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Introduction
Experience of secondary school Moving to a new school is exciting but can also be intimidating. You might have come from a primary
school in a different district and you didn’t know anybody at your new school. In this chapter, you will talk about personal experiences of primary education and your first year of secondary school as a new learner.
Mixed abilities and involvement Whenever you enter a new learning environment you are going to have to find ways to adapt and get involved.
School rules
Primary and secondary schools are usually very different. At secondary school there may be more rules. These are possibly different rules to what you are used to. You may have to do more work on your own, as well as more research to find information on various topics. You might have access to a library, and perhaps to a computer. Are you enjoying your first year at secondary school? What have you enjoyed
most about this year? What have you disliked? You will need:
A list of school rules.
Activity 9.1 Listen to school rules and answer questions
3. Now use the table to help you answer these questions.
a) During what times are learners expected to follow the school rules?
b) Name two important things that learners must do.
c) What does it mean to be courteous?
d) What does a tidy school uniform look like?
e) Is there a rule about wearing any jewellery? Explain your answer.
f) Identify and describe the rule about dangerous objects.
g) What is the school rule about mobile phones?
Activity 9.2 Use reflexive and possessive pronouns
This shoe is mine. Did you write that yourself?
a) The books on the shelf are (our).
b) The porter is not here, so you will have to carry the bags (your).
c) This classroom is (me).
d) I wrote this poem (me).
e) My teacher often talks to (her) while she is working.
f) If you boys want some more milk, please help (you).
g) I ask (me) if this is worth all the time and trouble.
h) The blue uniforms we are wearing are (we).
i) The winning picture was not my work. It was (you).
Reflexive and possessive pronouns
Pronouns are words that replace common or proper nouns. In Chapter 1, you learnt about personal pronouns like l, you, she, he, us and them. Reflexive pronouns are a type of personal pronoun. They end in self or selves and refer back to the subject of the sentence. For example:
I asked him myself.
You should do that work yourself.
They made the rules themselves.
Possessive pronouns show ownership. For example:
This bag is mine.
That bag is yours.
Those bags are ours.
Activity 9.3 Use the simple past tense
In Chapter 7 you learnt about verbs and how their spelling changes depending on the tense of the sentence. The tense can be past, present or future tense. Then the tense of a sentence changes, the verb may need the help of an auxiliary verb to form the new tense. When a verb changes its form altogether, we call that an irregular verb.
from the simple present tense to the simple past tense. Use this example:
I go to primary school.
the verb in brackets.
Swap books with your partner and mark each other’s work.
Activity 9.4 Write about a personal experience
the personal pronoun l.
Include:
what your school was like
your teachers
whether or not you enjoyed it
what activities or sport you were involved in
any funny or interesting events that happened to you.
If possible, type the essay on a computer. Remember, when you write any essay
you need to:
plan it
write a draft
revise your ideas to improve your essay
edit it for mistakes
proofread your essay
write it neatly before you present it for marking.
2. Edit your essay. Discuss what you have written with a partner once you have corrected any spelling, punctuation or grammatical mistakes. Write a fair copy.
Guiding a visitor
Do you ever have visitors coming to your school? Sometimes parents and their children arrange to visit a school to get an idea of what it is like. The purpose of visiting is usually to see if the school is suitable for
the learner and to help a parent decide where to enrol the learner. Visitors can find out a lot of information and get an impression of a school by being among its learners, viewing the facilities and seeing what happens at the school. Often, visitors may prefer to be guided by a learner, to see it through
their eyes.
What would you show a visitor to your school? What would you tell them about? What are you proud of at your school?
You will need:
A map or diagram of a school
A copy of school rules.
Activity 9.5 Role-play a dialogue
a) Did Nasiche give relevant information?
b) What did she do well?
c) What could she have done better?
timetables, classrooms, subjects and activities.
Compare and contrast schools
Schools differ from each other. If you compare your secondary school with the primary school that you attended before, you will probably have noticed differences. The differences may be in the layout of the schools, the number of stand learners, the subjects, and the distance from where you live. There are also
differences between secondary schools. Some schools have hostels where learners can sta while the are stud in . Some are better
can stay while they are using. some better equipped than others.
What is your experience of different schools?
You will need:
A map or diagram of a school
Sets of rules for different schools.
Remember that to compare means to look at the similarities (those things that are almost the same)
whereas to contrast means to take note of the differences.
Activity 9.6 Compare and contrast schools
for both boys and girls. Some may be technical schools or agricultural schools. Some may also be double-shift schools where there are too many children for one school, so they attend in two shifts.
Discuss what you know about:
the facilities
the subjects taught
discipline at the school
the uniform
Comparative and superlative forms of adjectives
You have already learnt that an adjective is a word that describes or modifies
(changes) a noun.
A rule compared with more than two other rules could be the strictest rule
(the strictest of all rules), the most important rule (more important than any
other) or the best rule.
Here are some examples of comparative and superlative adjectives:
Activity 9.7 Use comparative and superlative forms of adjectives
a) I prefer history to geography, because history is more interesting.
b) There are more learners in my class than in the other class.
c) The school I attend is better than the one in the next village.
d) Some school rules are worse than others.
e) The worst rule is that we may not bring phones to school.
f) Being in secondary school is more interesting than being in primary school.
g) Fewer learners take part in athletics than in soccer.
h) Our school has the highest pass rate in our area.
a) The (strict) rule at school is the one about not bringing drugs or alcohol onto the school grounds.
b) The rule about wearing school uniform is (strict) but the one about carrying weapons is even strict).
c) A mixed school is the (good) type of school.
d) A double-shift school is (good) than overcrowded classrooms.
e) The afternoon shift is (bad) than the morning shift because the teachers are tired.
f) Some teachers say learners are (productive) in the afternoon than in the morning.
Activity 9.8 Discover more adjectives and give your opinion
2. Analyze the patterns that you notice in the spelling of the comparative and superlative adjectives. A scribe can make notes of the following:
a) Which adjectives simply have -er and -est added?
b) Which use more and most (or less and least)?
c) Which adjectives change altogether?
d) Are there any other patterns you recognise?
3. Swap your notes with another group to see what they have discovered. Add to your notes if necessary.
a) Double-shift schools
b) School rules about discipline
c) Certain subjects at your school
d) Different sports and games
e) Types of books in the library
f) Length of the school day
Experiences of other learners in a new school
How many new learners are there at your school? Do they seem to be comfortable and at home? Have they made friends? Have you been welcoming to them? Some learners find it easier to adapt to a new school than others. Some may experience a language problem. The teacher may have an accent that they don’t understand. Perhaps they feel lonely because none of their friends from primary school are in the same secondary school. They may find the subjects difficult or strange. Perhaps they are away from home in a boarding school for the first time.
Activity 9.9 Interview and exchange school experiences
I. Work in pairs. Interview someone who is new at your school. Find out from them:
if they have made friends and if so, how difficult this was
Listen carefully to what others say.
Identify and note important information.
Respond encouragingly to other learners as they talk.
Request further information and details by asking well-timed questions.
Assignment
ASSIGNMENT : sample activity of integration on LSC S1:Experience of secondary school MARKS : 10 DURATION : 1 week, 3 days