TAASISI YA ELIMU TANZANIA (TET)

MPANGO WA MAFUNZO KWA WALIMU WA MASOMO YA

SAYANSI NA ENGLISH KUHUSU UTEKELEZAJI WA MTAALA
ULIOBORESHWA WA MWAKA 2023 TANZANIA BARA
 Malengo ya Mafunzo:
Lengo kuu:
Kuboresha utekelezaji wa mitaala ya Elimu ya Awali na Msingi ya mwaka 2023 kwa masomo ya
Sayansi na English.

Malengo mahususi:
Kuwajengea walimu uwezo wa kufundisha somo la Sayansi ( coding) na somo la English
(Phonological and Phonemic awareness, and Communicaticative Langauge Teaching – CLT)

PROGRAMU YA MAFUNZO
Siku Muda Maudhui Lengo Shughuli Mchakato Vifaa Nukuu Mhusika
1:00-2:00 Usajili  Kupata  Kujaza Mshiriki Fomu za Wote
idadi ya fomu za mmoja usajili na
KWANZA
SIKU YA

washiriki usajili mmoja Kalamu

waliofika  Washiriki kujiandikisha
Ukaribisho  Kufahamia kujitambuli katika fomu
na na sha za usajili
utambulisho

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Siku Muda Maudhui Lengo Shughuli Mchakato Vifaa Nukuu Mhusika
2:00-2:05 Uchaguzi  Kupata  Kuchagua Kupendekeza Chatipindu, Wote
wa viongozi viongozi majina ya Kalamu
viongozi viongozi rashasha,
wa wakati wa
watatu karatasi nata
washiriki mafunzo
(Mwenyekiti,
Katibu na
Mstawi)
2:05-2:10 Ufunguzi Kupata Kufafanua Muhusika Wawezeshaji/
wa malengo ya malengo ya kueleza malengo Washiriki
mafunzo mafunzo mafunzo na dhamira ya
kwa mafunzo
washiriki
2:10-2:30 Matarajio Kupata a) Kuandika Mshiriki mmoja Chatipindu, Wote
matarajio/ matarajio mmoja kuandika Karatasi nata,
kanuni na ya na kubandika Kalamu,
Kalamu
taratibu za mafunzo matarajio yake
rashasha
mafunzo katika mafunzo
kutoka kisha
kwa kuwasilisha
washiriki katika kundi
kubwa
b) Kubandik Muhusika
a kanuni kueleza kanuni
na taratibu na taratibu za
za mafunzo na
mafunzo kutoa fursa kwa
washiriki

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Siku Muda Maudhui Lengo Shughuli Mchakato Vifaa Nukuu Mhusika
kuongeza au
kuboresha.
c) Kujaza Kila mshiriki Tabuleti,
tathmini kujaza tathmini simu janja,
ya awali ya awali na kompyuta
mpakato
katika kuwasilisha
Google mtandaoni
form
2:30-4:30 Discussion To discuss the a) Participants to In groups, In CLT the teacher Wote
on the principles of study two case participants to should make
principles of CLT through studies of study two case students competent
CLT through Case studies teaching English studies of teaching and confident
for 10 minutes
Case study English for 10 communicators
and discuss them
using guided
minutes and through listening,
questions discuss them using speaking, reading
guided questions, and writing.
present their • Key issues
answers and to adhere to in CLT
engage in plenary are; provide
discussion. enough time for
Questions for pupils to
discussion: communicate.
1. Discuss the (i) Use
differences strategies and
between Mr instructions that
Mwelewa’s and Ms aim at helping the
Leyla’s teaching pupils to learn. Act
approaches. as facilitator and
2. Compare role mode.
the effectiveness of (ii) Prepare

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Siku Muda Maudhui Lengo Shughuli Mchakato Vifaa Nukuu Mhusika
the two approaches teaching and
of teaching English learning materials
3. Reflect on as well as activities
your daily teaching for pupils to
approach against interact with the
the two teachers’ lesson.
approaches. (iii) Assessment
of learning results
Lead the should be used
participants to with the purpose of
discuss how to improving pupils’
develop the four learning and not as
language skills a judgement
(listening, criterion.
speaking, reading (iv) Pupils should be
and writing) to taught to communicate
in all spectrum of
pupils language
functions (e.g., asking
for information,
apologising, expressing
satisfaction
and dislikes)
(v) Develop all
language skills from
the beginning
4:30-5:00 Mapumziko ya Chai
5:00-7:30 Preparation To prepare a Participants to 1. Divide the Syllabus, Phonological and Wote
dictionaries, phonemic
of lesson for lesson plan for prepare a lesson participants in
smartphone, awareness is the
developing developing plan for developing groups of 3-6 sound charts, ability to listen to
manila cards, and manipulate
phonological phonological phonological and members each
audio and sounds that make a

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Siku Muda Maudhui Lengo Shughuli Mchakato Vifaa Nukuu Mhusika
and and phonemic phonemic 2. Use the audio-visual language. It is a
materials, foundational skill
phonemic awareness to awareness to pupils syllabus
pictures, TSL for literacy
awareness to pupils (Muhtasari wa alphabet development
charts, flip (reading and
pupils Elimu ya
charts, writing), as they
Msingi marker pens, involve
tactile understanding the
Darasala I na
pictures sounds of a
II) to lead the language. In this
unit, therefore, you
participants to
will develop
the competences on
how to effectively
specific
develop pupil’s
competence English
phonological and
3.2 on page
phonemic
15, which is awareness, and the
strategies involved
Develop early
in teaching these
Literacy and skills.
numeracy
skills. Then,
Much of the time
assign each
used in
group one of communication is
spent on listening.
the following
We listen when we
learning are at school,

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Siku Muda Maudhui Lengo Shughuli Mchakato Vifaa Nukuu Mhusika
hospital, market,
activities: home and other
places. In this unit,
(a), (b) and
you will learn how
(d) on page to support pupils
develop
15, and
competences in
learning listening. You will
also develop
activity (a) and
competences in
(d) on page 26 different ways of
engaging pupils in
and 27
meaningful
respectively communicative
tasks in English.
for the same
specific
competence.
Then, ask each
group to break
down the
assigned
activity into
specific
activities (to
prepare specifi

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Siku Muda Maudhui Lengo Shughuli Mchakato Vifaa Nukuu Mhusika

activities from
the main
activity
stipulated in
the syllabus)
3. Assign each
suggested
learning area
to one group
as follows:

(a) Pronounce
English letter
sounds (a-z),
(b) Blend letter
sounds to form
words
(c) Recognize
English sounds
in different
spoken words

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Siku Muda Maudhui Lengo Shughuli Mchakato Vifaa Nukuu Mhusika
(initial, middle or
final sounds)
(d) Manipulate
phonems to form
new words.
NB: Here give a
group one of the
following
activities:
 Delete
sounds to
form new
words
 Add sounds
to form new
words
 Substitute
sounds to
form new
words
(e) Read word with
two consonant
clusters and

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Siku Muda Maudhui Lengo Shughuli Mchakato Vifaa Nukuu Mhusika

words with
consonant
diagraphs)
NB: One group
for words with
two consonant
clusters (e.g., bl,
cl, dr, st ) and
one group for
words with
consonant
diagraphs (e.g.,
th, ch, sh, ph, ck)

4. Each group to
prepare a
lesson that will
help the pupil
to develop the
intended skills
5. Lead each
group/Select

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Siku Muda Maudhui Lengo Shughuli Mchakato Vifaa Nukuu Mhusika
one group for
each suggested
learning area
to demonstrate
the lesson they
have prepared
6. Lead a
discussion
after each
presentation
for
improvement
(methodologie
s, activities
and teaching
resources)
7:30-8:30 Mapumziko ya chakula
8:30-10:30 Presentation of Remained groups Pupils need to
prepared lessons to present their develop speaking
prepared lessons skills for
communicative
purposes. Teaching
and learning

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Siku Muda Maudhui Lengo Shughuli Mchakato Vifaa Nukuu Mhusika
speaking skills
involve selection of
words, pronouncing
them correctly and
stringing them
together with
appropriate
grammatical
markers. Moreover,
speaking involves
deciding on what,
where and when to
speak and whom to
speak to. Thus, this
unit contains a range
of activities on
speaking that are
situated in real-life
contexts for the
teacher to use in the
classroom to
encourage pupils to
speak effectively.

Pupils need to
communicate their
thoughts and ideas
through writing.
Thus, they need to
use skills such as
grammar,
vocabulary, word
choice, usage,
punctuation, spelling

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Siku Muda Maudhui Lengo Shughuli Mchakato Vifaa Nukuu Mhusika
and coherence in
generating and
organising ideas.
Since pupils face
different challenges
in writing, teachers
need to think and use
a range of activities
to develop their
pupils’ writing skills.
This practice helps
you to prepare
materials and
classroom activities
for developing and
assessing pupils’
writing skills.
10:30-11:00 Reflection To do Reflecting on the (a) Ask each
session basing on
reflection on the activities
participant to
the day’s learnt reflect on
activities their day’s
learning
process
(b) Participants
to share their
reflections
orally for

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Siku Muda Maudhui Lengo Shughuli Mchakato Vifaa Nukuu Mhusika
discussion

SIKU YA PILI

1:00-2:00 Kuwasili na Kupata idadi Kujaza fomu za Mshiriki mmoja Fomu za Wote
kujisajili ya washiriki mahudhurio mmoja usajili na
waliofika kujiandikisha Kalamu
katika katika fomu za
mafunzo kwa usajili
siku ya pili
2:00-2:10 Tathmini ya Kupata Kutoa mrejesho Kila mshiriki kutoa Wote
siku ya mrejesho wa wa mafunzo ya mrejesho wa
kwanza siku ya kwanza siku ya kwanza alichojifunza siku
katika mafunzo ya kwanza
2:10-4:00 Presentation Presentation of Remained groups Wote
of the the prepared to present their
prepared lessons prepared lessons
lessons continues Clarify all areas
where mistakes are
made in the lesson
plans.
4:00-4:30 Mapumziko ya chai
Kuchambua Kujenga Kutumia kitabu Katika vikundi Kitabu cha Ili uweze Kuchambua
dhana ya umahiri wa cha mwanafunzi kuchambua dhana mwanafunzi, kufundisha vyema dhana ya coding
4:30-5:30 coding kuhusianisha na intaneti ya coding na chati pindu, coding, ni vyema (kueleza maana,
(kueleza coding na kuchambua umuhimu wa kalamu kuelewa ya umuhimu wa
maana, umuhimu dhana ya coding coding kwa rashasha, coding na coding kwa
umuhimu wa wake. na umuhimu wanafunzi kompyuta, umuhimu wa wanafunzi)
coding kwa wake tabuleti, coding kwa
wanafunzi) projekta wanafunzi

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Siku Muda Maudhui Lengo Shughuli Mchakato Vifaa Nukuu Mhusika
Kutumia Kujenga Kubuni na Katika vikundi Muhtasari, Michezo ya Kuchambua
5:30-6:30 michezo umahiri wa kucheza michezo kubuni na kitabu cha kufuata njia, michezo sahili
sahili kwa kuhusianisha sahili kucheza michezo mwanafunzi, mchezi wa
ajili ya michezo sahili sahili na kuelezea kompyuta, mdako, michezo
kukuza dhana na coding tabuleti ya kuruka na
jinsi
ya coding michezo mingine
unavyochezwa
6:30-7:30 Kucheza Kuwajengea 1. Kutumia tovuti Kila mshiriki Kompyuta, Mbinu ya michezo Kucheza
michezo ya walimu uwezo ya TET kupakua kupakua na tabuleti ya programu michezo ya
Kielectroniki wa kutumia G-compris kuweka G- intaneti, inatumika kielektroni ya
michezo ya G- program Compris program kipanya, kumjengea G-Compris
Compris katika 2. Kutumia makunzi mwanafunzi
kwenye
mchakato wa michezo ya G- mbalimbali, uwezo wa kufikiri
ufundishaji na Compris kompyuta/tabuleti kimantiki namna
ujifunzaji program katika Katika vikundi ya kutatua
ujifunzaji na vya masomo matatizo
ufundishaji wa kutumia michezo
mahiri yenye mahiri
mbalimbali tofauti

7:30-8:30 Mapumziko ya chakula

8:30-9:30 Kucheza Kuwajengea 3. Kutumia Kila mshiriki Kompyuta, Mbinu ya michezo Kucheza
michezo walimu uwezo michezo ya G- kutumia G- tabuleti, ya programu michezo ya
inayokuza wa kutumia Compris Compris suit simujanja, inatumika electronic ya G-
uelewa wa michezo ya G- program katika program kwenye intaneti, kumjengea Compris
coding kwa Compris katika ujifunzaji na kipanya, mwanafunzi inayokuza
kompyuta
wanafunzi mchakato wa ufundishaji wa makunzi uwezo wa kufikiri uelewa wa
ufundishaji na ya coding kucheza michezo mbalimbali, kimantiki na coding
ujifunzaji inayokuza uelewa namna ya kutatua
matatizo
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Siku Muda Maudhui Lengo Shughuli Mchakato Vifaa Nukuu Mhusika
wa coding

9:30+ Tathmini ya Kufanya Kujaza google Kila mshiriki Tabuleti, Tathmini inasaidia
Mafunzo tathimini ya fomu kufungua link na simu janja, kupata mrejesho
mafunzo kujaza google kompyuta, wa mafunzo yote
fomu ya tathmini

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