother: How did you catch it, Monde?
Monde: Tutu came to help me pull it out of the
water. I couldn’t do it by myself.
Mother: You are a brave boy, Tutu! Well, what are

LY
you going to do with the fish?
Monde: I’m going to cook it, mum. I hope you will

N
like it.

O
Mother: Certainly!

SE
U
E
N
LI
N
O
R
FO

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Unit Eight
DO NOT DUPLICATE

Recognising the basic features of

spoken English

Introduction

LY
Spoken English has certain basic features that
differentiate it from other forms of delivery. In

N
this unit, you will practise speaking English and

O
recognise the differences in pronunciation between
words. You will also recognise the differences
SE
in intonation between sentences. The
competencies developed will enable you to
U
pronounce words correctly and vary stress
and intonation between sentences.
E
N

Activity 1: Reading words with short vowels

LI

(a) Read the following words after the teacher.

N

/ɪ/ /ʊ/ /ʌ/ /æ/ /e/ /ɒ/ /ə/

O

ship full cut mat bed pot water

R

lip put mud cat let lock again

FO

pin pull run hat bet mop against

dip bull hug bag check top order

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(b) Read aloud DO
the NOT DUPLICATE
following words.

kill dove you fun bank dad did

fence get wet top dot fan pan

LY
Activity 2: Reading words with long vowels
(a) Read the following words after the teacher.

N
O
/i:/ /ɔː/ /uː/ /ɑ:/ /ɜ:/

heap
leap
port
board
fool
boot
SE park
part
girl
bird
U
feel thought pool bark church
E
N

(b) Read the following words aloud.

LI

third heard mark dark deep

N

feed food farm foot brought

O

door arm cart word sword

R
FO

61
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Activity 3: ReadingDOwords
NOT DUPLICATE
with short and long
vowels
(a) Read the following words aloud.
Words with feel fool pull pool port
long vowels bore most part dark arm
bird girl hear heal speak

LY
Words with ship lip put pot mop
short vowels bed

N
cat hat bet get
span cut swim sell milk

O
SE
(b) Construct a sentence for each of the following
words.
U
(i) pot (iii) hill (v) bird
(ii) port (iv) heal (vi) bed
E
N

Activity 4: Reading sentences containing words with

LI

short and long vowels

N

(a) Read the following sentences aloud.

O

(i) I saw a ship.

R

(ii) I saw a sheep on the ship.

FO

(iii) Tutu likes to bet.

(iv) Monde likes bats.

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 FOR ONLINE USE ONLY
(v) The pot isDO
full.NOT DUPLICATE
(vi) The thief is a fool.
(vii) There is a dot on the door.
(viii) The cat is in the car.
(ix) He cut the mango into three pieces.

LY
(x) I put the bird on the bed.
(xi) The church has a bell.

N
(xii) The bird flew over the church.

O
(b) Recite the following poem.
SE
The sailor wants to sail.
U
He sees a whale on the shore,
With a big chain on its tail.
E

Then a big wave and rain come.

N

Dense clouds put them in the shade.

LI

The sailor is dismayed.

N

There is no sailing!
O
R

(c) Read the following sentences.

FO

(i) Do you know what a hen is?

(ii) A hen is a female chicken that lays eggs.

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 FOR ONLINE USE ONLY
(iii) DOhelp
Many features NOTthe
DUPLICATE
hen to survive and care for
its chicks.
(iv) One of these features is its sharp beak.
(v) It uses the beak to eat, drink and peck.
(vi) The beak is very strong.
(vii) It can crack seeds, nuts and even small shells.

LY
(viii) The hen also uses its beak for defence against
predators.

N
(ix) Examples of predators are foxes, hawks and snakes.

O
(x) The hen can cause pain and injury to the attacker.
(xi) This tool helps the hen live a happy and healthy
life. SE
U
(d) Read the following story.

Maswi, the lucky boy

E
N

A long time ago, there was a boy called Maswi.

He lived with his parents in a remote village. In
LI

the village, there was a forbidden forest. One

N

day, Maswi was walking through the forest.

O

Suddenly, he met five blind lions. The lions were

searching for food. They noticed him by smell.
R

They snarled and charged at him. In the blink of

FO

an eye, Maswi jumped into the forest. The lions

followed him. He shivered and bit his teeth in fear.

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He pinned his hope on a nearby tree. He tried
to climb the tree but failed. He tried again. He
managed to climb up the tree. He sat on a big
branch. He held it tight. The lions waited for him
to fall. Finally, they went into the wild. Maswi
waited a few more hours. He then climbed down

LY
from the tree. He went home and narrated the
incident to his parents. They all said that he was

N
lucky.

O
(e) Read the following sentences:
(i)
SE
I saw a goat and a foal in a boat.
U
(ii) He killed an owl using a bow and an arrow.
(iii) He bought a coat and a bar of soap.
E

(iv) They had a camera mounted on a drone.

N

(v) The bowl was full of meat.

LI

(vi) He cut his toe with a hoe.

N

(vii) He gave a bone to his dog.

O

(viii) Smoke rose from the burning house.

R

(ix) They broke into the house.

FO

(x) We cook food on the stove.

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Activity 5: DO NOT DUPLICATE
Oral practice
Read and act out the following dialogue.
Wazo: Hi, Keli!
Keli: Hi, Wazo! How are you?
Wazo: I’m fine. Thank you. You’re in blue today.

LY
Keli: Why do you say so?
Wazo: You are in the blue shirt, trousers and shoes.

N
Your book is also blue!

O
Keli: Stop joking! I’m also in red socks, and my
cap is green.
SE
Wazo: By the way, did you buy that goose?
Keli: No. It was too expensive.
U
Wazo: Oh, sorry! I’m going to fetch firewood. I have
to go.
E

Keli: Be careful of snakes.

N

Wazo: Don’t worry. Bye!

LI

Keli: Bye!
N
O
R
FO

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