Page 40 - English for Advanced Secondary Schools Teachers Guide Form Five

English

(d) Re-reading the report summary in Activity 3.1(c) and replacing
the bolded words with their basic equivalents (synonyms).
Ask them to read out their summary reports. Ensure that
their summaries maintain the original meaning of the report
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summary.
(e) Reading closely the speech containing synonyms. Ask them
to pay attention to how the synonymy has made the speech
interesting and more expressive. Then, ask them to identify
synonymous words. Ask them to explain the importance of
using synonyms. Lead a discussion on how the synonyms in
the speech add meaning and make the speech interesting, and
finally, ask them to find t other words for each of the bolded
words that would have been used to convey the same message.
Use the ‘Did you know?’ section and other resources to teach
the students the importance of using synonyms in the speech.
(f) Using as many synonyms as they can in the description to write
a paragraph that creatively describes their favourite dish or
food. Ask them to consult a thesaurus, and try to use words
you have never used before. Ensure the appropriateness of the
descriptions and the usage of the synonyms.

Activity 3.2 Using antonyms in conversation and writing
Use the activities in the Student’s Book to guide the students through:

(a) Matching the words in the left column with their opposites
(antonyms) in the right column. Get their prior knowledge
on synonyms then use the ‘Did you know?’ section and other
resources to teach the students about subject-verb agreement.
Ensure their understanding by providing more examples.
Students’ answers may differ from the ones provided here so
check for their correctness and appropriateness. The provided
responses are as follows.0

Form Five 20 Tanzania Institute of Education (TIE)

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