KAGODORA PATWELL

BA HONOURS DEGREE
ENGLISH LANGUAGE SCHEMES OF WORK
DIRECT AID SECONDARY SCHOOL
MAZOWE DISTRICT
MASHONALAND CENTRAL PROVINCE
FORM 1
TERM THREE
CELL: 0773 928 162

PATWELL KAGODORA DIRECT AID SECONDARY SCHOOL FORM 1 TERM 3 ENGLISH LANGUAGE SCHEMES OF WORK
AIMS: OBJECTIVES OF THE TERM
THE SCHEME ENDEAVORS TO:  By the end of the term, pupils should be able to:
 REINFORCE AND EXTEND PUPIL’S KNOWLEDGE OF LANGUAGE SKILLS IN
LISTENING, SPEAKING AND WRITING SO AS TO ENABLE TO PARTICIPATE IN  Construct correct English sentences orally and in
OTHER SCHOOL CURRICULUM.
 FURTHER DEVELOP PUPIL’S LINGUISTIC KNOWLEDGE AND SKILLS TO A POINT writing [composition writing].
WHERE THEY CAN COMMUNICATE EFFECTIVELY AND CONFIDENTLY WITH OTHER
SPEAKERS OF ENGLISH  Use appropriate language (registers) in different
 EQUIP STUDENTS WITH SUCH LANGUAGE SKILLS AS WILL HELP STUDENTS TO
ADVANCE THEMSELVES IN THIS MODERN WORLD situations.
 TO STIMULATE AND FOSTER THE CREATIVE WRITING TALENT IN PUPILS
 FAMILIARISE AND PREPARE FOR ENGLISH EXAMINATIONS AT ZJC STANDARD  Read a variety of texts for knowledge and
 TO HELP STUDENTS TO USE ENGLISH EFFECTIVELY WHEN STUDYING OTHER
ACADEMIC SUBJECTS ON THE SCHOOL CURRICULUM recreation [enjoyment].
 STUDENTS TO COMPREHEND THEIR UNDERSTANDING ABILITIES GIVEN A
PASSAGE  Listen and understand texts or any form of communication in English.
AMONG OTHER THINGS, THIS ZJC LEVEL SCHEME ALSO AIMS AT PROMOTING IN PUPILS
AN AWARENESS OF:  Write meaningfully on a variety of topics.
 the usefulness of the English Language as a medium of national and
international communication.  Use skills acquired for creative writing or career identification.
 the values of effective language command and use for personal and national
development.  Summarize a given passage or text.
 develop reading abilities and skills that:-
 are useful for everyday life such as reading instructions, newspapers, reports; SKILLS ATTRIBUTED
 motivate pupils to develop a lifelong reading habit for enjoyment and
knowledge;  Listening
 become effective users of English in a place of work;
 write different kinds of letters, notes and reports.  Speaking
 Enhance the pupils’ skills of listening, speaking, reading and writing so as to
 Problem
enable them to meaningfully and creatively take part in the social, political
Solving
and economic spheres of their country.
 Equip pupils with linguistic to help them advance themselves in the acquisition  Creative
of vocational skills as well as make them linguistically relevant in society.
 Empower pupils with creative writing prowess.
 Expose pupils to diverse values of their society as well as those of other
societies.
 Develop reading abilities to enhance a thorough understanding of various texts

for purposes of responding to comprehension passages.

PATWELL KAGODORA DIRECT AID SECONDARY SCHOOL FORM 1 TERM 3 ENGLISH LANGUAGE SCHEMES OF WORK
TOPICS TO BE COVERED
1) COMPREHENSION PASSAGES
2) SUMMARY WRITING
3) REGISTERS
4) COMPOSITION WRITING
5) SUPPORTIVE LANGUAGE STRUCTURES AND SKILLS

METHODOLOGY
1) APPLICABILITY OF LEARNER-CENTERED COMMUNICATIVE PHILOSOPHICAL EDUCATIONAL THEORIES (IDEALS):
a. SOCRATIC DIALOGUE/DISCUSSION: TWO-WAY-LEARNING PROCESS: LETS-SEE-THIS-TOGETHER THEORY (CLASS DISCUSSIONS).
b. PAULO FREIRE’S NO TO NARRATION SICKNESS/BANKING /SPOON FEEDING CONCEPT (YES SIR/MADAM CONCEPT) BECAUSE LEARNERS ARE NOT A TABULA RASA.
c. JOHN DEWEY’S SENSE EXPERIENCE: LEARNING BY DOING (CLASS PRESENTATIONS FROM KNOWN TO UNKNOWN). TEACHER BEING FACILITATOR AND NOT AUTHORITARIAN.
d. ARISTOTLEAN REPETITION THEORY (TEACHER REVISING COVERED TOPICS).
2) USE OF NEWS PAPERS AND PAST EXAM PAPERS

ENROLLMENT

CLASS/FORM FEMALE MALE TOTAL

TOTAL

PATWELL KAGODORA DIRECT AID SECONDARY SCHOOL FORM 1 TERM 3 ENGLISH LANGUAGE SCHEMES OF WORK
REFERENCES

 A PRACTICAL APPROACH TO ENGLISH FORM 1

 STEP AHEAD NEW SECONDARY ENGLISH STUDENTS’ BOOK 1

 STEP AHEAD NEW SECONDARY ENGLISH STUDENTS’ BOOK 1 NEW CURRICULUM

 PEARSON: LONGMAN EXAMS DICTIONARY

 CAMBRIDGE ADVANCED LEARNERS’ DICTIONARY

 PEARSON: LONGMAN ACTIVE STUDY DICTIONARY 5TH ED

 CAMBRIDGE ADVANCED LEARNERS’ DICTIONARY

 WORD-WEB DICTIONARY

 HAYDN PERRY: ONE A WEEK COMPREHENSION BOOK 1

 STRUCTURES AND SKILLS BOOK 1

PATWELL KAGODORA DIRECT AID SECONDARY SCHOOL FORM 1 TERM 3 ENGLISH LANGUAGE SCHEMES OF WORK
MEMORANDUM AND NOTES

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This scheme dwells on the “Realistic Hypothesis” thereby enabling learners to easily follow the logical and sequential ordering [ladder arrangement] of topics .
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Workload = 30 Lessons Per Week [Form 1 – 4]
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LESSON FORMATION: 2 × 2 × 2[DOUBLE]

PATWELL KAGODORA DIRECT AID SECONDARY SCHOOL FORM 1 TERM 3 ENGLISH LANGUAGE SCHEMES OF WORK
 Aim: By the end of the week, learners should be able to: grasp the topics to be covered for the third term both Paper 1 [Free and Guided Compositions]
Paper 2 [Comprehension, Summary and Language Structures and Skills]
Topic Content Objectives Sources Media Teacher-Pupil Activities Competency Skills Evaluation
WK
1

HOUSE KEEPING By the end of the lesson, Tr’s Notes -Chalkboard -Tr welcomes pupils to the third  Communication
ISSUES pupils should be able to: and final term of the first year at
-organizing of -acquaint themselves with  Teamwork
Personal Insight -Syllabus ZJC level.
material requirements the requirements of ZJC
-Tr outlines to learners the  Recall
level English National Syllabus -Chalks
-subject expectations -outline expectations in the Pg 5 & 40
requirements of the level,
 Time Mngmnt
for the final year term subject subject and teacher.
-outline expectations in the -Class discussion on the work at
-teacher expectations subject
during the term
hand to map way forward
-state what they expect to
learn in the term’s course
ZJC LEVEL ENGLISH By the end of the lesson, National Syllabus -Chalkboard -Teacher exposition on topic.  Outline The
Syllabus breakdown pupils should be able to: Pg 40 Syllabus
for the final term -outline the structure of the -Chalks
ZJC Level Paper 1
-Class discussion on answering  Self Mngnt
Past Exam Qstn
Paper One Papers paper one.
-Syllabus  Teamwork
Section A -list components of section
Free Compositions B topics for the term -Tr explains the paper topics to  Recall
be covered during the term.
-know the expectations  Time Mngmnt
Section B
Guided Compositions when writing essays

ZJC LEVEL ENGLISH By the end of the lesson, Tr’s File -Teacher exposition on topic.  Critical `
-Syllabus pupils should be able to: -Chalkboard Thinking
Breakdown -describe the structure of the National Syllabus
ZJC Level Paper 2 and new
-Class discussion on answering  Outline The
Paper Two Pg 40 -Chalks Syllabus
concepts to be dealt with. paper two through an
-Syllabus introduction of new techniques.  Teamwork
Past Exam Qstn
-Comprehension -know the expectations of a
Papers
comprehensions -Tr explains the paper  Time Mngmnt
expectations.
-describe how a summary is
-Summary writing written
-Class discussions
-identify different language
-Language Structures structures

PATWELL KAGODORA DIRECT AID SECONDARY SCHOOL FORM 1 TERM 3 ENGLISH LANGUAGE SCHEMES OF WORK
 Aim: By the end of the week, learners should be able to: read, recall and apply comprehension question answering skills propounded by the tutor
Topic and Content Objectives Sources Media Teacher-Pupil Activities Competency Skills Evaluation
WK
2

COMPREHENSION By the end of the lesson, National Syllabus -Dictionary INTRODUCTION: Tr Makes An Exposition  Reading
pupils should be able to: Pg 8, 13, 15 Of The Lesson.  Skimming
LESSON DEVELOPMENT: Tr Demonstrates
-Reading and Answering -Apply Comprehension
Passage Qstns Step Ahead Bk 1 -Chalkboard Reading Skills
 Scanning
Questions answering Skills Learners Skim Through The Passage. Tr Ask
-Read the given passage Pg 133, 138, 146, Questions To Attest Progress
-Use of own words in some
fluently 148, 17 -Chalks After Reading: Working Out Of Vocabulary In  Referencing
comprehension passages
Groups Using Context And Dictionary
-Respond correctly to New Words Written On The Chart An Stuck  Presenting
passage-based questions -Textbook On The Wall. Information
-Learners are expected to Questions: Tr Demonstrates Answering Easy
precisely and correctly To Difficult Questions On Chalkboard:  Critical
answer passage-based Worked Examples. Thinking
Learners Answer Questions From In Groups
questions. And Report Back
 Time Mngmnt
LANGUAGE WORK By the end of the lesson, National Syllabus -Chalkboard INTRODUCTION : Tr Introduces The  Critical
pupils should be able to: Pg 11 Concept Of Synonyms By Writing Many Thinking
Words Meaning A Single Concept
Advanced Synonyms -Define the term -Chalks Allow Learners To Give Words They Know
“Synonym Step Ahead Bk 1
With Same Meaning  Creativity
[Vocabulary] Pg 149, 181, 184 LESSON DEVELOPMENT: Tr Demonstrate
-Use of synonyms in -Textbook Synonyms Of Higher Level Words And
written (comprehensions) Explains The Difference Between The Words  Self Mngmnt
and oral forms. Use Of Microsoft Office Word Synonym
-construct own sentences Finder And The Dictionary To Work Them Out
Learners Take Down As Many Words As They
using synonyms Can Find, Write Down In Their Notebooks
-write as many synonyms WRITTEN WORK : Learners Construct
Own Sentences Using Words And Their
as they can. Equivalent
Antonyms -define antonyms and CONCLUSION: Tr E n c o u r a g e s O n
their importance in T h e U s e O f Synonyms In Comprehension
[paraphrasing] And Essay Writing.
comprehension passages
LANGUAGE WORK By the end of the lesson, National Syllabus -Chalkboard INTRODUCTION: Teacher explains the  Critical
pupils should be able to: Pg 11 importance of giving comprehension thinking
Tenses -put various verbs -Chalks word meanings according to the
Step Ahead Bk 1  Team work
(words) into their correct passage tense
-The Past Tense Pg 53 No E, 106
tense forms. LESSON DEVELOPMENT:-Group
-explain comprehension discussions on the past, present and  Creativity
-The Present Tense Structures & Skills
word meanings with Bk 1 Pg 82, 133 future tense. Tr the give students words
correct tenses from the passage to be put in their
equivalent tenses
-Written exercise

PATWELL KAGODORA DIRECT AID SECONDARY SCHOOL FORM 1 TERM 3 ENGLISH LANGUAGE SCHEMES OF WORK
Aim: By the end of the week, learners should be able to: identify the demands of summary question, select relevant points and write a summary using correct grammar
Topic and Content Objectives Sources Media Teacher-Pupil Activities Competency Skills Evaluation
WK
3
SUMMARY WRITING By the end of the lesson, pupils National Syllabus -Chalkboard INTRODUCTION: Tr Exposes On The Lesson  Organizing
should be able to: Pg 9 & 20 By Relating To The Previously Read Passage.
-Reading and Identifying -summarize a text by Tr Demonstrates On How To Identify And Lift  Teamwork
Summary Qstn key Step Ahead Bk 1 -Chalks Points As They Are From The Passage
words. responding to given Learners In Pairs Lift Out Points They Think
Pg 166 Answer The Question And Present Them
-Identifying summary summary boundaries -Textbooks  Leadership
Tr Demonstrates The Linking Of Points On
points. -locate the main points Pearson Active The Chalkboard And Learners In Groups, Link
-Following Summary required by the summary Dictionary Up Points In A Continuous Prose
instructions e.g Pg WH 78 Groups’ Feedback And Discussion. Tr Giving  Creativity
boundary/demarcation,
question Notes To The Learners On How To Write A
and the word limit -write the summary of a Summary. Written Work: Learners Write A
passage in correct Given Summary As Individuals.
 Time Mngmnt
CONCLUSION: Emphasis On Word Count,
grammar, tense and Use Of Words As They Are And Minimizing
spelling Errors
LANGUAGE WORK By the end of the lesson, pupils National Syllabus Chalkboard INTRODUCTION Tr: By Asking Learners  Critical
should be able to: Pg 11 Questions Attesting Their Memory Thinking
Subject Verb Agreement -to define a subject and a verb LESSON DEVELOPMENT: Demonstration: Tr
Step Ahead Bk 1 Dictionary Demonstrate Subject Verb Agreement While
and or an object  Creativity
Pg 62, 115, 125, Learners Refer To Their Notebooks
-Subject -identify a subject, verb and an 157, 208 No E Textbook Learners Use Notes They Were Given In
-Verbs and Registers object in a sentence Previous Term
-Registers (Actions -grasp the concept that each Tr Demonstrates The How To Identify Subject,
Reactions, Feelings) summary sentence must contain Object And Verb In A Simple Sentence
 Team Work
the subject and a verb and or the Report Back: Learners Present Their Sentences
object Whole Class- Discussion Of Correct
-work out subject-verb And Incorrectly Constructed Sentences
Written Work: Learners Write Down Sentences  Communication
agreement in sentences
From The Textbook
CONCLUSION: Tr Ask Questions To Attest
Understanding:
LANGUAGE WORK By the end of the lesson, pupils National Syllabus -Chalkboard INTRODUCTION: Tr i n t r o d u c e s the  Critical Thinking
should be able to: Pg 11 topic conent to learners
Sentence construction LESSON DEVELOPMENT: Tr Writes A
-construct simple and -Chalks Number Of Words On The Chalkboard And
complex sentences using Step Ahead Bk 1  Team Work
Read Them To The Learners; Demonstrating,
Situational Conjunctions Pg 73, 84, 115,
conjunctive devices conjunctions Connectors And Modifiers
158 -Textbooks Learners Work Out The Modifiers And
Some Ways Of
-construct different types of
Connectors From Passage Previously Read
Beginning Sentences sentences, from simple to Structures And Tr Demonstrate To The Learners On Using
complex, using conjunctive Skills Bk 1 The Dictionary To Work Out The Use Of
Sentences Modifiers devices. Modifier In Sentences  Communication
Pg 153
And Connectors -use sentence connectors and Learners Write Written Work From The
modifiers to begin sentences Chalkboard As Taken From Teacher’s
Pearson Active
Resource File
Dictionary CONCLUSION: Tr Encourages Learners To
Pg WH78 Look For The Usage Of c o n j u n c t i o n s a n d
Sentence Modifiers In Extensive Reading

PATWELL KAGODORA DIRECT AID SECONDARY SCHOOL FORM 1 TERM 3 ENGLISH LANGUAGE SCHEMES OF WORK
 Aim: By the end of the week, learners should be able to: master the demands of a one-word essay and employ various language skills in writing the composition
Topic and Content Objectives Sources Media Teacher-Pupil Activities Competency Skills Evaluation
WK
4
COMPOSITION By the end of the lesson, pupils National Syllabus -Chalkboard INTRODUCTION: Tr Introduces The Topic  Writing
should be able to: Pg 10, 29,40 And Content To The Learners  Critical
-To distinguish different types of Tr Demonstrates How To Describe A Person, Thinking
-Free Compositions Tr’s Notes -Chalks Thing And Places Making Reference To
free compositions
-Types of Personalities
-grasp the technical know-how LESSON DEVELOPMENT: In Groups Learners  Creativity
Compositions of writing a one word -Textbook Select A Character They Have Studied And
-One Word Essay composition i.e it is either a Describe His/Her Personality Traits  Communication
narrative, descriptive or Learners Take Turns In Describing Personality
discursive Traits; Using Adjectives Given By The Teacher  Recall
- write coherent paragraphs On The Chalkboard.
through the use of paragraph CONCLUSION: Tr emphasized the use of five
 Self Mngmnt
senses when describing things
indicators
Written Composition
LANGUAGE WORK By the end of the lesson, pupils National Syllabus -Chalkboard INTRODUCTION: Tr Introduces The Topic 
 Team Work
Critical
should be able to: Pg 11 And Content To The Learners Thinking
Tr Demonstrates How To Describe A Person,
Adjectives -define adjectives -Chalks Thing And Place
-their importance in Step Ahead Bk 1  Creativity
-make use of adjectives both in oral Pg 16, 155, 184,
LESSON DEVELOPMENT: In Groups learners
descriptive essays and written work. select their chosen area to describe.
203 -Textbooks Learners Take Turns In Describing a p l a c e  Team Work
-their importance in -appreciate the importance of
adjectives when describing people, using Adjectives Given By The Teacher On The
both oral and written Chalkboard.
things and places
work -define adverbs CONCLUSION: Tr emphasized the use of five
Adverbs -make use of adverbs both in oral senses when describing things
-their importance in and written work.
-appreciate the importance of
descriptive essays
adverbs both oral and written work
-their importance in
both oral and written
work

LANGUAGE WORK By the end of the lesson, pupils National Syllabus -Chalkboard INTRODUCTION: Tr Introduces The Topic  Critical
should be able to: Pg 10 And Content To The Learners Thinking
-Appreciate the importance of [Figurative Tr Demonstrates How To use idioms and
Idioms -Chalks
idioms both in written and oral work. proverbs
[Idiophonic Phrases] Langu]  Creativity
LESSON DEVELOPMENT: In Groups Learners
Pearson Longman write similes,idioms and proverbs they know.
-Appreciate the importance of -Dictionary
Proverbs 2000 Edition Learners Take Turns In explaining the meaning of  Team Work
proverbs both in written and oral
Pg 37,65,94 each idiom,proverb in descriptive essays
[Proverbial phrases] work.
CONCLUSION: Tr emphasized the use idioms,
-make use of similes in descriptive
-importance of idioms essays Pearson Longman proverbs,similes and exaggeration both in oral and
and proverbs both in Active Dictionary written work (in this case when writing descriptive
oral and written work Pg A24-25 compositions).
Similes & Step Ahead Bk 1
Exaggeration Pg 149, 163, 167,
-their importance 182, 206
when writing essays Step Ahead Bk 1
New Curriculum
Pg 149, 167

PATWELL KAGODORA DIRECT AID SECONDARY SCHOOL FORM 1 TERM 3 ENGLISH LANGUAGE SCHEMES OF WORK
 Aim: By the end of the week, learners should be able to: read, recall and apply comprehension question answering skills propounded by the tutor
WK
Topic and Content Objectives Sources Media Teacher-Pupil Activities Competency Skills Evaluation
5

COMPREHENSION By the end of the lesson, National Syllabus -Chalkboard INTRODUCTION: Tr makes exposition of the  Reading
pupils should be able to: Pg 8, 13, 15 lesson.  Critical
-read a given passage LESSON DEVELOPMENT: Tr demonstrates Thinking
-Reading and Answering
fluently. Step Ahead Bk 1 -Chalks reading skills. Learners skim through the. Tr asks
Qstns qstns to test progress. Intensive reading : learners
-respond correctly to passage- Pg 133, 138, 146, read as individuals. After reading: work out of  Scanning
based qstns. 148, 171 -Textbooks vocabularly contextually
-number their work correctly CONCLUSION: Tr emphasized the use of the  Presenting Info
-give short brief answers via Step Ahead Rvsd K.I.S.S method when answering comprehension
the K.I.S.S method Giude Qstns & qstns, correct numbering is also of paramount  Time Mngmnt
(comprehension qstn Answers Pg 31 important.
answering skill) Structures &
Skills Book 1
Pg21, 70, 127,
128, 132, 140

LANGUAGE WORK By the end of the lesson, National Syllabus -Chalkboard INTRODUCTION: Tr m a k e s a n e x p o s i t i o n  Critical
pupils should be able to: Pg 11 on pronouns by allowing learners to Thinking
PRONOUNS -define a pronoun list pronouns they have learnt earlier.
-grasp the demands of Step Ahead Bk 1 -Chalks Tr Demonstrates the applicability of pronouns in
 Team Work
Relative Pronouns And comprehension qstns
Clauses pronouns Pg 144 Ex No 2, LESSON DEVELOPMENT: Tr demonstrates the
like who, which, where, etc 151, 157, 175, -Textbooks key pronouns common in comprehension qstn and
Which, Where, Who, What when answering 208 Ex No J explain the demands of each pronoun.
comprehension qstns. CONCLUSION: Tr emphasized the importance of
-appreciate the use of Structures and relative pronouns when anwering comprehension
pronouns Skills Book 1 qstns.
both in oral and written Pg 134
work.

LANGUAGE WORK By the end of the lesson, National Syllabus -Chalkboard INTRODUCTION: Tr Introduces The Topic  Critical
pupils should be able to: Pg 11 And Content To The Learners Thinking
-define a homonym Tr Demonstrates why homonyms are vital in
HOMONYMS
-make use of homonyms esp with Haydn Perry Bk 1 -Chalks copmrehensions [contextual meaning]
 Team Work
-bank contextual meaning of LESSON DEVELOPMENT: In Groups Learners
Pg 39, 57
-foot comprehension words and phrases -Textbooks write many homonyms as they can.
-appreciate the importance of Learners Take Turns In explaining the meaning of
-heart homonyms both in oral and written different homonyms
-draws work. CONCLUSION: Tr emphasized the important of
-define an antonym and its homonyms in both oral and written work.
Antonyms importance when answering
comprehension questions

PATWELL KAGODORA DIRECT AID SECONDARY SCHOOL FORM 1 TERM 3 ENGLISH LANGUAGE SCHEMES OF WORK
Aim: By the end of the week, learners should be able to: identify the demands of summary question, select relevant points and write a summary using correct grammar
WK Topic and Content Objectives
6
SUMMARY WRITING By the end of the lesson, pupils
-Reading and Identifying should be able to:
Summary Qstn key -summarise a text by responding
words. to given summary boundaries.
-Identifying summary -locate main points required by
points. the summary question.
-Following Summary -write a summary of a passage in
instructions e.g correct grammar, tense and
boundary/demarcation, spelling.
and the word limit -write each point having a
subject.
LANGUAGE WORK By the end of the lesson, pupils
should be able to:
-grasp the concept of feelings,
REGISTERS
-Actions/Reactions actions or reactions when
-Feelings writing summaries.
-work out vocabularly used to
describe feelings, reactions and
actions as this is vital in
summary writing.
-write verbs as action words
LANGUAGE WORK By the end of the lesson, pupils
should be able to:
PREPOSITIONS -define a preposition
NOUNS -define a noun and types of nouns
PRONOUNS -define a pronoun and types of
pronouns
-appreciate the importance of
nouns,pronouns and prepositions
when writing a summary
-use nouns,pronouns
prepositions correctly
PATWELL KAGODORA DIRECT AID SECONDARY SCHOOL
Sources Media Teacher-Pupil Activities Competency Skills Evaluation
National Syllabus -Chalkboard INTRODUCTION: Tr exposes on the lesson by  Critical
Pg 9 & 34 relating to the previously read passage Thinking
Tr Demonstrates How To identify and lift points
Step Ahead Bk 1 -Chalks as they are from the passage.
 Team Work
LESSON DEVELOPMENT: Learners in pairs lift
New Curriculum out points they think answer the question.Tr
Pg 3, 123 -Textbook demonstrates the linking of points on the  Time Mngmnt
chalkboard and learners in groups link up points in
Pearson Actv a continuous prose.
Dictionary 5th Ed CONCLUSION: Tr discusses with learners and
Pg WH 11, WH gives learners notes on how to write a summary.
78 Learners to write a summary individually.
Tr emphasizes on word count, use of words as they
are in the passage to minimize errors.
National Syllabus -Chalkboard INTRODUCTION: Introduces the lesson by  Critical
Pg 32 explaining the importance of registers in summary Thinking
writing.
-Chalks LESSON DVPT: Tr asks learners words that
Step Ahead Bk 1  Team Work
describe feelings and actions. The tr then link from
Pg 172, 192, 207 the pevious read comprehension.
-Textbooks CONCLUSION: Tr guides leaners the examination  Conflict
tips. Qstn and answer session and the importance Resolution
of good register in our daily livings. The correct
use of language in our lives.
National Syllabus -Chalkboard INTRODUCTION: Tr exposes the importance of  Critical
Pg 11 prepositions, nouns (punctuating properly common Thinking
and proper nouns) and pronouns in the context of
Step Ahead Bk 1 -Chalks summary.
 Team Work
LESSON DVPT: Learners read a summary
Pg 93, 114, 155, question and the tr demonstrates the importance of
-Textbooks
144, 151, 157 “I”, “We”, “They” in most summary qstns.  Creativity
CONCLUSION: Tr encourages learners to master
Structures And summary qstns especially the ones wch says
and Skills Bk 1 Pg 71, Imagine you are the author………., punctuate
95, 134 correctly proper nouns [capitalizing them].
Learners write a summary based on prepositions,
nouns and pronouns. Tr encourages learners to
effectively make use of pronouns, nouns and
prepositions both oral and written work.
FORM 1 TERM 3 ENGLISH LANGUAGE SCHEMES OF WORK
 Aim: By the end of the week, learners should be able to: master on how to write a report and employ various language skills in an endeavor to produce a vivid report
WK Topic Content Objectives Sources Media Teacher-Pupil Activities Competency Skills Evaluation
7
COMPOSITION By the end of the lesson, pupils National Syllabus -Chalkboard INTRODUCTION: Tr Introduces The Topic  Writing
GUIDED ESSAYS should be able to: Pg 10 & 29 And Content To The Learners  Critical
-explain what is to report Tr Discusses and explains guided compositions. Thinking
-Report Writing
-report events e.g what transpired Step Ahead Bk 2 -Chalks LESSON DEVELOPMENT: Tr explains the
-Structure of a layout and types of business letters. Tr explains the
during the August holiday events Pg 58, 103, 198,  Registers
Report importance of applying job vacancies with CVs.
-differentiate between a speech and a -Dictionary
-Tense used when 202 Learners read a newspaper vacancy notice and the
report
writing a report -appreciate the importance of reports teacher explains how to write a CV depending with  Creativity
in our daily lives. Pearson Exams -Textbooks context
Longman CONCLUSION: Tr emphasizes the importance of  Writing Skills
Dictionary knowing different types of business letters e.g a
Pg WH18, letter of complain.
WH19, WH65,

LANGUAGE By the end of the lesson, pupils National Syllabus -Chalkboard INTRODUCTION: Tr expresses on the  Critical
WORK should be able to: Pg 12 importance of punctuation when writing Thinking
-identify different punctuation compositions
mark. Step Ahead Bk 1 -Chalks Tr Demontrates why punctuation marks are
 Team Work
PUNCTUATION Pg 28, 151, 207, equated with road signs when writing
-state when and how each compositions
-Use of different 155 -Textbooks
punctuation mark is used. LESSON DEVELOPMENT: Class discussion as
punctuation marks
-punctuate sentences with learners identify different punctuation marks.  Creativity
punctuating marks. CONCLUSION: Tr emphasizes the importance of
-appreciate the importance of punctuating essays correctly
punctuate marks when writing
letters [as road signs in written
work]
LANGUAGE By the end of the lesson, pupils National Syllabus -Chalkboard INTRODUCTION: Tr Introduces The Topic  Critical
WORK should be able to: Pg 32 And Content To The Learners Thinking
-define the word Tone. Tr demonstrates h o w t o n e a f f e c t s o u r
Pearson Exams -Chalks work on a daily lives both in oral
 Team Work
REGISTERS and writtwn work.
-make use of different tone Dictionary LESSON DEVELOPMENT: In Groups Learners
-Good language usage in -Dictionary
language when writing reports Pg WH5 Select different words that can be used to explain
both oral and written.
-Tone – different tone e.g apologetic tone
-appreciate the importance of Step Ahead Bk 1 CONCLUSION: Tr emphasized the use of good
language tone both oral  Creativity
tone in oral and written work [Apologising] language tone in both oral and written work.
and written work.
Pg 62

PATWELL KAGODORA DIRECT AID SECONDARY SCHOOL FORM 1 TERM 3 ENGLISH LANGUAGE SCHEMES OF WORK
 Aim: By the end of the week, learners should be able to: speak vividly with confidence on debatable issues in Zimbabwe, recall on past covered topics
WK Topic and Content Objectives Sources Media Teacher-Pupil Activities Competency Skills Evaluation
8
ORAL SKILLS By the end of the lesson, pupils National -Chalkboard INTRODUCTION: Tr Introduces The Topic And  Logical
should be able to: Syllabus Pg 9, Content To The Learners. -Tr’s exposition on how
-critically analyse a given topic 26 & 29 Thinking
CLASS DEBATE -logically express their own points of -Chalks to objectively carry out a debate
 Speaking
Tr explains the importance of debates and write
view and critique the points of view
of other pupils
Step Ahead Bk 2 the topics on burning issues in Zimbabwe and Skills
-Speeches Pg 65, 75 -Textbook world over on the chalkboard
Cross-Cutting -argue out their views logically. LESSON DEVELOPMENT: In Groups Learners  Debating
Themes and -speak confidently in front of an Pearson Actv write down the points to support their view point Skills
audience. Dictionary CONCLUSION: Tr emphasized the importance of
Burning Issues in -Demonstrate an understanding of having debates on burning issues in Zimbabwe and  Confidence
Pg A24,A25 across the boarders
Contemporary Zim. the topic at hand

LANGUAGE By the end of the lesson, pupils National Syllabus -Chalkboard INTRODUCTION: Tr Introduces The Topics  Team Work
WORK should be able to: Pg 11-12 And Content To The Learners
-work as a team Tr explains the importance of quiz
CLASS QUIZ -Chalks LESSON DEVELOPMENT: learners get into
LANGUAGE STRUCTURES -correctly answer language based Step Ahead Bk 2
groups.
 Speed
-Homophones questions Pg 8-9, 31,34, 40,
-compete in a friendly manner that -tr asks questions and groups answer.
-Prepositions 66,121 -Textbooks -marks allocated on basis of correct answer
-Spellings promotes learning
[Language Skills]  Confidence
-Idioms and Proverbs Tr’s Notes CONCLUSION: Tr emphasized the importance of
-Tenses language structures and skills in both oral and
-Punctuation Marks written work.
 Critical
-Nouns Thinking
-Pronouns
-Verbs
 Self Mngmnt
Homework

LANGUAGE By the end of the lesson, pupils Tr’s Notes -Chalkboard INTRODUCTION: -Tr appraises learners on the  Recall
WORK should be able to: test.
-answer given questions -Chalks -Learners listen to the tr and prepare for the test
 Critical
TEST correctly Tr explains the importance of writing a Thinking
-respect the given test  Speed
LESSON DEVELOPMENT: Class discussion and
guidelines learners write a test.
 Self Mngmnt
CONCLUSION: Tr emphasize the importance of
the test and orders learners to continue revising
their work.

PATWELL KAGODORA DIRECT AID SECONDARY SCHOOL FORM 1 TERM 3 ENGLISH LANGUAGE SCHEMES OF WORK
Aim: By the end of the week, learners should be able to: read and answer comprehension questions, select relevant points and write a good summary with good grammar
WK Topic Content Objectives Sources Media Teacher-Pupil Activities Competency Skills Evaluation
9
COMPREHENSION By the end of the lesson, pupils National Syllabus -Chalkboard INTRODUCTION: Tr makes exposition of the  Reading
should be able to: Pg 8, 13, 15 lesson.  Critical
-read a given passage fluently. LESSON DEVELOPMENT: Tr demonstrates Thinking
-Reading and Answering
-respond correctly to passage- Step Ahead Bk 1 -Chalks reading skills. Learners skim through the. Tr asks
Qstns qstns to test progress. Intensive reading : learners
Pg 133, 138, 146,
based qstns. read as individuals. After reading: work out of  Scanning
148, 171 -Textbooks
-number their work correctly vocabularly contextually
-give short brief answers via CONCLUSION: Tr emphasized the use of the  Presenting Info
the K.I.S.S method K.I.S.S method when answering comprehension
(comprehension qstn qstns, correct numbering is also of paramount  Time Mngmnt
answering skill) important.

SUMMARY WRITING By the end of the lesson, pupils National Syllabus -Chalkboard INTRODUCTION: Tr Exposes On The Lesson  Organizing
should be able to: Pg 9 & 34 By Relating To The Previously Read Passage.
-Reading and Identifying -summarize a text by Tr Demonstrates On How To Identify And Lift  Teamwork
Summary Qstn key Pearson Active -Chalks Points As They Are From The Passage
words. responding to given Learners In Pairs Lift Out Points They Think
Dictionary Answer The Question And Present Them
-Identifying summary summary boundaries Pg WH78 -Textbooks  Leadership
Tr Demonstrates The Linking Of Points On
points. -locate the main points The Chalkboard And Learners In Groups, Link
-Following Summary required by the summary Up Points In A Continuous Prose
instructions e.g Groups’ Feedback And Discussion. Tr Giving  Creativity
boundary/demarcation,
question Notes To The Learners On How To Write A
and the word limit -write the summary of a Summary. Written Work: Learners Write A
passage in correct Given Summary As Individuals.
 Time Mngmnt
CONCLUSION: Emphasis On Word Count,
grammar, tense and Use Of Words As They Are And Minimizing
spelling Errors

LANGUAGE WORK By the end of the lesson, pupils National Syllabus -Chalkboard INTRODUCTION: Tr i n t r o d u c e s the  Critical Thinking
should be able to: Pg 10 & 11 topic conent to learners
Sentence Construction LESSON DEVELOPMENT: Tr Writes A
-construct simple and -Chalks Number Of Words On The Chalkboard And
complex sentences using Pearson Exams  Team Work
Read Them To The Learners; Demonstrating,
Situational Conjunctions Dictionary
conjunctive devices conjunctions Connectors And Modifiers
Pg WH4,WH75 -Textbooks Learners Work Out The Modifiers And
Some Ways Of
-construct different types of
Connectors From Passage Previously Read
Beginning Sentences sentences, from simple to Step Ahead Bk 1 -Dictionary Tr Demonstrate To The Learners On Using
 Communication
complex, using conjunctive 73, 84, 115, 158 The Dictionary To Work Out The Use Of
Sentences Modifiers devices. Modifier In Sentences
And Connectors -use sentence connectors and Learners Write Written Work From The
modifiers to begin sentences Chalkboard As Taken From Teacher’s
Resource File
CONCLUSION: Tr Encourages Learners To
Look For The Usage Of c o n j u n c t i o n s a n d
Sentence Modifiers In Extensive Reading

PATWELL KAGODORA DIRECT AID SECONDARY SCHOOL FORM 1 TERM 3 ENGLISH LANGUAGE SCHEMES OF WORK
 Aim: By the end of the week, learners should be able to: grasp the demands of a factual-based essay and employ various language structures and skills in essay writing
WK Topic and Content Objectives Sources Media Teacher-Pupil Activities Competency Skills Evaluation
10
COMPOSITION By the end of the lesson, pupils Natioal Syllabus -Chalkboard INTRODUCTION: -tr explains the key  Creativity
should be able to: Pg 10, 29, 40 aspects of raising valid points
-identify the different types of essays LESSON DVPT: -learners listen to the tr and
Factual or available. Step Ahead Bk 1 -Chalks discuss given topic in groups  Logical
Informative -state the length guidelines of section Pg 91, 102, 176 -class discussion on good factual writing
A essays. -Textbooks
thinking
Essays -tr led discussion on topic
-state what is expected from their
Structures And CONCLUSION: Tr encourages students to  Writing
essays.
-explain the key words of a given Skills Pg73, 126 raise good and valid points when writing skills
topic. [Clitches] factual compositions.  Self
-brainstorm on the topic Tr gives homework
-give relevant and valid points Motivation

LANGUAGE WORK By the end of the lesson, pupils National Syllabus -Chalkboard INTRODUCTION: Tr expresses on the  Critical Thinking
CLASS DISCUSSION should be able to: Pg 10, 11, 36 importance of language structures and skills
-Importance of -define each term both in oral and written work esp
language structures -make use of the language Step Ahead Bk 1 -Chalks comositions  Team Work
when writing essays: structures to buttress the vividness 149, 163, 176, Tr Demontrates why language structures are
(1) Synonyms of their essays. 182, 206 -Textbooks juxtaposed with road signs when writing
(2)Idioms and Proverbs -make use of the language compositions
(3)Paragraph/Sentence structures in both oral and written Step Ahead New LESSON DEVELOPMENT: Class
connectors  Communication
work Curriculum Bk1 discussion as learners identify different
Pg 149, 167 language structures in different given
Pearson Exams sentences.
Dictionary CONCLUSION: Tr emphasizes the
Pg WH75 importance of punctuating essays correctly
Pearson Longamn
Students
Companion Pg 37
LANGUAGE WORK By the end of the lesson, pupils National Syllabus -Chalkboard INTRODUCTION: Tr expresses on the  Critical Thinking
(1)Pronouns should be able to: Pg 11 importance of language structures and skills
(2)Nouns [Punctuation] -define each term both in oral and written work esp
-make use of the language Step Ahead Bk 1 -Chalks comositions
(3)Tenses  Team Work
(4)Prepositions structures to buttress the Pg 93, 114, 143, Tr Demontrates why language structures are
vividness of their essays. 151, 155, 157, -Textbooks juxtaposed with road signs when writing
-identify correct prepositions in 175 compositions
given sentences LESSON DEVELOPMENT: Class
 Communication
-make use of the language Structures And discussion as learners identify different
structures in both oral and written Skills Bk 1 language structures in different given
work Pg 71 sentences.
CONCLUSION: Tr emphasizes the
importance of punctuating essays correctly

PATWELL KAGODORA DIRECT AID SECONDARY SCHOOL FORM 1 TERM 3 ENGLISH LANGUAGE SCHEMES OF WORK
 Aim: By the end of the week, learners should be able to: highlight the techniques employed when answering comprehension, summary and business letter questions
WK Topic Content Objectives Sources Media Methodology Competency Skills Evaluation
11
COMPREHENSION By the end of the lesson, pupils National Syllabus -Chalkboard INTRODUCTION: Tr makes exposition  Reading
should be able to: Pg 8, 13, 15 of the lesson.
-Reading and -read a given passage LESSON DEVELOPMENT: Tr  Critical
Structures And -Chalks Thinking
Answering Qstns fluently. demonstrates reading skills. Learners
-respond correctly to Skills Bk 1
Pg 63 -Textbooks skim through the. Tr asks qstns to test  Scanning
passage-based qstns. progress. Intensive reading : learners
-number their work Step Ahead Bk 1 read as individuals. After reading: work  Presenting Info
correctly 133, 138, 146, out of vocabularly contextually
-give short brief answers via 171 CONCLUSION: Tr emphasized the use  Time Mngmnt
the K.I.S.S method of the K.I.S.S method when answering
(comprehension qstn comprehension qstns, correct numbering
answering skill) is also of paramount important.

SUMMARY WRITING By the end of the lesson, pupils National Syllabus -Chalkboard INTRODUCTION: Tr Exposes On The Lesson  Writing
should be able to: Pg 9 & 34 By Relating To The Previously Read Passage.  Organizing
-Reading and -summarize a text by Tr Demonstrates On How To Identify And Lift
Identifying Summary Step Ahead Bk 1 -Chalks Points As They Are From The Passage
 Teamwork
Qstn key words. responding to given Learners In Pairs Lift Out Points They Think
Pg 133, 138, 146, Answer The Question And Present Them
-Identifying summary summary boundaries 171 -Textbooks Tr Demonstrates The Linking Of Points On
points. -locate the main points The Chalkboard And Learners In Groups, Link  Leadership
-Following Summary required by the summary Up Points In A Continuous Prose
instructions e.g Groups’ Feedback And Discussion. Tr Giving
boundary/demarcation,
question Notes To The Learners On How To Write A  Creativity
and the word limit -write the summary of a Summary. Written Work: Learners Write A
passage in correct Given Summary As Individuals.
CONCLUSION: Emphasis On Word Count,
grammar, tense and Use Of Words As They Are And Minimizing  Time Mngmnt
spelling Errors

COMPOSITION By the end of the lesson, pupils National Syllabus -Chalkboard INTRODUCTION: Tr expresses on the  Writing
should be able to: Pg 10 & 29 importance of article writing in an endeavor
-grasp the techniques of to express their own ideas
 Critical
GUIDED ESSAYS -Chalks
Letter Writing writing a letter Pearson Longman Tr Demontrates why articles are vital in our Thinking
Business Letter -write a letter using correct Actv Study Dict daily lives both for educating and  Creativity
grammar. Pg A24, A25 -Textbooks informative
-aware of a business letter LESSON DEVELOPMENT: Class
layout discussion on how to write an article with the  Confidence
guidance of the tr through the use of
newspapers and magazines.. Tr gives notes to
students
CONCLUSION: Tr emphasizes the
importance of punctuating essays correctly

PATWELL KAGODORA DIRECT AID SECONDARY SCHOOL FORM 1 TERM 3 ENGLISH LANGUAGE SCHEMES OF WORK
Aim: By the end of the week, learners should be able to: demonstrate the requirements both Paper 1 [compositions] and Paper 2 [comprehension, Summary & Language Skills]
WK Topic Content Objectives Sources Media Methodology Competency Skills Evaluation
12
REVISION IN By the end of the lesson, pupils National -Chalkboard -class discussion on essay  Recalling
PREPARATION should be able to: Syllabus Pg 40
writing.  Logical
FOR END OF -identify parts of the -Chalks -learners outline their approach to Thinking
TERM EXAMS English paper one.
paper one.  Writing
-list main requirements of
Paper One -teacher led discussion on best skills
section A
Section A way to tackle essays
-state considerations to
make when choosing a
topic
REVISION IN By the end of the lesson, pupils National Syllabus -Chalkboard -tr led discussion into answering  Reading
PREPARATION should be able to: Pg 40
paper two. Skills
FOR END OF -describe the structure of -Chalks -class discussion on tackling  Critical
TERM EXAMS paper two
different types of questions Thinking
-state the different types
Paper Two -group work on typical  Team Work
of questions asked in
comprehension questions
section A
 Writing
-describe how to best
Skills
answer each type of
question.

REVISION IN By the end of the lesson, pupils National Syllabus -Chalkboard -class discussion on paper 1  Logical
PREPARATION should be able to: Pg 40
section B topics. Thinking
FOR END OF -state the different types -Chalks -tr exposition on expectations  Writing
TERM EXAMS of guided questions
when answering section B topics Skills
-describe the structure of
Paper One -pupil led group work on given  Team Work
the different guided essay
Section B examples
topics
 Writing
-explain how the guided
Skills
essays should be tackled

PATWELL KAGODORA DIRECT AID SECONDARY SCHOOL FORM 1 TERM 3 ENGLISH LANGUAGE SCHEMES OF WORK
 Aim: By the end of the week, learners should be able to: regurgitate on what they learnt during the term
WK Topic/Content Objectives Sources Media Methodology Competency Skill Evaluation
12
MID YEAR Learners shld be able to: -exam t/table -question -pupils will sit for their exams in  Recalling
EXAMS -sit for end of term exams papers accordance with the school exam
WRITING AND
MARKING
as dictated by the exam -chalks timetable  Writing
timetable -answer scripts will be submitted
-submit their scripts for for marking.  Time
marking -Teacher to record marks. Mngmnt

MID YEAR Learners shld be able to: -exam t/table -question -pupils will sit for their exams in  Recalling
EXAMS -sit for end of term exams papers accordance with the school exam
WRITING AND
MARKING
as dictated by the exam -chalks timetable  Writing
timetable -answer scripts will be submitted
-submit their scripts for for marking.  Time
marking -Teacher to record marks. Mngmnt

MID YEAR Learners shld be able to: -exam t/table -question -pupils will sit for their exams in  Recalling
EXAMS -sit for end of term exams papers accordance with the school exam
WRITING AND
MARKING
as dictated by the exam -chalks timetable  Writing
timetable -answer scripts will be submitted
-submit their scripts for for marking.  Time
marking -Teacher to record marks. Mngmnt

PATWELL KAGODORA DIRECT AID SECONDARY SCHOOL FORM 1 TERM 3 ENGLISH LANGUAGE SCHEMES OF WORK
 Aim: By the end of the week, learners should be able to: return learning materials issued to them, collect their report books
Topic/Content Objectives Sources Media Methodology Competency Skill Evaluation
WK
13

COMPILING AND -record of -students submit answer scripts

RECORDING ------------------------------------ marks -------------- for marking --------------------------- ------------------------------
MARKS.
-- -answer - -tr marks all scripts -- --
scripts -tr compiles marks from marked
scripts
-tr records all marks in record
book.

ENTERING -record of -learners ensure they have

MARKS IN ------------------------------------ marks -------------- submitted their report booklets --------------------------- ------------------------------
REPORT -- -answer - -tr enters marks in report -- --
BOOKLETS. scripts booklets.
COLLECTING -report -tr collects and records all
TEXT BOOK books. returned textbooks
ISSUED TO - tr records all lost text books.
PUPILS.

CLOSING -subject tr’s -tr marks and balances register

SCHOOL ------------------------------------ inventory. -------------- for the term. --------------------------- ------------------------------
-- - -tr issues out reports to the class -- --
for which he is responsible.

PATWELL KAGODORA DIRECT AID SECONDARY SCHOOL FORM 1 TERM 3 ENGLISH LANGUAGE SCHEMES OF WORK
PATWELL KAGODORA DIRECT AID SECONDARY SCHOOL FORM 1 TERM 3 ENGLISH LANGUAGE SCHEMES OF WORK