English-Science and Technology

 SCIENCE AND TECHNOLOGY
http://www.elateafrica.org/elate/english/scienceandtechnology/scienceandtechnology.html

SCIENCE AND TECHNOLOGY

Activity One

Exercise A

The teacher instructs the students over a music lesson….following the instructions (rubric)…learning to play a piano!

The piano has a pattern of black and white keys which guide us on how to place our fingers when starting to play one. To get started, place your right hand thumb on the left hand side of the two black keys in the middle of the keyboard. Place the rest of your fingers on the white keys that are next to that key as you move to the right. Each finger should be placed on a separate key. Press the keys one after the other beginning with the thumb to the small finger as you listen to the sound produced. You have just played the dominant sounds of a major scale in music on the piano.

Now instruct the students to tell some one else what one does to play the dominant sounds of a major scale.

Exercise B

Complete the following description of an experiment you carried out in class. Prepositions of time, place, and movement are provided. You have to find suitable verbs and nouns to fill the blanks. For words in brackets, choose the most appropriate one.

First, we ………… (a, some) …………. .in the…………at the ……..of the……… having ……….the………., we ………..the …………into (to, above, under) the …….. then we ………………..the ……..to the …………..by means of a (flexible,……….)
The next step was to………….the ………… (through, into,……..) and …….it to the………….of the …….. we adjusted the position of the ……… so that its………..was……… we then…………..the ……….with …………..up to …………………( above, below, the middle/top) of the ………….
The whole apparatus was then………….. the purpose of this was to………….of the ………..by ……….the ………..with…………. we ………..other ………..and ……….
After …………,we ………..the …………and …………As the ………….(through, into, out of) the ………., there was a steady…………..of …………. This was the result we had been waiting for.

Activity two

Reading Comprehension

So you want to make some money.

How do you make money? There are many ways of making money but with a few exceptions they all boil down to two. One is to become an employee and to thrust your ability and luck to get you ahead as an executive, working with and through other people. The other s to become an entrepreneur-an independent operator who takes charge of risk and management of his own business. Fair warning: your chances are mathematically small in both instances. The question is not which one guarantees you big money promptly, but which offers you the better chances for it. Suppose you decide to take the latter course to become an entrepreneur the person whose reward is determined not by any system of formal compensation but by the energy, resourcefulness and ingenuity he or she puts into doing or making something people are willing to pay a price for.
What kind of business should a young person get into? One well known auto executive has remarked that if he were a youth again he would get a Chevrolet franchise in a medium size growing town, work it diligently and end up richer than he could ever could working for an auto-manufacturing company.  But it takes money to set up a dealership, and it would almost take this executive himself to get a franchise. Thus his advice can plainly be followed by a lucky few.
The advice nevertheless makes a point. There’s no one thing that given a few hundred entrepreneurially minded graduates can get into. But what can you get into? The world bristles with excellent opportunities-in selling, in running shops and restaurants, in advertising, in real estate property, in marketing gadgets and innovations, in speculating, in building houses and motels, in special farming deals, and so on. Generally speaking, your chances are better if you put something whose sells will be large compared to plan investments; otherwise your financing problem may become very difficult. It is a temptation to say that your chances will be improved if you have some money. Actually they will be only if you have the traits and abilities that make the entrepreneur. For if you have them, you will sooner or later get the right people to back you; if you do not, all the money in the world wont help you. What are they?

1. A sense of the opportune. Given energy, ambition, and an unashamed longing for money, the overriding characteristic you need is a resourceful, aggressive sense of the opportune, perhaps accompanied sometimes by a little opportunism.
2. Intelligence, of a special kind. You need above all an intuitive, almost feminine ability to size up (weigh) situations and people that ‘great’ minds have often lacked. An intellectual named Max Beerbohm seems to have an inkling of this. “Men of genius,” he remarked. “Are not quick judges of character? Deep thinking and high imagining blunt that this trivial instinct which you and I size people up.”

This does not mean that the entrepreneur is uneducated or incapable of reasoning closely.  Almost invariably he has a great capacity for absorbing and retaining practical knowledge. Aptitude tests have demonstrated that he has a large vocabulary though he doesn’t show it off. Unlike many who have been formally educated entrepreneurs do not let their knowledge get the upper hand, but are ready and happy to ask basic questions even when they think they know the answers.

1. The common touch. The entrepreneur is an unaffected, down to earth democrat that is, he or she naturally understands and recognizes the traits that are common to the greatest number of people. What the people like and what he or she likes;  what the people desire, he or she desires, what the people need therefore, he /she knows how to supply.
2. Self confidence: that is tangible and genuine. It must be backed not merely by a show of enthusiasm but by a relentlessly thorough knowledge of the demerits as well as merits of his or her ‘proposition’.
3. A mechanical bent, if not a down right aptitude for mechanics, will be useful.  Many recent successes, such as the paper mate pen and copper brite cleaner sprung from a simple little idea or innovation. The wise enterpriser, however, usually does not try to handle an invention or product that needs a lot of development expenses and thus let the government share the burden.
4. Optimistic visualization:  Let us define this special blend of imagination and resourcefulness as a faith in the nation’s future, combined with the capacity to see a commercial opportunity in anything imperfect. The entrepreneur who has it can imagine doughnuts that don’t fatten, socks that never develop holes, buttons that never pop, suits that never need cleaning. He or she can see a great suburban development replacing a filling station.
5. A talent for risks.  This, the classic trait of the entrepreneur, is here given last place because its successful application depends on the possession of most of the traits. Any fool can merely gamble. The successful entrepreneur does not merely gamble. Precisely because of his or her knowledge, intuition, instinct for the opportunity and capacity for visualization, he or she approaches a risk with more than a vague hunch that it is worth taking and generally ends up with a high record of success.

If you have all these traits, plus a normal endowment of luck, it is hard to see how you can fail to make money as a matter of fact, they would almost certainly guarantee you success either as an entrepreneur or employee, for they would drive you to seek the job where you could use them to best advantage.

                Adopted from Gilbert Burk ‘Future Magazine’ (June 1953)
Questions:

1. Explain in two or three sentences what two ways there are of making money.
2. Which one does the writer say offers more chances of making a lot of money?
3. Define an entrepreneur briefly.
4. What could make your financing of a business difficult?
5. What else do you need besides some money to start a business?
6. Explain ‘opportunism’ in your own words within the context of the passage.
7. Explain the statement ‘entrepreneurs do not let their knowledge get the upper hand.’
8. What do you understand by ‘demerits and merits’ of a proposition?
9. How does the wise enterpriser usually avoid large expenses on a product?
10. Explain the full meaning of these sentences:

            ‘Any fool can gamble. The successful entrepreneur does not merely gamble.’

 Activity three

Summary Writing
Without enumerating them, make a summary of the seven traits and abilities that make an entrepreneur in about 100 words.

Activity four

Composition A.
                                                                                                          
Write an account of about 400 to 500 words on the subject of how you earned your first wage or salary. Cover the following points in your composition.

1. why you wanted to earn money
2. how you got the job
3. what you actually did in the job
4. how you felt about the job
5. how you felt when you received the first payment for your work
6. When and why you left that particular job.

   Composition B.

• Describe the traditional bee hive which has just been used in your area for a long time and the newly designed bee hive recommended by The Ministry of Agriculture and Fisheries.

How does the new one improve the harvesting of honey?

• Climate change is influencing policies in agriculture and farming. Explain the changes that are already being felt in this part of Africa and how farming policies and practices can be adjusted.

• What simple water-catching and conservation technologies can be employed to address climate change in your area?

• There is too much superstition and fear of the unknown in Uganda today. How do you think science can help fight superstition a fear in society?

• ‘Science helps us to apply theoretical knowledge’ do you agree? Demonstrate how this can be done.

• Which subject in the secondary school curriculum do you think could enable you to be self-employed after leaving school or college? How would it enable you to do so?

• Modern milk-handling has improved the quality of milk and its products in the market. How has this been down in recent years in Uganda?

• Describe an experience about your efforts to become an entrepreneur

Activity Five

• Guide the interviewees and interviewers on types of questions normally asked in interviews.
• Questions seeking information (e.g. current status of the interviewee – background and experience, interest and goals).
• Probing questions (meant to find out more about answers given; challenging statements seeking reasons for actions).
• Questions checking understanding (to clarify their own understanding of interviewee’s answers).
• Questions requiring interviewee to take a stand (to see how interviewee responds under pressure – e.g. Why do you want to work for this organization?)

Activity Six

Group work:

Role play: Interview schedule for a job

• Guide the learners on writing a better application for a job or a place in a school.
• Organize the learners into groups of 5 to simulate an interview in which four members will play the roles of members of the interview panel and the remaining member is the interviewee.
• Guide the learners on some key points on preparing for an interview. Some of these may help:

• Mental preparation

Asking the organization inviting the interviewee for details around the job (position) – job-description; how long the interview could be; size of the interviewing board; whether a test will part of the interview.

• Homework on the organization

Knowledge of organization’s products, policies, plans, motto and structure. Getting information from brochures, website, newspapers or friends with contacts there.

• Appropriate dress and appearance

Personal presentation should be at least one’s best; clean and appropriate preferably dark coloured clothes, white shirt, dark socks and shoes. Clean-shaven and well groomed look.

• Appropriate posture and poise

Sitting up with feet firmly on the ground. No fidgeting or shifting of position. Being confident and assured – not showing nervousness.

• Punctuality

Being there before time – and checking oneself for readiness in every way. Inform board ahead of interview if there is an inevitable delay.

• Documents ready

Personal certificates and other required documents arranged ahead of the interview and presented when asked for.          

• Focus during interview

Don’t rehearse (partly adapted from: info@careerconnections) prior answers to questions. Focus on individual questions asked.
Answer fully.
Chairman…….

Activity Seven

Functional writing and oral presentation

(a)Letter writing

• Guide the learners on the format for writing a formal letter before they write the letter.

Write a letter to a factory manager or head of a family or community business project seeking permission for your class to visit the factory or production plant to observe the process of making one of these: (a) sugar; (b) fruit juice; (c) cooking or medicinal oil; (d) a local brew or mild drink; (e) soap; (f) if, bark-cloth or other textile; (g) ghee.

(b)          Report – writing

• Guide the learners on writing a report on a process. Use of the passive voice, correct prepositions, the past tense and appropriate vocabulary and spelling should be stressed.
  Your class did visit the factory or plant. Make a report on what you observed. Describe the key parts and equipment or tools of the factory or plant, the raw materials and how they were used, and the process of making the product. Give further information on how the product is marketed before and after production. 

(c)           Oral presentation

• Let some members of the class present the reports orally after you have assessed them and selected a representative sample of good reports. Individual reports should be considered as compositions and receive appropriate assessment comments before the presentation. 

Activity Eight

Section A

Composition writing

• Guide the learners on the rubric given by the examination body on the compulsory and free choice sections.            

Write an account of about 300 to 400 words on the subject of how you earned your first wage or salary. Cover the following points in your composition:

• why you wanted to earn money;
• how you came to know about and eventually got the job;
• what you actually did in the job;
• how you felt about the job;
• how you felt when you received the first payment for your work;
• When and why you left that particular job.

Section B

Choose one of these topics and write a composition of between 500 and 700 words on it.  

1. Describe the traditional bee-hive which has just been used in your area for a long time and the newly designed bee hive recommended by The Ministry of Agriculture and Fisheries. How does the new one improve the harvesting of honey?

2. Climate change is influencing policies in agriculture and farming. Explain the changes that are already being felt in this part of Africa and how farming policies and practices can be adjusted.

3. What simple water-catching and conservation technologies can be employed to address climate change in your area?

4. “There is too much superstition and fear of the unknown in Uganda today”. How do you think science can help fight superstition and fear in society?

5. ‘Science helps us to apply theoretical knowledge’ Demonstrate how this can be done.

6. Which subject in the secondary school curriculum do you think could enable you to be self-employed after leaving school or college? How would it enable you to do so?

7. Modern milk-handling has improved the quality of milk and its products in the market. How has this been down in recent years in Uganda?

8. Describe an experience about your efforts to become an entrepreneur
   
   SCIENCE AND TECHNOLOGY
   Assignment
   Design an experiment or project on one of these topics:
9. Using bio gas in a home or a farm.
10. Using solar in the home for heating water for both (not solar panels; using the principles of heat absorption and transfer on different surfaces).
11. Waste disposal using one of these:
1. Coffee husks
2. Wood shavings / saw dust
3. Banana stems
4. Millet sorghum head waste
5. Sunflower seed husks
12. Preventing / reducing chemical pollution of a water source.
    
13. Guide the learners on comprehensive report-writing.
    
14. Assess the individual and group work.   

English Education and Leadership

 EDUCATION AND LEADERSHIP
http://www.elateafrica.org/elate/english/educationandleadership/educationandleadershipintro.html

EDUCATION AND LEADERSHIP

ROLE PLAY

This activity aims at enabling learners to identify the leaders in our community by the impact of their language usage.

Select two students of varying sizes, a small boy/girl and a big one, go out of the room with them and ask them to act as the head prefect who has come to instruct learners to go and do some work for him. They can use the following words:

Small size: Good morning everyone, can I have your attention please? I have some important message to give…can the following students come with me please?...

Big size: the following students should come out now…
Then let learners say who they would respond to and why. Highlight the use of polite words together with words of authority.

Give a follow up exercise for learners to go and research on the words of politeness used in the following places:  Hotels, conference halls, markets, schools, mosque, restaurants, churches and any other alike.

Grammar point:

Words of politeness like: - Can I…; May I…Could I…; I wonder if I could…

With this exercise you also encourage learners to use the appropriate tone that goes with the polite words.

Polite words

Requests with can/could/may/might

1. Can is the most formal

‘Can I talk to you?’
Can I/we- when used by adults, it sounds more confident than could I/we.

2. May and Might are more formal than could.

‘May I have a book?
These requests are reported by: ask (+ indirect object) + for + object
He asked (me) for a book.
He asked for a book.
He asked if he might have a book.

3. Could/Might + I requests can be preceded by” Do you think I could…

4. Requests with could/will/would you-most useful request form

1. Could you please show me…
2. Could you possibly show me…
3. Couldn’t you… expresses the speaker’s hope for more favourable answer than what has been given.
4. You couldn’t…could you? Expresses a less hopeful request.
5. Would you has the same meaning as could you.
6. Will you is authoritative and therefore less polite. When used at the end of the statement it must be in friendly terms or else it will appear rude. Shut the door will you?
7. You will…won’t you? Is persuasive- You will write to me won’t you?
8. Would you mind…(polite request)
9. Perhaps you would… expresses confidence that the other person will perform this service.
10. Would you like to…polite request
11. Would you be so kind enough…

Would you be so kind as to…
I wish you would…implies the person should have been
           
Requests with might

1. You might… expresses a casual request or sometimes it might be rude.

You might post them for me.

2. Intonation and strong stress on might can express reproachful request.

For example: You might help me implies why aren’t you helping me? You should be helping me.

Invitation.

1. Will you have/would you like + noun

Would you like a cup of tea?
Do you want…is not an invitation.
Will you have a cup of tea?

2. Would you like to… Both formal and informal

Would you have… both formal and informal
Will you have ….is informal.

Responses:

Yes please
No, thank you
Wouldn’t like (not possible)

    3.     If the speaker doesn’t expect an acceptance
You wouldn’t like another drink, would you?

Advice forms

1. Must, ought to and should

 For example:

You should grow your own vegetation

You ought to plant some trees.

1. You had better + have infinitive

For example:

You had    better eat.

He had better eat.

You had better start eating

1. If I were you I would/should + infinitive
2. I advise you + past tense
3. It is time you + past tense
4. May/Might as well + infinitive… it expresses unemphatic advice.
   
   EDUCATION AND LEADERSHIP
   DEBATE
   
   Give the class a motion that may be similar to the one below.
              
   ‘Language is the key to moulding character.’
   The rest of the arrangement takes on the usual procedure for the debates.
   The teacher should note the general use of language by learners and how it can be enhanced for better use.
   Give learners ID numbers for assessment purposes.
   Have a team of assessors amongst learners.
   Grammar point:
   Use of the perfect tense
   EDUCATION AND LEADERSHIP
   WRITING EXERCISE
   Biography writing:
   Brainstorm with learners as to what a biography is.
   The following questions will be helpful:
   Who is the personality?
   What has he done?
   What has he said?
   Why are they famous?
   Ask learners to write a biography for two of the following people:
5. Jesus
6. Mohammed
7. Saddam Hussein
8. George Bush
9. Desmond Tutu
10. Nelson Mandela
11. Idi Ami
12. Dorcus Inzikuru
13. Yoweri Museveni.  

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English Our Enviroment

OUR ENVIRONMENT
http://www.elateafrica.org/elate/english/ourenvironment/envirointro.html
Group work

A warm up / Brainstorming

A home concept varies from one individual to another, however, the following areas may be considered basic;

1. Toilet
2. Kitchen
3. Bedroom
4. Dining
5. 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

1. Instruct the learners to get into groups of five (5).
2. Assign each group member an area to think about and come up with chores related to this area.
3. Ask the learners to discuss and write down the different chores in an ideal home which they can imagine.
4. Give each group a chance to present their work to the rest of the class.
5. Ask the learners to listen out for the use of prepositions, adjectives and nouns.
6. 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

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

1. What income generating activities do your family members engage in?
2. Do you take part in any of them?
3. Do you help other members of the family with these activities?
4. 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.

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:

1. Looking at the person doing the talking
2. Looking at the person you are talking to
3. Concentrating on listening to each person speaking
4. Being polite when speaking and responding to others
5. Getting to know and empathising with other people (empathise = to put yourself in their shoes)
6. Making encouraging remarks whenever necessary
7. 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.
8. Think of an income-generating project you want to start. 
9. Profiling your project
   
   From the group discussion, the following are some of the projects you and your group members have thought of starting:
10. a flower and tree nursery project (specify the plants to grow for sale)
11. a hybrid local chicken project
12. a fish- pond project
13. a goat-rearing project
14. a ‘seasonal crops’ project
15. a fruit-growing project
16. a pop-corn project

Highlight the projects which the students / learners come up with i.e. solicit ideas from them.

1. 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:
2. A brief description of your family environment (including land or space for home use).
3. The main physical challenges in the environment.
4. An explanation of why you have chosen this project.
5. 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

Exercise:

a)Identify the different professionals in the picture.

b)Give some of the behaviour expected of each of the professional identified.

• Looking at your community, what type of work are people doing?
• What differences do you see between the formal and informal work?
• What type of 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.
• Have a role play on the job scenarios. The role play should show the expected duties visa avis their additional work e.g. a doctor treating patients – not giving lectures or in administration.
• Develop the learners’ critical thinking towards these jobs.
  Crossword puzzle
  Activity Six
  Crossword 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)  
  SOLUTION  
   
  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?
  LETTER WRITING
  
  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 writing format.

The formal letter format

It has 5 important parts which can be easily remembered using your five fingers.

1. Your Address and Date
2. The Company address to which you are writing
3. The Title / heading which states the purpose of writing in brief
4. The Letter itself - body
5. The Signature (complimentary close) – which includes an official sign off, your signature and your name printed in Capital Letters.

A sample of a formal letter
                                                                   MALWE SECONDARY SCHOOL
                                                                   P. O. BOX 1412
                                                                   PONGDO DISTRICT
                                                                   UGANDA
                                                                  
06-06-2009

TO:
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 ZEDU 

 A sample of a 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 you managed to contain them.

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

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English Verbs

 Verb Patterns
http://www.elateafrica.org/elate/english/verbs/verbpatternsintro.html

Developing communicative ability through using verb patterns in
Sentences with the to-infinitive and plain infinitive.

The infinitive form of the verb is the basic form of the verb (i.e. the form of a verb without reference to any changes according to it’s tense-e.g. sit, fall, walk). The infinitive has two main forms: the to-infinitive -e.g. to sit, to fall, to walk, where to comes before the verb, and the plain infinitive – e.g. let (something) go, make (someone) do something or see (someone) do something, where the main verb (let, make, see) is followed by an object (a person or thing). The to - infinitive can be used with or without an object. In the plain infinitive, an object is always expected after the main verb. These three aspects of the infinitive are dealt with.

(a) Subject + verb + to-infinitive (as object of the verb)

1	They	refused	to do the work
2	We	would like	to go out
3	He	prefers	to watch football
4	The prefects	offered	to resign

• Varying the subject and object
• Varying the main verb and its tense
• Varying the to-infinitive
• Completing appropriately with the to-infinitive.

(b) Subject + verb + object + to- infinitive

1	She	requested	him	to wait for her
2	We	expect	them	to attend the show
3	The herdsman	forced	his cattle	to drink the drug
4	Henry	is advising	Eboue	to calm down

• Varying the subject and object
• Varying the main verb and its tense
• Varying the to-infinitive
• Completing appropriately with the to-infinitive

(c) Subject + verb + object + plain infinitive.

1	The teacher	let	her	go out
2	The boy’s father	made	him	clean the walls
3	We	heard	the thief	enter the house
4	Everybody	saw	the policeman	Shoot the demonstrator.

• Varying the subject and object.
• Varying the main verb and its tense
• Varying the plain infinitive
• Completing appropriately with the plain infinitive.

Activity 1: Making sentences

(a) Make five sentences similar to those in the first table using any of the following Verbs: try, want, intend, expect, promise, decide, agree, delay, hurry, and choose.

(b) Make five sentences similar to those in the second table using any of the following Verbs: convince, urge, allow, warn, force, help, teach, encourage, persuade, and watch.

(c) Make five sentences similar to those in the third table using any of the following Verbs: feel, see, watch, let, help, make, notice, observe, catch, find.

Activity 2: Paragraph writing.

Write a paragraph describing how several groups of scouts went camping. They were to go in pairs and camp around a large tented camp used for training scouts. One pair left behind their cooking utensils where all the scouts had assembled before setting out. All the groups were to be awarded marks by their supervisor for their evening activities, including cooking their first meal. You can be sure that that evening the two scouts got zero for cooking activities! Add your own details to the ideas sketched in this introduction as you narrate what happened that evening. Include the sentences given in the table below. You may re-arrange the order of the sentences in your paragraph to give your ‘story’ a logical order of events.
Give your paragraph the title: ‘Not so prepared’.

The boys	forgot	to take their saucepans
Their rivals	refused	to lend them theirs
They	expected	to find spare ones
They	promised	to return it washed
Their friends	offered	to share their food instead
They	hoped	to borrow one of their pots.

Activity 3: Writing out sentences.

Write out in full sentences each of the group of words numbered 1 to 5 according to the structure of each example sentence for (a) (b) and (c) below. To make full and correct sentences you will need to add other words like prepositions, articles and pronouns and change the verb tenses.

(a) Subject + verb + to-infinitive.

Example: He/agree/write/apology

              He agreed to write an apology.

1. Girls /determine/finish/long race.
2. High jumper/attempt/break/national record.
3. Angry workers /refuse/return/work
4. She /decide/go/Jinja /at once
5. team/deserve/win/match

(b) Subject + verb + object + to-infinitive.

Example: Teacher/advise/students/revise/set books.

              The teacher advised the students to revise the set books.

1. They/permit/children/enter/showground
2. Parents /teach/their children/play/games fairly
3. Who/tell/you/open/parcel?
4. Philip/request/Jane/introduce/topic
5. Slow train/cause/them/arrive/late.

(c) Subject + verb +object + plain infinitive
 
Example: James/help/old man/cross/road

              James is helping the old man cross the road.

1. His mother/let/small boy/ play/neighbor’s dog
2. You/hear/someone/whistle/outside?
3. He/listen/grandson/sing/concert
4. They /watch/moon/rise/slowly
5. Class/observe/changes/happen /experiment.

Activity.4: Pattern Practice

(a) Subject +verb +to-infinitive (as object of the verb)

Examples: - She wants to go.

               - I forgot to post the letter

• Mr. Wanyama wants ------------- to Alice. (propose)
• He managed ----------------- the song before he went home. (learn)
• He promised ----------------- after work. (call)
• I chose -------------------- instead of taking a taxi. (walk)
• We agreed----------------- people in the camps. (help)
• Her boss knew that she was pretending -------------- ill. (be)
• She prefers------------- with the project until the end, instead of having a break in between. (continue)
• I have agreed--------------- that difficult Algebra number. (attempt)
• Namukasa deserves --------------- that proposal. (refuse)
• Okello used ---------------- in town, but now he lives in the village. (live).

Answers:

• to propose
• to lean
• to call
• to walk
• to help
• to be
• to continue
• to attempt
• to refuse
• to live

(b) Subject + verb + object + to- infinitive.
      Examples:  - I would like you to stay.

                      - He helped me to carry the bag.

• The traffic policeman --------------- him to stop. (command)
• My parents-------------- me to do Medicine at Makerere University not Mbarara university. (intend)
• She --------- her for telling lies. (hate)
• I do not ------------ you to do your PhD from here. (encourage)
• How ------------ you come at this time! (dare)

      Answers:

1. commanded,   2.  intended,   3.  hates,    4.  encourage,    5. dare.

(c) Subject + verb + plain infinitive.

    Examples: - I saw him go out.

                   - She helped him escape.

1. He ----------------- the visitor fell at home until I arrived. (make)
2. I -------------------- the kite snatch the chick from the helpless mother hen (watch)
3. -------------------- me perform the experiment if you are to learn. (observe)
4. They ----------------- the bus pass by (hear)
5. The thugs -------------- their way into the crowd and threw the grenade. (make)
6. -------------- him farewell! We have to leave. (bid)
7. She --------------- the child’s temperature rise due to the high fever. (feel)
8. I --------------------- Mr. Nsubuga’s presence at the party, but did not get time to chat with him. (notice)
9. Do not delay her. --------------her go! (let)
10. I ----------------- the choir sing and was touched. (observe)

Answers

1. made 2.watched   3.observe 4. heard  5.made  6. bid   7.felt 8.   noticed   9.let   10. observed

Developing communicative ability through using verb patterns in sentences with the gerund from (i.e. -ing) and the to-infinitive.
The gerund form of the verb ends in –ing and denotes the use of the verb as a noun. The two forms of the infinitive are demonstrated in the preceding subtopic. Contrasting the use of these verb forms helps to illustrate how some verbs use one form (gerund or infinitive), how some use both forms with changes in meaning in the sentences and how sentence structures can be varied.

Main content and concepts

(a) Subject + verb + gerund

1	They	Love	swimming
2	My uncle	doesn't like	eating cabbage
3	We	have finished	writing our notes
4	She	Left	teaching last year.

(b) Subject + verb + to infinitive

1	I	love	to eat fried fish
2	He	doesn’t like	to swim
3	She	was expected	to win the race
4	We	have finished	to write our notes.

Activity 1: Making sentences

(a) Make five sentences similar to those in the first table using any of the
      following verbs: be, like, complete, prefer, love, hate, enjoy, regret, mind
      ,begin.

(b) Make five sentences similar to those in the second table using any of the
      following verbs: learn, agree, want, finish, practice, refuse, decide, and start,
      continue, stop.

(c) Complete the following sentences by putting the correct form of the verb in brackets in the blank space.

Have the girls finished………..the plates? (wash)
Jacob now regrets………school before he was eighteen (leave)
Do you intend………….your car this afternoon?(drive)
That factory has stopped………baby food because of lack of milk (make).
We stopped …….on the way (rest)
He gave up……….two years ago(drink)
Susan expects…………..in two years (graduate)
They missed……….the exciting football match yesterday(watch)
The carpenter determined………..the work by the weekend (finish)
The centre-forward hesitated……….the ball into the net (shoot)

Activity 2: Writing out sentences

(a) Subject + verb + gerund.

   Example: The goalkeeper stopped making fun.

Write out in full sentences each of the following groups of words numbered 1 to 10 according to the structure of each example sentence for (a) and (b) below. To make correct sentences you will need to add other words like prepositions, articles and pronouns and change the verb tenses.

1. We/begin /feel/hot/room.
2. He/give up/smoke/at last
3. I/remember/see/him/party
4. (Why) you /avoid /meet /her?
5. We/admit/make/mistake.
6. She/regret/attack/him/public
7. They/not mind/re-write/their compositions
8. (When) you /consider/visit/uncle?
9. Teachers/suggest/invite/parents/meeting.
10. Who/miss/drink/soda/?

(b) Subject + verb + object + to - infinitive or plain infinitive.

• You/expect/temperature/rise /afternoon?
• They/let/us/go home soon?
• Refugees /build/temporary huts/shelter in
• Couple/adopt/two babies/look after.
• Village women/help/one another/harvest crops.
• It/be pleasure/visit/ Murchison falls.
• Teacher/allow/them/ask questions.
• We/ not hear/ band/play/music last night.
• She/see/him/steal /watch?
• I/not notice/head teacher/enter/hall.

Activity 3: Dialogue and pattern practice

(a) In pairs, read and act out this short dialogue.

Fred:         Hello, Geoffrey! Where are the others? Haven’t they come yet?

Geoffrey: No, they ‘re not coming. They’ve changed their mind.

Fred:       I wonder what they intend to do.

Geoffrey: They’re going swimming.

Fred:        I don’t understand what people like about swimming when you can have
                 fun watching live car-racing on a Sunday afternoon.

Geoffrey: That’s rather like watching a film on T.V, isn’t it? What’s the use of just
                 watching, anyway?

Fred:        But what you see is real action! It’s like being in it.

Geoffrey: You might as well say you prefer smelling coffee to drinking it!

Fred:        Ah! Enough of your arguments. Looks like you’d rather join them.

Geoffrey: As a matter of fact, yes! I’m going swimming.

Fred:        Good luck in your dull sport. I’m going car-racing watching!
 

(b) Look at these examples from the dialogue:

• 1 wonder what they intend to do.
• They’re going swimming.
• You prefer smelling coffee to drinking it.

The dialogue has several examples of verbs that take both the gerund and the to -infinitive after them.

 Examples:

       go swimming                     like swimming          prefer swimming

       go to swim                        like to swim             prefer to swim

• They are going swimming
     
• They are going to swim.    

• I like swimming     

• I’d like to swim    
• I’d prefer swimming to watching car – racing.
•  I prefer to swim this afternoon.

Some verbs are only followed by the gerund (ing)

Examples:

have fun (enjoy) swimming          

• We had fun (or enjoyed)swimming (not ‘enjoy to swim)
  
• I suggest going to the museum (not ‘suggest to go’)

mind-walking   

• Do you mind walking to the lake? (not ‘mind to walk’)

     
give up smoking

• John has given up smoking  (not ‘given up to smoke’)

(c) Make sentences similar to the examples above using verbs in the gerund or
      to-infinitive.

• have fun (enjoy) (…ing)
  
• suggest  (…ing)
  
• mind (…ing)
  
• give up (…ing)
  
• go (to…)
  
• go (….ing)
  
• like (to…)
  
• like (…ing)
  
• prefer (to…)
  
• prefer(…ing)

Activity 4: Reading and Writing.

Read the following passage. There are several sentences with the infinitive. Copy down those sentences (or the main parts of long sentences) that contain the infinitive. After that, use the words given below the passage to make your own sentences with the infinitive.

They could be described as African’s most hard-working engines. They are hard –worked beasts of burden, like their village mates working in the fields, who go out of their homes every day to labour all day. They go hoping to make just about a dollar a day for their families. In every town they converge from all directions through grass –lined village paths to the dusty murram roads, and finally slap the little tarmac there is with their bare, restless feet before reaching their destinations in the middle of town.

These market women walk for miles to sell their meagre farm produce, or simple handiworks and traditional cuisine. The range of their produce is amazing: sorghum, millet or maize; simsim or groundnuts; beans or peas; bananas, pineapples, oranges tamarind or mangoes; cassava, sweet potatoes or yams; local vegetables, cabbage or tomatoes. They cater for every kind of basic application in the home by selling simple tools and items like grass brooms, sisal and other fibre ropes, wicker baskets, reed trays or palm leaf mats. They sell an assortment of cooked local food, fruit juices and potent brews. They let themselves suffer for the sake of their families.

Their daily journeys take them across different kinds of settlements. From their own rural setting they pass through gardens and fallow fields, shaking down or trampling early morning beads of dew from tufts of grass before the sun breaks out. Wet with dew, they reach the clusters of small village shops on the murram road and stop to wipe themselves before heading for the town. They do this, daily, to survive.

Developing communicative ability through using verb patterns in
sentences with the present participle and past participle.

• Subj. + verb + noun + pronoun + present participle.

• Subj. + verb + noun /pronoun + past participle.

A verb has been defined in our previous unit as an action word. We have also further explained that there are words that define how and when these actions are done. The structuring /forming of these words is what is referred to as verb patterns. The patterns in this subtopic are commonly used with the following verbs: see, watch, observe, find, notice, get, hear, listen, catch, keep, smell, feel, want, wish, like, prefer and make.

(a) Subject      +         verb     +          object    + present participle.

1	I	kept	the dog	running around
2	The man	found	us	playing cards
3	Our professor	listened to	us	complaining

(b) Subject      +      verb     +       object    +    past participle.

1	He	saw	the house	closed
2	The king	wanted	him	killed
3	Our school	preferred	teachers	housed
4	The bus	got	us	stranded

This subtopic focuses on the area of rewrites in grammar where one ought to know the particular order of the structural words to adjust to. The students must therefore master the pattern so as to use them well in the place of other patterns.

Activity 1: Re-writing sentences.

(a) Rewrite the following sentences according to the verb patterns above.

• The boat is leaving. We are taking tea.
• Bwambale came in. We were writing on the board.
• The food was burning. I smelt it.
• The ship sailed away as we watched it.
• The examiners observed us as we sat our exams.
• There was no one at home when we came.
• We got the news as he left.
• Masaba’s watch fell off. He felt it fall.
• Someone crossed the compound and Namuli noticed it.
• He sang a lullaby and we listened.

Answers

• The boat left us taking tea.
• Bwambale found us writing on the board.
• I smelt the food burning.
• We watched the ship sailing away.
• The examiners observed us sitting our exams.
• Masaba felt his watch falling off.
• Namuli noticed someone crossing the compound.
• We listened to him singing a lullaby.

(b) Write out in full sentences each of the groups of words numbered 1 to 10 according to the structure of the verb pattern above. To make correct sentences you will need to add other words like prepositions, articles and pronouns and change the verb tense.

Activity-A

1. We/feel/temperature /rise
2. Master on duty/find/two boys/creep under fence
3. Twaha /smell/groundnuts/burn
4. Rose /leave/clothes/dry on line
5. Policeman/fine/taxi driver/speed.
6. You/mind/close/door?
7. Children/enjoy/listen/stories.
8. They/not help/laugh/what he said.
9. New spray/prevent/spread/ malaria
10. Many youths/avoid/work/home.

Activity-B

Read the passage entitled  ‘An officer and His men’ and pick out at least 2 sentences with any of the patterns in this topic and show by understanding them then write them out. Indicate also whether they are of the first pattern or the second.

                             AN OFFICER AND HIS MEN.
5

They came around a bend and found themselves gazing at a trench dug in the middle of the road. A saboteur had been and gone; and was possibly in the neighbourhood, holding his breath. It seemed to Joe a long way to come to trap soldiers. One should dig these things in the middle of the streets in the city, not out in the deserted . . .‘Ssh, what’s that?
‘The clouds again,’ Joe said. ‘Rain’.
‘No it isn't.’ It was drawing near, the menacing sound of a truck.

10

‘Come on, Joe, we’ve got to get out of here.’ Joe had no time to protest for Simon had grabbed and pulled him into the thick undergrowth to the right side of the road.
‘What are you doing . . .?’
‘Quite, we’re dead if they find us.’

15

Round the corner a truck full of soldiers appeared; it braked, and screeched to a stop right at the mouth of the gaping hole. Helmeted heads knocked against one another and cursed. Simon swallowed as he saw the truck safe by the trench. It was a disappointed gulp, like that of a man to whose mouth meat had been presented, and then withdrawn just as he was ready to savour it.

20

As the two men watched, a young officer jumped out of the vehicle and started giving fast crisp orders in English. Then he changed to another language, which he spoke with difficulty. He had a babyish face with slightly overemphasized lips and could not have been in the army for long; he was probably one of those who had been dropped into position from the heights of Sand Hurst. His subordinates were much older, and many of them must have seen battle under a few flags, including that of the U.N. they would have entered the forces from somewhere in mid-primary school. There after they would have sailed their way upwards until they hit the Sand Hurst barrier.

25

There they had probably stopped and turned bitter. The sand Hurst man was useful in as he could read maps where others found difficulty, but he remained an object of jealousy and intrigue. He knew it too. And it was this that made him wary underneath the tough officious exterior.

30

35

Was he out on a limb? Or had he succumbed to the temptations of office and the luxuries of independence? Or was he in fact not thinking about these things at all, just fighting as he was trained to, and leaving the moral decisions to others? Joe wondered from where he was crouched in the grass. For days now the soldiers had been in a fighting posture. One found it difficult to say they had been fighting, because though they had killed and mutilated, some of their victims could not have provided the opposition in a fight.

40

The young lieutenant had looked on with certain unease as his soldiers carried out their outrages but he had not intervened. Was he afraid? Or didn’t he care at all? Perhaps he cared, and could in fact see some cruel justification in it all. I mean, what does society expect of its soldiers? You take a group of young normal men and you give them a gun and a uniform. At the crack of dawn a bugle, the signal, and then all day you train them in the techniques of murder. You impart a dignity, a form of gallantry to the destruction of men who happen to be on the other side. To shoot, to kill, to maim and to survive.
(Adapted from: The Skills of English, An Integrated Course in English Language and Literature by Austin Bukenya  p.168)

Answers for activity-B

 …line 1

…line14

…line18
…line34

…line31

Activity 2. Making sentences

Re- arrange the following groups of words in the right order to make either pattern one (1) or pattern two (2) that are demonstrated in the tables.

• dog/his/performing/smelt/his.
• Akelo/punished/me/getting/saw.
• found/the/house/furnished/well/we.
• started /failing/his/to/pass/class/the.
• us/him/imitating/my/father/found.
• the/boat/watched/the/captain/sailing.
• Mr. Mugisha/crying/me/left.
• set/his/clock/our/teacher/ticking.
• Kapere’s /reasoning/the/ heard/lawyers.
• kept/him/a/policeman/walking.

Answers

• His dog smelt his perfuming.
• Akello saw me getting punished.
• We found the house well furnished.
• The class started his failing to pass.
• My father found us imitating him.
• The captain watched the boat sailing.
• Mr. Mugisha left me crying.
• Our teacher set his clock ticking.
• The lawyers heard Kapere’s reasoning.
• A policeman kept him walking.
  
  Developing communicative ability through using verb patterns in
  sentences with interrogative sub-clauses and interrogatives combined with the to -infinitive.
  In this sub-topic, the use of verbs in sentence structures in which there are interrogatives in sub-clauses and interrogatives combined with to- infinitives are demonstrated.
  
  Interrogatives are words like why, who, when, what, where, how. Although interrogatives are usually referred to as question-words, they are also used in sentences with interrogative clauses and with the to - infinitive.
  
  Interrogatives used in these verb patterns are important as link-words. They form the verb patterns that are common in both spoken and written English.
  
  Interrogatives in sentence constructions mentioned above usually follow any of the following patterns:
  (a) Subject + verb + interrogative + clause as in:

  1	I	can’t imagine	why she behaved	like that
  2	No body	knows	when he will	Arrive
  3	Mukasa	forgot	what he would	Say

  (b) Subject + verb +noun/pronoun + interrogative + clause as in:

  1	He	showed	me	how they could	It
  2	(Can) you	tell	her	where her sister	Lives
  3	We	asked	him	which road to	Take

  (c) Subject + verb + interrogative + to - infinitive as in:
     

  1	You	must find out	where to put it
  2	She	forgot	when to turn it off
  3	(Do) you	remember	what to say	?

  (d) Subject + verb +noun/pronoun + interrogative + to – infinitive as in:
     

  1	He	will show	you	how to do it
  2	John	taught	me	how to drive
  3	Please	direct	us	where to go

  Activity 1: Making sentences
  1. Make five sentences similar to those in the first table using any of the following verbs: ask, believe, decide, find out, wonder, discuss, suggest, reveal.
  2. Make five sentences similpar to those in the second table using any of the following verbs: tell, firm, advise, show, teach, instruct, direct.
  3. Make five sentences similar to those in the third table using any of the following verbs: remember, decide, require, see, explain, wonder, guess, learn, know, consider.
  4. Make five sentences similar to those in the fourth table using any of the following verbs: show, teach, advise, inform, tell, ask, direct, instruct.
  Activity 2
  Re-write the following sentences following the instructions in brackets.
• She doesn’t understand …….to do the exercise.(Add the missing interrogative)
• I am wondering ……to do with my old clothes. (Add the missing interrogative)
• They have not yet decided on………room to give her. (Add the missing interrogative)
• Did they explain…….she did not return this term?(Add the missing interrogative)
• “How many trees did you plant last year?” she asked him. (Rewrite beginning: ‘She asked…..)
• What do you expect me to do about it? (Rewrite beginning: Susan asked Peter…..)
• How did you know I had a car? (Re write beginning: ‘He asked… …..)
• He’s gone I don’t know how far. (Re-write beginning: ‘I don’t know….)
• He had to dig it up; I don’t know how deep. (Re-write beginning: I don’t know….’).
• Tell him the way. He doesn't’t know (Re-write ending: ‘…..to go?).

Answers to activity 1.

1. She doesn't’t understand how to do the exercise.
   
2. I am wondering what to do with my old clothes
   
3. They have not yet decided on what (or which) room to give her.
   
4. Did you explain why she did not return this term?
   
5. She asked how many trees I planted last year.

• Susan asked Peter what he expected her to do about it.
• He asked me how I knew he had a car.
• I don’t know how far he has gone.
• I don’t know how deep he had to dig it.
• Tell him where to go (or which way to go).
References:
1. Grammar and vocabulary, for Cambridge Advanced and Proficiency by Richard Side and Guy Wellman.
   
2. Political English Book 2 by Ogundipe.
   
3. Living English Structure, A practice book for foreign students by N. Stannard Allen.
   
4. Practical English Usage, Third Edition by Michael Swan.
   
5. Revision English, New Edition by Ronald Forrest.
   
6. English Grammar in Use, A self study reference and practice book for intermediate students. By Raymond Murphy.
   
7. Integrated English Syllabus, National Curriculum Development Center.
   
8. Integrated English, A course for Ugandan Secondary Schools Book2.National Curriculum Development Center.
   
9. Living English structure by stannard Allen, Long man, Green and Co. ltd. New Impression, 1964.
   
10. Practical English by Ogundipe.
    
11. High school English Grammar and composition, by Wren and Martin chard and company ltd, 1998
    
12. Sesnan, B. (1997). How to Teach English. Oxford University Press.Oxford Ox2 6DP.
    
13. National Curriculum development Centre. (2003). The Integrated English syllabus and Teacher’s Guide. S.1 to SIV. National Curriculum Development Centre. Kampala, Uganda.
    
14. Forrest, R. (2005). Revision English. New Edition. Longman Group Limited. Pearson Education Limited. Essex CM20 2JE, England.
    
15. Murphy, R. (1995). English Grammar in Use. A self-study reference and practice book for intermediate students. Cambridge University Press. Cambridge CB@ 1 RP. Mussel Burgh, Scotland.