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Pearson Zambia Primary Catalogue 2020

PEA Zambia 2020 Primary Catalogue · secondary colours, mixing, primary colours, paint, imaginative composition, compose D. Suggested resources sheets of paper in primary and secondary

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Page 1: PEA Zambia 2020 Primary Catalogue · secondary colours, mixing, primary colours, paint, imaginative composition, compose D. Suggested resources sheets of paper in primary and secondary

Pearson ZambiaPrimary Catalogue2020

PEA_Zambia_2020_Primary_Catalogue.indd 1 31/07/2019 07:12

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Cover Illustration by Tang Yau Hoong

We are delighted to introduce you to our 2020 Longman Zambia Primary Catalogue.

Longman Zambia offers you the widest choice of educational materials in Zambia!

Our Materials

Longman and Heinemann materials have been developed to meet all your new curriculum requirements. Our materials, in a range of subjects, include both Learner’s Books and Teacher’s Guides. These are specifically developed to make learning and teaching easy, enjoyable and meaningful for both learners and teachers.

Representatives’ visits

Our experienced and well-trained sales representatives will be visiting your school during the course of this year to show you sample copies of our wide range of titles.

Contact us

All relevant contact details are listed on the back cover of our catalogue. Please feel free to contact the Longman Zambia office should you have any queries.

Thank you for considering Longman products for use in your classroom.We wish you a happy and successful teaching year!Yours in education,

Mabvuto Zulu

General Manager

Longman ZambiaLongman Zambia, Plot No. 1281, Lungwebungu Road, Rhodespark, Lusaka, Zambia

Tel: +260 21 1251166 Cel: +260 979 251166 Fax: +260 21 1252485

Email: [email protected]

www.pearson.com/africa

Dear Teacher

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Longman Zambia – books that you can trust!

LONGMAN

ContentsLongman Grades 1–4 1

Longman Grade 1 3Longman Grade 2 4Longman Grade 3 5Longman Grade 4 6

English 8Expressive Arts 10Home Economics 12IciBemba 14Integrated Science 16Mathematics 18Social Studies 20Technology Studies 22

24Longman Primary Atlas for Zambia

25Longman Target Study Guides

8Longman Grades 5–7

26Dictionaries

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The course includes Teacher’s Guides that off er teaching guidelines and answers to all activities in the Learner’s Books.

LONGMAN

9789982197557

Longman Grades 1–4 off ers:• Full compliance with the knowledge, skills and values of the new

curriculum.

• Full coverage of all outcomes, as specifi ed in the curriculum.

• Assessment activities at the end of each unit.

• Innovative and learner-centred content.

• Content presented in clear and simple English, at the level of the learner.

• Colourful illustrations and photographs.

• A variety of activities to support skills development, application of knowledge and to reinforce learning.

Available in ENGLISH, CINYANJA,

CHITONGA & ICIBEMBA

9789982195454 9789982197496 9789982196611

2

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Longman Zambia Grade 1Ci

bem

baCi

nyan

jaCh

itong

a

Mathematics Integrated Science Social StudiesCreative and

Technology Studies

9789982195119

9789982195096

9789982195102

9789982195140

9789982195126

9789982195133

9789982195423

9789982195188

9789982195195

9789982195454

9789982195433

9789982195447

Subjects covered in Grade 1: Mathematics, Creative and Technology Studies, Integrated Science, and Social Studies.

3

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Longman Zambia Grade 2

Subjects covered in Grade 2: Mathematics, Creative and Technology Studies, Integrated Science, Social Studies, and English.

9789982196970

Cibe

mba

Engl

ish

Ciny

anja

Chito

nga

9789982197137

9789982197052

9789982197212

9789982197014

9789982197151

9789982197076

9789982197236

9789982196994

9789982197175

9789982197090

9789982197250

9789982197038

9789982197199

9789982197113

9789982197274

9789982196956

MathematicsIntegrated

ScienceSocial

StudiesCreative and

Technology StudiesEnglish

4

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Longman Zambia Grade 3

MathematicsIntegrated

ScienceSocial

StudiesCreative and

Technology Studies English

Subjects covered in Grade 3: Mathematics, Creative and Technology Studies, Integrated Science, Social Studies, and English.

9789982197472

9789982197397

9789982197557

9789982197298

9789982197496

9789982197571

9789982197410

9789982197311

9789982197519

9789982197595

9789982197434

9789982197335

Chito

nga

9789982197472 9789982197496 9789982197519 9789982197533

Ciny

anja

9789982197397 9789982197571 9789982197595 9789982197458

Cibe

mba

9789982197557 9789982197410 9789982197434 9789982197618

Engl

ish

9789982197298 9789982197311 9789982197335 9789982197359

9789982197373

5

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MathematicsIntegrated

ScienceSocial

StudiesCreative and

Technology Studies

Subjects covered in Grade 4: Mathematics, Creative and Technology Studies, Integrated Science, Social Studies and English.

9789982196796

9789982196772

9789982196819

9789982196635

9789982196857

9789982196833

9789982196871

9789982196659

9789982196734

9789982196710

9789982196758

9789982196673

9789982196796

Chito

nga

9789982196857 9789982196734 9789982196918

9789982196772

Ciny

anja

9789982196833 9789982196710 9789982196895

9789982196819

Cibe

mba

9789982196871 9789982196758 9789982196932

Engl

ish

9789982196635 9789982196659 9789982196673 9789982196697

9789982196611

Longman Zambia Grade 4

English

6

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Look inside the book!

English Grade 4 Teacher’s Guide

Chitonga Grade 4 Learner’s BookEnglish Grade 4 Learner’s Book

Intendekelo ix

Kafundisha afwile ukusala umusango uusuma uwa kweseshamo no kulanga bwinobwino kubasambi umusango wakweshiwilamo.

Cila isambililo muli cimo citabo cakwa kafundisha cilapeela ubwafwilisho nangu icilangililo:

Umutwe 1: Kaala (Icitabo ca Musambi amabula 21–22)

Inshita: Amasambililo 2 x ba mineti 30

A. I�letumbuka mwisambililo

• Sanga ama sekondali kaala

B. Amano, sikiilu na valyu

• Sekondali kaala (olenji, katapa-katapa, vaoleti)

C. Amashiwi

ukupanga, ilyashi lya kwelenganya, kileyoni, insalu, ama pulaimali kaala,

D. Ifyakubomfya

amapepa yalelanga amapulaimale kaala na masekondali kaala

E. Ifyakubomfya pa kufunda

1. Ukutendekela ca pamo• Ita abasambi kwikona lya kusambilila.• Langisha abasambi ama pepala ya makaala ayapusana. Bepushe ukusanga

amapepala yapusana.

F. Amabumba ya kubombelamo

Isambililo lyabashalile• Abasambi bambi kuti basanga ubwafya ukumona iya kashika, iya katapa-katapa,

bulu. Abo abasambi kuti bakwata ubwafya bwakwishiba amakaala, fwaya inshila yakwafwilisha abo basambi. Kuti ca afwilisha aba basambi ukwikala mupepi na iwindo apali ulubuto. Kuti waipusha abasambi ukwafwilishako abanabo mu kutekanya na ukubapela inshita ukumona amakaala.

Isambililo lyakulundapo• Abasambi abali na ubwafya bwakwibukisha ama pulaimale kaala aya

sankanishiwa ukupanga ama sekondali kaala kuti bapanga tumakadi twakuloshako.

G. Amesho ya kutwalilila

• Esha abasambi ukumona ifyo bomfwile pama pulaimale kaala na masekondale kaala na pakusunkanya amapulaimale kaala ukupanga amasekondale kaala, katapa-katapa, olenji, vaoleti.

Ukulinganya kuli silabasi ifilefuma mucipande

Ukufunda pa shinta intali iya cingililwa

Amashiwi aya pya

Ifyakubo fya kafundisha

Umusango wakufundila mo mukubombela pamona ba NBTL polongalamu

Incito shaba basambi aba shalila mu levo 1 (kaala wakashika)

Umulimo wa pa mbali mu levo 4 (kaala wa olenji)

Ifyakukonka ifya londolo ka kuli balya abashacita

Umulimo uwayaana uwa levo 1 (yelo) na 3 (gilidi)

Ukwesha kwakutwalilila 20% nefyakuko uka pakupoka data

9789982196949_lon_cts_tg_g04_bem_zm.indb 9 2017/08/22 1:02 PM

Introduction ix

These methods of assessment may be presented in the form of portfolios, posters, newspaper articles, computer programs, tree diagrams, word webs, summaries, diaries, technical products, and so on. The teacher needs to select an appropriate method for the assessment, and then to make it clear to the pupils what the criteria for the assessment are.

Each lesson in this Teacher’s Guide offers the teacher the following assistance:

Unit 1: Colour (PB pages 20–21)

Time: 2 lessons x 30 minutes

A. Speci�c outcomes

• Identify secondary colours• Mix two primary colours to get a secondary colour

B. Knowledge, skills and values

• Secondary colours (orange, green, violet)• Mixing of colours• Appreciation of different colours

C. Vocabulary

secondary colours, mixing, primary colours, paint, imaginative composition, compose

D. Suggested resources

sheets of paper in primary and secondary colours, if possible, acetate in primary colours, paints in primary colours, brushes, paper

E. Suggested teaching methodology

1. Starting out together• Call the pupils to the teaching station.• Show the pupils the different coloured sheets of paper. Ask them to identify

the different colours.• Test their prior knowledge by asking them if they know which colours are

primary colours and which are secondary colours. They will learn more about this, and so it is not important if they do not yet know.

F. Ability groups

Remedial learning• Some pupils might struggle to fully see red, green or blue. These pupils might

suffer from a form of colour blindness. Try to assist these pupils as much as possible. It may help for them to work near the window, where the light is good. Ask other pupils to assist. Impress upon them to be gentle and patient.

Extension learning• Pupils who struggle to remember which primary colours combine to create

which secondary colours can create their own reference cards.

G. Continuous assessment

• Assess the pupils’ abilities to grasp the concepts of primary and secondary colours, and to mix primary colours to create the secondary colours, green, orange and violet.

Reference to syllabus-specific outcome

Life-long teaching ensured

New words introduced

Resources the teacher needs to acquire

Teaching methodology links with NBTL programme

Remedial activities for level 1 (red) ability pupils

Extension learning for level 4 (orange) ability pupils

Clear cross-reference with Pupil’s Book

Clear instructions to inexperienced and non-specialist teachers

Activities suitable for level 2 (yellow) and level 3 (green) ability pupils

Continuous Assessment forms 20% of the total mark; clear instructions on how to go about collecting the nedesary data

• Summary activities are also provided for more effective continuous assessment.

9789982196703_lon_cts_tg_g04_zm_submission.indb 9 2017/02/16 5:58 AM

Cibemba Grade 4 Teacher’s Guide

Longman Zambia Grade 4

7

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The course includes Teacher’s Guides that off er teaching guidelines and answers to all exercises and activities in the Learner’s Books.

English Grades 5–7Longman English off ers:• Full compliance with the knowledge, skills and values of the new curriculum.

• Full coverage of the outcomes for listening, speaking, reading and writing skills.

• Many exercises to reinforce learning of grammatical structures.

• A variety of reading and comprehension texts, including stories, poems and articles.

• Assessment activities at the end of each unit.

• Colourful illustrations and photographs.

8

LONGMAN

40 Unit 4 The sky

The sky UNIT

4At the end of this unit, you should be able to:

● read and understand a story ● understand poetry and recognise rhyming words ● agree or disagree about statements ● write titles for texts ● use proverbs and sayings ● � nd out information about a given topic ● change verbs from the past tense to the present tense ● use prepositions correctly ● choose the correct spelling for words ● read a calendar and use calendar words ● summarise information

Maubrey loves to look at the stars. He dreams of the faraway places that the stars reach.

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5Unit 1 Growing up

Interpret information in pictures

You have a life history. All the important things that have happened in your life, like going to school, moving house or going on a long journey are part of your life history. Here are pictures that show Sitali’s life history.

Sitali’s life history

2002

2008

2012

2005

2010

2014

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8

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Learner’s Books

9789982195706 9789982196093

Teacher’s Guides

9789982196437

978998219571397899821961099789982196444

Longman English Grades 5–7

9

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The course includes Teacher’s Guides that off er teaching guidelines and answers to all exercises and activities in the Learner’s Books.

Expressive Arts Grades 5–7Longman Expressive Arts off ers:• Full compliance with the knowledge, skills and values of the new curriculum.

• Coverage of all outcomes as specifi ed in the curriculum.

• A variety of practical activities to support skills development and application of knowledge.

• Innovative and learner-centred content.

• Many exercises to reinforce learning.

• Content presented in clear and simple English, at the level of the learners.

• Assessment activities at the end of each unit.

• Colourful illustrations, diagrams and photographs.

LONGMAN

34 Unit 5 African music

African musicUNIT

5At the end of this unit, you should be able to:

● identify songs from your community which have the following:

● call and response ● repetition

● create dances to the traditional songs sung in your area ● play instruments that you have made ● compose a song about nutrition

Activity 1

� ink of some places and situations where you hear music. Make two lists.

● List A: Live music (when you see the people singing and playing instruments)

● List B: Recorded music (when the music is playing on the radio, or TV, or on something like a CD player).

SINGLE

Live music is when you can see people singing or playing instruments

9789981295997_lon_exr_g06_lb_eng_zm.indb 34 2015/07/30 9:16 AM

Unit 5 African music 35

Call and response

All over Africa, people sing using call and response. �is is very simple, but very e�ective. It allows many people to join in the song. �is is how it works:

● Call: one person sings a short line ● Response: one or more singers complete the line by singing

something di�erent.

�e response can follow the call or the two can overlap.

Activity 2

�ink of some call and response songs that you know and sing them in class. 1. Do the parts follow each other, or do they overlap? 2. How are they di�erent from one another?

Harmony

One way to make a song more interesting and more beautiful is to sing in harmony. To sing in harmony you need at least two people who will sing di�erent notes at the same time. For example: If one sings the note “doh”, and the other sings “mi”, we say that they are singing in harmony.

CLASS

9789981295997_lon_exr_g06_lb_eng_zm.indb 35 2015/07/30 9:16 AM

10

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Longman Expressive Arts Grades 5–7

Teacher’s Guides

9789982195607 9789982195997

9789982196536

978998219561497899821960009789982196543

Learner’s Books

11

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LONGMAN

The course includes Teacher’s Guides that off er teaching guidelines and answers to all exercises and activities in the Learner’s Books.

Home Economics Grades 5–7Longman Home Economics off ers:• Full compliance with the knowledge, skills and values of the new curriculum.

• Coverage of all outcomes as specifi ed in the curriculum.

• A variety of practical activities to support skills development and application of knowledge.

• Innovative and learner-centred content.

• Many exercises to reinforce learning.

• Content presented in clear and simple English, at the level of the learners.

• Assessment activities at the end of each unit.

• Colourful illustrations, diagrams and photographs.

4 Chapter 1 Food and nutrition

Food and nutritionCHAPTER

1When you have � nished this chapter, you will be able to:

● make improvised kitchen utensils ● grill and steam di� erent dishes ● prepare � our mixtures using baking powder ● decorate simple dishes.

9789982196574_lon_heo_g07_lb_eng_zm.indb 4 2015/11/03 12:09 PM

5Unit 1 Kitchen

Unit 1 Kitchen

Improvisation – make your own utensils

In Grade 5 and Grade 6, you got to know and use many items of kitchen equipment correctly and safely; equipment for measuring and equipment to prepare and cook food.

�is does not mean that you cannot prepare food if you do not have the correct utensil. You can improvise by using something else or you can improvise by making your own utensils.

CupsCondensed milk tins and smaller tins can be used as cups. Wrap wire that bends easily around the top and the bottom of the tins for a handle. �ey can be used for hot liquids.

Small plastic bottles. Cut the tops o� and use the bottom part for cold liquids.

Small yoghurt containers can be used for cold liquids.

Use a �le for metal or �ne sandpaper for plastic to smooth edges and make them safe to use.

Ladles and spoonsCalabashes can be used as ladles or spoons

A condensed milk tin A pilchards tin

A plastic bottle with the top cut off

A yoghurt container

A calabash is useful for a ladle or a spoon

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12

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Teacher’s Guides

9789982195683 9789982196079

Learner’s Books

9789982196574

978998219569097899821960869789982196581

Longman Home Economics Grades 5–7

13

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LONGMAN

The course includes Teacher’s Guides that off er teaching guidelines and answers to all exercises and activities in the Learner’s Books.

IciBemba Grades 5–7Longman IciBemba off ers:• Full compliance with the knowledge, skills and values of the new curriculum.

• Full coverage of the outcomes for listening, speaking, reading and writing skills.

• Many exercises to reinforce learning of grammatical structures.

• A variety of reading and comprehension texts, including stories, poems and articles.

• Assessment activities at the end of each unit.

• Colourful illustrations and photographs.

50 Icipande 10

Isambililo 2 Ukumfwa na ukulanda

Ukusefya

A. Lolesha pa cikope. Lanshanyeeni pa�leecitika. Ulumbule: Incende, inshita na ubukankala bwa uku kusefya kuli pa cikope.

B. Londolola ukusefya waishiba ukucitwa mu ncende wikalamo. Lemba ubusaka.

Isambililo 3 Ukubelenga

Ukwilula i�lembelweA. Ili isambililo lili pa misalile ya lyaashi nangula ifyo uleefwaya

ukwishiba mu citabo. I�tabo �mo–�mo fyalikwata ibuula apaalembwa “i�li mukati”. Iii ibuula litantika mukwipifya imitwe ya�lembelwe mu citabo.

9789982196116_lon_lag_g06_lb_bem_zm.indb 50 2015/07/06 11:33 AM

51Icipande 10

Icilangililo 1Icipande 1 Page (Ibuula)Isambililo 1. . . . . . . . . . . . . . . Ukubelenga 3. Isambililo 2. . . . . . . . . . . . . . . Ukushimika 4.Isambililo 3. . . . . . . . . . . . . . . IIembo 6.Isambililo 4. . . . . . . . . . . . . . . Ukulemba kalata 7.

Icilangililo 2Icipande 1 Page (Ibuula)Imfula 3. . . . . . . . . Ifyangalo 6.Ukusunga inama 5. . . . . . . . . Ifyuuni 7. Umucuushisha 8.

I�langililo 1 na 2 �leelanga ibuula apaakusanga ifyo uleefwaya ukwishiba.

Ifyakucita1. Belenga mu mutalalila icitabo icili coonse.2. Lemba i� mu cutabo coobe:

a) Ishina lya citabo _______________________________.b) Umulundu (umutwe) naatemwisha ________________.c) Ibuula __________

_______________ _______________.

d) Kalemba ________ _______________.

e) Umwaka ________ _______________.

f ) Akampani kaafumya icitabo: _______________ _______________.

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14

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9789982195720 9789982196116

9789982196550

Teacher’s Guides

978998219573797899821961239789982196567

Learner’s Books

Longman IciBemba Grades 5–7

IciBemba

LONGMAN

Icitabo ca Musambi

LONGMANIciBemba

Longman – I� tabo ifyo mwinga cetekela!Longman Icibemba Geledi 5 Cipela• Ukubela ukwapwililika mu mano, bukalapashi, na ubukumu ubwa

curriculum mupya uwa mumwaka wa 2013• Fyonse i� letumbukamo nga� ntu fyapelwa mu curriculum• Ifyakucita ifyalekana-lekana i� tungililaukufunguluka kwa

bukalapashi elyo na ukubomfya amano• Ifyalembwamo fyaiminina pa kutungilila abasambi elyo na

ukufwailisha ifya bu censhi• Amesho ayengi pakulenga ukusambilila kutungililwe• Ifyabamo mucitabo fyalilondololwa bwino-bwino mu Icibemba

icayanguka ukulingana na inshiki yamusambi• Amesho pampela yacila kaputulwa ka cila icipande• Ubulondoloshi ubwa fya bwafwilisho i� li nga i� ilengo na in� kope.

Ukupekanya konse ukwa ukuu kusambilila kwalikwata icitabo icitungulula kafundisha pakuti cipele ubutungululo bwakufunda na ukwasuka ku milimo na ifyakucita fyonse mukati ka icitabo ca musambi.

5Geledi

B Chileshe, B Kaoma, A Mulenga, B Mwansa, G Nsama

LO

NG

MA

N IciB

emb

a Geled

i 5 Icitab

o ca M

usam

bi

ISBN 978- 9982- 19- 572- 0

9 789982 195720

Approved in 2014 by the

Ministry of Education, Science, Vocational Training

and Early Education

Approved in 2014 by the

Ministry of Education, Science, Vocational Training

and Early Education

9789982195720_cvr_jus_lag_g05_pub_bem_zmb.indd 2,4 06/05/2015 12:19

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LONGMAN

The course includes Teacher’s Guides that off er teaching guidelines and answers to all exercises and activities in the Learner’s Books.

Integrated Science Grades 5–7Longman Integrated Science off ers:• Full compliance with the knowledge, skills and values of the new curriculum.

• Coverage of all outcomes as specifi ed in the curriculum.

• A variety of practical activities to support skills development and application of knowledge.

• Innovative and learner-centred content.

• Many exercises to reinforce learning.

• Content presented in clear and simple English, at the level of the learners.

• Assessment activities at the end of each unit.

• Colourful illustrations, diagrams and photographs.

52 Unit 3 The environment

Trees�e shade from trees protects the soil so that it does not lose much water through evaporation. Trees also slow down the falling rain and so more water can sink into the ground rather than wash away.

Trees provide shade and they protect the soil.

TerracesSometimes farmers plant crops on terraces. A terrace is a �at area for growing plants. �ese areas are made on slopes. Terraces help to catch and conserve water.

Building terraces is a good way of catching and conserving water for crops.

9789982195621_lon_igs_g05_pub_eng_zm.indb 52 2015/04/18 11:26 AM

65Unit 4 Plants and animals

MossesMosses are tiny green plants. �ey do not have the same leaves, stems or roots as other plants. Mosses grow in damp, shady places such as on wet rocks or in forests.

FernsFerns are green plants that do not have �owers. �ey do not make seeds. Ferns have leaves, roots and stems. �ey grow in warm, wet, shady places such as on the ground in a forest.

FungiFungi are not plants. �ey are not green and they cannot make their own food. �ey do not have leaves, stems and roots. �ey get their food from other living things or from dead, rotting things. Examples of fungi are mushrooms, bread mould and yeast.

Activity 1

1. Work in pairs and discuss the questions in the table. 2. Make a copy of the table and �ll in the missing information.

Name Algae Moss Fern Fungus

Does it have flowers?

What is its colour?

Does it have leaves, roots and stems?

How does it get food?

Where does it grow?

PAIR

Moss

Fern

Mushroom Yeast

9789982195621_lon_igs_g05_pub_eng_zm.indb 65 2015/04/18 11:27 AM

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Longman Integrated Science Grades 5–7

Teacher’s Guides

9789982195621 9789982196017

978998219563897899821960249789982196482

9789982196475

Learner’s Books

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LONGMAN

The course includes Teacher’s Guides that off er teaching guidelines and answers to all exercises and activities in the Learner’s Books.

Mathematics Grades 5–7Longman Mathematics off ers:• Full compliance with the knowledge, skills and values of the new curriculum.

• Full coverage of all outcomes as specified in the curriculum.

• Assessment activities at the end of each unit.

• Innovative and learner-centred content.

• Content presented in clear and simple English, at the level of the learner.

• Informative illustrations and photographs.

• Lots of exercises to reinforce learning.

• A variety of activities to support skills development and application of knowledge.

60

When you have � nished this unit, you will be able to: ● understand integers ● illustrate positive and negative numbers using a number line ● order integers ● add integers ● subtract integers.

Understanding integers

Activity 1

Look at this diagram that shows which numbers are integers and which numbers are not integers.

Integers

Integers

3 175.5

–4

–4.5 1.25

1 2 015

0.15

75

1. Discuss if these statements are true or false. a) An integer is a whole number. b) An integer is not a fractional number. c) An integer can be positive. d) An integer can be negative. e) Zero is an integer. 2. Describe and give examples of numbers that are integers. 3. Describe and give examples of numbers that are not integers.

GROUP

UNIT

6 Integers

Unit 6 Integers

9789982196451_lon_mat_g07_lb_eng_zm.indb 60 2015/11/05 9:40 AM

61Unit 6 Integers

Exercise 1 1. Represent each of these statements as an integer. �e �rst

one has been done for you.

Statement Integer

Kayombo earned K9. +9

Mwenya lost 150 kg.

Mrs Mambwe bought 25 more cows.

The temperature dropped by 11 °C.

Mr Mwanza lost 1 750 votes.

Mrs Lungu has driven 505 km of her journey.

The bird flew 750 m higher.

2. Given this set of integers: { …, –5, –4, –3, –2, –1, 0, 1, 2, 3, 4, 5, … }

a) Write down all the negative integers in this set. b) Write down all the positive integers in this set.

�e number line

Understanding positive and negative numbers

Integers are whole numbers and are either positive {1, 2, 3, 4, 5, … } or negative { …, –5, –4, –3, –2, –1} or zero {0}. No fractions and decimals are included.

–7 –6 –5 –4 –3 –2 –1 0 1 2 3 5 6 7 8 94 10–10 –9 –8

Positive numbers (+)Negative numbers (–)

Do you see that the numbers on the left are smaller than the numbers on the right?

9789982196451_lon_mat_g07_lb_eng_zm.indb 61 2015/11/05 9:40 AM

18

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Longman Mathematics Grades 5–7

Teacher’s Guides

9789982195645 9789982196031

9789982196451

978998219565297899821960489789982196468

Learner’s Books

19

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68

UNIT

7Communication and transport systems

Unit 7 Communication and transport systems

Transport in the pastDuring the early Stone Age and Iron Age periods, most people were nomads. � is means that they walked from one area to another looking for food. � ese nomads had to carry everything that they needed. Zambian people also moved around on rivers and lakes in dugout canoes. � ese were made from logs, in the same way they are made today. � ey also made wooden rafts. European settlers introduced the wheel to the people who lived in Zambia. � is was the start of using ox-carts and ox-wagons as transport. Walking paths became wagon tracks.

Eventually, the wagon tracks became roads. As contact between people grew, so did the number of roads. Vehicles on roads developed from animal-drawn carts to vehicles with engines.

Exercise 1 1. How did nomadic people travel long ago? 2. Why did nomadic people want to move around? 3. Why did Zambians start using ox-carts and ox-wagons? 4. Do you think people from long ago in your district used

canoes or rafts? Explain why you say so.

Zambians have used water transport for hundreds of years

By the end of this unit, you should be able to: ● describe the development of transport ● describe the development of communication.

9789982195669_lon_sst_g05_pub_eng_zm.indb 68 2015/10/20 12:16 PM

69Unit 7 Communication and transport systems

Transport in Zambia todayA modern transport system allows people to travel around their own country and the world very quickly. Today, Zambian people move around in many di�erent ways.

WalkingMany people in Zambia still walk long distances to visit other people and to fetch things needed at home, such as water and �rewood. �ese people also use wheelbarrows to transport food aid, grains for milling, water containers, and building materials.

Activity 1

Answer these questions in groups: 1. Is it dangerous to walk in your district? If yes, what are

the dangers? 2. What are the bene�ts of walking?

BicyclesMany Zambians move around by bicycle. �ey use it to visit it each other and to transport goods. Many children get to school by bicycle. �is way of transport is popular because it is much cheaper than a motor vehicle and it does not need any fuel.

GROUP

Many Zambians walk where they need to go.

Moving around by bicycle

9789982195669_lon_sst_g05_pub_eng_zm.indb 69 2015/10/20 12:16 PM

LONGMAN

The course includes Teacher’s Guides that off er teaching guidelines and answers to all exercises and activities in the Learner’s Books.

Social Studies Grades 5–7Longman Social Studies off ers:• Full compliance with the knowledge, skills and values of the new curriculum.

• Coverage of all outcomes as specifi ed in the curriculum.

• A variety of practical activities to support skills development and application of knowledge.

• Innovative and learner-centred content.

• Many exercises to reinforce learning.

• Content presented in clear and simple English, at the level of the learners.

• Assessment activities at the end of each unit.

• Colourful illustrations, maps and photographs.

20

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Longman Social Studies Grades 5–7

Teacher’s Guides

9789982195669 9789982196055

9789982196499

978998219567697899821960629789982196505

Learner’s Books

21

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LONGMAN

The course includes Teacher’s Guides that off er teaching guidelines and answers to all exercises and activities in the Learner’s Books.

Technology Studies Grades 5–7Longman Technology Studies off ers:• Full compliance with the knowledge, skills and values of the new curriculum.

• Coverage of all outcomes as specifi ed in the curriculum.

• A variety of practical activities to support skills development and application of knowledge.

• Innovative and learner-centred content.

• Many exercises to reinforce learning.

• Content presented in clear and simple English, at the level of the learners.

• Assessment activities at the end of each unit.

• Colourful illustrations, diagrams and photographs.

50 Unit 5 The Internet

● Do not reveal credit card or debit card details to anyone, as these could easily be used to do illegal online transactions.

● Use third-party payment systems like PayPal that do not reveal your �nancial details to the person or company that you are paying. In this way, your whole bank account with all your money in it is not at risk.

Activity 3 Make a poster

Make a poster warning against online �nancial risks.�e pictures below will help you with ideas.

SINGLE

9789982196512_lon_tst_g07_lb_eng_zm.indb 50 2015/11/02 11:46 AM

51Unit 5 The Internet

Exercise 2 1. Explain how to protect yourself against each of the

following: a) someone gaining access to your online banking login b) using public computers for �nancial transactions. 2. Look at the photo below. Will it be safe to make purchases

from this web site? Why?

Assessment

1. Name three �nancial risks that exist when you do online �nancial transactions. (3)

2. Look at the web addresses give below and then answer the questions that follow.A http://booksonline.zmB https://mainbank.zmC https://universitybooks.zm

a) Write down the letter(s) of the secure web site(s). (2) b) Explain how you know that these are secure web

sites from the information given above). (1)

9789982196512_lon_tst_g07_lb_eng_zm.indb 51 2015/11/02 11:46 AM

22

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Longman Technology Studies Grades 5–7

Teacher’s Guides

9789982195584 9789982195973

9789982196512

978998219559197899821959809789982196529

Learner’s Books

23

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Longman Primary Atlas

Longman Primary Atlas for ZambiaThis primary school atlas is an exceptional resource for every primary school classroom in Zambia. The atlas takes learners on a journey through their own country, Zambia. Learners then study Africa as a continent and, fi nally, the world.

Features of the atlas• A revised and up-to-date view of Zambia, which includes

the latest information on provinces and districts.

• A fascinating range of maps with clear, detailed statistics and colour photographs.

• A uniquely designed eight-page activity section with maps that may be copied.

• Tailored to the new Zambian curriculum.

• Can be used by all learners up to Grade 9.

The Longman Primary Atlas for Zambia helps learners develop key map-reading skills and includes activities that are accessible to multiple grades.

9789982194594

12°S

16°S

12°S

16°S

24°E

24°E

28°E

32°E

28°E

32°E

K a f u e F l a t s

Za

mb e z i

E s c a r p m e n t

T o n g aP l a t e a u

MakutuMountains

NanzhilaPlains

Naminwe Plain

Mu c

h in g

a E s

c ar p

me n

t

Luan

gwa

Va

l ley

Lake

Kariba

Lunzi

Kabo

mpo

Dongwe

Kafue

Lufubu

Luanginga

Zambezi

West Lunga

Lunsemfwa

Manshya

Kafue

Musi

Luena Luam

pa

Lwombe

Zam

bezi

Cham

beshi

Luapula

Lungwebungu

Kalungwishi

Lumbe

Zambezi

Lung

a

Kafue

Southern Lueti

Njoko

Zambezi

Ngwezi

Mac

hile

Luangwa

Luku

sash

i

Luambimba

M u l o n g aP l a i n

Si lowanaPlain

L u e n aF l a t s

Mbala

Highlands

L i u w aP l a i n

KaleneHills

Mufulwe Hills

VictoriaFalls

MulungushiDam

LukangaSwamps

BusangoSwamp

Itezhi-TezhiDamZambezi

Flood Plain

BarotseFlood Plain

Ngonye Falls

MitaHills Dam

LakeKampolombo

Lake Lusiwasi

Lake Bangweulu

Lake MweruWantipa

LakeTanganyika

BangweuluSwamps

LakeMweru

Vimbe

1398

1553

16371789

1544

2067

Kabo

mpo

Lukulu

TA N Z A N I A

M A L AW I

M O Z A M B I Q U E

B O T S WA N A

N A M I B I A

A N G O L A

D E M O C R AT I CR E P U B L I C

O F T H EC O N G O

Z I M B A B W E

Zambia lies on a plateau. Most of the country is covered by grassland and bush. Towards the east, the landscape becomes more mountainous.

2067Key

RiverLakeSwampWaterfall

Mountain height(height in metres)

1500 – 2500 m 1200 – 1500 m 1000 –1200 m500 – 1000 m 200 – 500 m

3

2

1

3

2

A B

C D

A B

D

1

Scale 1 : 6 250 0000 300 km200100

N

W E

S

Lake Kariba is a human-made lake on the Zambezi River.Parts of Zambia are wet and marshy.

© Collins Bartholomew Ltd

8 Zambia Physical

12°S

16°S

12°S

16°S

24°E

24°E

28°E

32°E

28°E

32°E

TA N Z A N I A

M A L AW I

M O Z A M B I Q U E

B O T S WA N A

N A M I B I A

A N G O L A

D E M O C R AT I CR E P U B L I C

O F T H EC O N G O

Z I M B A B W E

C E N T R A L

COPPERBELT

LUAPULA

LUSAKA

N O R T H E R N

M U C H I N G A

W E S T E R N

EASTERN

NORTH-WESTERN

S O U T H E R N

Lusaka

Kabwe

Livingstone

Ndola

Solwezi

Mongu

Mansa

Chipata

KasamaChinsali

Scale 1 : 6 250 0000 300 km200100

N

W E

S

3

2

1

3

2

A B

C

A B

C

1

D

D

International boundaryProvincial boundaryCapital cityProvincial headquarters

Key

Area (sq km)752 612

Official languageEnglish

CapitalLusaka

Population (2017 proj)16 405 229

Facts about Zambia

MoneyZambian kwacha

© Collins Bartholomew Ltd

9Zambia Political

Province’s share of total land area

Central 14.5%

Copperbelt 4%

Eastern 7%

Luapula 7%

Lusaka 3%

Muchinga 11.5%

Northern 10%

North-Western 17%

Southern 9%

Western 17%

24

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Longman Target Study Guides

9789982197823 9789982197830

Longman Target Study GuidesImprove your results with our Target Study Guides for Grade 7Our study guides include:

• study tips and timetables

• study notes

• model questions and answers.

Approved for use in Zambian Schools by the Ministry of Education, Lusaka, Zambia.

25

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BasicEnglishDictionary

FOR PRE-INTERMEDIATE LEARNERS

PRE-INTERMEDIATE

www.longman.com/dictionarieswww.longman.com/dictionaries

The Longman Basic English Dictionary makes learning new words easier and more enjoyable for students at pre-intermediate level.

• over 12,000 words and phrases • easy defi nitions written using only simple, basic words• thousands of authentic examples show how words are used• hundreds of fun illustrations help you to understand words quickly • full-colour picture dictionary groups vocabulary by topic • exercises help you to learn how to use the dictionary

Basic EnglishDictionary

Basic English Dictionary

CVR_LBED_DIC_GLB_8507_CVR.indd 1 12/01/2012 15:53

9780582438507 9780582298231

9781405880787

Dictionaries

26

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