Chapter 13.1 (English 5)

Money – Savings and Banking

Let Us Get Started

Talk with your deskmate about what you would you do if your aunt gave you five hundred shillings.

Listening and Speaking

Pronunciation and Vocabulary: Sounds

Activity 1

In pairs, act out the following dialogue between Amani and her elder brother Bakari.


Bakari, I have a question for you.


Okay, Amani. What would you like to know?


read in a book that we should keep something for a rainy day. What does that mean?


Oh, that is a proverb that teaches us to be careful how we spend what we have now.


You mean something like money?


Yes. Imagine that someone has given you 200 shillings. What would you do with it?


Wow! Two hundred shillings! I would buy snacks and eat them with my friends.


Are you saying that you would spend all the money at once? Do you think that is the best thing to do?


I am not sure if it is the best thing to do, but is spending money bad?


No, Amani. Spending money is not bad. After all, money is used to pay for the things we want. However, we should be careful how we spend money.


Tell me, Bakari. If I made a lot of money, became as rich as Solomon, and I gave you two thousand shillings, what would you do with it?


Well, first, I would thank you for the generous gift. Then I would get my three jars from my bedroom.


Your three jars? What are those?


Come and I will show you.


Those are my three jars labelled “spending”, “savings” and “sharing”. Every time I get money, I put some in the spending jar. When I want to buy something, I get money from the spending jar. I make sure I don’t spend more than I have in the spending jar because I don’t want to be in debt.


What about the other two jars?


The savings jar is where I keep something for a rainy day. In the sharing jar, I put money which I plan to give to someone in need or to buy food or other things for someone who cannot afford them. Now, Amani, you know what I would do if you gave me two thousand shillings.


That sounds like a good way to spend money. I will also get three jars and label them “spending”, “savings” and “sharing”.


  1. In pairs, take turns to say the highlighted words in the dialogue. Tell each other the sound that is common in all these words.
  2. In pairs, come up with ten other words that have this sound and say them.
  3. Identify the words with sounds m and n and say them. In pairs, come up with other words that have these sounds and say them.
  4. In pairs, talk about and show how you think Amani and Bakari said the following lines. What do you think they would also do as they say the lines and why?
    1. Wow! Two hundred shillings! I would buy many snacks and eat them with all my friends.
    2. Your three jars? What are those?
    3. Those are my three jars labelled “spending”, “savings” and “sharing”.
  1. In pairs, act out the dialogue. Make sure that you use the following correctly: your voice, arm movements and feelings on your face.


Activity 2

  1. In groups of four, say the following poem.

Earning money honestly,
​Spending money wisely,
​Saving something for a rainy day,
​Sharing money with the needy,
​Is my plan when it comes to money.

  1. Work in groups and write a short poem that has words with sounds “m”, “n” and the last sound in “shilling”. Recite your poem in class.

Activity 3

  1. In pairs, take turns to say the following words correctly and make a recording using a smartphone or a recorder. Play your recording for the class.




  1. In pairs, put the words into two groups according to the first two letters. Write them down and then take turns to read the words in each group.
  2. In pairs, guess the meaning of new words in the list above. Confirm the meaning from an online dictionary or any other dictionary.

Activity 4

  1. Recite the following poem in groups. Memorise and perform it in a community gathering.

I once went to a bank in town,
​And found a lot of people there.
​Some were standing in long lines,
​All around the banking hall.
​Tellers were sitting in glass booths,
​As busy as bees attending to customers:
​Typing, clicking, cashing, counting,
​Opening accounts and checking balances.

I asked the bank manager in a suit
​To give me advice about money.
​“Money does not grow on trees,” he said.
​“Money is not as cheap as dirt.
​When you get it, manage it wisely
For a fool and his money are soon parted.​
​For more advice on savings and loans,
​Talk to our customer care.”

The manager then explained to me
​What a banker does to make money.
​“A banker takes care of people’s money:
​Welcoming customers making deposits,
​Keeping customer’s savings safe,
​Investing by lending to earn an interest,
​Exchanging shillings for foreign currency,
​By managing money, a banker makes money.”

  1. In pairs, say all the words in the poem that have the same​ sound as the last one in “shilling”. Use these words to make your own sentences and say them.
  2. Work in pairs. Identify the words whose meaning you do not know. Recite the stanza in which they are used and try to guess their meaning. Confirm the meaning from a dictionary.
  3. Find a simile used in the poem. Tell each other what the simile means and why it is used where it is.


Activity 5

  1. Listen to an audio recording and fold one finger every time you hear a simile.
  2. In groups of four, write down as many similes as you can remember from the story you have listened to. Talk about what the similes describe.
  3. Type the similes on a computer, print them out and pin them on the noticeboard.
  4. In groups of four, take turns to play the simile game. Pick a card from a box and say the simile written on it aloud a your group members listen. Ask one of the group members to form a sentence using the simile.


Tell the people at home the new similes you have learnt and ask them to tell you others. Write down the similes they tell you and share them with your classmates the next day.

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