TEACHER’S
GUIDE
SUBJECT :
ENGLISH LANGUAGE
UNIT : ONE
TOPIC : OUR
ENVIRONMENT
SUB-TOPIC : 1) Chores
at Home
- The World of Work
SKILLS : Speaking
/ listening
Writing
/ reading
CLASS : Senior
Two
CLASS
SIZE : 60
TIME
REQUIRED : 160 – 320 minutes (i.e. 4 – 8 lessons)
Brief
description
This
unit explores the learners’ environment and how the learner can use
language skills of speech, reading, writing and listening to exploit
it for his own good as well as for the community. The activities are
focused on the formal and informal contexts of work which a learner
may be exposed to.
The
unit has therefore been divided into two major areas of work starting
from the learner’s immediate environment, the home, as well as the
professional areas of work. In addition, the outstanding grammar
points are also discussed.
It
is important to remember that each language lesson must have the
following 3 elements:
- Engaging learners by building interest
- A study focus on a language aspect
- An opportunity to practice learnt material
Objectives
By
the end of the unit learners should be able to:
- Communicate about chores and work in the most appropriate way.
- Identify areas which can be exploited in our environment for monetary benefit and for the community where we live.
Job
related life skills
As
you teach ensure that the following skills are deliberately achieved.
Personal
attributes -
interpersonal, relationship, persuasion, leadership and creativity.
Communication
– communication.
Team
working - team work.
Problem
solving –
analysis.
Application
of Number –
numeracy.
Information
skills –
observation,
CHORES
AT HOME
Activity
One
Group
work
A
warm up / Brainstorming
A
home concept varies from one individual to another, however, the
following areas may be considered basic;
- Toilet
- Kitchen
- Bedroom
- Dinning
- Compound
You
may use the following guiding questions to enable your learners to
explore this environment.
Brainstorming
Think
about your home and your family and answer the following questions:
- What chores do you do at home? (Students can be given the 5 basic areas mentioned above to hasten their thoughts about the chores expected in each of those areas).
- What chores do the other members of your family do?
- Who allocates these chores?
Vocabulary
What
do these words mean?
Chores
Allocate
Grammar
point
Present
Simple Tense
Example
– sweep
the rooms, wash
the dishes
- Instruct the learners to get into groups of five (5).
- Assign each group member an area to think about and come up with chores related to this area.
- Ask the learners to discuss and write down the different chores in an ideal home which they can imagine.
- Give each group a chance to present their work to the rest of the class.
- Ask the learners to listen out for the use of prepositions, adjectives and nouns.
- You may call a group to write these out on the board for the rest of the class to streamline their understanding.
Exercise
Writing
Ask
the learners to write a composition of 100 words using some of the
following words: clean, wash, slash, dig, cook, sweep etc
Activity
Two
Reflecting
/ reading
You
have often considered how to improve the economic status of your
family when you grow up. However, you have come to realise that you
can begin to contribute to this economic status at your age by
starting up a small project using your home environment and the
opportunities you have in your home and the community.
Read
the following short passage
It
was an exceptional year for us. The first rains came a little late
after the long dry season. Usually they came by the beginning of
April when we were still at school. This was a blessing in disguise
because the grasshoppers came when we had just come home for the
first term holidays. As soon as the rains came, we put up the bright
electric bulbs on the poles and built a platform of eucalyptus logs
on which we hoisted the disused oil drums we had collected from fuel
dealers or their disposal agents.
Into
each oil drum we thrust two shiny new iron sheets to dazzle and catch
the falling grasshoppers as they spun and danced around the bright
lights. On some nights they rained down in spiralling clouds of
wings. For two weeks we had a bumper grasshopper fall that we had not
witnessed for a long time. By the end of the grasshopper storm, we
had collected twelve sacks full of grasshoppers. I sold my own
portion of one and a half sacks for U shs 300,000 and deposited the
money on my account.
Vocabulary
exercise
- Discuss the meanings of these words: exceptional, disguise, disused, hoisted, disposal, dazzle, spiralling, bumper, portion,
Brain
storming exercise
- What income generating activities do your family members engage in?
- Do you take part in any of them?
- Do you help other members of the family with these activities?
- What lessons / ideas do you get from the above story?
From
the vocabulary deduced let the learners construct alternative
sentences e.g. ‘The new iron sheets to dazzle and catch…’
Alternative:
The
light in our classroom is dazzling.
Grammar
point
Past
Simple
Exercise
Using
the past simple tense, write five sentences of the activities
identified in the passage in their logical order.
Activity
Three
Discussing
/ Describing
After
reflecting on the experience above, in your groups, discuss and
describe what opportunities there are in your homes and the immediate
environments for making money or gaining useful work experience
during your holidays.
During
the discussion, practice being a good participant by
- Looking at the person doing the talking
- Looking at the person you are talking to
- Concentrating on listening to each person speaking
- Being polite when speaking and responding to others
- Getting to know and empathising with other people (empathise = to put yourself in their shoes)
- Making encouraging remarks whenever necessary
- From the discussion, take a mental note of how other people have used opportunities in their own environments. Look for more sources of information to improve your own chances of making money or getting temporary jobs.
- Think of an income-generating project you want to start.
Activity
Four
Writing
/ profiling your project
From
the group discussion, the following are some of the projects you and
your group members have thought of starting:
- a flower and tree nursery project (specify the plants to grow for sale)
- a hybrid local chicken project
- a fish- pond project
- a goat-rearing project
- a ‘seasonal crops’ project
- a fruit-growing project
- a pop-corn project
Highlight
the projects which the students / learners come up with i.e. solicit
ideas from them.
- Write a summarised profile of your project which you can extend further after being guided on writing up a small project proposal. Use the following outline of points to write your summary:
- A brief description of your family environment (including land or space for home use).
- The main physical challenges in the environment.
- An explanation of why you have chosen this project.
- Describing and explaining the steps you will take to develop the project in stages (include information on how parents and other members or sponsors can assist).
- The main inputs (finances, tools, etc) you need.
- How it will be managed.
Grammar
point
Adjectives
Jumbled
sentences
The
teacher should get five sentences rich in adjectives and cut them up.
Students should then be given a task of putting these together.
THE
WORLD OF WORK
Activity
Five
- Professional work
- Informal work
Insert
another picture of professional wok.
Exercise:
- Identify the different professionals in the pictures.
- Give some of the behaviour expected of each of the professionals identified.
- Looking at your community, what types of professional work are people doing?
- What differences do you see between the formal and informal work?
- What jobs do your parents do?
- Discuss the ethics accrued to the various professions e.g. Teachers Doctors, Engineers, Lawyers, etc.
- Discuss the duties expected of the above professionals.
- Conduct a debate on which profession would do better. E.g. ‘A teacher is better than an Engineer’
- Have a role play on the job scenarios. The role play should show the expected duties each professional undertakes e.g. a doctor treating patients – not making furniture or doing administrative work.
- Develop the learners’ critical appreciation of these jobs.
Activity
Six
Cross
word puzzle
- It is centred on the various professions and what people do.
- It also helps on building the learners’ vocabulary.
ACROSS
1. Person appointed to perform
religious ceremonies in a Christian church (6)
4. Post
Office Box (3)
5. Worker
skilled in using or repairing machines (8)
6. Lieutenant
(2)
7. Large
group of people moving (5)
9. Reverend
(3)
11. Make
an attempt (3)
12. Skilled
workman or craftsman (7)
DOWN
1. Person
who fits water pipes, tanks, etc (7)
2. Person
who occupies a building / land without permission (8)
3. Person
trained in Medical Science (6)
4. Person
who controls an aircraft (5)
8. A
Large pile of wood (4)
10. Veterinary
surgeon (3)
Activity
Seven
Dialogue
/ Interview
This
activity aims to encourage learners to express themselves in speech
especially job interviews for example;
Interviewer: Come
in
Interviewee: Thank
you Sir / Madam
Interviewer: Please
have a sit
Interviewee: Thank
you Sir / Madam
Interviewer: Can
you please tell us / me about yourself
Interviewee: My name is
………………………. I am 25
years old. I graduated last year with a ………… degree in ………………
Interviewer: How did you get to
know about this job opportunity?
Interviewee: Since I graduated
I have been keen on looking for job opportunities by reading job
advertisements in the newspapers and this is where I came across your
company’s advertisements.
* * * *
You can extend this activity.
Discussion:
- What types of jobs require one to be interviewed?
- Besides an interview, is there anything else that one has to do in order to get a job?
- What skills do you need to bear in mind so as to succeed in an interview?
Activity
eight
Letter
writing
Since
this is an area required for developing job related skills, let the
learners know that there are two kinds of letters;
- Formal letters
- Informal letters
When
one is going to apply for a job, they use the formal letter.
The
formal letter format
It
has 5 important parts which can be easily remembered using your five
fingers.
- Your Address and Date
- The Company address to which you are writing
- The Title / heading which states the purpose of writing in brief
- The Letter itself - body
- The Signature (complimentary close) – which includes an official sign off, your signature and your name printed in Capital Letters.
A
sample formal letter
MALWE
SECONDARY SCHOOL
P.
O. BOX 1412
PONGDO
DISTRICT
UGANDA
06-06-2009
THE
DIRECTOR HUMAN RESOURCES
MAKERERE
UNIVERSITY
KAMPALA
Dear
Sir / Madam
RE: APPLICATION
FOR THE POST OF TOILET CLEANER
I
am writing to apply for the post of toilet cleaner in your
university.
I
am a 15 year old senior two student in the above mentioned school. I
am hardworking, respectful, time conscious, self motivated and with a
clean discipline record. I would like to take on this job during my
holiday to raise some pocket money to take me through the next term.
With
the above personal attributes I trust that I can take on the duties
this post requires diligently.
I
shall be grateful if my application meets your positive
consideration.
Yours
faithfully
Uki
Zedi
UKI
ZEDU
A
sample personal/informal letter
LWEMA
SECONDARY SCHOOL
P.O.BOX
2824
DO
PO DISTRICT
UGANDA
12-12-2009
Dear
Paul,
Many
thanks for the letter that you wrote to me about your new school. I
enjoyed reading about how they teased you and how you managed to
cope.
I
have also learnt how to handle those who should tease me elsewhere.
On
a happy note, I have overcome my fees problem by selling cassava
chips to students during break time, and so far I have been able to
clear my school dues for this term and I have some extra for my
personal needs. How do you like that Paul?
Yours
Sincerely,
Ismail
Magezi
Useful
websites
British
Council
Milkround
ELTeCS
English
Language Teaching Contacts Scheme
IATEFL-International
Association of Teachers of English as Second Language
Hot
potatoes- Website with Computer software for designing ELT exercises
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