English Syllabus: GRADES 10 - 12

Republic of Zambia
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION
ENGLISH SYLLABUS
GRADES 10 – 12
-
9 789982 005791
ISBN 9982-00-579-0
PREPARED AND WRITTEN BY THE CURRICULUM DEVELOPMENT CENTRE

Printed by P.O. BOX 50092, LUSAKA – ZAMBIA
Zambia Educational Publishing House 2013
Republic of Zambia
ENGLISH SYLLABUS
GRADES 10 - 12
-
Prepared and Written by The Curriculum Development Centre
P.O. Box 50092
Lusaka - Zambia
2013
© Curriculum Development Centre, 2013
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise without prior written permission of the copyright owner.
ISBN: 9982-00-579-0
First Published 2013 by

Zambia Educational Publishing House
Light Industrial Area
Chishango Road
P. O. Box 32708
Lusaka, Zambia
ENGLISH SYLLABUS - GRADE 10 - 12 ii

VISION
Quality, lifelong education for all which is accessible, inclusive and relevant to individual, national and global needs and value systems
iii ENGLISH SYLLABUS - GRADE 10 - 12

CONTENTS
Vision .. .. ... .. ... ... ... ... ... ... iii
Preface... ... ... .. ... ... ... ... ... ... vii
Acknowledgement .. .... ... .. ... ... ... ... ... viii
Introduction ... ... ... .. ... ... ... ... .... ix
GRADE 10
10.1 Listening and Speaking ... ... .. ... ... ... ... 2
10.2 Reading and Comprehension ... ... ... .. ... ... ... 6
10.3 Composition ... ... ... ... .. ... ... ... 9
10.4 Summary ... ... ... ... .. ... ... ... 16
10.5 Structure ... ... ... ... .. ... ... ... 19
GRADE 11
11.3 Composition ... ... ... ... .. ... ... ... 37
11.4 Summary ... ... ... ... .. ... ... ... 42
11.5 Structure ... ... ... ... .. ... ... ... 44
GRADE 12
12.3 Composition ... ... ... ... .. ... ... ... 55
12.4 Summary ... ... ... ... .. ... ... ... 59
12.5 Structure ... ... ... ... .. ... ... ... 61
ENGLISH SYLLABUS - GRADE 10 - 12 iv

PREFACE
The Senior English Language Syllabus provides the sound basis required for the effective teaching of English at the Senior Secondary Level, for the
development of teaching materials and for the preparation of the Zambian School Examination and General Certificate of Education 'O' Level English
Examination. Whilst the general format of the syllabus is essentially “structural”, the recommended methodological interpretation is 'functional' and
'communicative'. As a result, High School learners should develop a high level of confidence in English, and be able to use the language effectively in
everyday life, in the world of work and in their further education.
I am confident that this syllabus will be of lasting benefit to learners and teachers alike.
Nkosha Chishimba.
Permanent Secretary
v ENGLISH SYLLABUS - GRADE 10 - 12

ACKNOWLEDGEMENT
The production of this syllabus has, as all times, been carefully monitored by the English Curriculum Committee. This Committee is made up of curriculum
developers, teachers, teacher educators, university and college lecturers, education standards officers and other experts in distance and open learning. The
syllabus has benefitted greatly from the experience and expertise of the above. Furthermore, an extensive programme of trialing has ensured the fulfillment
of an important aspect of a participatory curriculum development process.
C.N.M Sakala (Mrs)

Director-Standard and Curriculum
ENGLISH SYLLABUS - GRADE 10 - 12 vi

INTRODUCTION
The Senior Secondary School English Language Syllabus is a build up of the Junior Secondary School English Language Syllabus. It has a similar structure
like the precursor also comprising five parts namely:
1. Listening and Speaking
2. Reading
3. Composition
4. Structure
5. Summary
Like the Junior Secondary School English Language Syllabus, the Senior Secondary School English Language Syllabus is presented in the form of
Outcomes and stated in result terms. Outcomes are precise statements which state what learners HAVE TO DO in order to show that they have learned what
is taught during the teaching and learning process. The Specific Outcomes are followed by the content in form of knowledge, skills and values which learners
must master in order to achieve the desired outcomes. The teacher's task, therefore, is to provide effective learning experiences/activities which will enable
the learners achieve the planned results.
Six periods a week are allocated to English Language in Grades 10 to 12 and, wherever possible, learners should be given English Language homework at
least once a week.
It is recommended that the Senior Secondary School English Language Syllabus is interpreted through two general methodologies which should be used
concurrently – the Communicative Approach and the Text-based, Integrated Approach.
vii ENGLISH SYLLABUS - GRADE 10 - 12

ENTREPRENEURSHIP
Another useful technique based on the same rationale as part of the Integrated Approach is the use of 'projects'. These give the learners the opportunity to put
into practice many of their language and artistic skills including reference skills, note making, interviewing, note-taking and composition, and even non-
linguistic skills such as graphic design and illustration.
Projects will be undertaken by learners in the form of entrepreneurial activities. Learners will work in groups to plan and manage a business venture of their
own choice.
Great care must be taken in choosing the entrepreneurial activities. It must of course be viable and interesting for the learners. This kind of work can be most
interesting and worthwhile activity, for not only does it provide a practical context for employing a variety of skills, it is also highly motivating in that
learners can be empowered with some income which they can take great personal pride.
It is hoped that this syllabus will provide teachers and learners with a stimulating and effective means of contributing to the national development.
ENGLISH SYLLABUS - GRADE 10 - 12 viii

GRADE 10
PART 1: LISTENING AND SPEAKING
PREAMBLE
In Listening and Speaking, the learners are expected to carry out many verbal exercises. The onus is on the teacher to find different methodologies for
effective teaching. The activities would include individual work, pair work, group work, role playing of different situations and class presentations. It
is important that some outcomes are integrated in other components of the English Syllabus such as structure, comprehension and composition.
GENERAL OUTCOMES
Communicate effectively and appropriately in English in various social contexts

?
Understand and speak English at an acceptable international standard
?
Recognize and apply the difference between spoken and written English
?
Understand and speak English well enough to function effectively (later), in tertiary education and in the world of work.
?
COMPETENCES:
? Listen and Speak in English appropriately and effectively in various social contexts
? Apply listening and speaking skills in a variety of situations, well enough to function effectively.
1 ENGLISH SYLLABUS - GRADE 10 - 12

SPECIFIC CONTENT
COMPONENT TOPIC
OUTCOMES KNOWLEDGE SKILLS VALUES
10.1 LISTENING 10.1.1 Oral 10.1.1.1 Impart and ? Giving and getting Application of Appreciation of
AND Communication seek factual accurate directions vocabulary for knowledge on how to
SPEAKING Information in giving Examples: Imparting and impart and seek
directions and Ques. Where exactly is the seeking factual factual information in
instructions Central Police Station located? Information in giving directions and
Answer: It is right opposite giving directions and instructions
Levy Mall in Rhodes Park. instructions
Vocabulary to use: Left, Right,
Centre, Middle, Below, beneath,
adjacent to, behind, above ,
beyond, ahead, underneath etc
? Explaining and getting

instructions on how to do
something e.g. How to
cook Nshima OR How to
Change a tyre.
Vocabulary to use: (Firstly…,
Secondly…, Next..,
Then…Lastly…)
ENGLISH SYLLABUS - GRADE 10 - 12 2

SPECIFIC CONTENT
COMPONENT TOPIC
10.1.1.2 Express and Expressing sympathy in Application of Appreciation of
find out emotional different situations such as correct vocabulary knowledge o how to
attitudes in different Funeral, Failing an exam or for expressing and expressing and find
situations missing a valuable e.g. finding out emotional out emotional
? I am sorry about the loss of attitudes in different attitudes in different
your…OR I am sorry that situations situations
you didn’t make it to…
10.1.1. 3 Express and ?Expressing Agreement and Application of Appreciation of

find out intellectual Disagreement e.g. correct vocabulary knowledge on how to
attitudes in making - I am afraid that I do not on expressing and express and find out
agreements and agree with …OR I beg finding out intellectual intellectual attitudes in
disagreements to differ with… attitudes in making making agreements
- I concur with…OR I agreements and and disagreements
totally agree with… disagreements

SPECIFIC CONTENT
COMPONENT TOPIC
10.1.1.4 Get things Examples: Application of Appreciation of
done ? Getting a clarification e.g. correct vocabulary knowledge on getting
Could/Would you (mind) on getting a a clarification
clarify(ing) the point? clarification
? Advising and warning e.g.
Would you please/kindly
keep quiet?
? Give instructions e.g. Could
you please/kindly close the
door?
10.1.1.5 Use socially Examples: Application of Appreciation of

acceptable language ? When greeting different correct vocabulary knowledge on how to
in different situations categories of people e.g. on when greeting greet different
-To the Young: Hello/Hi different categories categories of people,
- To the Old: Good of people, inviting invite people or make
morning/afternoon/evening people and when an offer or invitation
? Inviting people e.g. I have making an offer or
the pleasure of inviting you invitation
to…OR I am pleased to
invite you to….
? Offer something e.g. Would
you accept my…OR Would
you mind if I sat next to you?
? Initiating a conversation e.g.
Did you know that…OR Are
you aware that…

PART 2: READING AND COMPREHENSION
PREAMBLE
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.
GENERAL OUTCOMES
? Acquire reading techniques and values necessary for use both inside and outside school.
? Demonstrate different reading skills appropriate to the type of material.
? Acquire high level competences in summary skills.
? Demonstrate mastery of high level summary skills in different situations.
COMPETENCES:
? Read effectively and efficiently any type of material.
? Read, understand and interpret any reading material given.
? Demonstrate understanding and enjoyment of what is read.

SPECIFIC CONTENT
COMPONENT TOPIC OUTCOMES KNOWLEDGE SKILLS VALUES
10.2 READING 10.2.1 Intensive 10.2.1.1 Read passages ? Reading at a speed of Application of skills of; Knowledge of
AND Reading efficiently and do 250 words per Effective and
COMPREHE- follow up activities minute Effective and efficient efficient reading,
NSION ? Skimming through reading,
passages to obtain Skimming and
the main points Skimming and Scanning,
? Scanning pieces of Scanning,
texts to locate Answering factual
specific information Answering factual and and inference
? Answering factual inference questions questions
and inference
questions Deducing meanings of Deducing
? Retelling detail of unfamiliar words from meanings of
stories or passages contextual clues unfamiliar words
? Deducing meanings
Drawing inferences from contextual
of unfamiliar words
and idiomatic from texts clues
expressions
Character analysis Drawing inferences
? Drawing inferences from texts
from texts by direct
or indirect reference Character analysis
? Describing feelings,
qualities and motives
of characters in
stories

SPECIFIC CONTENT
COMPONENT TOPIC
10.2.2 Extensive 10.2.2.1 Read efficiently Reading a wide variety of Application of; Knowledge and
Reading unabridged texts e.g. Newspapers, Appreciation of
different reading Magazines, Efficient reading skills; efficient reading
materials Journals etc
? Silent reading, skills
?Reading at an
appropriate pace
with understanding
10.2.2.2 Read critically and Reading and ?Critical thinking Knowledge and
make discriminating comprehension; appreciation of
judgements E.g. ?Theme analysis reading
? Theme(s) analysis
? Character analysis ?Character
? Language analysis analysis
? Setting ?Language
? Author’s motives analysis
? Readers’ point of
view

PART 3: COMPOSITION
PREAMBLE
GENERAL OUTCOMES
? Acquire high level knowledge and values of writing.
? Demonstrate high level competences of different types and styles of writing.
COMPETENCIES:
? Write legibly, confidently and effectively to communicate messages.
? Produce the kind of writing required in tertiary education and the world of work.

SPECIFIC CONTENT
COMPONENT TOPIC
10.3 10.3.1 Descriptive 10.3.1 Write Writing Descriptives; Application of Appreciation of
COMPOSITION Writing advanced knowledge of knowledge of
descriptives E.g. People, objects, describing things descriptive writing
places, animals, plants, accurately
insects, rivers etc
.
Use describing
words/adjectives
Use figures of speech e.g.

hyperboles/exaggerations,
similes, metaphors etc
10.3.2 Narrative 10.3.2.1 Write Writing Narratives: Application of Appreciation of

Writing advanced Narrative narrative writing knowledge on
Compositions Retelling happenings skills writing narratives
experienced or witnessed,
heard about, read about,
watched on TV etc
Use 1st person or 3rd

person narration
Events to be ordered
chronologically
Making use of adjectives

and adverbs when
describing happenings
Conclusion/ point of view

SPECIFIC CONTENT
COMPONENT TOPIC
10.3.3 Essay 10.3.3.1 Write Writing about given Application of essay Appreciation of
Writing advanced essays topics from other subjects writing skills knowledge on
in other subjects e.g. writing essays
?Global warming
?Effects of teenage
pregnancy
?Waste
Management
Include:
Title/sub-titles
Be factual, objective,
pragmatic, educative
Make conclusion/
recommendation

SPECIFIC CONTENT
COMPONENT TOPIC
10.3.3.2 Write Profile gives an account Application of Appreciation of
Profiles .i.e. of person’s life knowledge on how knowledge on how
Autobiographies to write to write
and Biographies Called Autobiographies if Autobiographies Autobiographies
(make distinctions) talking about yourself; and biographies and Profiles
Biographies give account
of another person’s life
Date of birth
Family size and

composition
Record of education
Record of failures/
achievements credentials

SPECIFIC CONTENT
COMPONENT TOPIC
10.3.4 Article 10.3.4.1 Write Newspaper Article e.g. Application of Appreciation of
Writing newspaper and Lead story; knowledge on how knowledge on how
magazine articles to write Newspaper to write newspaper
Must: articles or letter to articles
Have eye-catching Editor
heading/title
Bear writer’s full name
State subject/concern
clearly
Be factual, Objective and
Chronological narration
of events
Informative
Be based on current
affairs
Be based on controversial
or cross cutting issues

SPECIFIC CONTENT
COMPONENT TOPIC
10.3.5 Report 10.3.5.1 Write Features of report writing Application of Knowledge and
Writing simple reports on should include : knowledge on Appreciation of
given topics writing reports writing reports
Title
Sub titles (for major
reports)
Use of the third person
Use of passive voice
Chronological narration
of events
Good paragraphing
Making recommendation(s)
10.3.6 Book 10.3.6.1 Write book Features of book reviews Application of Knowledge and
Reviews reviews must include: writing book Appreciation of how
reviews to write book
Synopsis reviews
Themes
Character analysis
Authors point of view
Personal Point of view

SPECIFIC CONTENT
COMPONENT TOPIC
10.3.7 Writing 10.3.7.1 Write Features of Minutes: Application of Knowledge and
Minutes minutes of a Date knowledge on how Appreciation of
meeting to write minutes of how to write
Title
Venue of meeting a meeting minutes of a
List of Attendants meeting
Agenda
Use of third person
narration
Good paragraphing
Titles/sub-titles
Numbering of captions
Signing
Features of Speech: e.g. Application of Knowledge and

10.3.8 Writing
Speech of introduction knowledge on appreciation on how
Speeches
- Observe protocol making speech to make speech of
- Give main speaker’s introduction introduction
background/history
- Give summary/history
of institution you are
representing, e.g. school,
- Call main speaker to
give his/her speech.

PART: 4 SUMMARY
PREAMBLE
The course has been carefully graded. None of the work should be omitted as the skills developed during the course will be acquired in a gradual, cumulative
way. The work will require varying amounts of teaching time, but integrated with reading.
The teaching of English should be eclectic so as to include various approaches such as question and answer group work and class discussions.
GENERAL OUTCOMES:
? Show understanding and appreciation of the difference between summary and extensive writing
? Demonstrate understanding of the differences between main and subsidiary ideas in texts
? Use summary skills in various academic and social contexts
COMPETENCES:
? Able to compose precise and concise titles
? Present main ideas in a clear, orderly and connected manner without diluting meaning
? Tabulate given information in texts

SPECIFIC CONTENT
10.4. SUMMARY 10.4.1 Titles 10.4.1.1 Choose best Main ideas in Application of Appreciation of
titles and justify stories and passages summary skills Brevity
10.4.1.2 Compose Main ideas in Application of Appreciation of
titles which are stories and passages knowledge on knowledge on how
adequate and concise composing titles to compose titles
10.4.2 Sentence 10.4.2.1 Identify Main ideas in Application of Appreciation of

Summaries sentences which stories and passages knowledge on how to identify
provide concise identifying key main ideas in texts
information in texts messages in texts
10.4.3 Paragraph 10.4.3.1 Choose best Main ideas in each Application of Appreciation of to
Summaries paragraph paragraphs knowledge on identify paragraphs
summaries and identifying with concise ideas
justify paragraphs with of texts
concise ideas
10.4.4 Tabulation 10.4.4.1 Tabulate Condensing texts in Application of Appreciation of

Skills information in texts graphic tabulation skills tabulation skills
into other print presentations e.g.
materials such as Tables, charts,
maps, graphs, graphs etc
tables, charts etc

SPECIFIC CONTENT
10.4.5 Abbreviations Use abbreviations E.g. When writing Application of Appreciation of
when taking notes notes in class; abbreviation skills knowledge of using
sermon in church; abbreviations
minutes of a
meeting
Common
abbreviations:
Acronyms e.g.
ZESCO/Zambia
Electricity Supply
Cooperation
UNZA/University
of Zambia
UTH/ University
Teaching Hospital
Ppls/ pupils
s/one/someone
Geog/ Geography
Sch/school
Heb 2: 12 /
Hebrews Chapter 2,
verse 12 etc

PART 5: STRUCTURE
PREAMBLE
The specific outcomes for Grade 10 and the revision work will both necessitate formal reading. The teaching of structure at Senior Secondary School level
should also be based on errors which occur in the learners' spoken and written work.
The learners should be taught basic grammatical terms such as 'subject', 'clause', 'object', 'finite' and 'infinite verb', the parts of speech and names of tenses
and, where appropriate, be given 'rule' explanations.
1. Structure Teaching and the Integrated Approach

All language lessons should be indirectly teaching structure. For example, in a reading lesson learners may be 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?” Why did the
writer use 'had eaten' in line six”). It is therefore, recommended that not more than one period per week (i.e. 40 minutes) should be spent on formal
structure teaching.
2. Structure Teaching and the Communicative Approach.

Learners should be given ample opportunities to practice structures orally in meaningful situations. For example, a lesson on the Conditional Clauses
could include group work or pair work based on “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). Learners should also be given written activities that allow them to use the structural item being practiced in
paragraphs rather than simple sentences.
GENERAL OUTCOMES
? The learners should understand and use correctly all the common English structures.
? The learners should appreciate the value of using correct grammar
COMPETENCES:
? Speak and write correct English in order to communicate intended message.
? Speak and write correct English in order to function effectively in the social contexts

SPECIFIC CONTENT
10.5 STRUCTURE 10.5.1 Tenses: 10.5.1.1 Recognise the You shall not steal Application of correct Appreciation of
The Future emphatic form of usage of shall knowledge on how to
‘shall’ use shall
10.5.2 Parts of : 10.5.2.1 Use the –ing e.g. Application of correct Appreciation of
Speech, Verbs and form after expressions ? I couldn’t help usage of the –ing form knowledge on how to
expressions such as: Can’t help, liking him after expressions such as: Use the –ing form
can’t stand, it’s no ? It’s no use trying to
followed by-ing Can’t help, can’t stand, after expressions such
good, it’s no use, be escape
worth it’s no good, it’s no use, as: Can’t help, can’t
? Is it worth writing
any longer? be worth stand, it’s no good,
it’s no use, be worth
10.5.2.2 Recognise the e.g. Application of correct Appreciation of
difference in meaning ? They tried walking usage of verbs followed knowledge using
of similar to school by either the infinitive or verbs followed by
constructions using ? They tried to walk –ing: allow, permit, either the infinitive or
verbs followed by to school
either the infinitive or remember, forget, try, –ing: allow, permit,
–ing: allow, permit, regret, mean (signify), remember, forget, try,
remember, forget, try, stop, need, go on regret, mean (signify),
regret, mean (signify), stop, need, go on
stop, need, go on
10.5.3 Determiners 10.5.3.1 Use some e.g. Application of correct Appreciation of
(Adjectives of meaning one or ? Some body/person usage of determiners knowledge on how to
Quantity) another. has taken my pen. use determiners

SPECIFIC CONTENT
10.5.4 Noun 10.5.4.1 Use infinitive Infinitive is the form of Application of correct Appreciation of
Phrases and phrases as objects verb together with ‘to’ usage of noun phrases knowledge on using
Clauses in front of the verb e.g. and clauses noun clauses and
phrases
The idea is for us to
meet again on
Thursday.
He has to stop battering
his wife.
meaning of ‘that’ That she is still alive is usage of that knowledge on how to
pure luck. use that
clauses and infinitive
For a bridge to collapse
phrases when they are
like that is very
used as subjects.
unlikely.
meaning of the They don’t like our usage of the possessive knowledge on how to
possessive adjectives winning all the time. adjectives used with –ing use the possessive
used with –ing
phrases. adjectives used with –
phrases.
ing phrases.
10.5.4.4 Use noun e.g. Application of correct Appreciation of
phrases in apposition ? Yuri Gagarin, the usage of noun phrases in knowledge on how to
to other nouns. first man to fly in apposition to other Use noun phrases in
space, was a nouns. apposition to other
Russian. nouns.
? War and peace, a
novel written by
Tolstoy, is a
masterpiece.

SPECIFIC CONTENT
10.5.6 Relative 10.5.6.1 Use relative e.g. Application of correct Appreciation of
Clauses pronouns in Defining The boy who invented usage of who knowledge on how to
Relative Clauses such the ‘Facebook’ is very use who
as: rich.
Who with subjects
that are people
10.5.6.2 Use e.g. Application of correct Appreciation of

relative pronouns in My teacher of English, usage of who knowledge on how to
Non-defining Relative who comes from use who
Clauses such as: Zambezi, often goes
Who with subjects home to visit his
that are people family.

Which with subjects Elephants, which spend usage of which with knowledge on how to
that are things most of their time subjects that are things use which with
eating, cause a great
subjects that are
deal of damage.
things
Whom or who with This book was written usage of Whom or who knowledge on how to
objects that are people by George Orwell, with objects that are use Whom or who
whom (or who) I know
people with objects that are
is great novelist.
people

SPECIFIC CONTENT
Which with objects I went to Livingstone to usage of Which with knowledge on how to
that are things see the Victoria Falls, objects that are things Use Which with
which are a magnificent
objects that are things
sight.
Preposition + whom Our President, from usage of Preposition + knowledge on how to
with objects that are whom we received a whom with objects that use Preposition +
visit last year, is
people are people whom with objects
coming again next year.
that are people
Preposition + which My car, for which I paid Usage of Preposition + knowledge on how to
with objects are a lot of money, is which with objects are Use Preposition +
always giving trouble.
things things which with objects are
things
Whose to show Mr Kalota, whose wife Usage Whose to show knowledge on how to
possession (especially has just had her tenth possession Use Whose to show
for people) child, has asked for an
possession
increase in salary.

SPECIFIC CONTENT
10.5.7 Comparison 10.5.7.1 Use e.g. Application of correct Appreciation of
the + comparative ? The harder he tries, vocabulary on show knowledge on how to
…the + comparative the more he parallel increase express comparison of
… to express parallel succeeds. parallel increase
increase. ? The more I think
about your idea, the
more I like it.
10.5.8 Reason 10.5.8.1 Use now that e.g. Application of correct Appreciation of
to express reason. Now that you have vocabulary on expressing knowledge on how to
finished the exercise, reason express reason
you may read your
library books.
10.5.8.2 Use seeing e.g. Application of correct Appreciation of
that to express reason. Seeing that you have vocabulary on expressing knowledge on how to
finished the exercise, reason express reason
you may read your
library books.
participial phrases to Being unfamiliar with vocabulary on expressing knowledge on how to
express reason. the town, I had to ask a reason express reason
policeman for
directions.
10.5.9 Time 10.5.9.1 Use e.g. Application of correct Appreciation of
conjunction + ? Before answering vocabulary on expressing knowledge on how to
participial phrases to your question I time express time.
express time. must study the
matter more
carefully.
? While looking for
the book, he found
the missing money.

SPECIFIC CONTENT
10.5.9.2 Use no e.g. No sooner had we Application of correct Appreciation of
sooner…than with finished planting than vocabulary on using No knowledge on how to
an inversion as an the rain began to fall. Or sooner use no sooner
alternative to as soon as ‘No sooner did we finish
planting than the rain
began to fall
10.5.9.3 Use phrases e.g. Application of correct Appreciation of
containing perfect Having finished the vocabulary on indicating knowledge on
participle when one exercise, I showed it to actions that precede indicating actions that
action precedes the teacher.
another precede another
another. Walking down the
corridor, I saw Mubita
talking to Chiika.
10.5.10 Contrast 10.5.10.1 Use Structures used to Application of correct Appreciation of
structures used to express contrast e.g. vocabulary on expressing knowledge on how to
express Contrast Apart from, besides, contrast express contrast
although, while,
despite, in spite of,
instead of + present
participle.
Apart from being a
scientist, he wrote many
popular novels.
Instead of just waiting
you should go and look
for her.
10.5.10.2 Use (the) e.g. Application of correct Appreciation of
one…the other to (The) one sister was vocabulary on Using knowledge on how to
express contrast beautiful but the other (the) one…the other to Use (the) one…the
was very ugly. express contrast other to express
contrast

SPECIFIC CONTENT
10.5.10.3 Use if e.g. Application of correct Appreciation of
(for recognition English language is very vocabulary on Using if knowledge on how to
only) to express useful, if difficult, (for recognition only) to Use if (for recognition
contrast. language. express contrast only) to express
Chola is very intelligent contrast
if rude.
adjective + Unhappy as/though I vocabulary on Using knowledge on how to
as/though (for was, I could not weep adjective + as/though Use adjective +
recognition only) to in public. (for recognition only) to as/though (for
express contrast. express contrast recognition only) to
express contrast
no matter to No matter how hard I vocabulary on Using no knowledge on how to
express contrast. tried, I could not solve matter to express contrast Use no matter to
the problem express contrast
10.5.11 Condition 10.5.11.1 Construct e.g. I would have passed Application of correct Appreciation of
conditional sentences the examination but for vocabulary on knowledge conditional
with but for to express the last question. Or ‘But conditional sentences sentences with but for.
negative condition. for the last question, I
would have passed the with but for.
examination.
10.5.11.2 Construct e.g. Application of correct Appreciation of
conditional You can go outside vocabulary on knowledge on
sentences with provided /providing conditional sentences conditional sentences
provided/providing (that) you have finished
with provided/providing with provided/providing
that. your homework.
that that

SPECIFIC CONTENT
conditional sentences Supposing/suppose vocabulary on knowledge on
with (that) (that) I hit you, what conditional sentences conditional sentences
suppose/supposing would you do?
with supposing and with supposing and
suppose (that). suppose (that).
conditional sentences ? If only it rains, the vocabulary on knowledge conditional
with if only to maize will not die. conditional sentences sentences with if only
indicate hope or ? If only I had worked with if only to indicate to indicate hope or
regret. harder, I would
hope or regret regret
have passed the
examination.
10.5.11.5 Recognise e.g. Application of correct Appreciation of
the inverted forms ? Had he known the vocabulary on inverted knowledge on
of the conditional tank was empty of forms of the conditional inverted forms of the
sentences fuel, he would have sentences conditional sentences
stopped for petrol at
a filling station.
? Should anyone ask
for me, tell them I
have gone to a
funeral.

SPECIFIC CONTENT
10.5.12 Question 10.5.12.1 Use and E.g. It is interesting, Application of correct Appreciation of
Tags apply question tags isn’t it ? vocabulary on question knowledge on
appropriately Maria was not listening, tags question tags
was she?
10.5.13 Active and 10.5.13.1 Use the Active voice: Application of correct Appreciation of
Passive Voice active and passive Subject performs action vocabulary on the active knowledge on the
voice e.g. The snake and passive voice active and passive
swallowed a chicken.
voice
Passive voice:
The subject receives an
action e.g.
The chicken was
swallowed by the
snake.

GRADE 11
PREAMBLE
GENERAL OUTCOMES
? Communicate effectively and appropriately in English in various social contexts
? Understand and speak English at an acceptable international standard
? Recognise and apply the difference between spoken and written English
? Understand and speak English well enough to function effectively (later), in tertiary education and in the world of work.
COMPETENCES:
? Apply their listening and speaking skills in a variety of situations, well enough to function effectively.

SPECIFIC CONTENTS
COMPONENT TOPIC
11.1 LISTENING 11.1.1 Oral 11.1.1.1 Impart and E.g. Application of Appreciation of
AND SPEAKING Communication seek factual Probing for factual vocabulary for knowledge on how to
Information in information Imparting and seeking impart and seek factual
giving verbal factual Information in information in giving
reports and oral Giving verbal reports. giving verbal reports verbal reports and oral
messages and oral messages messages
Narrating an accident
witnessed- (What time,
What happened, Who was
involved, How it happened,
Condition of victims and
vehicles. Personal
judgment)
11.1.1.2 Express and E.g. Application of correct Appreciation of
find out intellectual ? Inquiring about an vocabulary for knowledge on how to
attitudes when agreement or a expressing and finding express and find out
making inquires disagreement e.g. Have out intellectual intellectual attitudes
you agreed to …Did attitudes when making when making inquires
you accept representing inquires
our class at the
meeting?
? Inquiring about
feasibility/possibility
e.g. Is it feasible/
possible…OR Is there a
possibility/feasibility
of…

SPECIFIC CONTENTS
COMPONENT TOPIC
11.1.1.3 Express and find E.g. Using the correct register Application of correct Appreciation of
out emotional attitudes when addressing different classes vocabulary on knowledge on how
when addressing people of people e.g. expressing and finding to express and find
of different classes, age ? Your Honour/Lordship/ out emotional out emotional
groups and sexes Majesty/Highness – to address attitudes when attitudes when
kings/queens/Mayor addressing people of addressing people of
? Honourable- to address different classes, age different classes, age
ministers or people of high groups and sexes groups and sexes
profiles
? Mr./Sir/Ms/Madam e.g. Yes
Madam
11.1.1.4 Interpret, E.g. Application of correct Appreciation of
express and find out ? Expressing beliefs e.g. vocabulary on knowledge on how
moral attitudes when I believe/do not believe that interpreting, to interpret, express
expressing beliefs and she will pass the exam. expressing and finding and find out moral
strong held opinions Vocabulary to use: I (am) out moral attitudes attitudes when
without giving offence Confident/ petty sure, have no when expressing expressing beliefs
doubt that…etc beliefs and strong held and strong held
? Express strong held opinions opinions without opinions without
without giving offence e.g. giving offence giving offence
When expressing doubt e.g. I
am afraid she will not make it
to the university. OR
I Strongly feel/ believe /
interject, do not share your
opinion etc
.

SPECIFIC CONTENTS
COMPONENT TOPIC
11.1.1.5 Get things E.g. Application of Appreciation of
done ? Stating alternatives e.g. correct vocabulary knowledge on how
If talking to her on Stating to state alternatives
doesn’t work, then alternatives and and priorities
beating her will do. priorities
OR In the place of…
you can try…
?Stating priorities e.g. I

would rather… than…
OR I prefer… to…
11.1.1.6 Use socially ?Interrupting discussions Application of Appreciation of

appropriate e.g. correct vocabulary knowledge on how
language in May I on interrupting to interrupt
different situations Interrupt/interject… discussions and discussions and
?Accepting an offer or accepting an offer accept an offer or
invitation e.g. Thank or invitation invitation
you for inviting me to
your….I am delighted
/happy /excited to be
part of….OR I
accept…OR I feel
honoured

PREAMBLE
skills.
GENERAL OUTCOMES
Acquire reading techniques and values necessary for use both inside and outside school.
?
Demonstrate different reading skills appropriate to the type of material.
?
Demonstrate mastery of high level reading skills on different occasions.
?
COMPETENCES:
? Read effectively and efficiently any type of material they come across
? Read, understand and interpret any reading material given
? Answer correctly any factual or inference question on what they have read

SPECIFIC CONTENT
COMPONENT TOPIC
11.2 READING 11.2.1 11.2.1.1 Read ?Reading at a speed of 300 words per Application of skills of; Knowledge of Effective
AND Efficient passages with minute and efficient reading,
COMPREHENSION Reading understanding and ?Skimming through passages to obtain Effective and efficient reading,
recall the details the main points Skimming and Scanning,
?Scanning pieces of texts to locate Skimming and Scanning,
specific information Answering factual and
?Answering factual and inference Answering factual and inference inference questions
questions questions
?Retelling detail of stories or passages Deducing meanings of
Deducing meanings of unfamiliar words from
?Deducing meanings of unfamiliar words
and idiomatic expressions unfamiliar words from contextual clues
contextual clues
11.2.2 11.2.2.1 Locate ?Reading at a speed of 250 words per Application of skills of; Knowledge of Effective
Intensive details and answer minute and efficient reading,
Reading factual questions ?Skimming through passages to obtain Effective and efficient reading,
the main points Skimming and Scanning,
?Answering factual and inference Skimming and Scanning,
questions Answering factual and
?Retelling detail of stories or passages Answering factual and inference inference questions
?Deducing meanings of unfamiliar words questions
and idiomatic expressions Deducing meanings of
Deducing meanings of unfamiliar words from
?Drawing inferences from texts by direct
or indirect reference unfamiliar words from contextual clues
?Describing feelings, qualities and contextual clues
motives of characters in stories Drawing inferences from
Drawing inferences from texts texts
Character analysis Character analysis

SPECIFIC CONTENT
COMPONENT TOPIC
11.2.2.2 Show ?Answering factual and inference Application of; Knowledge and
understanding of questions Appreciation of
underlying ?Retelling detail of stories or Efficient reading skills; efficient reading skills
meaning of texts passages
?Deducing meanings of ? Silent reading,
unfamiliar words and idiomatic
expressions ? Reading at an
?Drawing inferences from texts appropriate pace
by direct or indirect reference with
?Describing feelings, qualities and understanding
motives of characters in stories
11.2.2.3 Describe Reading and comprehension; Application of; Knowledge and

the feelings, e.g. Appreciation of
qualities and ? Theme(s) analysis Efficient reading skills; efficient reading skills
motives of ? Character analysis
characters in ? Main/minor characters ?Silent reading,
stories
? Protagonist/antagonist
?Reading at an
? Author’s motives
Readers’ point of view appropriate pace
with understanding
11.2.3 Extensive 11.2.3.1 Read Reading a wide variety of ?Critical thinking Knowledge and
Reading appropriate texts; Newspapers, Magazines, appreciation of
unabridged books Journals etc ?Theme analysis reading
?Character analysis
?Language analysis

SPECIFIC CONTENT
COMPONENT TOPIC
11.2.3.2 Read a Reading a wide variety of texts e.g. Application of skills of; Knowledge of
wide variety Newspapers, Magazines, Effective and efficient
of texts; Journals etc Effective and efficient reading,
Newspapers, reading,
Magazines, Skimming and
Journals etc Skimming and Scanning,
Scanning,
11.2.3.3 Read e.g. Application of; Knowledge and

critically and ? Theme(s) analysis Appreciation of
make ? Character analysis ?Critical thinking efficient reading skills
discriminating ? Language analysis and analytical
judgements ? Setting judgment on
? Author’s motives what is read,
Readers’ point of view
11.2.3.4 Practice Effective and efficient Reading ?Application of Knowledge and

reading for purpose ? Appropriate pace effective and appreciation of
e.g. News cast ? Acceptable pronunciation efficient reading reading skills
? Audible skills

PART 3: COMPOSITION
PREAMBLE
GENERAL OUTCOMES
COMPETENCIES:
? Produce the kind of writing required in tertiary education and the world of work.

SPECIFIC CONTENTS
11.3 11.3.1 Descriptive 11.3.1.1 Write advanced Writing Descriptives; Application of Appreciation of
COMPOSITION Writing descriptive knowledge of knowledge of
compositions E.g. machines, processes, describing things descriptive writing
ceremonies, animals, plants, accurately
insects, natural beauties etc
.
Use describing words/adjectives
Use figures of speech e.g.

hyperboles/exaggerations,
similes, metaphors etc
11.3.2 Narrative 11.3.2.1 Write advanced Writing Narratives: Application of Appreciation of

Writing narrative compositions. narrative writing skills knowledge on
Retelling happenings writing narratives
experienced or witnessed, heard
about, read about, watched on
TV etc
11.3.3 Essay 11.3.3.1 Write advanced Use 1st person or 3rd person Application of essay Appreciation of
Writing essays in other subjects narration writing skills. knowledge on
writing
Events to be ordered essays.
chronologically
Making use of adjectives and

adverbs when describing
happenings
Conclusion/ point of view

SPECIFIC CONTENTS
11.3.3.2 Write essays Writing about given topics from Application of essay Appreciation of
other subjects e.g. writing skills knowledge on
writing essays
?Global warming
?Effects of teenage
pregnancy
?Waste Management
Include:
Title/sub-titles
Be factual, objective, pragmatic,

educative
Make conclusion/
recommendation
11.3.4 Article 11.3.4.1 Write Newspaper Article e.g. Letter to Application of Appreciation of
Writing newspaper and Editor; knowledge on how to knowledge on how
magazine articles write newspaper to write newspaper
Must: and magazine articles. and magazine
articles.
State subject/concern clearly
Be
factual, Objective
Informative
Be based on current affairs

SPECIFIC CONTENTS
11.3.5 Book Report 11.3.5.1 Write book Be based on controversial or Application of Appreciation of
reports cross cutting issues knowledge on how to knowledge on how
write book reports to write book reports
11.3.6 Writing Features of report writing should Application of Knowledge and

Minutes include: knowledge on writing Appreciation of
minutes writing minutes
Date of meeting
Venue
Agenda
Attendance
Sub titles
Use of the third person
Use of passive voice
Good paragraphing
Making recommendation

SPECIFIC CONTENTS
11.3.7 Writing Features of speeches e.g. Vote of Application of Knowledge and
Speeches thanks knowledge on making Appreciation on how
a vote of thanks to give a vote of
Use of 1st person
thanks
Use of direct speech
Know your audience
Refer to main points/purpose of

function/occasion
Thank main
speaker/acknowledge
support/help/assistance
Pledge commitment

PART: 4 SUMMARY
PREAMBLE
The course has been carefully graded. None of the work should be omitted as the skills developed during the course will be acquired in a gradual,
cumulative way. The work will require varying amounts of teaching time, but integrated with reading.
The teaching of English should be eclectic so as to include various approaches such as question and answer, group work and class discussions.
GENERAL OUTCOMES:
? Show understanding and appreciation of the difference between summary and extensive writing.
? Demonstrate understanding of the differences between main and subsidiary ideas in texts.
? Use summary skills in various academic and social contexts.
COMPETENCES:
? Apply summary skills in various academic and social contexts as required.
? Present main ideas in a clear, orderly and connected fashion without diluting meaning.

CONTENT
COMPONENT TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
11.4 SUMMARY 11.4.1 Verbal 11.4.1.1 Report a message Recognizing main ideas of Application of Appreciation of
summaries summarizing main points messages summary skills in summary skills in
Make clear what, when, communicating communicating
where, how, why messages messages
questions are answered
11.4.1.2 Give a speech E.g. Making Application of Appreciation of
summarizing main points announcements summary skills in summary skills in
making making
announcements announcements
11.4.2 Tabulation Skills 11.4.2.1 Tabulate specific Expressing given Application of Appreciation of
information in the text or information in texts in summary skills in summary skills in
other print materials such tabulating information in tabulating tabulating
as maps, graphs, tables, texts tables, graphs, charts information in texts information in texts
charts etc etc tables, graphs, tables, graphs,
charts etc charts etc
11.4.3 Prose Summaries 11.4.3.1 Summarise given Summarizing main points Application of Appreciation of
texts of texts knowledge in summary skills in
writing prose writing prose
summaries summaries

PART 5: STRUCTURE
PREAMBLE
The specific outcomes for Grade 11 and the revision work will both necessitate formal reading. The teaching of structure at Senior Secondary School level
should also be based on errors which occur in the learners' spoken and written work.
The learners should be taught basic grammatical terms such as 'subject', 'clause', 'object', 'finite' and 'infinite verb', the parts of speech and names of tenses
and, where appropriate, be given 'rule' explanations.
1. Structure Teaching and the Integrated Approach

All language lessons should be indirectly teaching structure. For example, in a reading lesson learners may be asked questions that will enable them to
examine structural items in the text to see how forms are used to convey meaning. (eg. “What does 'this' stand for in the second sentence?” Why did the
writer use 'had eaten' in line six”). It is therefore, recommended that not more than one period per week (i.e. 40 minutes) should be spent on formal
structure teaching.
2. Structure Teaching and the Communicative Approach.

GENERAL OUTCOMES
? The learners should understand and use correctly all the common English structures.
? The learners should appreciate the value of using correct grammar
COMPETENCES:
? Speak and write correct English in order to function effectively in the social contexts

SPECIFIC CONTENT
11.5 STRUCTURE 11.5.1 Relative 11.5.1.1 Use ‘which’ or e.g. Application of relative Appreciation of
Clauses ‘that’ with subjects that The girl who (or that) pronouns knowledge on
are people wins the race will get a relative pronouns
prize.
11.5.1.2 Use which or The car which (or that) Application of relative Appreciation of
that with subjects that killed the cow was pronouns knowledge on
are things badly damaged. relative pronouns
11.5.1.3 Use whom, who e.g. Application of relative Appreciation of
or nothing with objects The boy whom (or who, pronouns relative pronouns
that are things or that or nothing) we
caught stealing has
been expelled.
11.5.1.4 Use preposition e.g. Application of Appreciation of
+ relative with objects The man to whom you prepositions knowledge on how
that are people. were speaking is my to use/apply
uncle.
prepositions
or The man who you
were speaking to is my
uncle
or The man you were
speaking to is my uncle.
11.5.1.5 Use which, that e.g. Application of correct Appreciation of

or nothing with objects The cake (which or vocabulary on the Use of knowledge on how
that are things that) you baked was which, that or nothing to Use which, that
very nice.
with objects that are or nothing with
things objects that are
things

SPECIFIC CONTENT
11.5.1.6 Use ‘which’ or e.g. Application of correct Appreciation of
‘that’ with subjects The girl who (or that) vocabulary on the use of knowledge on how
that are people wins the race will get a ‘which’ or ‘that’ with to use ‘which’ or
prize. subjects that are people ‘that’ with subjects
that are people
11.5.2 Condition 11.5.2.1 Use the likely e.g. Application of correct Appreciation of
probable conditional ? If he asks her, she vocabulary on probable/ knowledge on
sentences. will help him. likely conditional probable or likely
She will help him if he sentences conditional
asks her. sentences
11.5.2.2 Use the unlikey e.g. Application of correct Appreciation of

improbable conditional ? If he asked her, she vocabulary on unlikely/ knowledge on
sentences. would help him. improbable conditional unlikely/improbable
? She would help him sentences conditional
if he asked her.
sentences
? If he was to ask her,
she would help him.
If I were you, I would
buy a car.

SPECIFIC CONTENT
11.5.2.3 Use impossible e.g. Application of correct Appreciation of
conditional sentences. ? If he had asked her, vocabulary on impossible knowledge on
she would have conditional sentences impossible
helped him. conditional
? He didn’t ask her
sentences
and she hasn’t
helped him.
She would have helped
him if he had asked her.
common variations of ? If water is heated, it vocabulary on common knowledge common
conditional sentences. turns to steam. variations of conditional variations of
? If he asks you, tell sentences conditional
him the truth.
sentences
? If the kettle has
boiled, I’ll make
some tea.
? If he had asked her,
she might have
helped him.
? If you had cleaned
your shoes, you
would not look so
untidy.

SPECIFIC CONTENT
unless in conditional I will not come usage of unless knowledge on
sentences tomorrow unless I hear conditional phrase unless conditional
from you.
phrase
even if to indicate You wouldn’t believe usage of even if knowledge on even
condition and implied me even if I told you. conditional phrase if conditional phrase
contrast.
11.5.3 Direct Speech 11.5.3.1 Use Direct speech e.g. Application of correct Appreciation of
Direct Speech. ? Mary said, “The usage of direct speech knowledge on direct
headteacher wants speech
to see you.”
? “The headteacher
wants to see you,”
said Mary.
Mary said.
Mary said, “and he
is very angry.”

SPECIFIC CONTENT
11.5.4 Reported 11.5.4.1 Change Direct Speech Application of Appreciation of
Speech direct speech into e.g. Mary said, ‘‘The transformation skills from knowledge on
Reported Speech headteacher wants to direct speech into transformation skills
see you, Tom.”
reported speech from direct speech
Reported Speech
e.g. Mary told Tom that into reported speech
the headteacher wanted
to see him.

GRADE 12
PREAMBLE
GENERAL OUTCOMES
? Communicate effectively and appropriately in English in various social contexts
? Understand and speak English at an acceptable international standard
? Recognise and apply the difference between spoken and written English
? Understand and speak English well enough to function effectively (later), in tertiary education and in the world of work.
COMPETENCES:
? Apply listening and speaking skills in a variety of situations

SPECIFIC CONTENT
12.1 LISTENING 12.1.1 Oral 12.1.1.1 Impart and ? Paraphrasing and exposing Application of Appreciation of
AND SPEAKING Communication seek factual points e.g. In other words… knowledge on knowledge on
Information when OR It can also be said paraphrasing points paraphrasing
paraphrasing and that…
exposing points ? Interview simulation
12.1.1.2 Express and ? Arguing and presenting Application of Appreciation of
find out intellectual facts knowledge on knowledge on
attitudes in arguing E.g. I strongly arguing and arguing and
and presenting facts support/propose that…OR presenting facts presenting facts
My proposition is that…OR
I certainly oppose/do not
agree…
12.1.1.3 Use socially Giving and receiving Application of Appreciation of
appropriate compliments e.g. knowledge on knowledge on
language in Congratulations on your… OR giving and receiving giving and receiving
different situations It ‘s great that you have made compliments compliments
it/ managed to…
OR Thank you so much. I
appreciate/ receive/ am Greatly
honoured.
12.1.1.4 Give talks ? Talking on given topics e.g. Application of Appreciation of
on different topics The dangers of drug abuse, knowledge on knowledge on
keeping broilers, prevention giving a talk giving a talk
of HIV infection etc

PREAMBLE
This section, like the previous grade levels, consists of the following components:
Efficient Reading
?
Intensive Reading
?
Extensive Reading
?
skills.
GENERAL OUTCOMES
? Acquire reading techniques and values necessary for use both inside and outside school.
? Demonstrate different reading skills appropriate to the type of material.
? Acquire high level competences in summary skills.
? Demonstrate mastery of high level summary skills in different situations.
COMPETENCES:
? Read effectively and efficiently any type of material.
? Read, understand and interpret any reading material given
? Demonstrate understanding and enjoyment of what is read by answering given questions

SPECIFIC CONTENT
COMPONENT TOPIC OUT-COMES KNOWLEDGE SKILLS VALUES
12.2 READING 12.2.1 Efficient 12.2.1.1 Read passages ?Reading at a speed of Application of skills Knowledge of
AND Reading with understanding and 350 words per minute of; Effective and
COMPREHENSION recall the details ?Skimming through efficient reading,
passages to obtain the Effective and
main points efficient reading, Skimming and
?Scanning pieces of texts Scanning,
to locate specific Skimming and
information Scanning, Answering factual
?Answering factual and and inference
inference questions Answering factual and questions
?Retelling detail of inference questions
stories or passages Deducing meanings
?Deducing meanings of Deducing meanings of of unfamiliar words
unfamiliar words and unfamiliar words from from contextual
idiomatic expressions contextual clues clues
?Drawing inferences
from texts by direct or Drawing inferences Drawing inferences
indirect reference from texts from texts
?Describing feelings,
qualities and motives of Character analysis Character analysis
characters in stories

SPECIFIC CONTENT
COMPONENT TOPIC OUT-COMES KNOWLEDGE SKILLS VALUES
12.2.2 Extensive 12.2.2.1 Read efficiently Reading a wide variety of texts Application of; Knowledge and
Reading unabridged different e.g. Newspapers, Magazines, Appreciation of
reading materials Journals etc Efficient reading efficient reading
skills; skills
?Silent reading,
?Reading at an
appropriate
pace with
understanding
12.2.2.2 Read critically Reading and comprehension; ?Critical Knowledge and

and make E.g. thinking appreciation of
discriminating ? Theme(s) analysis reading
judgements ? Character analysis ?Theme
? Language analysis analysis
? Setting
? Author’s motives ?Character
? Readers’ point of view analysis
?Language
analysis
12.2.2.3 Practice Reading aloud and efficiently Reading and Appreciation

reading for purpose Comprehension Efficiency
e.g. News cast

PART 3: COMPOSITION
PREAMBLE
At this level, composition lessons are aimed at helping the learner perfect the skill of writing and prepare for either advanced learning or the world of
work. Thus learners are expected to show competence in the following topics outlined in the section:
? Descriptive writing
? Narrative writing
? Essay writing
? Article Writing
? Writing Biographies
? Minute Writing
? Speech Writing
? Report Writing
GENERAL OUTCOMES
COMPETENCIES:
? Produce the kind of writing required in tertiary education and the world of work eg application letters, speeches, writing minutes etc

SPECIFIC
12.3 12.3.1 Advanced 12.3.1.1 Write Descriptive Writing e.g. Application of Appreciation of
COMPOSITION Descriptive Writing advanced descriptive countries, farming, descriptive writing knowledge on writing
compositions careers/professions descriptives
Using adjectives, adverbs and

. figures of speech to clearly
describe their subject
12.3.2 Advanced 12.3.2.1 Write Narrative Writing Application of Appreciation of

Narrative Writing advanced narrative Using either 1st person (I) or Narrative writing knowledge on writing
Compositions. Third person/He or She or narratives
They to tell a story
12.3.3 Advanced 12.3.3.1 Write Writing advanced essays Application of Appreciation of

Essay Writing advanced essays in writing essays knowledge on writing
other subjects essays
12.3.4 Writing 12.3.4.1 Write Curriculum Vitae Application of Appreciation of

Curriculum Vitae Curriculum Vitae writing curriculum knowledge on writing
Personal identity; date of vitae curriculum vitae
birth, place of birth, sex,
Academic achievements
Work experience
Interests
referees

SPECIFIC
12.3.5 Letter Writing 12.3.5.1 Write Application letter Application of Appreciation of
advanced application writing advanced knowledge on writing
Own address
letters application letters advanced application
Addressee address
letters
Salutation
Reference
Main body
Ending
12.3.6 Writing 12.3.6.1 Write Features of Minutes: Application of Knowledge and

advanced Minutes minutes of a meeting knowledge on how Appreciation of how
Date to write minutes of a to write minutes of a
Title meeting meeting
Venue of meeting
List of Attendants
Agenda
Use of third person narration
Good paragraphing
Titles/sub-titles
Numbering of captions
Signing

SPECIFIC
12.3.7 Writing 12.3.7.1 Write Features of speeches e.g. Application of Knowledge and
Speeches speeches on given Main speech. knowledge on Appreciation how to
topics making a main make a main speech
Show gratitude for being speech
given an opportunity to speak
Use 1st person
Show knowledge of audience
Use direct speech
Indicate theme/subject
Propound topic in detail
Use phrases to maintain/keep
audience’s attention,
e.g. ladies and gentlemen, my
brothers and sisters, etc.
Conclusion must bring out

your final remark/idea
End speech with thank you.

PART: 4 SUMMARY
PREAMBLE
This section is aimed at preparing the learner to apply summary skills in various situations both in academic and social contexts they are likely to
experience after completing their secondary school. It is thus focused on helping learners strengthen all the summary skills learnt this far. Learners are
this time expected to be competent in the following:
? Advanced summaries
? Making Note summaries
? Using symbols and Abbreviations.
GENERAL OUTCOMES:
? Show understanding and appreciation of the difference between Note and Prose Summary
? Demonstrate understanding of the differences between main and subsidiary ideas in texts
? Use summary skills in various academic and social contexts
COMPETENCES:
? Produce effective prose summaries
? Produce effective Note summaries
? Tabulate given information in appropriate graphic presentations such as tables, graphs, charts etc

COMPONENT TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
12.4 SUMMARY 12.4.1 Note Summaries 12.4.1.1 Make Note Knowledge of Application of Note Appreciation of
Summaries from given texts functional/common making skills knowledge Note
words, key/main ideas making skills
12.4.2 Prose Summaries 12.4.2.1 Write prose Knowledge of Application of Prose Appreciation of
summaries functional/common summaries knowledge on prose
words, key/main ideas summary
12.4.3 Tabulation Skills 12.4.3.1 Tabulate given Graphic Application of Appreciation of

information into graphic representations e.g. tabulation skills knowledge
representations such as tables, graphs, pie tabulation skills
tables, charts, graphs, maps charts etc
etc

PART 5: STRUCTURE
PREAMBLE
The teaching of structure at Grade 12 level should be based on errors which occur in the learners' spoken and written work.
It is expected that by this time learners should have acquired basic grammatical terms and they are this time simply consolidating all they have learned
for 12 years.
GENERAL OUTCOMES
? Speak and write correct English grammar in order to function effectively in social contexts
COMPETENCES:
? Apply phrasal verbs correctly in both speech and writing
? Apply verbs followed by infinitive 'to' and 'ing' as required in both speech and writing

SPECIFIC
COMPONENT TOPIC
12.5 STRUCTURE 12.5.1 Phrasal Verbs 12.5.1.1 Use ‘phrasal’ e.g. Application of Appreciation of
verbs He took over the phrasal verbs correctly knowledge on how to
controls. use phrasal verbs
She put on her best correctly
dress.
12.5.1.2 Use phrasal E.g. Pronoun Object Application of Appreciation of
verbs formed with He gave it away. phrasal verbs correctly knowledge on how to
adverb particles before She took it off. use phrasal verbs
or after the object Noun Object
12.5.1.3. Use phrasal He gave his money E.g. She came up with correctly
verbs formed by verb + away. a good idea. The class
preposition + adverb. He gave away his must catch up on the
money. previous lesson.
If you are not careful,
She took off her dress
you will be run over by
. a car.
12.5.2 Verbs and 12.5.2.1 Use the VERB e.g. Application of Verbs Appreciation of
expressions followed + -ING construction ? He wouldn’t admit and expressions knowledge on how to
by – ing stealing the pen followed by – ing use Verbs and
? They enjoy playing expressions followed
football. by – ing
12.5.3 Verbs followed 12.5.3.1 Use the VERB e.g. Application of Verbs Appreciation of
by Object + Infinitive + OBJECT + ? She told the followed by Object + knowledge on how to
INFINITIVE children to finish Infinitive use Verbs followed
construction their meal. by Object + Infinitive
? I persuaded my
brother to do his
homework.

SPECIFIC
COMPONENT TOPIC
12.5.4 Verbs followed 12.5.4.1 Use the VERB e.g. Application of Verbs Appreciation of
by Object + Infinitive + OBJECT + ? She made the followed by Object + knowledge on how to
INFINITIVE children wash their Infinitive use Verbs followed
construction with verbs hands. by Object + Infinitive
of sensation ? He heard the class
make noise.
? He watched the boy
drown in the river.
? I let them play
football.
? Peter saw the girls
dance.
? I felt my temper
rise.
12.5.5 Verbs followed 12.5.5.1 Use the VERB e.g. Application of correct Appreciation of
by the Infinitive + INFINITIVE ? He agreed to pay usage of verbs knowledge on how to
construction for the taxi. followed by the use verbs followed by
? I hope to go there infinitive the infinitive
next month.
? She wants to marry
me.
? .
12.5.5.2 Use the ‘VERB e.g. Application of correct Appreciation of
+ HOW TO’ ? He knows how usage of verbs + how knowledge on how to
construction to mend a to use ‘verbs + how to’
puncture
? They learnt how
to swim.

SPECIFIC
COMPONENT TOPIC
12.5.6 Intensifiers 12.5.6.1 Use adverbs of Adverbs of degree Application of correct Appreciation of
(Adverbs of Degree) degree e.g. Very, much, too, usage of adverbs of knowledge on how to
? very, much and too, fairly, rather, quite to degree use adverbs of degree
? fairly and rather, mean completely, quite
correctly
? quite to mean to mean to mean a little
completely, less than, barely,
? quite to mean a hardly, barely, scarcely
little less than, almost
? hardly, barely and ? He is a very strong
scarcely, man
? almost and nearly, ? I feel much better.
? just ? Time goes too
quickly
? I am fairly good at
mathematics.

English Syllabus: GRADES 10 - 12

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English Syllabus: GRADES 10 - 12

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Republic of Zambia

MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

PREPARED AND WRITTEN BY THE CURRICULUM DEVELOPMENT CENTRE

First Published 2013 by

ENGLISH SYLLABUS - GRADE 10 - 12 ii

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C.N.M Sakala (Mrs)

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Communicate effectively and appropriately in English in various social contexts

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? Explaining and getting

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10.1.1. 3 Express and ?Expressing Agreement and Application of Appreciation of

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10.1.1.5 Use socially Examples: Application of Appreciation of

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Use figures of speech e.g.

10.3.2 Narrative 10.3.2.1 Write Writing Narratives: Application of Appreciation of

Use 1st person or 3rd

Making use of adjectives

Conclusion/ point of view

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Family size and

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Bear writer’s full name

Be factual, Objective and

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Authors point of view

Personal Point of view

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Features of Speech: e.g. Application of Knowledge and

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10.4.2 Sentence 10.4.2.1 Identify Main ideas in Application of Appreciation of

10.4.4 Tabulation 10.4.4.1 Tabulate Condensing texts in Application of Appreciation of

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1. Structure Teaching and the Integrated Approach

2. Structure Teaching and the Communicative Approach.

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10.5.6.2 Use e.g. Application of correct Appreciation of

10.5.6.3 Use e.g. Application of correct Appreciation of

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