English Writing

 WRITING
http://www.elateafrica.org/elate/english/writing/writingintro.html
Developing the writing skill through using Adverbs

Knowledge of adverbs as parts of speech and understanding their function in communication is the main aim of the sub-topic to enhance students’ ability to use language actively in speech and writing.
Adverbs are, commonly, words that modify verbs, adjectives and other adverbs (showing action, happening or state of being). There are several classes of adverbs (Simple - those that only modify a word;
Interrogative-which, apart from modifying a word, also introduce a question;
Relative – which not only modify a word but also refer back to a noun).
In S1 only Simple adverbs are dealt with. Simple nouns further fall into several categories showing when (time), how often (frequency), where (place), and how (in what manner) actions take place.
- Writing is a key skill whose development calls for students’ ability to construct language using a wide range of words and a knowledge of their functions in context. Using adverbs in writing enhances the ability to integrate different parts of speech and word-forms to enrich expression.

Main content and concepts to emphasise:

Main content.	Main concepts
1.  Grammar practice: Adverbs.  Adverbs as a word-class:       Definition of adverbs   Application of adverb use in   structure and usage.	- Functions of adverbs in speech: why    used - Modifying verbs, adjectives and   other adverbs   to show action,   happening or state of being in   sentences.           .                                            – Using adverbs in communication: speech and writing.                                                            -Adverb-formation from adjectives
Categorisation of adverbs:       Simple   Interrogative:      Relative:	- Modifying words in sentences. - Showing when (time), how often (frequency), where (place), and how (in what manner) actions take place. - Modifying words in sentences - Introducing questions. - Modifying words. - Referring back to nouns    (antecedents)
Writing Practice: Adverbs  in context: using listening, speaking and reading texts of various kinds. Developing writing through a range of activities for different purposes.	- Recognition of adverbs used in various contexts. -Building a range of adverbs to enhance writing style.

WRITING PARAGRAPHS Activity 1: A Conversation Read and act out this short conversation in groups of threes. A: Did you feel the earthquake last night? B: No, I didn’t. Was it strong and loud? C: What a quake! Must have lasted a whole two minutes. B: That long? I must have been in a deep slumber, A: How lucky you were! We had to jump out of our beds as our unsteady house rocked about. C: Lucky? That was sheer lack of sensitivity on his part. A: Whatever it was; that earthquake must have caused severe damage to some buildings. What you need to know The underlined words in the conversation above are adjectives. Some adjectives can be turned into adverbs, which are words that modify (or tell more about) verbs, adjectives or other adverbs in order to emphasise the particular action happening or a state of being described in a sentence or phrase. Adverbs fall into several classes: simple, interrogative and relative. In this sub-topic only simple adverbs are dealt with and they in turn fall into several groups. Simple adverbs show when (time), how often (frequency), where (place), and how (in what manner) actions take place. Look at the adverbs in the following sentences formed from the underlined adjectives. Did the earthquake shake the ground strongly? Did it rumble loudly? I must have been sleeping (or slumbering) deeply! Luckily, you didn’t hear the earthquake. Our house rocked unsteadily. Some buildings must have been damaged severely by the earthquake. Discuss briefly as a class: How have the adjectives been turned into adverbs? (What common thing has been done to make the adjectives adverbs?) Activity 2: Telling when, how often, where and how an action took place Add to each of the following short sentences when or takes place, how often, where or how the action took or takes place as indicated in the brackets. Do not repeat adverbs. 1. She screamed. (how) (loudly) 2. The short fat man fell. (how) (heavily) 3. Rose cooks our lunch (how often) (daily/regularly/ everyday) 4. The ceremony took place. (where) (outside) 5. He left the village. (when) (to day) 6. Will you write to her? (when) (soon) 7. The boy answered the teacher (how) (rudely/politely) 8. We eat meat (how often) (hardly/rarely/twice aweek) 9. She learnt French (where) (abroad) 10. The scouts arrived (when) (early) 11.The books are kept (where) (inside) 12. He comes to see her. (how often) (weekly) (Note carefully where you put the adverbs in the sentences) Choose one adjective from the list below and change it into an adverb to complete each sentence. Adjectives: sudden clever late fast great hard perfect fortunate cautious nervous Note: There are a few which do not change. 1. His new clothes fitted ……… 2. The new girl stood……….. on the stage. 3. All the students are working………..these days 4. He ....................avoided knocking the dog with his bicycle. 5. They walked. ……….. through the door. 6. We shall……………..miss our retiring head teacher. 7. The Nile flows between the Bujagali Falls and Kalagala. 8. ……….., there was a great rush towards the door. 9. We arrived late but ………….. there was some food kept for us. 10. All the projects were completed……….. Activity 3: Writing paragraphs Write two paragraphs on the following topic by completing the opening sentences with some of the words and ideas in each sentence below. You may have to change some adjectives into adverbs or provide your own adverbs. Work in pairs before writing your own paragraph. Sights and sounds in the evening “I opened the door and walked onto the verandah. I looked southwards across the valley as the sun was setting to my right, behind the house. A large faint rainbow hung across the sky…….” (Continue from here) 1. There was a slight drizzle (can be changed to “It was drizzling slightly”) 2. The sun’s last rays (colour?) shone behind the dark grey clouds. 3. Dust (colour?) hung (where?) the road to the city. 4. Traffic: (how heavy?) Car horns and engines made noises (what kind?) 5. In the valley below the children at the well sang or shouted (how?) 6. In the centre of the large trading village there was drumming (how?); there was dancing (noise?) 7. A child cried out (what kind of voice?) A woman called out (how?) 8. The rainbow had disappeared (when?); darkness began to settle over the scene(how?). Activity 4: Using nouns Read the following ‘poem’ and answer the questions on it. Today the sun scorches Tomorrow the rain pours It makes me mad When drought hits the land Then floods rush over the plains Eating the soils But a little sunshine any time Then a steady shower With a rainbow in the sky All the year round Gives delight to my spirit (i) Think about the character of the nouns used above. In topic 1 you learned about the use of nouns in your reading. Do you think nouns are dull and lifeless words? In the poem, the underlined words are nouns. They may not look or sound exciting at first, but think about them and answer these questions in your groups: - 1) What kind of effect does the sun have in the first five lines? 2) What kind of effect does the rain have in the first five lines? 3) What single word would you use to describe the ‘character’ of the sun or the rain in those lines? 4) What has modified (changed) the ‘character’ of the sun and the rain in the last five lines? 5) What two words are used just before sunshine and shower respectively? What kind of words are these? 6) What is the effect of the rainbow? What does a real rainbow look like and when and why does it appear in the sky? 7) How does the writer of the poem feel at the end of the poem? Why does he feel so?. Activity 5: Paragraph completion Look at the following sentences: 1. I came face to face with a lion this morning. 2. There was a snake in the garden. 3. Look at the rainbow! 4. Festo is a bully. 5. There is darkness in the room. What kind of feeling is created by each underlined noun? Complete the following paragraph on the ‘character’ of nouns based on the poem and the sentences above. “Some nouns are ‘strong’ in character according to what they do or make us feel. Words such as the sun are ‘strong’ when they cause …………… They are………when they do not cause destruction but are…………….to our feelings. Some nouns express pleasure or beauty and make us feel ………or glad. Examples of such nouns are ………… ,…………………,and……………. Some nouns name animals which are either fierce or…………… in character. Such animals make us ................. A few nouns such as time and……………are neutral in character and we can only get their specific ‘character’ when we use other words to describe them like cloudy or ..................... A bully is a /an………………person like Festo. This noun itself has an unpleasant character, like…………..in a room!” Activity 6: Words which add feeling and show manner of action Look at the following pairs of sentences. Complete the second sentence with the correct form of the underlined word in each pair. 1. The sun’s heat was fierce. The sun shone……………………yesterday. 2. The moon was bright last night. The moon shone…………….last night 3. That bird’s song is sweet. That bird is singing…………………………. 4. The rain was heavy all day. It rained……………………all day. 5. A hungry lion’s roar is loud. A hungry lion roars………………. 6. Leo is a very fast runner. Leo runs very…………………………. 7. The prisoner was very hungry. The prisoner ate his food…………….. 8. She was always careful in her work. She always worked……………….. 9. They are good footballers, aren’t they? They play football…………,don’t they? 10. His illness seems serious. He seems to be ………………ill. What are the bold words in the left hand sentences called? What words have you used to complete the sentences on the right? Activity 7: Rainfall in Uganda. Look at the map of Uganda showing the rainfall forecast for tomorrow. (a) In pairs or groups, study the map and discuss it. (b) Write a summary of how the rainfall differs across the country: i) Make a general introductory statement about the rainfall all over the country, like this: “Generally, the weather in all areas will be…………..,”. ii) Expalin how the rain will differ between regions. iii) Use the adjectives given (cloudy, sunny), add your own adjectives, and make sentences with adverbs from the nouns or adjectives (e.g. “It will rain lightly (where showers are expected) or heavily with thunderstorms in the north-west”. iv) Give some advice to the listeners to the weather forecast on what they should do or be careful about in parts of the country that day(E.g. “Heavy rainfall and thunderstorms in the east, especially in hilly areas, may cause flooding and landslides. Care must be taken both indoors and outdoors”)

Developing the writing skill through the use of Pronouns.

• A pronoun is a word that is used in place of a noun. For example: Akello is a pretty girl. She is a pretty girl. The pronoun “she” takes the place of the noun “Akello”.


• Examples of pronouns: anybody, he, she, herself, him, himself, his, I, it, its, itself, me, my, oneself, our, ourselves, she, somebody, their, theirs, they, us, we, you, yourself.


• Pronouns do not take articles (the or a/an) before them, except in very restricted constructions involving some indefinite pronouns, for example a little something, a certain someone

Main content and concepts to emphasise:
There are basically four types of pronouns:

• Subject pronouns,
  
• Object pronouns,
  
• Possessive pronouns and
  
• Demonstrative pronouns.

Subjective pronouns -, I, you, he, she, it, we, you, they function as the subject of a sentence:

 I live in Kampala

Do you like playing tennis?

He doesn’t want to come this evening.

She works in Moroto.

It won’t be easy.

We are studying pronouns at the moment.

You went to Mbarara last year, didn’t you?

They bought a new car last month.

Objective Pronouns -me, you, him, her, it, you, them, and us serve as the object of a verb.
Give me the book.
He told you to come tonight.
She asked him to help.
They visited her when they came to Makerere University.
She bought it at the store.
He picked us up at the airport.
The teacher asked you to finish your homework.
I invited them to a party.
Possessive pronouns – mine, yours, his, hers, ours, yours, theirs show that something belongs to someone. Note that the possessive pronouns are similar to possessive adjectives (my, his, her) .the difference is that the object follows the possessive adjective but does not follow the possessive pronoun. For example

• Possessive pronoun: That book is mine.
  
• Possessive adjective: That is my book.

That house is mine.
This is yours.
I’m sorry, that’s his.
Those books are hers.
Those students are ours.
Look over there, those seats are yours.
Theirs will be green.
Demonstrative pronouns – this, that, these, those refer to things. “this” and “these” refer to something that is near. “that and ‘those’ refer to things that are farther away.
This is my house.
That is our car over there.
These are my colleagues in this room.
Those are beautiful flowers in the garden.
Pronouns
Activity 1
Read the sentences below. Circle the noun and replace it by writing a pronoun above the word.
                  He
Example:   John  went to the grocery store.

1. Mrs. Ongwen wrote on the chalkboard.
   
2. Mr. Ongwen is a principal.
   
3. Musoke likes to draw pictures.
   
4. Let’s go to Mrs. Bbosa’s house.
   
5. Children like to play outside when it is warm.

Activity 2

Write some sentences of your own using pronouns. Circle the pronoun.

Activity 3

Re-write the sentences given below using suitable pronouns instead of the underlined nouns.

1. This is Mrs Kiwanuka. Mrs. Kiwanuka is apart of the royal family. Mrs Kiwanuka likes to watch wrestling. Mrs. Kiwanuka’s cakes are very tasty.

……………………………………………………………………..…………………………………………………………………

2. Miss Nambozo goes to school. Miss Nambozo studies well. Mukasa is Miss Nambozo’s friend. Mukasa also goes to school. Miss Nambozo and Mukasa go to school together.

        ………………………………………………………………………………………………………………………...................
      3. Otim tells Opolot, “These are Otim’s shoes, The shoes are new”. Opolot asks,
     “Where did Otim buy the shoes from?” “Otim bought the shoes from the
        market,” Otim answers.
        ………………………………………………………………………….………………………………………………………

4. The children play in the garden. The children play hide and seek.

        …………………………………………………………………………………………………………………………………

5. This is a dog. The dog lives in the dog’s kennel. The dog likes to eat bones.

        ………………………………………………………………………………….…………………………………………

PAST SIMPLE TENSE(SIMPLE PAST)

The past simple tense is used to describe events and states, which are thought of as completed in the past. In this sub-topic emphasis is going to be put on how different verbs (regular and irregular ones) change especially the spellings, when they are used in the simple past.
We use the simple past for many kinds of past events, short, quickly finished actions and happenings, longer situations and repeated events.
The simple past is common in stories and descriptions of past events. In general the past simple is used when we do not have a special reason for using one of the other tenses.

Main content and concepts to emphasise:

• The simple past /past simple tense often occurs with adverbs or adverb phrases of past time as in: She received his letter a week ago,

                                   :  He left the job last year.

• Sometimes this tense is used without an adverb of time. In such cases the time

        may be either implied or indicated by the context as in :

                                   : I learnt French in school


                                   : I didn’t sleep well (last night)

• The past simple is also used   for past habits as in:

                                   :  He studied many hours every day.

                                   :  She always carried a basket.

Spellings of regular affirmative past tense forms.

Most regular verbs: Add -ed	Work    → worked Stay     → stayed Show    → showed Wonder → wondered Visit     →  visited
Verbs ending in - e: Add - d	Hope    →  hoped Decide  →  decided
Verbs ending in one stressed vowel plus one consonant(except worry): Double the consonant and add - ed But (last syllable not stressed).	Shop →  shopped Plan  →  planned Refer →  referred
Verbs ending in consonant + -y: Change y to  i and add –ed But (vowel + -y):	Hurry→ hurried Cry   → cried Study→ studied Play  → played

                                

 Answering in the past tense

Questions with question-word, demand complete answer. Inversion questions should be answered in short form e.g. - What did he write? He wrote plays
                                                 - Did you see him?     No, I didn’t.
The past simple often ends in –ed (regular verbs)

• I work in a school canteen now. Before that I worked in a shop.

• They played all day.

• The doctor called me last night.

• Y changes to i before the ending – ed as in hurry/hurried, study/studied,

      apply /applied, try /tried.

• An exception is pay/paid, lay/laid, say /said.

• Before the ending –ed , we double the consonant at the end. So p →  pp,

      n → nn as in:

• Stop / stopped
  
• Plan /planned
  
• Rub /rubbed

• If the word has more than one syllable, we double the consonant at the end only

       if the final syllable is stressed:

• preFER / preferred.
  
• BeGIN / beginning
  
• ReGRET  / regretted.

• If the final syllable is not stressed, we do not double the final consonant:

• VISit / visited
  
• HAPpen /happened

• In British English verbs ending in –ll have –ll before –ed whether the final syllable is stressed or not. travel /travelled, cancel / cancelled.

• We do not double the final consonant if the word ends in two consonants

      (-rt, -lp, ng etc): start/ started, help/helped.

• We do not double the final consonant if there are two vowel letters before it

       (-oil, -eed, etc): boil/boiled, need / needed, explain / explained.

• We do not double y or w at the end of words: stay/stayed.

For the irregular verbs, a list of such verbs should be provided for the learners. They are called irregular because they do not end in – ed or d. When they change to the past simple tense. Some of such verbs are.

Beat	Beaten	Tear	Torn
Win	Won	Hold	Held
Ring	Rang	Lead	Led
See	Saw	Make	Made
Sing	Sang	Sell	Sold
Spoil	Spoilt	Sit	Sat
Teach	Taught	Sweep	Swept
Bend	Bent	Break	Broke
Draw	drawn	Grid	ground
Dig	dug	Fight	fought
Cut	Cut	Catch	caught
Build	built

The past tense has the following four forms:

1. I loved                             (simple past)
   
2. I was loving                     (past continuous)
   
3. I had loved                       (past perfect)
   
4. I had been loving              (past perfect continuous)

The past tense in conclusion can be said to be used for:

1. Narrating past events (which happened on one past occasion).
   
2. Expressing events that happened regularly in the past.

The past tense is used with:

• Non- clauses e.g. yesterday, ten minutes ago.
  
• Clauses of time e.g. when I reached home.

• Developing the writing skill through the use of Pronouns.

  Brief description:

• A pronoun is a word that is used in place of a noun. For example: Akello is a pretty girl. She is a pretty girl. The pronoun “she” takes the place of the noun “Akello”.
• Examples of pronouns: anybody, he, she, herself, him, himself, his, I, it, its, itself, me, my, oneself, our, ourselves, she, somebody, their, theirs, they, us, we, you, yourself.
• Pronouns do not take articles (the or a/an) before them, except in very restricted constructions involving some indefinite pronouns, for example a little something, a certain someone.

 Main content and concepts to emphasise:
There are basically four types of pronouns:

• Subject pronouns,
• Object pronouns,
• Possessive pronouns and
• Demonstrative pronouns.

Subjective pronouns -, I, you, he, she, it, we, you, they function as the subject of a sentence:
 I live in Kampala
Do you like playing tennis?
He doesn’t want to come this evening.
She works in Moroto.
It won’t be easy.
We are studying pronouns at the moment.
You went to Mbarara last year, didn't you?
They bought a new car last month.
Objective Pronouns -me, you, him, her, it, you, them, and us serve as the object
       of a verb.
Give me the book.
He told you to come tonight.
She asked him to help.
They visited her when they came to Makerere University.
She bought it at the store.
He picked us up at the airport.
The teacher asked you to finish your homework.
I invited them to a party.
Possessive pronouns – mine, yours, his, hers, ours, yours, theirs show that something belongs to someone. Note that the possessive pronouns are similar to possessive adjectives (my, his, her) .the difference is that the object follows the possessive adjective but does not follow the possessive pronoun. For example

• Possessive pronoun: That book is mine.
• Possessive adjective: That is my book.

That house is mine.
This is yours.
I’m sorry, that’s his.
Those books are hers.
Those students are ours.
Look over there, those seats are yours.
Theirs will be green.
Demonstrative pronouns – this, that, these, those refer to things. “this” and “these” refer to something that is near. “that and ‘those’ refer to things that are farther away.
This is my house.
That is our car over there.
These are my colleagues in this room.
Those are beautiful flowers in the garden.

DEVELOPING THE WRITING SKILL USING THE PRESENT PERFECT TENSE

The present perfect tense is a form of a verb that shows a period of time up to and including the present, formed in English with the present tense of the verb ‘have’ as in ‘He has gone and a past participle. e.g. I have worked.
This tense may be said to be a sort of mixture of present and past. It always implies a strong connection with the present and is chiefly used in conversations, letters, newspapers and television or radio reports. It’s therefore appropriate for the development of the writing skill.
The writing skill in language skills is a production skill which focuses on the ability to communicate with use of putting words on any reading material that is, paper, board and any alike.

Main content and concepts to emphasise.

There are six uses of the present perfect tense.
1. The present perfect used with just for a recently completed action.
    E.g. He has just gone out, which means he went out a few minutes ago.
    ‘Just’ is placed between the auxiliary and main verb.
2.  The present perfect for past actions whose time is not definite, e.g.

• I have read the instructions but I don’t understand them.

This is when the time is not known for the action.

• Tom has had a bad car crash.

       This is when the recent actions have results in the present.

• I have seen wolves in that forest.

This is when the actions have occurred further back in the past, provide
The connection with the present is still maintained, that is that the action could be repeated in the present.

 3.   The present perfect used for actions occurring in an incomplete period.
      e.g.

• Tom has rung up three times this morning already.

          →That is when its still a morning-before 12 pm.

• There have been some changes lately.

             →Actions done in the recent past are likely to continue. 
4.    The present perfect used for an action that lasts throughout an incomplete period.   Time expressions include ‘for’ ‘since’; e.g.
      
       (i)      He has been in the army for two years i.e. He is still in the army.     

For the actions that begins in the past and continues past the time of speaking in the present.

      (ii)       Sometimes, however, the action finishes at the time of speaking.
            e .g. I haven’t seen you for ages (meeting someone and now you
            see them).

            It has been very cold lately but its just beginning to get warmer.

• Verbs of knowing, believing and understanding cannot be used in the present perfect except as shown in (i) .e.g.

• I have known him for a long time.
   
• I have never believed their theories.

5.  The present perfect used with ‘for’ and ‘since’ e.g.

• We lived there for ten years
  
• She has been here since six o’clock
  
• We've been friends since our school days.

6. Other uses e.g. I have always lived in a house boat. (Still there and possibly will be)
  

• In broad casts: ‘Thirty thousand pounds’ worth of Jewelry has been stolen from Jonathan Wild and Company, the Jewelry. The thieves broke into the flat above sometime during Sunday night.

• In letters: I am sorry I haven’t't written before but I have been very busy lately.
•  

  VERBS 2

  Activity 1

  Look at the following advertisement for camp leaders and write a short paragraph about yourself in response to the advertisement.
  Wanted: 5 Girls and 5 Boys, ages 12-15 years
  Job:        Leaders at a holiday camp for 5-10years old.
  Responsibility:  participate in daily activities with campers, offering encouragement and assistance while setting a good example. Activities include:
  swimming, dancing, football, netball, handcrafts, singing, cooking ,looking after the camp.
  Are you one of the people we are looking for? Just answer the following questions to find out:
                 HAVE YOU EVER:
  
  • Taught someone how to swim?
  
  
  • Been responsible for your house?
  
  
  • Cooked a meal for your family?
  
  
  • Danced in a troupe?
  
  
  • Played in a football or a netball team?
  
  
  • Made a gift for someone?
  
  
  • Sung in a choir?
  
  
  • Offered help to a younger child?
  You can begin like this:
  I have not taught anyone to swim, but I am a good swimmer and I enjoy the water. I have been responsible for my house. My mother has a big garden and so I help in the house a lot…
  

   Activity. 2

  Read the expressions given in this poem and do the exercise after it.
  Friendship’s way.
  As with you I have walked up the paths
  On the hill side,
  Loving it all the day,
  And I have loved the sweet song of the brook as it tumbled.
  Sparkling with spray.
  Walking with you, friendships way.
  And with you I have sung all the airs that
  We loved so
  Songs both tender and gay
  And the echo I loved as it rose from the valley,
  Lit by the sun’s rays
  Walking with you friendship’s way.
  Now write four simple sentences about things you have done with a friend.
  (Remember these should be in the present perfect tense).
  

  Activity. 3

  Change the following sentence to present perfect tense.
• The classroom was swept yesterday.
• The judge will give his sentence in court.
• The choir sings in tune.
• A train crashed yesterday.
• Six boys were arrested in town
• There is a fall in fuel prices
• The media is getting comprehensive.
• Eating meat is discouraged by doctors.
• The bus to Jinja is leaving now.
• We are in a serious meeting.

WRITING

LEARNERS' ACTIVITIES

Use the information in the table below to choose where to go shopping for food items in selected markets in Kampala. If you live outside Kampala, compare the prices of most food items with those in the market(s) nearest to where you live.

                                                                              MARKETS

ITEM	OWINO	NAKASERO	NAKAWA	NTINDA	BANDA
Beef (per kg)	Sh. 5,000	Sh 5,000	Sh 5,000	Sh 5,000	Sh 5,000
Goat meat (per kg)	Sh 6,000	Sh 6,000-6,500	Sh 6,000	Sh 6,000-6,500	Sh 6,000
Liver (per kg)	Sh 7,000	Sh 7,000	Sh 7,000	Sh 7,000	Sh 7,000
Fresh peas (per kg)	Sh 5,000	Sh 6,000	Sh 5,000	Sh 6,000	Sh 5,000
Dry peas (per kg)	Sh 1,800-2,000	Sh 2,500	Sh 2,000-2,200	Sh 2,200-2,400	Sh 1,800-2,000
Smoked fish	Sh 1,000-8,000	Sh 2,000-9,000	Sh 1,000-8,000	Sh 2,000-10,000	Sh 1,000-8,000
Fresh fish	Sh 2,000-10,000	Sh 3,500-10,000	Sh 2,500-9,000	Sh 3,000-10,000	Sh 2,500-8,000
Dry beans (per kg)	Sh 2,000	Sh 2,500	Sh 2,000	Sh 2,200	Sh 2,000
Fresh beans (per kg)	Sh 3,000	Sh 4,500	Sh 3,000	Sh 4,000	Sh. 3,000
G. nut paste (per kg)	Sh 2,200-2,600	Sh 3000	Sh 2,500-2,600	Sh 3,000	Sh 2,800
Matooke (per bunch)	Sh 13,000-18,000	Sh 15,000-25,000	Sh 14,000-18,000	Sh 15,000-22,000	Sh 13,000-18,000
Rice (per kg)	Sh 2,000-2,500	Sh 2,500-2,600	Sh 2,000-2,500	Sh 2,400-2,600	Sh 2,000-2,600
Maize flour (per kg)	Sh 1,200-1,500	Sh 1,500-1,600	Sh 1,300-1,600	Sh 1,400-1,600	Sh 1,200-1,500
Cassava flour (per kg)	Sh 1,000	Sh 1,300	Sh 1,000	Sh 1,200	Sh 1,000
Sweet potatoes (heap)	Sh 1,000-2,000	Sh 1,000-2,000	Sh 1,000-2,000	Sh 1,000-2,000	Sh 1,000-2,000
Irish potatoes (per bowl)	Sh 4,000-5,000	Sh 4,000-5,000	Sh 4,000-5,000	Sh 4,000-5,000	Sh 4,000-5,000

                                                Source: Saturday Vision 31st October 2009

1. Ask learners to answer the questions below

• If you were a farmer, which market would probably offer you the best deals for
• your produce?
• As an ordinary food buyer, where would you go most frequently to buy your
• weekly supply of meat, beans or peas, matooke, rice, maize flour, sweet
  potatoes and Irish potatoes to save money in Kampala?
• Which food items cost the same in all the five markets?
• Which two markets are the most expensive in Kampala?

2. Write a short report on “A comparison of the cost of food between Kampala (mention where you live) based on the prices of the main food items in markets”.
3.      Make calculations on how much someone would spend in Kampala and how much you would spend on the same quantities of food items in a week. Select four to six key items.    

•