2

Unit 1: Listening for Pronunciation Practice

Activity 1: Distinguishing sound differences
Resource 1: Title: Pat and The Sheep on Noahs Ship (Listen to the audio)
This transcript of a short story shows the difference in pronunciation between the short /i/ and
the long /i: / sounds of English. Pronunciation of the long and short vowel sounds of English.

1 a) sleep

b) slipped

2 a) sleep

b) slipped

3 a) bit

b) beat

4 a) bit

b) beat

5 a) lip

b) leaped

6 a) lip

b) leaped

7 a) sheep

b) ship

8 a) sheep

b) ship

9 a) peel

b) pill

10 a) peel

b) pill

Activity 2: Recognizing differences in word stress

Resource 2b: Allens announcement (worksheet)
Underline the part of the word (the syllable) that is stressed in each word you hear.
1 Ab-sent
2 Ab-sent
3 Pre-sent

4 Pre-sent
5 Re-cord
6 Re-cord
7 Re-sume
9 Ob-ject
11 Con-duct
12 Con-duct
13 Pro-duce
14 Re-sume

Activity 3: Recognizing the use of weak forms

Resource 3b: Practicing weak forms (worksheet)
Teacher:

Kenny, why ________________ you been in class all week?

Kenny:

Sorry, Teacher. I _______________ been unwell.

Teacher:

Well, I ________________ have to mark you absent for the whole period. Why
_______________ you ___________ get a certificate from your doctor?

Kenny:

She ______________ out of the country at the moment, Teacher. I

______________ going to ask her to write one when she comes back next week.

Teacher:

We _____________ finished three chapters in the last few days, so you

_____________ have to finish your homework for all of them.

Kenny:

I ______________ like to meet you after class, Teacher, if you _________ free

Teacher:

I ________________ sure we can arrange something, Kenny. Meet me after

class at four today.

Unit 2: Listening for Personal Communication

Activity 1: Responding to greetings
Resource 2b: Exchanging greetings (worksheet)
Edward:

__________! __________ the Silver Jubilee Celebrations Meeting of Riverglade

High School. Some of you might have kept in touch over the years, while some
others might be meeting after 25 years! I know you are all eagerly looking
forward to catching up on each others lives, sharing your experiences, getting to
know each others families and spending an exciting time together. Let me not
keep you from this exciting reunion! God bless!

Samuel:

Hey, Edward Bloom, __________? What happened to your hair? Ha ha!

Rodney:

__________! Samuel Ngege! Samuel the Snake __________!

Samuel:

You havent changed, either, Rodney Red Knee! __________ SO

______________________!

Nikita:

What about me, guys? __________?

Samuel, Rodney: Nikita __________?

Sheila:

__________ boys _______________________!

Nikita:

Hey, Sheila __________ that you came all the way from Toronto!

Edward:

__________ with you?

Sheila:

__________, just fine, Ed. Nikita __________!

Samuel:

Girls, __________?

Sheila:

Oh my God its Samuel, isnt it? ___________, kid? You look different.

Samuel:

__________, my dear! Im fat, fit and forty!

Everyone:

Ha ha! Still the joker, our Samuel!

Activity 2: Understanding instructions

Resource 3b: Listening to instructions: Recipe (worksheet)
Listen to the conversation between Kama and Asha on how to cook an Indian dish. As you
listen, underline or circle the correct answer from the options listed.

1. The name of this dish is chapatti/aloo paratha/chutney.

2. This is a popular Indian/Kenyan/Japanese recipe.
3. The words aloo paratha mean a bread stuffed with onion/potatoes/ bananas.
4. For the stuffing, you will need a chili-ginger/green chutney/wheat paste.
5. The wheat flour has to be made into a syrup/paste/dough.
6. Roll the chapattis so that they become the size of quarter plates/cups/ bowls
7. Cook the paratha on a grill/oven/frying pan.
8. Pour oil/water/ketchup into the hot frying pan.
9. You can eat the paratha raw/fried/baked.
10. Serve your aloo paratha with ketchup/green chutney/cheese.

Activity 3: Understanding a speakers attitude

Resource 4b: Listening for attitude (worksheet)
1. In the first utterance, the speaker is
a) angry b) happy c) polite d) confused
2. In the second utterance, the speaker, Ravi, sounds
a) respectful b) angry c) calm d) surprised
3. In the third utterance, the first speaker Nicholas replies to Ravi in a ________ manner:
1. friendly b) firm c) disrespectful d) respectful
4. In utterance 4, Ravi sounds
a) amused b) sarcastic c) scared d) apologetic
5. In the fifth utterance, Nicholas replies to Ravi in a/an __________________ tone.
a) apologetic b) polite c) friendly d) respectful
6. Ravi ends the conversation in a/an ______________ manner.
a) angry b) obedient c) unpleasant d) pleasant
7. The conversation shows that Nicholas was in a __________ mood
a) worried b) happy c) sad d) friendly
8. During the conversation, the second speaker Ravis attitude was
a) positive b) negative c) neutral d) unpleasant

Unit 3: Active Listening: Communicating in Public

Situations
Activity 1: Understanding public announcements: At a railway station
Resource 4c: Public announcements (worksheet)

The bubbles below all contain parts of public announcements. Can you complete the
announcements by filling in the bubbles? Discuss with a partner which words would fit the
announcements. After you have completed the worksheet, listen to the recording. Did you fill in
the correct words?

Intercity Express from New

Delhi has just ________ at
________ 2.
_________ travelling to London
via Paris are _________ to
board The Tunnel Express
______________.

Your ________, please.

Passengers _________
from Platform 4 are
requested to _________
away from the
_________doors.

We regret to _________ you

that Western Railways has
_________ their last
_________ to Nairobi
_________ heavy fog.

We

An important _________ 6 has

been temporarily closed for
repairs, and the Midland
passenger _________ will now
_________ from Platform 5b.

Activity 2: Listening to directions

Resource 1: Understanding directions: Following directions (Listen to the audio how to show the
direction to stranger)

Activity 3: Distinguishing between facts and opinions

Resource 2a: Distinguishing facts and opinions (worksheet)

List of sentences
1. Tsunamis are underwater earthquakes that cause sea and ocean waves to rise
2.
3.
4.
5.

unnaturally high.
Tsunamis usually occur in places that are prone to earthquakes.
Tsunamis are caused because the gods get angry with human beings for spreading evil.
Tsunamis can be prevented by mass prayers by people from all religions.
The latest tsunami to have caused extensive damage is the one occurring off the coast

of Japan on 11 March 2011.

6. Many people lost their lives in this tsunami because they were careless and should have
remained at home on that day.
7. The Japan tsunami was so severe that it caused Japans nuclear reactors to burst.
8. The radiation emitted by the damaged reactors constitutes a serious health hazard to
people living within a 50- to 80-kilometre radius.
9. I think people all around the world should raise funds to help the people of Japan.
10. One should never travel to Japan in the future because they may be burnt by the
radioactive gases coming out of the nuclear reactors.

Activity 4: Understanding invitations

Resource 3a: Understanding invitations (worksheet)

No Column 1

Column 2

Can I borrow your car for a second?

Invitation

Lets have dinner tonight at McDonalds

Request

Could you suggest a good Chinese restaurant in town?

Invitation

Please join me at the Dragon Tail tomorrow evening at

Permission

8:00. Were celebrating Mikes birthday.

5

Will you give me a lift to town, please?

Invitation

Id like to take a day off tomorrow I need to take my

Request

mother to the hospital for her annual check-up.

7

Hey, come on, lets catch up over a cup of coffee at the

Permission
In the
table

corner store!

below, there are invitations in Column 1. Match them to the correct responses in Column 2.
Invitation

Responses

Id like John and you to join us for

lunch tomorrow at our club. We
hardly seem to meet these days!

Thank you for the invite wed

love to be there.

Lets have dinner tonight at

MacDonalds.

Thats such a good idea! John will

be so pleased! Well be there!

Im going to Nairobi for the weekend.

Want to come along?

Of course Ill come. What time on

Friday?

Resource 3c: Understanding invitations (worksheet)

Resource Conversation 1:
3c

Who is giving the invitation? _______________

What is the occasion? _______________
Is the listener accepting or declining the invitation? _______________
If the listener is declining, what reason is he/she giving? ___________
________________________________________________________
Conversation 2:
Who is giving the invitation? _______________
What is the occasion? _______________
Is the listener accepting or declining the invitation? _______________
If the listener is declining, what reason is he or she giving? _________
________________________________________________________
Conversation 3:
Who is giving the invitation? _______________
What is the occasion? _______________
Is the listener accepting or declining the invitation? _______________
If the listener is declining, what reason is he or she giving? _________
________________________________________________________
Conversation 4:
Who is giving the invitation? _______________
What is the occasion? _______________
Is the listener accepting or declining the invitation? _______________
If the listener is declining, what reason is he or she giving? _________
________________________________________________________
Conversation 5:
Who is giving the invitation? _______________
What is the occasion? _______________
Is the listener accepting or declining the invitation? _______________
If the listener is declining, what reason is he or she giving? _________
________________________________________________________

Unit 1: Speaking about Myself

2

Activity 1: Making introductions

Resource 1a: Introductions
Which of the following expressions do you think are good ways of making introductions?
Discuss with your partner and tick ( ) or cross (X) the utterances as appropriate:
1.

Hey howre you?

2.

Hi, Musa! Meet my friend Rahila shes visiting us for a week.

3.

May I introduce Mrs Abida Raheem? Shes our new English teacher.

4.

Lets meet for lunch on Saturday!

5.

Hello, nice to meet you!

6.

Hello. Im Catherine Smith. May I join you?

7.

Hi! Have we met before? Im Catherine.

8.

My name is Catherine Smith. What is your name?

9.

How do you do?

10. Rahila, Id like you to meet Catherine Smith. Catherine, this is my good friend
Rahila Yasmin.
11. Friends, Im honoured to introduce to you Professor Rod Macintosh from the
university. Professor Macintosh will speak to us today about global warming.
12. Hello, friends! I am Rod Macintosh from the University of South Africa, and Im
honoured to be here today.
13. Hello! Hows life?
14. Hey are you Rod Macintosh? Im Catherine Smith
Activity 2: Sharing personal information

Resource 2: Sharing personal information (Topic : Hobby)

Transcript
Student 1:

What are your hobbies? I like to watch football on TV, play the guitar in my free
time and just hang around with friends. Oh, I also like to sleep a lot, especially on
Sundays. I hate waking up on Sunday mornings to go to church.

Student 2:

Me too. Mother has to push me out of bed every Sunday morning! I love sleeping
too! I wish I could play the guitar I dont know how. I like to spend my free time
working in my uncles garage I love cars, you know! Thats why I never get
time to watch TV. I dont miss it, actually and I have many friends at the
garage.

Student 1:

Okay, let me write this down. Common things we both love sleeping, we like
talking to friends, we dont like going to church. Okay we have three things in
common.

Student 2:

Yeah. And you like watching TV, you like football and you play the guitar. I dont
like these. I love cars, I work in my uncles garage in my free time, and whats the
third point?

Student 1:

Was it about friends? Oh, I remember: your friends are from the garage, mine are
from school. Okay, we have our list ready!

Activity 3: Describing feelings and opinions

Resource 3b: Guide to expressing opinions: Sharing, agreeing and disagreeing (worksheet)
Resource 3b
1 I feel that _______________________________________________
2 In my opinion ___________________________________________
3 I think __________________________________________________
4 Id like to share my feelings on this __________________________
5 What I think is ___________________________________________
6 If you want my opinion, Id say ______________________________
7 I agree with what you said about _____________________________
8 Im afraid I have a different opinion about this __________________
9 Im glad we feel the same on this _____________________________
10 Im sorry, but I dont agree with you here________________________

Unit 2: Speaking Accurately

Activity 1: Pronouncing diphthongs accurately

Resource 1a: Identifying diphthongs
In the list below there are pairs of words, one containing a single vowel sound (monophthong)
and the other containing a vowel glide (diphthong). Can you hear the difference in their
pronunciation? Listen as your teacher reads out one word from each pair, and circle the word
that you hear.
1.

bet

bait

2. fare

fair

3. lord

load

4. man

main

5. wet

weight

6. red

ride

7. shut

shout

8. hat

hate

9. bread

braid

10. let

late

11. bird

beard

12. get

gate

Resource 1b: Practising diphthongs Emilys story (for Partner A)

Resource 1b
I

Now fill in the blanks in Passage 2 as your partner reads it out. As she turned to see if
any of the kids was playing nearby, she caught sight of her father in the field. He was
taking a nap, and a ________ was perched on his __________, pecking at the crumbs
of _________ on his __________. She loved him, but was a little scared of him too. As
the ________ __________ on the farm, she often heard him turn red in anger and
__________ S______ up! at the farmhands. If only Mamma were alive, Emily
thought, I could run and play with my friends instead of doing all this boring work! She
longed to __________ her __________ pony, ___________ herself be __________,
sleep until noon do everything that Stephen, Johnny and Mindy did on holidays. Poor
me, she thought. I wish I could run away from all this!

Resource 1c: Practising diphthongs Emilys story (for Partner B)

Resource 1c
I.

Fill in the blanks in Passage 1 as your partner reads it out: Run, Stephen, quick
_______ the _________ open before I reach it! shouted Emily to her ten-year-old
younger brother. She had a whole wash-load of clothes in her arms, struggling under the
________ of the ________ clothes. Emily was 15, and she was already taking care of
the household. Their mother had died the previous year and as the oldest of four
children, Emily had to leave school to run the farmhouse. As Emily walked unsteadily
towards the ______, she muttered to herself, I _________ the _________ falling off my
hair every time I run I must remember to ask Papa to buy me a new one from the
_________. Emily reached the end of the yard and put down her _________.
L______! she exclaimed. I forgot the clips again!

Activity 2: Working with silent letters

Resource 2: Silent letters in English words (worksheet)
island

muscle thumb

pneumonia

soften

hymn

calf

mnemonic

knowledge

reign

sandwich

NO

WORD

SILENT

1ST WORD

LETTER
1

.island

muscle

thumb

pneumonia

soften

hymn

honour

calf

mnemonic

10

knowledge

11

reign

12

sandwich

Activity 3: Learning word stress

Resource 3: Poem for stress practice

2ND WORD

3RD WORD

honour

Studies!!
i.

Physics is crazy and hardly ever easy

ii.

I have no interest in gases that are busy

iii.

Geometry is angular and algebra is messy

iv.

Give me history and four hundred B.C.!

v.

The first planets Mercury Im always confused, very sorry!

vi.

Id rather read my A-B-C Than practise horrid Do-Re-Me.

vii.

Soccer, cricket for company End of exams and agony,

viii.

Every day a holiday O heavenly, I would say!

Unit 3: Practice in Public Speaking

Activity 1: Practising the language of debate

Resource 1b: A sample class debate
Motion:

A teacher contributes more to the nation than a medical doctor

Pro:

Mr Chairperson, distinguished panel of judges, ladies and gentlemen: I

I rise to support the motion that teachers contribute much more to the
development of the nation than medical doctors do.
First and foremost, without teachers there will be no doctors, to start with.
Teachers produce doctors, engineers, governors, bankers, the army officers and
police as well as all of the civil servants, to mention a few. They mould character.
Many national leaders were teachers at one time or another. Teachers never lose
any lives while teaching, but many poor doctors lose their patients.

Con:

Mr. Chairperson, distinguished panel of judges, ladies and gentlemen:

They say health is wealth. Without doctors who provide good health services,
we would not all be here today. My worthy opponent forgot to tell this august
audience that when teachers fail ill, they must rush to the doctor. Otherwise, they
may never be able to teach anymore; they may be dead or disabled! It is
because doctors are more valuable to the nation that they spend a longer time
training to make sure that the nation remains very healthy. That is why doctors
are better paid than teachers who are clearly less educated. Medical doctors are
also always on duty. While teachers are engaged in chalk and talk, doctors are
busy saving lives in emergencies all the time. Doctors are smartly dressed in
clean white gowns and definitely look more respectable and attractive than
teachers who only have a piece of chalk in their hand.

Resource 2a: Qualities necessary for an effective presentation

Making a presentation effectively involves not only knowledge of the grammar of the language;
it also includes features of good communication. Here are some features that should be elicited
in the class discussion:
1. Fluency
2. Good pronunciation
3. Clarity of speaking; that is, clear delivery in an audible voice and comfortable pace of
speaking
4. Knowledge of the topic
5. Willingness to listen to others point of view
6. Politeness and pleasant personal behaviour
7. Ability to use humour
8. Ability to maintain eye contact
9. Ability to take listeners logically through their speech by using appropriate
discourse/semantic markers

Activity 2: Taking part in group discussions

Group discussions involve the participation of several group members, each of whom has an
opinion to share. Since group discussions are social events, involving human communication,
members are expected to follow the norms of social conduct. Below is a list of things we do
when we have group discussions. With a partner, decide which ones you think are examples of
acceptable behaviour, and which ones are not.
1. Everyone speaks at the same time.
2. Participants have thought about the topic and what they plan to say.
3. A participant initiates the discussion by thanking the organisers, introducing himself or
herself, laying out the general nature of the discussion, and invites everyone to speak.
4.

People are willing to listen to what others have to say.

5. Some participants use a joke and a little humour to make a point.

6. Participants talk in whispers with their neighbours.
7.

Everyone has a turn to speak.

8.

A participant makes eye contact with the moderator but not with the other group
members.

9.

A participant is not afraid to defend what he or she believes.

10. Some people become emotional and burst out in anger or desperation.
11. Some participants make long speeches.
12. A participant is willing to change his or her opinion.
13. A participant gets annoyed when someone contradicts her.
14. Participants encourage others to speak.
15. Some participants think group discussion is a waste of time and do not hesitate to show
their boredom.
16. Some participants make sarcastic comments.
17. Participants support good ideas made by other participants.
18. A participant picks on the previous speakers point, acknowledges it and adds his or her
own view.
19. Participants interrupt only to ask for clarifications, and do so politely.
20. A participant sums up the discussion by making his or her own concluding remarks and
then summarising what the others had to say.
Activity 3: Speaking extempore

Resource 3b: Speaking extempore: Effective strategies

1. Make eye contact with the audience.
2.

Speak at a normal conversational speed, neither too fast nor too slow.

3.

Have positive body language maintain a good posture by standing straight, with
your arms in a comfortable position.

4.

Follow these steps to speak on the topic:

a. Define the topic.
b.

Give examples.

c.

Mention one or more characteristic of the topic.

d. d Say why it is good/bad/important.

5. Buy yourself time by using expressions to:
a introduce the topic: My topic today is/Id like to begin by.
b keep people interested: What is interesting about this is/I think the audience
would be interested to know that
c give illustrations: For example/For instance/A good example of this is
d emphasise: An important thing about this is/Let me emphasise that e
conclude: In the end/Id like to end by/In conclusion
6. Choose your words carefully, and try to use different words in each sentence. For
example, rather than saying: Ghana is a beautiful country. It has beautiful scenery
and beautiful animals, use different descriptive terms like breath taking scenery, a
variety of animals, etc.
7. Use good pronunciation. Do not run over your words, and avoid an artificial accent. A
natural and clear pronunciation impresses people.
8. 8 Be grammatical. The best of speeches fail to impress if the sentences are
ungrammatical

SPEAKING SKILLS

When carrying out this task, one of the students in the group can assume the role as of the
leader. He is the one who spearheads the discussion, guides its flow of the discussion and
concludes the discussion it. As students listen to other candidates presenting their individual
speaking tasks, they can take down notes for task B. Always remember that it is necessary to
come to a consensus at the end of the discussion. Decide which suggestion that has been put
forward is the best.
In the course of putting forth suggestions, make use of the following skills:
1. Ask for clarification.
2. Give your reasons for suggesting an idea.
3. Reject other suggestions politely.
4. Repeat your strongest point.
5. Get everyone in the group to come to a decision.
Situation:
Many young people yearn to feel more confident in various situations in life. Suggest ways to
overcome shyness and build self-confidence.
Task A
CANDIDATE A
Explain the importance of taking action and getting things done. Give reasons to support your
view.
CANDIDATE B
Explain the importance of facing your fear. Give reasons to support your view.
CANDIDATE C
Explain the importance of making mistakes. Give reasons to support your view.
CANDIDATE D
Explain the importance of preparing yourself. Give reasons to support your view.
Task B
Discuss which of the following would be the best solution for overcoming shyness and gaining
confidence:
i. taking action and getting it done
ii. facing your fear
iii. making mistakes is part of learning
iv. preparing yourself

Unit 1: Building Confidence in Reading: Countering

Defects
Activity 1: Understanding students attitudes (page 16)
Give questionnaire to students

Activity 2: Countering common errors in reading

Resource 2: The trip to Temple Town
Resource 2
At the hotel, the guy in a smart uniform standing at the front desk gave Jaydeep the letter. It was
in a sloping hand, typical of a girls handwriting, and said, I met an interesting guy who dances
all day. First, they called him the king of dance. When he didnt stop, they built a temple for him.
It also had the name of a hotel. Jaydeeps excitement grew. He was closing in, drawing nearer
and nearer to his goal. He wasnt sure why he was doing this, wasting two valuable weeks of
vacation, but he felt he had to follow his instincts. Like a police sniffer dog that cannot be taken
away from the culprit, Jaydeep felt he was powerless to return. At 6:30 in the evening, as the
sun went down in an orange ball over the sea, Jaydeep walked to the Shore Temple. The path
was lined with tiny stalls that sold seashells, souvenirs, prayer beads, incense sticks and other
articles of worship. Would she be there, waiting to see if he would follow her? Perhaps his
decision to come was not such a bad decision after all. Maybe she would agree to have dinner
with him... maybe she would agree to be his wife... maybe... Jaydeep stopped with a start.
There she was, her long black hair swinging from side to side as she walked along the shore.

Questions:
1. 1 Did Jaydeep come to the place as a tourist to look at temples?
2. 2 How did he know the girl was here?
3. 3 What things did the shop sell?
4. 4 Did he see the girl

Activity 3: Developing efficiency in reading: Anticipating the topic

Anticipate the topic (

India is divided into 28 states, which have their own governments, and seven union territories.
Each state is unique, with its own language, traditions and cultures. People from all these states
and union territories have an official language, which is usually the home language of most of
the citizens of that state, and many other languages and dialects. People of different states look
different, and have very different festivals, customs and traditions.

Interestingly, however,

people still share a feeling of belonging to one country India or Hindustan. They share their
history of the freedom struggle, and consider Mahatma Gandhi as the Father of the Nation.
Indians across different states celebrate certain festivals like Diwali the festival of lights
and Holi the festival of colours and many states celebrate the harvest and coming of the
new year in April. Although people belonging to different states speak different home languages,
almost everyone knows English and Hindi, and can therefore communicate with one another.

Anticipate the topic (

Last year we had an excursion to the Science Museum in our capital city. You cant imagine
what we saw there! It was truly the most memorable day of my life. I really didnt know you could
learn so much about science and the history of our scientific development! Our guide took us
around the museum, and showed us many different scientific collections. We saw different kinds
of aircraft, weapons of war, older models of radios and televisions, and other fascinating
machinery. They even had a huge dinosaur skeleton, and a robotic dinosaur which opened its
large jaws very wide, shook its head and screamed! I was really frightened when I heard it
scream it sounded so natural! I also loved the section on rare butterflies and other insects.
Then there was the snake collection and the huge aquarium which had at least 30 different
kinds of sea fish.

Unit 2: Reading Efficiently: The Sub-Skills of Reading

Activity 1: Reading for gist: Skimming (resources 1-page 43)

Activity 2: Reading for specific information: Scanning

Which kinds of text below are read quickly and why

A play

A telephone directory, to look for someones phone number

The sports page in the morning newspaper

The school noticeboard

The label on a bottle of jam, to find the price

The back cover (jacket) of a book

A shopping list

The questions on the question paper in an exam

The large advertisement on the main road

The departure announcement board in a train station

The booklet that came with the new CD player I bought recently

Look at the top front half of the newspaper.

1. List three main types of information all newspapers must have.
2.

Which item on the front top half of your newspaper is in bold and in the largest font
size?

3. Note down at least one international headline on the front top half of your newspaper.
4. Does the front page carry any advertisements? What product is being advertised?
5. Which page covers the business news? What is the most important piece of news
there?
6. Flip through the pages of your newspaper and find out which topics/ areas take more
than one page.
7. Which page carries the editorial? Is there more than one editorial?
8.

Are there any pages especially for children? What are the headlines?

Activity 3: Understanding text and distinguishing text style

Resource 3: Understanding text organization
Passage 1
Here is a short paragraph on this fish, but the sentences are not arranged in the proper order.
Your task is to arrange the sentences correctly and number the sentences: Write 1 over the
most important sentence, 2 over a supporting detail or subordinate idea, 3 over an illustration
and 4 over any unrelated idea.
1. Are you afraid of sharks?
2. My uncle says that sharks have a bad reputation just because people think that all
sharks are killers.
3.

I havent taken a seaside holiday for the last three years.

4.

The largest sharks like the whale shark and the basking shark are not killers.

5.

There are, of course, several other types of sharks that use their rows of sharp teeth to
tear apart everything, including human beings!

6.

But the next time you see a shark, try not to be scared. Even if you fall into the water, it
may not attack you.

Passage 2
Does your family rear cattle? What kinds of products do we get from cattle? Here is a passage
on livestock farming in Kenya. The paragraphs are all numbered.
Discuss them with a partner, and say which paragraphs deal with main ideas, subordinate
ideas, illustrations and digressions.
Beef and livestock farming
1. Beef farming is the rearing of cattle for meat production whereas dairy farming is the
rearing of cattle for milk production. Kenya has a cattle population of about 10 million
herds.
2.

Beef farming is widespread in Kenya but more common in drier parts of the rift valley:
North-Eastern, Eastern and Nyanza. About 90 per cent of beef cattle in Kenya are kept
by subsistence farmers and pastoralists. There are cattle ranches in Laikipia, TransNzoia, Malindi, Molo, and Kajiando.

3.

Examples of breeds are Zebu and Boran; crossbreeds include Hereford, Aberdeen
Angus and Galloway. Beef is consumed countrywide. Canning and freezing are done in
Nairobi, Thika and Nakuru.

4. Dairy farming is important for the following reasons:

i.
ii.

It provides milk which is a source of protein

Milk is used in the production of the other products such as chocolate, biscuits,
sweets, butter and cheese

iii.

The animal waste is used as manure

iv.

It has also led to the establishment of industries and Kenya Meat Commission
that offers employment

5. The following are the most common dairy breeds in Kenya.

i.

Friesian: White and black in colour. The forehead and the feet are usually white

ii.

Ayrshire: White and red in colour.

iii.

Jersey: Brown in colour and the smallest of the four breeds.

iv.

Guernsey: Brown in colour. Some are white on their lower abdomen.

Unit 3: Study Reading: Strategies for Reading

Activity 1: Surveying text
1. Predict: Write down two things that you expect to read about in the book.
2.

Survey: Read the information about the book given in Resource

a. Look at the information on the front and back covers
b. Read the publishers blurb on the book jacket
c.

Read the Contents page

d.

Read the Preface

e. Read the Foreword

3. Summarise: Recall or read what information you noted. Summarise the book in one
sentence. (For example: This book describes the journey)

Activity 2: Understanding the use of discourse markers

Resource 3: Understanding the function of discourse markers

Passage 1a
The outermost layer of the Earth is not uniform. It is fragmented. Each fragment is called a
plate. These plates are in continual motion. They brush past one another. A plate goes under
another due to collision. They cause disturbances in the earths crust. These disturbances show
up as an earthquake on the surface of the earth. We know for sure what causes an earthquake.
It is not yet possible to predict when and where the next earthquake will occur.

Passage 1b
The outermost layer of the earth is not uniform, but fragmented. Each fragment is called a plate,
and these plates are in continual motion. Sometimes they brush past one another, or one plate
goes under another due to a collision. When this happens, they cause disturbances in the
Earths crust, which show up as an earthquake on the surface of the Earth. Although we know
for sure what causes an earthquake, it is not yet possible to predict when and where the next
earthquake will occur.

Resource 4: Making an omelette

Look at the sentences below. They describe the process of making an omelette. However, they
are not in the correct order. The box above the sentences contains some words that we use to
express what comes after something.
Discuss this with a partner and rewrite the sentences in your notebook in a paragraph,
according to the correct steps. Remember to add the words from the list where necessary, so
that the process of making an omelette is clear to someone who is making one for the first time.
You may also join two sentences if you want, like this: When the batter begins to leave the side
ofthe frying pan, carefully lift one end of the omelette with a flat ladle and fold it.

first

then

next

when

finally

after

after that

some

if you like

time

and

Making an omelette
1. Take two eggs.
2.

Remove it from the heat.

3.

Chop an onion into fine pieces.

4.

Add a pinch of salt and a dash of black pepper.

5.

Carefully pour the egg batter into the frying pan and spread it around the pan.

6.

Beat the mixture thoroughly with an egg beater or a fork.

7.

Pour a teaspoon of cooking oil into the hot frying pan.

8.

Break them carefully into a wide bowl.

9. The batter begins to leave the side of the frying pan.

10. Spread the oil carefully all around the pan so that the egg batter does not stick.
11. Serve with tomato ketchup.
12. Add the chopped onion to the eggs.
13. Carefully lift one end of the omelette with a flat ladle and fold it.

14. Heat a frying pan.

15. Fold it in the middle, and turn it again.
16. Both sides of the omelette turn golden brown.

Unit 1: Better Writing Using Personal Experiences

Activity 1: Writing about memorable events: Writing a narrative
What is mind mapping?

Mind mapping is a way of representing key aspects of a central topic. Mind maps are visual
tools to help pupils structure and organise their own thinking about a concept or topic. A mind
map reduces large amounts of information into an easy-to-understand diagram that shows the
relationships and patterns between different aspects of the topic.
When to use a mind map
A mind map is useful when you want to encourage creativity as its structure encourages free
thinking. When trying to solve a problem, a mind map helps to highlight the aspects of the
problem and how they relate to one another. A mind map can help to revise previous work with a
class quickly and in an organised way. Use mind maps when you want to encourage
discussion, variety, experimentation and thinking in class groups.
How to make a mind map

Begin by drawing a box in the centre of a piece of paper.

Write in it the main theme, topic or idea you are going to represent.

Make branches from the main box that have sub-themes associated with the main
theme.

Be creative with your basic map, adding in ideas around your subthemes.

Try a mind map out on your own before trying it with your class. You could use it as a
demonstration.

Guidelines on diary entries

Write in the first person.

 A diary is a personal account of the events of a day or some hours in your life, so it is
inappropriate to use the third person.

In a diary we refer to events that have happened in our lives and to people who are in
our lives.

We disclose our innermost feelings in a diary, so a diary entry includes our emotions. In
a diary we write about our feelings more than about facts.
A diary has one particular point of view of events: our own. If we include other peoples
comments or judgement, we do it from our own perspective.

A diary is a keeper of secrets. That is why a diary is for our own eyes only we rarely
allow others to read our diaries.

Activity 2: Using punctuation for effective writing

Resource 3b: The Tortoise Story

Transcript
Hare always won all the competitions held in the animal kingdom. No other animal was cleverer
than him or could run faster. Although he was small, Hare always came up with ways to make
sure he won any competition. Because of his cunning ways, Hare was always proud and treated
other animals with lack of concern. In short, he was arrogant and rude and wanted to have his
own way all the time. One day, as he was strutting proudly around the kingdom, Hare met
Tortoise carrying a heavy load on her head. Old bag of bones, Hare said, Get out of my way
before I push you off the path! Tortoise was very angry. How dare you insult me? Dont think
yourself smart in everything. I can outrun you in a race. Hare laughed heartily and said: How
dare you challenge the honourable Hare to race? Wait and see, Tortoise said.

Activity 3: Effective writing: Using linkers and connectives

Semantic markers are important cohesive devices that serve as signposts to connect ideas in
any piece of writing. Some broad categories of semantic markers and their functions are:

 List of points (firstly, secondly, finally).

Time relationships (next, then, eventually).
Illustration (for example, for instance).
Rephrasing (in other words).
Emphasis (a crucial point is, importantly).
Expressing a condition (if, unless, until).
Counter-arguments or contrasts (but, however, on the other hand).
Summary or conclusion (to sum up, the gist of it is).

News report transcripts

Text 1
The prime minister announced that the Commonwealth Games would be held smoothly, despite
delays in the preparation of venues. Construction rubble would be cleared from roads by the
end of this month. The Sports Ministry has called for a high-level meeting on Monday to discuss
the final touches to the Games. There would be three levels of activity, a spokesperson for the
ministry told this channel. A team of top security experts would visit the venue to seal all entries.
International observers for the Games would inspect the facilities. The prime minister would visit
the stadia before declaring the Games venues ready. The ministry stated work on the venues
would be halted. It wanted the contractors to clear all venues and roads of the construction
waste and heavy machinery that still blocked many of the main streets of the city. It would cause
delay. The ministry believed the Games would begin on time. Everything would be done to make
this Commonwealth Games the greatest sports event ever organised by a Third World country.

Text 2
The prime minister today announced that the Commonwealth Games would be held smoothly,
despite delays in the preparation of venues. He also made it clear that construction rubble

would be cleared from roads by the end of this month. Meanwhile, the Sports Ministry has called
for a high-level meeting on Monday to discuss the final touches to the Games. There would be
three levels of activity, a spokesperson for the ministry told this channel today. Firstly, a team of
top security experts would visit the venue to seal all entries. After that, international observers
for the Games would inspect the facilities, and finally, the prime minister would himself visit the
stadia before declaring the Games venues ready. However, the ministry added, work on the
venues would be halted next week, as it wanted the contractors to clear all venues and roads of
the construction waste and heavy machinery that still blocked many of the main streets of the
city. In spite of the delay that might cause, the ministry believed that the Games would begin on
time. In short, everything would be done to make this Commonwealth Games the greatest
sports event ever organised by a Third World country

Unit 2: Writing for Effective Communication

Activity 1: Communicating effectively: Writing a business letter

Worksheet
Here are some ways of writing the important information in a letter to an employer to apply for
leave. Looking at the format of the sample letter you have been given, select the appropriate
forms by circling them.

Name of addressor

Rodney Hubner
Mr Rodney
Hubner
R. Hubner
18th July,
10 18.07.
2010 18 July,
2010 2010.07.18
Id like to go on leave
Application for leave of absence
Applying for leave Prayer for granting leave
of absence
Dear Sir
My dear Sir
Dear Mr Rodney Hubner
Dear Rodney
We would like to inform you that...
This is to acknowledge...
I hope you are well...
The reason Im writing to you is...
Bye for now.
Sincerely/
Yours faithfully.
I remain,

Date

Subject line

Salutation

Introduction

Ending

Activity 2: Communicating with wider audiences: Writing a notice

Resource 6a: Topic for report writing (list)
Worksheet
Annual School Sports Day 1
1. Inaugural function: flag hoisting by principal, speech by principal, welcome address by
vice principal, declaration of Games open by Chief Guest the Honourable Governor
(9:00 a.m.), Assembly Hall.
2.

Announcement of Schedule and Agenda by Sports teacher, students arranged around

the playground according to classes. (9:30 a.m.), Assembly Hall.

3. First set of events: (10:00 a.m. to noon.) Athletics (100, 200 & 400 m races, pole vault,
javelin throw, high jump and long jump), Race Track.
4. Second set of events: (12 noon to 2:00 p.m.) Football, basketball and handball, Mini
Field.
5. Lunch: (1:00 p.m. onwards.) Marquee (tarpaulin tent) outside Assembly Hall.
6. Third set of events: (2:00 p.m. to 4:00 p.m.) Table tennis, badminton and chess, Indoor
Hall.
7.

Prize distribution: (4:00 p.m. to 5.30 p.m.) Declaration of Games Closed by principal,
announcement and distribution of prizes by Chief Guest, Assembly Hall.

Activity 3: Communicating effectively: Writing a report

Resource 7a: Important points about notices

Notices, especially in schools, provide information about things lost and found, events that have
happened or are about to happen, meetings, functions, tours, fairs, exhibitions, camps, etc.,
being organised or postponed, new developments in the institutions or new rules and so on.
Notices should contain only the relevant information in simple language.
A notice should provide details of the following:
1.

What is the information.

2. Who is giving the information.

3. Who the information is intended for.
4. What is the action to be taken.
5.

Date, time and venue, if it is about an event.

6. Notices should use CAPITAL LETTERS for the word notice, the name of the school, the
heading, and the name and designation of the contact person.
7. The heading must be eye-catching.

Unit 3: Effective Writing

Activity 1: Writing an essay

Resource 1a: Steps in essay writing
Reading widely: For the proper preparation of essay writing, it is crucial to have read
widely about the topic. This is the first essential step of good essay writing.
Choosing a subject: The candidate should choose a subject with which he or she feels
comfortable, knows something about, or has already thought about.
Drawing up a plan: It is very important to prepare a mental plan after choosing the
subject. Planning helps keep the essay writer on track and minimises the chances of
digression or irrelevance.
Being concise and to the point: There is an important caveat for the writer of an essay:
the word limit. The writer should plan to cover everything he or she thinks is relevant, but
with precision and conciseness.
Learning to write a good topic sentence: The topic sentence defines the subject matter
of the paragraph. All the sentences in a paragraph should support the topic sentence.
The topic sentence can be at the beginning or at the end of the paragraph.
Writing a good introduction and conclusion: The topic of the essay needs to be
introduced in such a manner that it gives an impression that the writer has a clear
understanding of the central point of the subject. Similarly, the conclusion leaves a
lasting impression, and so it should summarise the important points well.
Using language appropriately: An essay writer should use simple and straightforward
language; that is, vocabulary and structures that present the ideas in a clear and
interesting manner, without longwinded explanations in flowery language. Moreover,
semantic markers such as however, although, on the other hand, for instance, etc.,
should be used to help the reader navigate easily through the essay.

Division of the essay: The essay needs to be divided into paragraphs, with clear
introductory and concluding paragraphs. Care should be taken that the paragraphs

develop ideas logically, and with adequate illustrations, and that they avoid the repetition
of ideas that appear elsewhere in the essay.

Resource 1b: Four major parts of an essay or report

Resource 1b
The title: The title states the focus or the subject you are writing about.
The introductory part: This normally defines, describes or explains the key terms of the
topic at hand.
The body: This is where the discussion of the topic centres. It should be well organised
into paragraphs, with each paragraph preferably containing one idea. If the idea is
complex and requires elaboration, it should be subdivided logically into several
paragraphs. Semantic markers like the ones listed above should be used to join
paragraphs.
The conclusion: The conclusion either summarises the main points of the essay or gives
opinions and recommendations.

Resource 2: Forms/Kinds of essays

Resource 2
We know that essays normally address a major question on a particular topic. They may seek to
explain, describe, define or give a point of view. Often it is the question that the essay seeks to
answer and how it addresses that question which differentiates forms or kinds of essays. The
various kinds of essay include descriptive essays, cause and effect essays, comparison essays,
argumentative essays and essays of definition.
Descriptive essays
These seek to answer the what questions. In a descriptive essay, the writer may start with
something obvious like the physical appearance of an object or subject; then they may include
inner or hidden features like attitude, values or temperaments. They may also make
associations with the immediate environment of the object. Depending on the field/subject area,
the writer may also include scientific or sociological explanations. The major objective of the
descriptive essay is to use language to make the reader see, feel and understand an object,
activity or event.
Cause and effect essays
These seek to answer the questions of what happened and why it happened. The writer of a
cause and effect essay explains the link between the process and the result, giving the most
reasonable and convincing explanation. He or she can also explain how action X leads to event
Y (for example, how the process of boiling water causes it to turn into vapour).
Comparison/Contrast essays
These seek to explain how two things are similar or different. An essay of comparison shows
how two things are similar, and an essay of contrast shows how two things are different. In this
kind of essay the writer states and explains those features that are alike and those that are in
contrast.

Argumentative essays

These seek to discuss issues by providing plausible opinions on a subject. The writer of the
argumentative essay includes data/evidence to support his or her views on the subject. This
means the writer has to consult reliable sources of information and become knowledgeable
about different sides of the issue. He or she also needs to use persuasive language to convince
readers that the writers views are the most plausible.
Essays of definition
This type of essay seeks to clarify a particular term, concept or idea. Essays of definition
provide answers to various questions including what, how, why and when, so as to provide a
complete understanding of the subject. The writer shares his or her knowledge on the subject in
a clear and precise manner, and includes only important and relevant information.

MUET WRITING (Past Year questions)

1.In an arranged marriage, the choice of a husband or wife is made by parents or elders. What
doyou think of this practice in todays society? Discuss. You should write at least 350 words.
(END2010).
2.People commit crime for selfish reasons. Discuss. You should write at least 350 words
( END2009).
3.Information and communications technology (ICT) is the cause of todays many social ills.
What isyour opinion? Support your answer with examples. You should write at least 350 words
(MID-2009).
4.People are becoming more materialistic. They are concerned with making more money and
whatmoney can buy. What is your opinion on being materialistic? You should write at least 350
words (October/November 2008).
5.The most valuable things in life is friendship. Do you agree? Discuss. You should write at least
350words ( Mid 2011).
List of Sample Topics
1.It is generally accepted that families are not as close as they used to be. Why has this
changehappened and what could be done to bring families closer together?Give reasons for
your answer and include any relevant examples from your experience.
2.Some people prefer to eat at food stands or restaurants. Other people prefer to prepare and
eatfood at home. Which do you prefer? Use specific reasons and examples to support your
answer.
3.Is it better for children to participate in team sports or individual sports? Why? Use specific
reasonsand examples to support your answer.
4.Some people prefer to live in a small town. Others prefer to live in a big city. Which place
wouldyou prefer to live in? Use specific reasons and details to support your answer.
5.The care of old people is a growing problem. Some say the government should care for old
people. Others say that it is the familys responsibility. Discuss these views and give your own
opinion.
6.Modern technology is transforming the way we work and has brought about many benefits
insociety. Do you agree?
7.In some countries, teenagers have jobs while they are still students. Do you think this is a
goodidea? Support your opinion by using specific reasons and details.

8.Education should be free for everyone. To what extend do you agree or disagree with
thisstatement? Discuss.
9.Employers who fail to pay their foreign maids should be jailed. Do you agree?
10.The ban on foreign maids must be lifted. Do you agree?
11.Single mothers should be given more support in society. Do you agree?
12.Younger people are better able to cope with stress and change in their lives than older
people.What is your opinion of this view?
13.Modern transportation and communication have only benefits for mankind. Do you agree?
14.Public demonstration is an effective way to demand the necessary social political change in
manycountries. What do you think of this?
15.You cant change the world but you can change yourself to make the world better. What do
you think of this statement?
16.The emergence of various internet-related products such as breadboard devices, mobile
telephone connections, social networks and commercial websites turns people into virtual
slaves to giant international corporations. Do you agree with this statement? Discuss.
17.Mothers are the glue that binds Malaysian families together. What do you think of this
statement?Discuss.
18.Many people think that showing emotion is a sign of weakness. What do you think of this?
Discuss.
19.Many people think that young people, who behave badly, break the law and commit crimes
do so because they are influenced by their peers. What do you think of this? What do you think
are the real causes behind the negative behaviors of young people in our society today?
20.Social networking is an acceptable modern day alternative to real life socialization. What is
your opinion on this? Discuss.