© Curriculum Development Centre 2000

All rights are reserved. No part of this syllabus may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise,

without the prior consent of the copyright owner. .

CONTENT

Pag~
PREFACE
INTRODUCTION ii
General Aims ii
Methodology ii
The Communicative Approach ii
The Text-based Integrated Approach iii
Project Work iv
Topical Issues iv
LISTENING AND SPEAKING 1
Terminal Objectives
Specific Objectives for Speaking
Specific Objectives for Listening 4
READING 5
Terminal Objectives 5
Specific Objectives 5
..
WRITING 9 <
~ ,
Terminal Objectives 9
Specific Objectives 9
Writing in Grade 10 10
English Language Teaching in grade 10 11
Writing in Grade 11 and 12 13
STRUCTURE 13
Terminal Objectives 13
Specific Objectives for Grade 10 13
Structures to be Revised 17
Structure Teaching Methodology 23
MATERIALS 23
Teachers' Reference Books 23
Pupils' Materials 23 -' '

PREFACE

The review 'of this Syllabus ,WflS.P~,9~s,sitatedby the need to impl[gye. the~quality of c·,"'etlucation at High School Lev~sfi~lfMied in the national policydocmtiem'i'Etfhcating Our Future -1996" .;

Quality education raises the standard of living for all. This Ieads to sustainable national development. The syllabus also addresses issues of national concern such as Environmental Education, Gender and Equity, Health Education and HIV/AIDS, Family Life Education, Human Rights, Democracy, Reproductive Health, Population Education, Entrepreneurship and Vocation Skills, Life and Values Education.

Another reason for revising this syllabus was to fully localize the High School Examinations which were formerly set by University of Cambridge Local Examinations Syndicate, UK.

It is hoped that this syllabus will provide the users with a sound premise on the basis of which meaningful and effective learning experiences will be developed in order to provide

a good foundation for further study of this subject area. '

Sichalwa M. Kasanda (Dr) PERMANENT SECRETARY MINISTRY OF EDUCATION LUSAKA-ZAMBIA

(i)

ACKNOWLEDGEMENT·

The High School English Language Syllabus has been produced by a Committee consisting, of English teachers, university and teacher training college lecturers, examination specialists and curriculum specialists. We wish to thank them all for their invaluable commitment.

We also wish to thank many other people who may have contributed in one way or another to the production of this Syllabus.

FinaIly we wish to express our sincere gratitude to the Environmental Sector Programme (ESP) for funding the review exercise.

GN~

Director,

Curriculum Development Centre, MINISTRY OF EDUCATION

(ii)

LISTENING AND SPEAKING

The Terminal and. Specific Objectives given below are a logical extension of the Terminal Objectives (i.e. the 'General Aims) and Specific Objectives contained in the Listening and Speaking section of the Junior Secondary English Syllabus.

It is hoped that at the Senior Secondary level there will be little or no need for the drilling of English sounds or indeed for any extended work on sentence stress and rhythm. Teachers should aim to correct any faulty production in their pupils' spoken English, but no specific objectives are required for these aspects. However, pupils should be shown how to use dictionaries to learn how to stress and pronounce words correctly.

The development of listening and speaking skills will, for the most part, not be separately timetabled, but will be an intrinsic part of the Text-based Integrated Approach. This is particularly true with regard to those objectives which have already appeared in the Junior Secondary Syllabus and which will now be dealt with again, albeit at a more advanced level. Where new objectives appear, more specific attention may be necessary.

TERMINAL OBJECTIVES

By the end of Grade 12, pupils should be able to:

1. understand and speak English well enough to function effectively in the world of work arid in tertiary education.

2. communicate effectively and appropriately in English in various social contexts, including those involving topical issues.

3. understand and speak English at an acceptable standard.

4. appreciate the difference between spoken and written English.

SPECIFIC OBJECTIVES FOR SPEAKING

Pupils should be able to:

1. seek and impart factual information.

2. express and find out intellectual attitudes.

3. express and find out emotional attitudes.

4. express and find out moral attitudes on a range of issues.

5. get things done.

6. socialize.

N.B. Further work will be necessary on the 'specific functions' under each category heading contained in the Junior Secondary English Syllabus but especially those

indicated below, some of which are new objectives. The objectives which are not contained in the Junior listening and speaking component Secondary English Syllabus are asterisked thus - *.

1. Imparting and Seeking Factual Information

1.1. Reporting (narrating and describing), Observation and Analysis of Data. *

Activities:

a) giving a witness statement to the police or wild life police (esp. in Grade 10).

b) reporting orally sports events (esp. in Grade 10).

c) pretending to be a journalist, a police officer, etc. in role-playing activities (esp. in Grade 10).

d) observing and describing science projects and experiments.

e) collecting information for group discussions and/or project work (e.g. local oral tradition; biographies; reports on school activities; story-telling; current local. national and international affairs, including some topical issues).

1.2. Paraphrasing and Exposition

Activities.

a) putting events, newspaper articles, etc. into one's own words or into language suitable for various audiences.

1.3. Explaining Simple tasks, processes and instructions

Activities:

explaining simple tasks and processes such as mending a puncture or wiring a plug correctly, planting a tree, treating water, etc.

1.4. Giving accurate directions

Activities:

a) giving verbal directions from a map.

1.5. Giving accurate and concise information

Activities:

a) interview simulations.

1.6. Seeking information about the above 1.1. to 1.5. as appropriate

2. Expressing agreement and disagreement

2.1. Expressing agreement and disagreement.

2.2. Inquiring about agreement and disagreement

2.3. Inquiring about feasibility/impossibility.

2

0,

INTRODUCTION

This syllabus will prepare pupils for the Joint Examination for the School Certificate and General Certificate of Education in English Language administered by the Examinations Council of Zambia.

General Aim:

By the end of Grade 12, pupils should be able to use:

1. English effectively in social communication.

2. the English language skills needed in other subject areas.

3. English effectively in the world of work.

4. English effectively in full or part-time tertiary education.

The English Language Syllabus is an extension of the Junior Secondary School English Language Syllabus. The syllabus comprises four parts.

Listening and Speaking

Reading

Writing

Structure

Like its precursor, the Junior Secondary School Syllabus, the syllabus is presented in the form of Terminal Objectives, which state what pupils should have achieved by the end of the course, and Specific Objectives, which provide a more detailed list of skills to be mastered. These objectives are stated in behavioural terms and tell the teacher precisely the skills each pupil should have become proficient in if the learning experience has been successful. The teacher's task, therefore, is to provide effective learning experiences which will enable the pupils to perform the skills identified in the objectives.

Seven periods a week are allocated to English Language in Grades 10 to 12 and, wherever possible, pupils should be given English Language homework at least once a week.

METHODOLOGY

It is suggested that the Senior Secondary School English Language Syllabus be interpreted through , methodologies such as the Communicative Approach and the Text-based Integrated Approach.

III

.0

THE COMMUNICATIVE APPROACH

This will already be familiar to pupils as it is used at the Junior Secondary School Level.

The Communicative Approach recognises the need for language learners to use the language in order to become proficient. This is not to say that a knowledge of the correct forms of the language is unimportant. Indeed, pupils must be aware of the way the language works and know what forms are correct and acceptable. However, formal knowledge alone is not sufficient if the learner is to communicate effectively. It does not, for example, tell the learner what language forms are appropriate or inappropriate in given circumstances. In order to develop their pupils' confidence in the language, English teachers must, therefore, provide them with opportunities to use the language effectively in meaningful situations. This will enable the pupils to relate their knowledge of language forms to communicative functions.

Various activities can be "identified which provide this practice; these include: language games, role-plays, social-interaction activities and simulations as well as the conventional guided converstations and formal debates. Most of these activities will be linked to the Listening and Speaking syllabus but teachers should appreciate that Note-taking, Reading, Writing and Structure also often have communicative aspects.

THE TEXT-BASED INTEGRATED APPROACH

This approach will be introduced during Grade 10. As the name suggests, this approach combines two elements; 'text-based' means that a series of lessons, probably one or two weeks' work, will comprise a unit, which centres around a written text (or texts.) This will have been carefully chosen for its suitability in terms of interest, level of difficulty and appropriateness. The selected texts should also cover a wide range of language uses and a variety of topics and be chosen from a variety of sources. Some will be based on other school subjects. The majority, if not all of the texts should be authentic (i.e. they should not be specially written or extensively edited or simplified) and some should include tables, maps and diagrams.

The text will be studied by the pupils under the guidance of the teacher and lead to a wide range of activities including:

word study and vocabulary extension,

the study of certain structures used in the text,

the study ofthe ways in which sentences and paragraphs are linked (cohesion), the study of stylistic features,

oral discussion (classs, group and pair work and debates),

other communicative activities (role-plays, dramatisation, simulations), written comprehension,

summary and note-making,

compositio~.

There will thus, be an opportunity for the pupils to study English in a more academic way than was possible or indeed desirable, in the earlier Grades, whilst at the same time practising the various language skills that they have previously learnt in a relevant and meaningful way. Furthermore, these different skills will often be practised at the same time and will often be inter-dependent - hence the significance of the word 'integrated' in this context.

It will thus, no longer be a general rule for teachers to allocate a certain lesson to a main aspect or skill (e.g. structure, comprehension, composition). However, even in Grades 11 and 12, there will be an occasional need to concentrate on particular skills.

(iv)

\

NOTE: Remedial work may well be needed on 2.1 to 2.3. especially in Grade 10

2A. Arguing and presenting facts logically

Activities:

a) debates and discussions on controversial and topical issues (as contained. e.g. in newspaper or magazine articles) leading possibly to essay writing or project work.

b) group discussions with the ideas of the group being presented to the whole class.

c) verbal questions needed for discovering opinions.

d) presentation of project work.

2.5. Formulating:

Activities:

a) discussing the sorts of questions to ask when collecting information for projects. drafting questionnaires, etc.

b) conducting interviews for projects, magazine articles, etc.

Activities:

a) role-plays

b) dramatisation of episodes from novels.

3. Expressing and Finding Out Emotional Attitudes

3.1. Expressing sympathy in different situations.

3.2. Adopting the correct register (e.g: between sexes and different age-groups)*

Activities:

a) role-plays

b) comparing and contrasting registers used to express different emotions as illustrated in novels and plays.

4. Interpreting, Expressing and Finding Out Moral Attitudes

4.1. Expressing beliefs and strongly held opinions without giving offence*

Activities:

a) group discussions on controversial newspaper or magazine articles. traditional and modem moral standards. religious beliefs, property grabbing. environmental issues, gender, HIV/AIDS, substance abuse, etc

b) impromptu speeches.

c) formal debates.

5. Getting Things Done

5.1 Giving instructions and directions (this includes clarifying questions, stating priorities and stating alternatives).

Activities:

a) group activities based on set tasks.

3

5.2. Advising and warning. Activities

Activities:

a) role play e.g. on Environmental issues. substance abuse

5.3. Organising

Activities:

a) Extracurricular activities such as producing class or school magazines, production work, prefects' duties. fund-raising activities. etc.

6. Socialising

6.1. Taking part in conversations. (including initiating a discussion, interrupting. recognising other people's points of view).

Activities:

a) Group discussions.

6.2. Addressing people of different social status (including greeting. inviting, offering and accepting) of 3.2.

Activities:

a) Role-plays.

b) We1coming quests.

c) Taking messages.

6.4. Paying and receiving compliments.

6.5. Show self-confidence in oral communication.

SPECIFIC OBJECTIVES FOR LISTENING

Pupils should be able to:

1. Carry Out Oral Instructions

Activities:

a) Interpreting oral instructions for science experiments:

b) map-reading exercises;

c) filling in charts and diagrams from oral instructions.

2. Report Oral Messages

Activities:

a) simulated telephone calls;

b) role-plays;

c) note-taking. (See Writing, p. 9)

3. Realise the implications for utterances involving sarcasm, irony, mockery, disrespect and satire

4

READING

TERMINAL OBJECTIVES.

By the end of Grade 12 pupils should be able to:

I. understand the different types of reading material including those on enviromnental issues and other national concerns.

2. read efficiently at a speed appropriate to the text and to the purpose of their reading.

3. read for enjoyment.

4. read critically and make discriminating judgements.

SPECIFIC OBJECTIVES

1. EFFICIENT READING

Pupils should be able to:

1.1. read a passage, understand it and recall the details.

1.2. read at a speed of about 300 words per minute with at least 70% comprehension.

1.3. skim through a piece of writing and obtain-the gist of it within a brief time limit.

1.4. scan a piece of writing to locate specific information.

2. REFERENCE SKILLS

NOTE:- These are adequately covered in Grades 8 and 9 but continued practice will be needed.

3. INTENSIVE READING

Literal Comprehension:

3.1 Pupils should be able to locate details and answer factual questions on a given passage.

Pupils should be able to do the following:

a) answer "wh-" questions.

b) identify true and false stater.ients.

c) list facts about a topic or character.

5

3.2 Pupils should be able to identify and recall in chronological order a series of events drawn from a passage or story.

Pupils should be able'to do the following:

a) identify sequence markers and/or time markers.

b) identify logical connectors.

c) list in chronological order a series of events.

d) re-arrange jumbled sentences in a logical order.

e) identify omissions from a series of sequentially stated facts.

3.3 Pupils should be able to identify and express the main idea of a piece of writing.

Pupils should be able to do thefollowing:

a) select or suggest a title for a given passage.

b) select the best summary of a given passage.

c) state the main idea of a given paragraph.

d) given a diagram, fill in the required information based on a given passage.

e) draw a diagram according to the information given in a piece of writing.

3.4. Pupils should be able to deduce the meaning of:

a) unfamiliar words by using contextual clues.

b) unfamiliar words by applying a knowledge of word-building.

c) idiomatic expressions by using contextual clues.

3.5. Pupils should be able to:

a) distinguish facts from opinions by identifying and listing facts and opinions.

b) distinguish betweeen specific facts and generalised facts by identifying and listing specific facts and generalised facts.

3.6. Pupils should be able to draw inferences from written material by direct inference or by indirect inference.

Pupils should be able to do the following:

a) predict what a passage is likely to be about from the given title of the piece.

b) predict the outcome of a given story.

c) suggest a setting where the story might have occured when the place is not specifically given.

d) answer questions related to a given passage where the answers are implied but not stated in the passage.

e) explain the values expressed by a fable or similar story.

6

3.7. Pupils should be able to describe the feelings, qualities and motives of characters in a story.

Pupils should be able to do the following:

a) describe the feelings of a character in a particular situation in a story.

b) select from a list of suggested characteristics those that are appropriate for a character in a story.

c) specify the general characteristics ofa character by interpreting the author's description.

d) suggest the motive that best explains a character's actions in a story.

e) make value judgements about the characters in a story.

3.8. Pupils should be able to understand the connotative meaning of words and phrases.

(The connotative meaning of a particular word or phrase is based on the feelings and ideas it arouses in the mind of the writer and the reader e.g. The words 'boy' and 'native', 'forest' and 'bush' have different emotive associations in different contexts).

3.9. Pupils should be able to describe the writers' attitude to his subject matter and where appropriate his purpose for writing a given story or passage, including passages on topical issues.

Pupils should be able to do the following:

a) describe the writer's attitude towards a Particular character in a story.

b) describe the writer's attitude towards a particularsubject.

c) ,where appropriate, describe the writer's intention in a given piece of writing.

3.10. Pupils should be able to distinguish between formal and informal language and determine the appropriateness of a particular style used in a piece of writing.

Pupils should be able to do the following:

a) identify from a series of passages those which contain informal language.

b) state whether a style used is appropriate in a given situation.

Methodology for Intensive Reading

The intensive reading passage will be the main stimulus for the text-based integrated approach. Care should be taken to choose passages across the curriculum which are not only interesting to the pupils but which also provide suitable and adequate material for the development and practice of language skills.

The intensive reading lesson will usually have the following format:

1. reading the passage.

2. discussing the passage.

3. testing for comprehension.

4. follow-up activities.

7

The reading passage may lead to other useful work. For example:

a) meaningful oral work can be initiated by organising group discussion of comprehension questions. This gives pupils practice in logical thinking and argument.

b) the passage might be used as a stimulus for oral discussion or written composition.

c) the passage might be used to illustrate certain structure items or composition skills and provide a basis for revision and further practice.

d) many comprehension passages will be suitable for exercises in note-making and summary.

e) if a passage has been found particularly interesting, the teacher might suggest further reading of books on related themes or by the same author.

EXTENSIVE READING

By the end of Grade 12 pupils should be able to:

1. read appropriate unabridged books.

2. read a wide variety of types of writing.

3. read critically and make discriminating judgements.

4. relate their reading to their own experiences, interests and feelings and develop these through their reading.

5. read for enjoyment.

Materials

Available text books, readers and library books. Other subject text books, newspapers and magazines. The materials to be used for extensive reading should include some writing on any of the topical issues.

8

-'"

WRITING

This section comprises Continuous Writing, Summary, Note-making and Note-taking. Teachers are encouraged to also use topical issues.

TERMINAL OBJECTIVES

By the end of Grade 12, pupils should be able to:

1. produce the kinds of writing which are required for personal, non-academic use.

2. produce the kinds of writing which are likely to be required in tertiary education or in the world of work.

3. produce the kinds of writing which are required in other subjects.

4. organise their written material in a logical manner with an appropriate introduction and conclusion.

5. express in writing their personal ideas, thoughts, opinions, knowledge and feelings with clarity and fluency.

6. write with only minor lexical and grammatical errors.

7. write in an appropriate register (i.e. suit the written language use to a particular 'audience' and purpose).

8. select relevant information from a written source, make notes and write a prose summary (Note-making),

9. select relevant information from a spoken source, take notes and write a prose summary (Note-taking).

SPECIFIC OBJECTIVES

IIi order to achieve the terminal objectives for writing, pupils should be able to perform the following specific writing tasks and skills.

A. Principal Writing Tasks

Pupils should be able to:

1. write autobiographical material.

2. produce an extended piece of descriptive writing.

3. produce an extended piece of narrative writing.

4. write reports.

5. produce written material in other subjects.

6. write biographical material.

7. write and respond to formal, semi-formal and informal letters.

8. write a detailed explanation of a process.

9. write logically and persuasively in favour of or against a topic.

10. select relevant information from a written source; make notes and write a prose summary (Note-making),

11. select relevant information from a spoken source, take notes and write a prose summary. (see 'Writing in Grade 10" for Specific Objectives for Note-taking).

9

B. Additional Writing Tasks

Pupils should be able to:

1. complete forms.

2. write newspaper and magazine articles.

3. interpret maps, diagrams and tables in writing.

4. give written instructions.

5. write book reviews.

6. compose dialogues, short plays and poems

7. write speeches.

8. write a curriculum vitae.

9. write a simple project proposal, e.g. for a club.

C. Specific Writing Skills

In order to perform their writing tasks effectively pupils should be able to:

1. synthesize information from several sources.

2. plan their written work.

3. use the forms and conventions of written language appropriately, viz.

3.1. write in paragraphs. 3.2. write legibly.

3.3. spell correctly.

3.4. write grammatically using a variety of sentence patterns. 3.5. punctuate correctly.

3.6. use appropriate words and expressions. 3.7. use link words effectively.

3.8. use colloquialisms (when appropriate). 3.9. use contractions (when appropriate). 3.10. use quotations (when appropriate).

4. write according to chronological order or order of importance.

5. write in a balanced manner (not giving undue emphasis to minor points).

6. write showing awareness of what is relevant and irrelevant.

7. write in precise detail when necessary.

8. proof-read own written work (for grammatical errors, repetition, omissions, spelling mistakes, faulty punctuation and faulty capitalisation).

9. revise own written work, ifnecessary (for content, organization, clarity of language, appropriate word choice, etc).

10. evaluate own written work.

10

ENGLISH LANGUAGE TEACHING IN GRADE 10

Although all Grade 10 entrants are required to have passed English in the Junior Secondary School Leaving Examination, there will be a need for a. considerable amount of remedial work and revision in Grade 10. The Senior Secondary English Language Syllabus contains new objectives, particularly in Note-making, Note-taking, Structure and Writing which are of fundamental importance and will need to be dealt with in Grade 10 so that pupils will be able to cope with the work in Grades 11 and 12. Grade 10 should, therefore, be regarded as a preparatory stage for the consolidation of language skills which will take place in Grades 11 and 12.

In Grade 10, the writing tasks should shift from an emphasis on the correctness of the structures used, to an emphasis on the nature and relevance of the writing task itself. There should also be a shift away from cue/response tasks to encouraging the pupil to write more freely.

WRITING IN GRADE 10

SPECIFIC OBJECTIVES FOR GRADE 10

These include:

1. Those objectives covered in Grades 8 and 9 but which are important enough to be re-taught or continued in Grade 10, i.e.

1.1. informal and fonnalletter writing.

Objectives 14, 15, 16 and 17 of the Composition Section of the Junior Secondary English Syllabus.

1.2. writing a report from notes (Objective 24)

1.3. writing a plan for an essay in another subject (Objective 25)

1.4. writing an essay in another subject from a given plan (Objective 26)

2. Some objectives that were originally part of the Form III syllabus (Teacher'S Handbook for Composition) but are not contained in the present Junior Secondary English Syllabus.

2.1. composing speeches of introduction and thanks from given notes (Unit 34). 2.2. writing a diary (Unit 35).

2.3. rewriting a narrative in play form (Unit 36). 2.4. writing a newspaper article (Unit 37).

3. Additional New Objectives

Pupils should be able to:

3.1. write different types of formal and business letters (i.e. letters of acknowledgement,

complaint, enquiry, etc) 3.2. write letters to newspapers. 3.3. fill in forms correctly.

3.4. write curriculum vitae.

11

3.5. write instructions (to be done in conjunction with other subjects). 3.6. write brief bookreports.

3.7. give directions.

3.8. write in favour or against a particular topic or motion. 3.9. write biographies and autobiographies.

4. Specific Objectives for Note-taking

Note-taking is a development of the summary and note-making skills which were taught in Grade 8 and 9. The Specific Objectives for Note-taking should be covered early in Grade 10. At this time, the teaching and practice of the skills will require time allocation, but once the skills have been developed, note-taking will become one of the aspects of the Text based Integrated Approach.

1. Given a short passage read by the teacher and a list of possible titles written on the board or read to them, pupils should be able to choose the best title and explain why the others are inadequate.

2. Given a short passage read by the teacher and a list of possible summaries written on the board, pupils should be able to choose the best summary and explain why the others are inadequate (cfReading, Page 6 Objectives 3.3. (b).

3. Given a question followed by a passage read by the teacher, pupils should be able to answer the question with a word, phrase or sentence as required.

4. Given a prose summary containing blanks, pupils should be able to fill in the blanks while the teacher is reading or after she/he has read, depending on the difficulty of the passage.

5. Given an incomplete table or diagram, pupils should be able to complete it

using information from the passage read to them. (of Reading, Page 6, Objectives 3.3. (d)

6. Given a passage read by the teacher, pupils should be able to write a single sentence summary or list the main points in the passage.

7. Given a passage read by the teacher, pupils should be able to make their own notes using common abbreviations, personal abbreviations and ymbols,

COMPOSITION METHODOLOGY IN GRADE 10

No specific methodology is prescribed but the following are recommended:

1. group work.

2. essay assignments should be related to other areas oflanguage work if possible.

3. pupils should use a wide variety of source material- newspapers, magazines, reference books, text books from other subjects, etc.

4. field activities appropriate to the area in which the school is located, e.g. fishing. visits to places of interest, local ceremonies, etc.

Materials

Available text books, ETAZ Composition Materials, text books from other subject areas. school forms, newspapers, magazines, reference books, etc.

12

WRITING IN GRADES 11 AND 12

METHODOLOGY

In Grades 11 and 12, most writing activities will emanate from the text-based integrated approach and from project work. Writing assignments may also be related to other subject areas and to relevant activities in the local community. Whenever appropriate, group writing activities may be used.

Materials

Text-based integrated materials. (Until these are available, teachers should develop their own materials from existing text books, magazines, newspapers, etc).

13

STRUCTURE

The specific objectives for Grade 10 and the revision work will both necessitate formal teaching. The teaching of structure at Senior Secondary level should also be based on errors which occur in the pupils' spoken and written work.

TERMINAL OBJECTIVES

By the end of Grade 12 pupils should be able to understand and use correctly all 'the common English structures.

Pupils should have mastered the most important structures by the end of Grade 9.

SPECIFIC OBJECTIVES FOR GRADE 10

By the end of Grade 10 pupils should be able to use or, where specified, recognise the following:

1. The Future

Pupils should be able to recognise the emphatic form 'shall'. e.g. You shall not steal.

2. Verbs and expressions followed by '-ing'

Pupils should be able to use the '-ing' form after expressions such as: can't help, can't stand It's no good, It's no use, 'be worth.'

e.g. I couldn't help liking him.

It's no use trying to escape.

Is it worth writing any longer?

3. Verbs followed by either the infinitive or '-ing' with change of meaning

Pupils should be able to recognise the difference in meaning of similar constructions using the following verbs followed by either the infinitive "j" -ing': allow, permit, remember, forget, try, regret, mean (signify), stop, need, go on, etc

e.g. They tried walking 'to school.

They tried to walk to school.

These objectives were originally included in the 'Junior Secondary School English Language Revised Syllabus (Forms I - III) - Teacher's Handbook for Structure.

4. Determiners (Adjectives of Quantity)

Pupils should be able to use 'some' meaning 'one or another'

e.g. Some person has taken my pen.

14

( .

5. Noun Phrases and Clauses

Pupils should be able to:

1. use infinitive phrases as objects.

e.g. The idea is for us to meet again on Thursday.

2. recognise the meaning of 'that' Clauses and infinitive phrases when they are used as subjects.

e.g. That she is still alive is pure luck.

For a bridge to collapse like that is very unlikely.

3. recognise the meaning of the possessive adjectives used with '-ing' phrases.

e.g. They don't like our winning all the time.

(The more usual version is 'us winning)

4. use noun phrases in apposition to other nouns

e.g. Yuri Gagarin, the first man to fly in space, was a Russian.

'War and Peace', a novel written by Tolstoy, is a masterpiece.

6. Relative Clauses

Pupils should be able to use Relative Pronouns in Non-defining Relative Clauses as follows:

1. 'who' with subjects that are people.

2. 'which' with subjects that are things.

e.g. Elephants, which spend most of their time eating, cause a great deal of damage.

3. 'whom' or 'who' with objects that are people.

e.g. This book was written by Chinua Achebe, whom (or who) I know you admire.

4. 'which' with objects that are things.

e.g. I went to Livingstone to see the Victoria Falls, which are a magnificent sight.

5. Preposition + 'whom' with objects that are people.

e.g. Our Member of Parliament, from whom we received a visit last term, is coming again next week.

6. Preposition + 'which' with objects that are things.

e.g. My car, for which I paid a lot of money, is always giving trouble.

15

7. 'whose' to show possession (esp. for people).

e.g. Mr. Banda, whose wife has just had her tenth child, has asked for an increase in salary.

7. Comparison

Pupils should be able to use 'the' + comparative .. .'the' + comparative ... to express parallel increase.

e.g. The harder he tries, the more he succeeds.

The more I think about your idea, the more I like it.

8. Reason

Pupils should be able to express reason

1. by using 'now that' and 'seeing that'.

e.g. Now that/ Seeing that you have finished yourwork, you may read your library books.

2. by using participial phrases. (Rather formal)

e.g. Being unfamiliar with the town, I had to ask a police officer for directions.

9. Time

Pupils should be able to express time

1. by using a conjunction + a participial phrase.

e.g. Before answering your question, I must study the matter more carefully.

While looking for the book, he found the missing money.

2. by using 'no sooner. .. than' with an-inversion as an alternative to 'as soon as'. e.g. No sooner had we finished planting than the rain began to fall.

3. by using a phrase containing a perfect participle when one action precedes another. e.g. Having finished the exercise, I showed it to the teacher.

N.B. Present Participle can also be used.

e.g. Walking down the corridor, I sawMary talking to John.

10. Contrast

Pupils should be able to indicate contrast by using:

1. 'apart from', 'besides', 'although', 'while', 'despite', 'in spite of, 'instead of + Present Participle.

2. '(the) one' ... 'the other'.

e.g. (The) one twon was clean and the other was dirty.

3. 'if (for recognition only).

16

• r

4. adjective + 'as/though' (for recognition only).

e.g. Unhappy as/though I was, I could not weep in public.

5. 'no matter'

e.g. No matter how hard I tried, I could not solve the problem.

11. Condition

Pupils should be able to use the following in conditional sentences:

1. 'but for'

e.g. I would have passed the exam but for the last question.

2. 'provided (that)'

e.g. You can go outsideprovided (that) you have finished your homework.

3. 'supposingand 'suppose'

e.g. Supposing/suppose I hit you, what would you do?

4. 'if only'to indicate hope or regret.

e.g. If only it rains, the maize will not die.

Pupils should be able to understand the inverted forms of the conditional. e.g. Had he known the tank wa~ empty, he would have stopped for petrol.

Should anyone ask for me, tell them I have gone to a funeral.

STRUCTURES TO BE REVISED IN GRADES 10, 11 AND 12

Some structures will not have been adequately mastered in Grades 8 and 9 and may need to be revised in Grades 10, 11 and 12. These might include the following objectives from the Junior Secondary Structure Component.

1. Section 10: Verbs followed by Infinitive.
2. ~ Section 11: Verbs and expressions followed by '-ing.'
3. Section 12: Verbs followed by Object plus Infinitive.
4. Section 13: Phrasal Verbs.
5. Section:20: Relative Clauses.
6. Section 23: Intensifiers (Adverbs of Degrees),
7. Section 31: Condition.
8. Section 32: Direct Speech.
9. Section 33: Reported Speech.
10: Section 34: Punctuation. 1. Section 10: Verbs followed by the Infinitive

Pupils should be able to use the VERB + INFINITIVE construction with each of the following:

agree, appear (seem), arrange; be, care, dare, decide, deserve, desire, determine, expect, fail, guarantee, happen, hesitate, hope, learn, long, manage, mean (intend), neglect, offer, ought, prepare, prefer, promise, refuse, seem, swear, think, threaten, try, (attempt), want, wish.

17

'.

a) She wants to many me.

He knows how to mend a puncture.

b) He agreed to pay for the taxi.

c) I hope to go there next month.

In addition, pupils should be able to use the following verbs when used with 'how':

consider, discover, explain, find out, know, understand, wonder.

2. Section 11: Verbs and expressions followed by '-ing'

Pupils should be able to use the _VERB + -ING construction with each of the following:

advise, admit, appreciate, avoid, consider, delay, deny, dislike, enjoy, escape, excuse, finish, forgive, give up, go on, imagine, keep (on), mention, mind, postpone, practice, put off, resent, resist, risk, suggest, stop (cease).

e.g. He wouldn't admit stealing the pen. They enjoy playing football.

Would you mind lending me your rubber? Would you mind me lending him your rubber?

3. Section 12: Verbs followed by Object plus Infinitive

I

Pupils should be able to use the VERB + OBJECT + INFINITIVE construction.

1. With each of the following:

advise, allow, ask, cause, command, compel, encourage, forbid, force, get, instruct, invite, order. permit, persuade, request. remind, show how, teach, tell, tempt, warn, want.

e.g. She told the children to finish their meal.

I persuaded my brother to finish his homework. Will you show me how to do this sum?

2. With verbs of sensation: E.g. see, feel. hear, notice, listen to; and with: watch, make, let and bid (which are followed by an OBJECT + INFINITIVE without 'To').

e.g. She made the children wash their hands.

We heard them sing.

4. Section 13: Phrasal Verbs

Pupils should be able to use the commoner phrasal verbs.

e.g. He took over the controls.

She put on her best dress.

18

Pupils should be able to use phrasal verbs formed with adverb particles before or after the object as required.

a) Pronoun Object:

He gave it away. She took them off.

b) Noun Object:

He gave his money away.

or He gave away his money. She took off her shoes.

or She took her shoes off.

5. Section 20: Relative Clauses

Pupils should be able to use Relative Pronoun in Defining Relative Clauses as follows:

1.1. 'who' or 'that' with subjects that are people.

e.g. The girl who (or that) wins the race will get a prize.

1.2. 'which' or 'that' with subjects that are things.

e.g. The car which (or that) killed the cow was badly damaged.

1.3. 'whom', 'who', 'that' or nothing with objects that are people.

e.g. The boy (whom or who, or that, or nothing) we caught stealing has been expelled.

1A. preposition + relative pronoun with objects that are people. e.g. The man to whom you were speaking is my uncle.

or The man who you were speaking to is my uncle.

or The man you were speaking to is my uncle.

1.5. 'which', 'that or nothing with objects that are things.

e.g. The cake (which or that) you baked was very nice.

1.6. Preposition pronoun + relative with objects that are things.

e.g. The village from which he comes is very poor.

or The village which he comes from is very poor. or The village that he comes from is very poor. or The village he comes from is very poor.

1.7. 'whose' to show possession (especially for people). e.g. That is the girl whose father works in the Market.

1.8. 'where,' 'when' and 'why'

e.g. He took us to the place where he had seen a lion.

We went on the-day when we both had a holiday. She asked the reason why I was late.

19

Pupils should be able to use infinitives and infinitive phrases as altenatives to Relative Clauses.

e.g. I have a lot of work to do.

There is no time to waste.

The man to complain to is the manager.

6. Section 23: Intensifiers (Adverbs of Degree)

Pupils should be able to use the following:

1. 'very,' 'much,' and 'too'

e.g. He is a very strong man.

I feel much better, Time goes so quickly.

3. 'quite' to mean 'completely'

e.g. My answer is quite different from yours.

2. 'fairly' and 'rather'

e.g. I am fairly good at mathematics.

Juma is rather lazy.

4. 'quite' to mean 'a little less than'

e.g. Your composition is quite good. (i.e. not very good)

,

5. 'hardly,' 'barely' and scarcely'

e.g. He hardly ever visits his mother.

We barely had time to catch the bus.

I was so tired I could scarcely keep my eyes open.

6. 'almost' and 'nearly'

e.g. The match had almost/nearly finished, AlmostlNearly all the children were playing outside.

7. Just' .

e.g. The match was just beginning when it started to rain.

You are just in time for a cup of tea.

7. Section 31: Condition

Pupils should be able to use the three basic conditional sentence patterns.

7.1. Probable Condition

e.g. If he asks her, she will marry him.

She will marry him if he asks her.

7.2. Improbable Condition

e.g. If he asked her, she would marry him. or She would marry him if asked her.

or If he was to ask her, she would marry him or If I were you, I would buy a car.

20

",'

7.3. Impossible Condition

e.g. If he had asked her, she would have married him. (i.e. He didn't ask her and she hasn't married him). or She would have married him ifhe had asked her.

Pupils should be able to use the common variations of the above patterns.

e.g. If water is heated, it turns to steam.

If he asks you, tell him the truth.

If the kettle has boiled, I'll make some tea.

If he had asked her, she might have married him.

If you had cleaned your shoes, you would not look so untidy.

Pupils should be able to use the following in conditional sentences.

7.4. 'unless'

e.g. I will come tomorrow unless I hear from you.

7.5. 'even if to indicate condition and implied contrast e.g. You wouldn't believe me even if! told you.

8. Section 32: Direct Speech

Pupil should be able to compose and punctuate correctly sentences containing Direct Speech as follows:-

(i) Mary said. "The headteacher wants to see you."

(ii) "The headteacher wants to see you." said Mary.

(iii) "The headteacher wants to see you." Mary said.

(iv) "The headteacher wants to see you," Mary said, " and he is very angry."

Pupils should be able to use a variety of Reporting Verbs.

e.g. say, ask, reply, answer. inquire/enquire. remind. explain, remark, shout cry, yell. whisper, murmur. mumble, mutter, think, etc.

9. Reported Speech

Pupils should be able to change direct statements into Reported Speech. making the necessary changes in pronouns, tenses and ad verbs

e.g. Direct Speech:

Mary said. "The headteacher wants to see you. Tom." Reported Speech:

Mary told Tom that, the headteacher wanted to see him.

21

Pupils should be able to change direct statements into Reported. Speech, making the necessary changes in pronouns, tenses and adverbs

e.g. Direct Speech:

"Come back and put your coat on," said my mother. Reported Speech:

My mother told me to go back and put my coat on. Direct Speech:

"Open the window please, Bill," said Ann .. Reported Speech:

Ann asked Bill ifhe would open the window. or Ann asked Bill to open the window.

10. Section 34: Punctuation

1. Pupils should be able to use the full stop.

2. Pupils should be able to use the apostrophe

a) to indicate short forms.

b) to indicate possession.

3. Pupils should be able to use commas

a) in lists of nouns, adjectives, clauses, etc.

b) with words added to a sentence by way of comment.

c) after 'yes' and 'no'.

d) with words used to address a person.

e) to separate the items of a date.

f) to separate the items of an address.

A Pupils should be able to recognise the function of a semi-colon used to link two closely related sentences.

t

5. Pupils should be able to use a colon to introduce words which explain what has already been referred to.

6. Pupils should be able to use a capital letter

a) at the beginning of C\ sentence.

b) for all proper nouns and proper adjectives.

c) for titles of people and books, etc.

7. Pupils should be able to use a question mark to show that a sentence is a question.

8. Pupils should be able to use an exclamation mark when appropriate.

9. Pupils should be able to use quotation marks to indicate Direct Speech, quotations and titles.

REMEDIAL WORK BASED ON PUPILS' MISTAKES

Teachers should also use the mistakes pupils make in their written work and in their spoken English as the basis for remedial structure work.

22

· ,

STRUCTURE TEACHING METHODOLOGY

1. Teachers should use the suggestions made in the Structure Section of the "Junior Secondary English Teachers' Handbook".

2. Pupils should be taught basic grammatical terms such as 'clause', 'phrase', 'subject'. 'object', 'finite' and 'nonfinite verbs', the parts of speech and names of tenses and. where appropriate, be given 'rule' explanations.

3. Structure Teaching and the Integrated Approach

All language lessons should be indirectly teaching structure. For example. in a reading lesson pupils maybe asked questions that will enable them to examine structural items in the text to see how forms are used to convey meaning, (e.g. "What does 'this' stand for in the second sentence?". It is, therefore. recommended that not more than one period a week (i.e. 40 minutes) should be spent on formal structure teaching.

4. Structure Teaching and the Communicative Approach

Pupils should be given ample opportunity to practise structures orally in meaningful situations. For example, a lesson on the Conditional sentences could include group work or pair work based on topical issues, e.g.

"What would happen ifit rained for a number of years in the Sahara Desert?

"What would your life have been like if you had been born a hundred years ago?"

(This would link structure and oral practice and history.) Pupils should also be given written exercises that allow them to use the structural item being practised in paragraphs rather than single sentences.

MATERIALS

1. Teachers' Reference Books:

A Practical English Grammar: Thompson and Martinet, O.U.P.

A Communicative Grammar of English: Leech and Svartvic, Longman

A University Grammar of English: Quirk and Greenbaum. Longman

Every teacher should have a copy of at least one of these.

2. Pupil's Materials:

For Grade 10. existing text books may be used.

Some of the existing text books also contain suitable materials for the recommended methodology for Grade 11 and 12: The text-based integrated approach. In addition. however, teachers will need to produce their own materials either from scratch or by adapting materials contained in existing text books (e.g. structure material from comprehension passages.) Such contingency measures will be necessary until the new course material have been published.

23

'"

...