ENGLISH LANGUAGE SYLLABUS

NCQF LEVEL 4
 MINISTRY OF BASIC EDUCATION

NAME OF ORGANISATION: DEPARTMENT OF CURRICULUM DEVELOPMENT AND EVALUATION

TITLE OF PROGRAMME: BOTSWANA SENIOR SECONDARY EDUCATION (BSSE)

LEARNING FIELD: EDUCATION AND TRAINING
DOMAIN: ENGLISH LANGUAGE
LEVEL: NCQF 4
DURATION: 2 YEARS DELIVERY MODE: FULL TIME/PART TIME
MONTH AND YEAR DEVELOPED: September 2020 YEAR DUE FOR REVIEW: 2026

MINISTRY OF BASIC EDUCATION

DEPARTMENT OF CURRICULUM DEVELOPMENT AND EVALUATION
PRIVATE BAG 501
GABORONE
BOTSWANA
TELEPHONE: 3647500
REFERENCE: CDE
FAX: 3973842

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 TABLE OF CONTENTS
ACKNOWLEDGEMENTS................................................................................................................................................................................................vi

National Panel......................................................................................................................................................................................................................vi
Standing Committee...........................................................................................................................................................................................................vii
Quality Assurance Team.....................................................................................................................................................................................................ix
INTRODUCTION..............................................................................................................................................................................................................10

RATIONALE FOR THE SYLLABUS.............................................................................................................................................................................10

BSSE EXIT OUTCOMES.................................................................................................................................................................................................12

SUBJECT OUTCOMES....................................................................................................................................................................................................15

TARGET POPULATION AND ENTRY REQUIREMENTS.......................................................................................................................................15

SYLLABUS DELIVERY ROAD MAP............................................................................................................................................................................17

METHODOLOGY.............................................................................................................................................................................................................19

Library Skills......................................................................................................................................................................................................................20
RESOURCES......................................................................................................................................................................................................................20

MODULE 1: ENGSL 1. BASIC COMMUNICATION SKILLS..................................................................................................................................23

MODULE 2: ENGSL 2. LOWER INTERMEDIATE ENGLISH LANGUAGE.......................................................................................................27

MODULE 2: ENGSL 3. INTERMEDIATE ENGLISH LANGUAGE.......................................................................................................................36

MODULE 4: ENGSL 4. UPPER INTERMEDIATE ENGLISH LANGUAGE.........................................................................................................43

MODULE 5: ENGSL 5. ADVANCED ENGLISH LANGUAGE................................................................................................................................50

FOREWORD
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The Ministry of Basic Education has undertaken a comprehensive review of Botswana's General Education system to ensure provision of accessible,
quality and inclusive lifelong education for the creation of an educated citizenry. This education system will transform Botswana from a resource based
to a globally competitive knowledge based economy. The review entails the adoption of outcome-based approach and the introduction of learning
pathways to provide learners with broad-based education. The new approach will enable attainment of knowledge, values, skills and competencies that
meet the challenges and needs of the 21st century.

The Ministry is therefore pleased to present the revised senior secondary school syllabus which marks a major milestone towards the attainment of
quality education in Botswana. It builds on the lower levels of basic education and seeks to provide quality-learning experiences. The syllabus puts
more emphasis on Provider/School-Based Assessment (PBA) and to a lesser extent on national examinations. This will ensure that there is genuine
acquisition of the desired competencies by all learners. Furthermore, the syllabus aims at creating and sustaining a conducive environment for learning
and teaching that allows learners to excel within their own capabilities.

This syllabus sets out a transformational platform of the education system to encapsulate contemporary matters related to; environmental, socio-
economic, political, scientific and technological issues as drawn from various societal demands. A deliberate attempt has been made to infuse and
integrate emerging issues that include; Environmental Education, Sustainable Development, HIV/AIDS Education, Disaster Management, Anti-
corruption, Culture, Gender Equity, Emotional Intelligence, Botho, Civic Education, Societal Values and Patriotism. The syllabus prepares learners for
the world of work, further education and lifelong learning. In addition, it provides for the development of cultural and national identity, including the
inculcation of attitudes and values which nurture respect for self and for others.

Critical to the success of our secondary education programme is the recognition of individual talents, needs and learning styles, hence changing the role
of the teacher in the classroom. The teacher must become a proficient manager, facilitator and director of learning activities, who is conscious of the
learners' needs and guide them to be accountable and responsible for their own learning. This requires active participation by all, and the creation of
rich and diverse learning environments.
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It is important that we value the learners' own experiences and build upon what they know as well as reward them for positive achievement . At the
same time, we must be prepared to offer learners guidance and counselling at all levels; assist them to make the best decisions in keeping with their
own interests, career prospects and preferences. The national ideals of; Democracy, Development, Self-reliance, Botho, Unity and Social Harmony,
underpin our quest to deliver an educated citizenry.

This syllabus is the outcome of consultation and collaboration with various professionals and key stakeholders. On behalf of the Ministry, I wish to
express my deep appreciation and gratitude to all who contributed in the production of this syllabus, including: industry, teachers and academic
researchers.

ACKNOWLEDGEMENTS

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The Ministry of Basic Education through the Department of Curriculum Development and Evaluation expresses its gratitude to all individuals and
organisations who contributed in different ways to the planning, development and production of this Senior Secondary School English Language
syllabus. This syllabus reflects the outcome of a genuinely collaborative work across a broad educational spectrum. The Ministry acknowledges the
following members of the Subject National Panel, Standing Committee and Quality Assurance Team for their valuable contribution in the production
of this syllabus:
National Panel

13. TITLE
Mr. Lesoto
NAME Sebogodi
SURNAME South East Region
INSTITUTION
1.14. Ms.
Ms. Daphney
Helmi Kgosidintsi
Mmokwe Tlokweng
Moeng College
College of Education
(Chairperson)
2.15. Dr.
Ms. Daisy
Tshiamiso Samuel
Moumakwa Good HopeofSenior
University Secondary School
Botswana
3.16. Dr.
Mr. Charles
Sibonile Matsila
Ellece Baitirile Junior
University Secondary School
of Botswana
4.17. Ms.
Ms. Tsaone
Lesego Mooketsi
Pelotona Molepolole
Botswana College
Open of Education
University
5.18. Mr.
Ms. Gloria
Kgalemang Daman
Ntsabane Tlhomo Junior
Botswana Secondary
Examinations School
Council
6.19. Ms.
Ms. Nkhabe
Ntsae Botumile
Kealafilwe Gungwe
South Primary School
Region
7.20. Ms.
Mr. Barolong
Betangpelo Seboni
Jeremiah UniversityExaminations
Botswana of Botswana Council
8.21. Ms.
Ms. Itumeleng
Shermy Chidambi
Motlhabane Mpiti Primary
Naledi School School
Senior Secondary
9.22. Mr.
Mr. Gilbert
Vincent Keakantse
Montlenyane ChobeSenior
Maun JuniorSecondary
SecondarySchool
School
23. Ms.
10. Mr. Tebogo
Lillian Kgosimore
Karabo Ministry of
Botswana Basic Education
University – Inservice
of Agriculture and Natural Resources
24. Dr Boitumelo Ramoroka University of Botswana
11. Mr. Seiphimolo Mahube North East Region
25. Ms Beauty Ntereke University of Botswana
12. Mr. Keobopile Kedikilwe Central Region
26. Ms Gofetamang Phirinyane Botswana Qualifications Authority
27. Mr. Boitumelo Ditirwa Curriculum Development and Evaluation

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Standing Committee
TITLE NAME SURNAME INSTITUTION
1. Mr. Tapela Mari Montshiwa Junior Secondary School (Chairperson)
2. Ms. Keitumetse Thobani Bokamoso Junior Secondary School
3. Ms. Gaone Moloi Selibe Phikwe Senior Secondary School
4. Mr. Desmond Pelotheri Motaung Junior Secondary School
5. Mr. Gomolemo Mathuba Serowe College of Education
6. Mr. Kinstern Kedumele Southern Region
7. Mr. Dumisani Nkosane Francistown Senior Secondary School
8. Ms. Thato Pilane Matsha Senior Secondary School
9. Ms. Makena Mongunda Ghantsi Senior Secondary School
10. Ms. Popagano Mokobi North West Region
11. Ms. Doreen Morapedi Matshekge Hill School
12. Ms. Oseratile Namponya Palapye Technical College
13. Ms. Neo Mafunye Maun Senior Secondary School
14. Ms. Segomotso Samuel Naledi Senior Secondary School
15. Dr. Brigid Conteh University of Botswana
16. Ms. Betangpelo Jeremiah Botswana Examinations Council
17. Ms. Annah-Rose Batlanang Mogoditshane Senior Secondary School
18. Ms. Kebodirwang Tlhalefang Molepolole College of Education
19. Ms. Gloria Moampe Tlokweng College of Education
20. Ms. Veronica Muzila Botswana Public Service College
21. Mr. Mbizo Mafuraga Botswana International University of Science and Technology
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22. Mr. Mbiganyi Moremi Botswana International University of Science and Technology
23. Ms. Gofetamang Phirinyane Botswana Qualifications Authority

24. Mr. Boitumelo Ditirwa Curriculum Development and Evaluation

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Quality Assurance Team

TITLE NAME SURNAME INSTITUTION

1. Ms. Selang Mogatwane Retired Senior Teacher (Secondary Education)
2. Ms. Batangpelo Jeremiah Botswana Examinations Council
3. Dr. Boitumelo Ramoroka University of Botswana
4. Dr. Sebonile Ellece University of Botswana
5. Ms. Beauty Ntereke University of Botswana
6. Ms. Segomotso Samuel Naledi Senior Secondary School

The Department of Curriculum Development and Evaluation served as secretariat to the panels. The department further wishes to thank all the English
Language teachers and education officers for the invaluable contribution made during consultative meetings.

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INTRODUCTION
This syllabus advocates for an outcome based approach, which is a means of enhancing the outcomes of education. There are many changes in the
English language as a result of the needs of the society, industry and services which require the 21 st century learner to be abreast with. To be at par with
these changes, the learners will have to change from being just users of English language to exploring the power of language in solving real-life
problems. The syllabus is therefore designed to enable a learner to acquire the knowledge, skills and competencies pertaining to English language, in
order to serve the Botswana-Knowledge-based-economy aspirations better. The syllabus is arranged into five (5) compulsory modules which
accordingly seek to address the broader six (6) Learning Outcomes of the subject.

The self-learning approach is built into the syllabus, therefore training the learners to update themselves on key curriculum and cross cutting issues. It
also provides a good opportunity to build, enhance and sustain high levels of professional conduct and performance. This approach evolves a problem
solver frame of mind in the learner.

The syllabus is made to be fun, engaging, relevant, collaborative, and creative for learners to build their understanding of English language concepts.

RATIONALE FOR THE SYLLABUS

The English language subject is designed to equip learners with a useful range of relevant and transferable skills to include knowledge, comprehension,
application, investigation and evaluation. There is therefore need to revise the program to cater for changes in technology, socio-economic
environment, knowledge explosion in the English language field and the changes in the needs of the learners and society in general. In addition, there
have been some drastic transformations in the socio-economic landscape both nationally and globally that require redirection of the preparation of
human resources to meet current and future needs and challenges. Furthermore, there has been a need for the teaching of English language as a medium
of instruction through the use of ICT. The change is informed by aspirations reflected in government policy, National Development Plans (NDPs),
General Education Curriculum and Assessment Framework, Sustainable Development Goals (SDGs) National Vision, Evaluation Reports, Education

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for Sustainable Development Protocol and Stakeholder Consultations. The development of this syllabus is designed to address aspirations of the nation
as reflected in GECAF, which was developed as a response to the implementation of the Education and Training Sector Strategic Plan (ETSSP).

The role of the English Language in Botswana is a very important one. It is an official language in the country and a medium of instruction in schools
as well as institutions of higher learning. It is one of the major languages of communication within the country, the continent of Africa and throughout
the world. English Language is also an access language in technology and information services that facilitates acquisition, creation and documentation
of knowledge. It is the language through which a great deal of learning takes place and thus has a significant and prominent place in the curriculum.

The purpose of the English Language Syllabus is to ensure that there is a smooth transition and continuity from Junior Secondary English (JSE) to
Senior Secondary English (BSSE) and prepare learners for higher education and the world of work.

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BSSE EXIT OUTCOMES
21st Century Skills
1. Ways of Thinking and
Learning
Knowing how to use and develop:
 Creativity and innovation.
 Critical thinking, problem
solving, and decision making.
 Learning with others as well as
learning independently.
2. Ways of Working
Being productive by:
Exit Outcomes for Senior Secondary level
At the end of Senior Secondary level:
Competency
 Learners demonstrate broad knowledge of problem-solving strategies and apply them to situations they
encounter. They show creativity, innovation and demonstrate critical thinking and inquiry skills with which
they process information to solve a wide variety of problems in different contexts. Learners at this level
demonstrate potential for supervisory functions.
Learners, are able to;
 acquire, process, and interpret information critically to make complex informed decisions.
 use a variety of complex strategies and perspectives flexibly and creatively to solve problems.
 formulate complex tentative ideas, and question their own assumptions and those of others.
 solve problems individually and collaboratively.
 identify, describe, formulate, and reformulate problems.
 formulate and test hypotheses.
 ask questions, observe relationships, make inferences, and draw conclusions.
 Identify, describe, and interpret different points of view; distinguish facts from opinions.
 demonstrate the ability to be creative and come up with innovative ideas.
 Apply study and research skills required for further education and training.
Competency
 Learners can work effectively in groups and individually dealing with complex issues and are result oriented.
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 Relating well to/with others. They demonstrate leadership skills and are able to manage and resolve conflicts.
 Cooperating and working in Learners are able to;
teams. • work and study purposefully, both independently and in cooperative groups.

 Managing and resolving • respect, cooperate, communicate effectively in groups and relate well to others.
conflicts. • take responsibility and accountability for what happens in the group and manage and resolve conflicts that
occur in their groups or teams and deal with group dynamics
• show some supervisory skills for own work and the work of others
• assess personal achievement and capabilities realistically in pursuit of appropriate career/employment
opportunities/possibilities and/or further education and training.
3. Tools for Working Competency
Effectively use and interact with: • Learners understand and use appropriate technologies, languages, symbols and texts to solve abstract and
 Language, symbols and text. unfamiliar problems in real life situations. They demonstrate understanding of the impact of technology in
 Knowledge and information. their lives, in society, and in the world at large.

 Varied forms of common Learners are able to;

technology. • locate, evaluate, adapt, create, and share information using a variety of sources and technologies.

 Information and • use technologies appropriately.

Communication Technology.
4 Living in the World
Showing effective:
• Self-management.
• Cultural awareness
• demonstrate understanding of the impact of technology on society and the world at large.
• demonstrate understanding of ethical issues related to the use of technology in local and global contexts.
• use language to communicate effectively and appropriately when conversing with others
Competency
• Learners apply knowledge of the social, cultural, economic, and environmental development in the local and
global context.
and Learners are able to;
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 expression. • demonstrate knowledge and understanding of sustainable development and its implications for the
• Social and civic competences. environment locally and globally.
• Sense of initiative and • apply the social, political, cultural, legal, entrepreneurial and economic, factors in real life situations.
entrepreneurship • examine issues of human rights.
• Community and global • recognize and react against forms of discrimination, violence, and anti-social behaviours.
citizenship • demonstrate knowledge and understanding of their own cultural identity and heritage, and that of others, as
well as its contribution to the world.
• use various forms of art as a means of communication and interpret them in various contexts.
• Demonstrate knowledge and understanding of the relationship between health and lifestyle.
• Demonstrate the ability to Interact with the global environment in a manner that is protective, conserving and
nurturing.
• determine the principles and actions that characterise a just, peaceful, pluralistic, inclusive and democratic
society, and act accordingly.
• apply knowledge and skills of the creative arts for economic development.

SUBJECT OUTCOMES
Upon successful completion of the English language syllabus learners will be able to:

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 1. Use functional communication skills accurately, appropriately and effectively in a variety of real-life situations.
2. Demonstrate an understanding of a variety of texts from a range of genres.
3. Demonstrate an appreciation of different cultures in Botswana and the world in a variety of interactions and settings.
4. Demonstrate a culture of reading widely for both pleasure and information.
5. Apply English grammatical rules when listening, speaking, reading and writing.
6. Select and use appropriate information and communication technologies in different situations as resources for language learning.

TARGET POPULATION AND ENTRY REQUIREMENTS

It is recommended that learners should have successfully completed Junior Secondary Education (NCQF level 2) or its equivalent.

SYLLABUS STRUCTURE
The syllabus comprises five (5) compulsory modules.

CODE NAME OF MODULE PURPOSE TYPE

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 ENGSL
BASIC COMMUNICATION SKILLS
1
ENGSL LOWER INTERMEDIATE ENGLISH This module enableslearners
Compulsory
2 LANGUAGE
ENGSL INTERMEDIATE ENGLISH
Compulsory
3 LANGUAGE
ENGSL UPPER INTERMEDIATE ENGLISH his module enables learners to
Compulsory
4 LANGUAGE
ENGSL
ADVANCED ENGLISH LANGUAGE Compulsory
5

DELIVERY MODE
The syllabus is part of a programme that will be taken on a full time basis over a period of 2 years. It can also be taken by learners enrolled on part time
basis.

SYLLABUS DELIVERY ROAD MAP

MODULE LEARNING CONTACT TIME SUGGESTED SUGGESTED ASSESSMENT SELF &

CODE OUTCOME 60% (Hrs) FACILITATION LEVEL TIME 20% OTHERS
CODE TERM 20%

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ENGSL 1 ENGSL 1.1 6 Hrs T1 FORM 4 8 Hrs 8 Hrs
ENGSL 1.2 6 Hrs T1
ENGSL 1.3 6 Hrs T1
ENGSL 1.4 6 Hrs T1
ENGSL 2 ENGSL 2.1 4 Hrs T2 FORM 4 12 Hrs 12 Hrs
ENGSL 2.2 4 Hrs T2
ENGSL 2.3 4 Hrs T2
ENGSL 2.4 4 Hrs T2
ENGSL 2.5 5 Hrs T2
ENGSL 2.6 5 Hrs T2
ENGSL 2.7 5 Hrs T2
ENGSL 2.8 5 Hrs T2
ENGSL 3 ENGSL 3.1 6 Hrs T3 FORM 4 12 Hrs 12 Hrs
ENGSL 3.2 6 Hrs T3
ENGSL 3.3 6 Hrs T3
ENGSL 3.4 6 Hrs T3
ENGSL 3.5 6 Hrs T3
ENGSL 3.6 6 Hrs T3
ENGSL 4 ENGSL 4.1 4 Hrs T1 FORM 5 12 Hrs 12 Hrs
ENGSL 4.2 4 Hrs T1
ENGSL 4.3 5 Hrs T1
ENGSL 4.4 5 Hrs T1
ENGSL 4.5 6 Hrs T1
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 ENGSL 4.6 6 Hrs T1
ENGSL 4.7 6 Hrs
ENGSL 5 ENGSL 5.1 6 Hrs T2-3 FORM 5 12 Hrs 12 Hrs
ENGSL 5.2 6 Hrs T2-3

ENGSL 5.3 6 Hrs T2-3

ENGSL 5.4 6 Hrs T2-3
ENGSL 5.5 6 Hrs T2-3
ENGSL 5.6 6 Hrs T2-3

METHODOLOGY
Effective use of language is a practical skill, and should be developed through a learner-centred and activity-based approach. In this respect, the
communicative approach to language learning is adopted. The context for language learning is also drawn from cross cutting issues such as HIV/AIDS,
Environmental Education, Entrepreneurship Education, comprehensive sexuality education and other emerging issues.

Learner-centred methods (such as pair and group work, project work, simulation and role play, seminars and peer teaching) of teaching and learning
are used for the attainment of the Learning outcomes.
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Features of this approach include:
• Integration of the basic language skills
• Using the language without ‘code switching’
• Using the language in real life situations
• Teaching grammar in context
• Use of authentic teaching materials to support the curriculum
• Use of varied learner-centred communicative activities including;
o information and opinion gap activities
o problem solving
o varied language stimuli in the learning environment
• Use of multimedia and other technologies e.g. audio tapes, videos, films, WhatsApp, Skype, Webinars and computers

Library Skills
The development of reading proficiency through a wide reading of both fiction and non-fiction materials which are interesting and enjoyable for
learners must be prioritised. Furthermore, the development of study skills combined with easy accessibility of reference materials, directly influence
learners’ performance across the curriculum. The school library should be regarded as an important cross-curricular learning resource centre.

RESOURCES

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The underlying principle for learning English language is that it is learnt effectively through practice. Therefore, the classroom as the central learning
environment should have a lot of resources such as;
 books
 radio
 television
 computers
 videos
 audio
 a variety of pictures and objects.

In addition, learners should be given time for excursions to interact with the real cultural activities and people who are fluent in the culture of the target
language.
ASSESSMENT
The Botswana Senior Secondary Education English Language syllabus will be assessed formatively and summatively using a variety of assessment
instruments in order to ascertain that learners attain learning outcomes. School based assessment strategies such as tests, quizzes, question and answer,
mini projects, video conferencing, presentations, class exercises, observation, audio visuals, journals, diaries, scripts, team assessments, assignments as
well as written and oral performances will be used. Evidence of learner performance from both assessments should form part of the learner portfolio.

A terminal examination will be administered by the Botswana Examinations Council. Provider-Based Assessment will contribute towards learner
certification. Assessment procedures and methods will be flexible enough to provide all learners with equal opportunities to demonstrate their learning.
This will also allow adjustments to overcome any substantial disadvantage that individual learners may experience.

The following are some of the assessment methods that can be used depending on the individual learners’ needs:
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 Modified Assessment – This provides for special arrangements or adjustment with existing systems, which may involve different assessment
methods such as extra time, own room, scribes, interpreters, using a laptop, presentation, text-to-speech software, videos and audios.
Modification of the assessment is usually done for learners with disability.

 Inclusive Assessment – This is when flexible range of assessment modes are made available to all. This assessment method is capable of assessing
the same learning outcome in different ways – such as practicals, presentations, Projects, group work, course work, increasing font size, using
assistive devices like CCTV, recorders instead of written work and avoiding complex vocabulary.

Inclusive assessment promotes equity and improves the chances for all learners to demonstrate their knowledge and skills to meet their learning
outcomes.

Types of Assessment

Formative Assessments

 Class activities
 Class quizzes
 Presentations
NB: Assessments can be written or oral

 Performance & Practical activities

Summative Assessments

 Module/Learning Outcome summary Tests

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  End of term tests
NB: Assessments can be written or oral

 Performance and practical Tests

Provider Based Evidence – Portfolio Evidence File consisting of:

 Formative and Summative Assessments (written/oral)

 Summative assessments to be externally moderated.

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MODULE 1
ENGSL 1. BASIC COMMUNICATION SKILLS

MODULE 1 BASIC COMMUNICATION SKILLS CODE: ENGSL1 TOTAL HOURS: 40

Purpose: This module equips learners with communication skills to function in everyday situations, as a starting point for subsequent modules.
LEARNING OUTCOMES FOR THE MODULE
Upon successful completion of this module learners will be able to:

ENGSL1.1 Respond to an exchange of ideas and opinions in various situations.

ENGSL1.2 Demonstrate understanding of basic concepts in oral communication.
ENGSL1.3 Display a culture of reading widely for both pleasure and information.
ENGSL1.4 Develop ideas into coherent sentences, paragraphs and whole texts.

ENGSL 1.1 RESPOND TO AN EXCHANGE OF IDEAS AND OPINIONS IN VARIOUS SITUATIONS

FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
1.1.1 Respond appropriately to the speaker.  Dialogue  Demonstration  Observation
1.1.2 Show empathy (by expressing empathetic statements) with a speaker as  Listening  Pair work  Written
appropriate to communication. comprehension  Experiential assessment
1.1.3 Draw conclusions from main ideas. learning  Presentation
1.1.4 Recognise rhetorical questions.  Group discussion  Progress

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 portfolio
RANGE STATEMENT 1.1.1 Respond appropriately; cues like nodding, gestures, facial expressions.
EVIDENCE • Observation checklist covering PCs 1.1.1-1.1.4.
REQUIREMENTS • A completed planning sheet (marked), approved by the assessor prior to the assessment of the dialogue.
ENGSL 1.2: DEMONSTRATE UNDERSTANDING OF BASIC CONCEPTS IN ORAL COMMUNICATION
FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
1.2.1 Project the voice when speaking to others.  Conversations  Demonstration  Presentation
1.2.2 Pace words appropriately.  Dialogue  Group work  Observation
1.2.3 Express emotion through the use of correct intonation and word stress.  Debate  Hot Seat
 Language games
RANGE STATEMENT
EVIDENCE • Completed observation checklist.
REQUIREMENTS • Preparation document referencing the preparation for the presentation ( Learner preparation Template).

ENGSL 1.3: DISPLAY A CULTURE OF READING WIDELY FOR BOTH PLEASURE AND INFORMATION
PERFORMANCE CRITERIA CONTENT FACILITATION ASSESSMENT
AND LEARNING
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 STRATEGIES STRATEGIES
1.3.1 Read a range of materials for pleasure.  Reading for  Hot Seat  Text reviews
1.3.2 Identify gist in various texts. pleasure  Think-Pair- Share  Presentations
1.3.3 Read for specific information.  Text reviews  Demonstration  Portfolio
1.3.4 Give feedback on material read.  Critical reading  Case Study  Journal
1.3.5 Show understanding of different genres.  Literal meaning  Experiential
1.3.6 Present a critical response on texts.  Figurative Learning
1.3.7 Use the dictionary for a variety of purposes meaning  Reading log
 Text review card
 Role play
RANGE STATEMENT 1.3.1 Range of materials- newspapers, magazines, novels, short stories and plays, documentaries, e-books
1.3.5 Different genre- poem, play, novel, short story, fiction and non-fiction.
1.3.6 Texts- paragraphs, comprehension passages
1.3.7 Variety of purposes- meaning, pronunciation, spelling, word class and usage
EVIDENCE • Written summaries of texts read.
REQUIREMENTS • Written responses to set questions on texts read.
• Signed reading log (a form where they fill in at least three book titles they have read from the range).

ENGSL 1.4 DEVELOP IDEAS INTO COHERENT SENTENCES, PARAGRAPHS AND WHOLE TEXTS
PERFORMANCE CRITERIA CONTENT FACILITATION ASSESSMENT
AND LEARNING STRATEGIES

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 STRATEGIES
1.4.1 Apply grammatical rules of Language in writing.  Grammar;  Think- Pair- Share  Written
1.4.2 Construct clear and logical sentences. adverbs and  Demonstration assessment
1.4.3 Use sentences in a paragraph to explain an idea. adjectives  Case Study  Class
1.4.4 Write different types of correspondence documents.  Vocabulary  Experiential exercises
1.4.5 Develop a piece of writing.  Register Learning
1.4.6 Use ICT effectively for different purposes.  Commercial
Advert
 Descriptive
composition
RANGE STATEMENT 1.4.4 Types of correspondence documents- formal and informal.
1.4.1 Grammatical Rules- Subject Verb Agreement (SVA), singular, plural, sentence construction; simple, compound and
complex.
1.4.2 Clear and logical- Sentences with accurate grammar, coherence and vocabulary usage.
1.4.4 Correspondence documents- Commercial adverts.
1.4.6 Different purposes- Word processing; spell check, editing, formatting, justification.
1.4.5 A piece of writing- descriptive composition (person.)
EVIDENCE • A commercial advert produced by a learner using a word processor covering all PCs except for 1.4.5.
REQUIREMENTS • A written descriptive composition covering all PCs except for 1.4.4.

MODULE 2
ENGSL 2. LOWER INTERMEDIATE ENGLISH LANGUAGE
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MODULE 2 LOWER INTERMEDIATE ENGLISH LANGUAGE CODE: TOTAL HOURS: 60
ENGSL
2
Purpose: This module enableslearners
LEARNING OUTCOMES FOR THE MODULE
Upon successful completion of this module learners will be able to:

ENGSL 2.1 Respond to an exchange of ideas and opinions in various situations.

ENGSL 2.2 Listen actively to information in a variety of situations.
ENGSL 2.3 Demonstrate understanding of basic concepts in oral communication.
ENGSL 2.4 Display a culture of reading widely for both pleasure and information.
ENGSL 2.5 Demonstrate comprehension of texts written in English.
ENGSL 2.6 Develop ideas into coherent sentences, paragraphs and whole texts.
ENGSL 2.7 Write clearly, accurately and appropriately in varied situations.
ENGSL 2.8 Demonstrate understanding of written and spoken forms.

ENGSL 2.1: RESPOND TO AN EXCHANGE OF IDEAS AND OPINIONS IN VARIOUS SITUATIONS

18
 FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
2.1.1 Recognise strengths and inconsistencies in a discussion.  Discussion  Demonstration  Observation
2.1.2 Organise information heard in a sequence.  Debate  Experiential  Written
2.1.3 Interject at an appropriate time in a discussion or a debate.  Social Interaction learning assessment
2.1.4 Identify the line of argument in different contexts.
2.1.5 Respond appropriately to the line of argument.

RANGE STATEMENT 2.1.1 Discussion- debate, pair work, group discussion, dialogue.
EVIDENCE • Observation checklist related to a discussion covering all the PCs and the full range.
REQUIREMENTS

ENGSL 2.2 LISTEN ACTIVELY TO INFORMATION IN A VARIETY OF SITUATIONS

FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
2.2.1 Ask relevant questions to demonstrate understanding.  Active Listening  Experiential  Outline notes
2.2.2 Identify main ideas using titles, heading, and topic sentences.  Comprehension learning  Spider web
2.2.3 Respond appropriately to what is heard.  Mime  mind mapping
2.2.4 Interpret information heard in a variety of situations.  Group work

19
 FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
2.2.5 Identify gist in various context.  Pair work
RANGE STATEMENT Variety of situations- speech, news bulletin, sermon.
EVIDENCE • Written assessment instrument covering PC 3 and 4.
REQUIREMENTS • Two relevant questions of clarification after listening to information.
• A completed mind map on the information identified.

ENGSL 2.3 DEMONSTRATE UNDERSTANDING OF FUNDAMENTAL CONCEPTS IN ORAL COMMUNICATION.

FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
2.3.1 Present ideas in a coherent manner.  Communication  Demonstration  Oral
2.3.2 Restate accurately other people’s ideas to show understanding.  Negotiation  Pair work assessment for
2.3.3 Synthesise ideas and suggestions to reach agreement or compromise.  Discussion  Group work PC 1 to 3.
2.3.4 Identify gist in various context.  Debate  Experiential  Question and

 Social Interaction learning answers

 Dialogue according to

 Debate the rubric

specifications
 Hot Seat
 Panel Discussion

20
 FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
 Mind Map
RANGE STATEMENT
EVIDENCE A completed checklist covering all PCs.
REQUIREMENTS Oral Assessment for all PCs.

ENGSL 2.4 DISPLAY A CULTURE OF READING WIDELY FOR BOTH PLEASURE AND INFORMATION
FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
2.4.1 Read a range of materials for pleasure.  Extensive reading  Presentation  Set of
2.4.2 Read for specific information.  Critical reading  Pair work questions
2.4.3 Give feedback on material read.  Summary  Experiential  Summaries of
2.4.4 Show understanding of the different genre.  Identifying gist learning texts read
2.4.5 Present a critical response on texts.  Think- Pair- Share  Reading log
 Contextual
2.4.6 Follow the writer’s argument.  Mind Mapping  Written
meaning
2.4.7 Identify figurative language from text read. assessment
 Book reviews
2.4.8 Use figurative language from text read.  Presentation
 Skimming
 Scanning

21
 FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES

RANGE STATEMENT 2.4.1 Range of materials- newspapers, magazines, novels, short stories.
2.4.4 Different genres- poem, play, novel, short story, fiction and non-fiction.
2.4.5 Texts- paragraphs and comprehension passages.
2.4.7 Figurative language - similes, metaphors, idioms, proverbs.
EVIDENCE • Written summaries of texts read.
REQUIREMENTS • Response to set of questions.
• Signed reading log (A form where they fill in at least three book titles they have read from the range).

ENGSL 2.5 DEMONSTRATE COMPREHENSION OF A VARIETY OF TEXTS

FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
2.5.1 Read competently using appropriate techniques.  Comprehension  Role play  Observation
2.5.2 Analyse texts for overall meaning.  Flexible reading  Pair work  Written
2.5.3 Recall contents of texts read. speeds  Experiential assessment
2.5.4 Identify main ideas and supporting details from texts.  Critical reading learning  Presentations
 Implicit meaning  Think- Pair- Share
 Scanning

22
  Skimming
RANGE STATEMENT 2.5.1 Appropriate techniques- scanning and skimming.
2.5.3/4 Texts – Print and non-print sources.
EVIDENCE • Response to set of questions covering all PCs.
REQUIREMENTS • Completed observation checklist covering all the PCs based on a written assessment.

ENGSL 2.6 DEVELOP IDEAS INTO COHERENT SENTENCES, PARAGRAPHS AND WHOLE TEXTS
FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
2.6.1 Apply grammatical rules of language when writing.  Grammar and  Pair work  Written
2.6.2 Construct clear and logical sentences. Usage  Experiential assessment
2.6.3 Use sentences in a paragraph to explain an idea.  Cohesion and learning
2.6.4 Develop a piece of writing. Coherence  Brainstorming
2.6.5 Use ICT effectively for different purposes.  Descriptive  Note making
2.6.6 Use figurative language in different situations. Composition( pla  Class discussion
ce)  Visuals
 Spelling and  Pictures
Punctuation
 Adverts
 Idioms
 Computer Assisted
Language Learning
( CALL

23
RANGE STATEMENT 2.6.1 Grammatical rules- Subject Verb Agreement (SVA), singular, plural, sentence construction; simple, compound and
complex.
2.6.2 Clear and logical- sentences with accurate grammar, coherence and vocabulary usage.
2.6.4 A piece of writing – descriptive (place).
2.6.5 Different purposes- spell check and word processing.
2.6.6 Figurative language- idioms, metaphors, similes, proverbs.
EVIDENCE Descriptive composition (describing a place) produced by a learner using a word processor/ hand written covering all the
REQUIREMENTS PCs.
A completed assessment rubric.

ENGSL 2.7 WRITE CLEARLY, ACCURATELY AND APPROPRIATELY IN VARIED SITUATIONS

FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
2.7.1 Use appropriate format and style in formal and informal  Correspondences  Group work  Written
correspondences. focusing on  Think- Pair- Share assessment
2.7.2 Use ICT effectively for different purposes. formal letter and  Listen to a song  Observation
2.7.3 Summarise specified information in continuous writing. email and write a letter  Rubric
2.7.4 Use figurative language in different situations.  Email etiquette
 Grammar
 Vocabulary
 Computer folder
RANGE STATEMENT 2.7.1 Correspondences- letter of complaint, email.
24
 2.7.1 Formal- letter of complaint, email.
2.7.1 Informal- email.
2.7.2 Different purposes- create an email address, compose an email, spell check, word processing.
2.7.4 Figurative language- similes, metaphors, proverbs, idioms.
EVIDENCE • Written assessment covering PCs 1 to 4.
REQUIREMENTS • Email accounts for learners.
• Computer folders for learners.
• A graded letter of complaint.

ENGSL 2.8 DEMONSTRATE UNDERSTANDING OF WRITTEN AND SPOKEN FORMS

FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
2.8.1 Develop a piece of writing.  Descriptive  Brain storming  Written
2.8.2 Differentiate between direct and indirect speech. composition;  Mind mapping assessment
2.8.3 Use direct speech in a piece of writing. (event)  Pair work  Peer
2.8.4 Use appropriate diction for different situations in writing.  Vocabulary  Experiential assessment
 Grammar learning
 Register  Spider web
RANGE STATEMENT 2.8.1 Piece of writing- Descriptive composition; event.
2.8.4 Diction- Vocabulary exercises for different contexts and appropriate register.
EVIDENCE • A descriptive composition produced by a learner covering all the PCs.
25
 FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
REQUIREMENTS
• Completed peer assessment checklist.

MODULE 3
ENGSL 3. INTERMEDIATE ENGLISH LANGUAGE
26
MODULE 3 INTERMEDIATE ENGLISH LANGUAGE CODE: ENGSL TOTAL HOURS: 60
3
Purpose:
LEARNING OUTCOMES FOR THE MODULE
Upon successful completion of this module learners will be able to:

ENGSL 3.1 Listen actively to information in a variety of situations.

ENGSL 3.2 Speak fluently and expressively on a range of topics.
ENGSL 3.3 Display a culture of reading widely for both pleasure and information.
ENGSL 3.4 Develop ideas into coherent sentences, paragraphs and whole texts.
ENGSL 3.5 Write clearly, accurately and appropriately in varied situations.
ENGSL 3.6 Demonstrate understanding of written and spoken forms of language.

ENGSL 3.1 LISTEN ACTIVELY TO INFORMATION IN A VARIETY OF SITUATIONS

PERFORMANCE CRITERIA CONTENT FACILITATION ASSESSMENT
27
 AND LEARNING
STRATEGIES
STRATEGIES
3.1.1 Analyse the techniques used in audio and visual texts to achieve a variety  Techniques used  Experiential  Written
of purposes. in audio and Learning assessment
3.1.2 Synthesise information heard. visual texts  Miming  Oral
3.1.3 Make predictions about content and development of ideas using prior  Active Listening  Think- Pair- Share assessment
knowledge.  Prediction  Presentation

RANGE STATEMENT 3.1.1 Techniques –pictures, animations and sound effects.

3.1.1 Variety of purposes – to inform, persuade, argue, instruct.
3.1.2 Synthesise- giving similarities and differences, advantages and disadvantages.
EVIDENCE • An analysis of one technique.
REQUIREMENTS • A completed table on similarities, differences, advantages and disadvantages of information heard.
• Response to set questions.

ENGSL 3.2 SPEAK FLUENTLY ON A RANGE OF TOPICS

28
 FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
3.2.1 Use a wide range of vocabulary in different situations.  Presentation  Role Play  Oral
3.2.2 Use appropriate register.  Articulation,  Group work Assessment
3.2.3 Use stress patterns and rhythm appropriately. Intonation and  Pair work
3.2.4 Use non-verbal cues to communicate effectively. Stress  Impromptu speech
 Register
RANGE STATEMENT 3.2.1 Different situations-funeral, wedding, football match, birthday party.
3.2.4 Non-verbal cues - gestures, posture, eye contact, proximity, facial expression, tone, physical contact.
EVIDENCE One completed and signed observation checklist covering PCs 1-4 and the range.
REQUIREMENTS

ENGSL 3.3 DISPLAY A CULTURE OF READING WIDELY FOR BOTH PLEASURE AND INFORMATION
FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
3.3.1 Read a range of materials for pleasure.  Extensive Reading  Skimming  Reading log
3.3.2 Read for specific information.  Comprehension  Scanning  summaries of
3.3.3 Give feedback on material read.  Critical Reading  Individual reading read texts
3.3.4 Show understanding of the different genres.  Inferential  Giving feedback  Set questions on
3.3.5 Present a critical response on texts. meaning through presentation the texts read

29
 FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
3.3.6 Analyse figurative language in texts read. and writing
3.3.7 Evaluate texts read.  Reciprocal
Learning
 Experiential
Learning
 Critical response
through presentation
and writing
RANGE STATEMENT 3.3.1 Range of Materials- newspapers, magazines, novels, short stories, plays, eBooks, documentary, manuscripts.
3.3.4 Different genres- poetry, drama, novel, short story, non-fiction.
3.3.5/6/7 Texts- Paragraphs, Comprehension Passages.
EVIDENCE • Signed reading log (A form where they fill in at least 3 book titles they have read from the range).
REQUIREMENTS • Journal.
• Written response to set questions on the texts read.

ENGSL 3.4 DEVELOP IDEAS INTO COHERENT SENTENCES, PARAGRAPHS AND WHOLE TEXTS
30
 FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
3.4.1 Apply grammatical rules of language when writing.  Grammar  Use the Computer to  Written
3.4.2 Construct clear and logical sentences.  Coherence and produce documents assessment
3.4.3 Use sentences in a paragraph to explain an idea. cohesion  Spider web
3.4.4 Develop a piece of writing.  Vocabulary Usage  Group work,
3.4.5 Use ICT effectively to produce written texts.  Narrative  Class discussions
composition  Setting, Initiating
 Types of sentences event, Respond,
Action, Result,
Conclusion(SIRAR
C)
 Flashback technique
 Foreshadowing
 Suspense
RANGE STATEMENT 3.4.2 Clear and logical- sentences with accurate grammar, coherence and vocabulary usage.
3.4.4 Piece of writing- narrative composition.
3.4.1 Grammatical rules- Subject Verb Agreement, singular, plural sentence construction; simple, compound and complex.
EVIDENCE A narrative composition produced by a learner using a word processor/ hand written covering all the PCs and the full range.
REQUIREMENTS

31
ENGSL 3.5 WRITE CLEARLY, ACCURATELY AND APPROPRIATELY IN VARIED FORMAL SITUATIONS.
FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
3.5.1 Write different types of correspondences.  Email  Brainstorming  Written
3.5.2 Write different types of reports.  Memorandum  Spider web assessment
3.5.3 Use ICT effectively for different purposes.  Report  Think- Pair-Share
3.5.4 Summarise specified information in continuous writing.  Formal Letter  Mind Mapping
 Summary  Use of ICT
RANGE STATEMENT 3.5.1 Correspondences- Memorandum, letter of acknowledgement.
3.5.2 Types of reports: Report to the school authority.
3.5.3 Different purposes- send an email, spell check, word processing.
EVIDENCE • A formal letter, memorandum, report and summary covering PCs 1 to 4 and the full range.
REQUIREMENTS • Email.

ENGSL 3.6 DEMONSTRATE UNDERSTANDING OF WRITTEN AND SPOKEN FORMS OF LANGUAGE.

FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
3.6.1 Develop a piece of writing.  Writing for  Class discussion  Written

32
3.6.2 Differentiate between direct and indirect speech. specific purposes  Brain storming assessment
3.6.3 Use direct speech in a piece of writing.  Descriptive  Spider web  Peer assessment
3.6.4 Use appropriate diction for different situations in writing. Composition  Group work
3.6.5 Use figurative language in different situations.  Direct and Indirect  Think –Pair-Share
Speech  Peer Assessment
 Vocabulary
RANGE STATEMENT 3.6.1 Piece of writing- Descriptive composition; describing a person, place and event.
3.6.4 Diction- Vocabulary exercises for different fields and appropriate register.
3.6.5 Figurative language- idioms, metaphors, similes, proverbs.
EVIDENCE A descriptive composition produced by a learner covering all the PCs.
REQUIREMENTS

33
MODULE 4
ENGSL 4. UPPER INTERMEDIATE ENGLISH LANGUAGE

MODULE 4 UPPER INTERMEDIATE ENGLISH LANGUAGE CODE: ENGSL TOTAL HOURS: 60

4
Purpose:his module enables learners to
LEARNING OUTCOMES FOR THE MODULE
Upon successful completion of this module learners will be able to:

ENGSL 4.1 Evaluate what is heard in different situations.

ENGSL 4.2 Communicate appropriately in varied situations.
ENGSL 4.3 Display a culture of reading widely for both pleasure and information.
ENGSL 4.4 Demonstrate an understanding of referencing.
ENGSL 4.5 Develop ideas into coherent sentences, paragraphs and whole texts.
ENGSL 4.6 Write clearly, accurately and appropriately in varied situations.
ENGSL 4.7 Demonstrate understanding of written and spoken forms.

ENGSL 4.1 EVALUATE WHAT IS HEARD IN DIFFERENT SITUATIONS

PERFORMANCE CRITERIA CONTENT FACILITATION ASSESSMENT
34
 AND LEARNING
STRATEGIES
STRATEGIES
4.1.1 Form an opinion about what is heard in different situations.  Debate  Think- Pair - Share  Written
4.1.2 Distinguish between main and supporting information.  Discussion  Mind mapping assessment
4.1.3 Justify an opinion based on aural evidence.  Speech  Debate  Summary
presentation  Pair work  Set questions
 Conversation  Group work  Oral
assessment
RANGE STATEMENT 4.1.1 Different situations- debate, discussion, speech, presentation.
EVIDENCE • Summary of important information.
REQUIREMENTS • Completed debate score sheet.
• Response to speech set questions.

ENGSL 4.2 COMMUNICATE APPROPRIATELY IN VARIED SITUATIONS

FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
4.2.1 Use parts of speech correctly.  Debate  Think-Pair - Share  Observation
4.2.2 Demonstrate understanding of different types of sentences.  Discussion  Mind mapping  Dialogue
4.2.3 Give a well-structured presentation on a given topic in both formal and  Speech  Debate
informal settings.  Presentation  Group work
4.2.4 Communicate orally in formal and informal settings.
 Types of  Impromptu speech

35
 FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
sentences
 Parts of Speech
RANGE STATEMENT 4.2.1 Parts of Speech- noun, verb, pronoun, adverb, adjectives, prepositions, conjunctions, interjections.
4.2.2 Types of Sentences- simple, compound and complex.
EVIDENCE Observation checklist of a dialogue covering PCs 1-4 and full range.
REQUIREMENTS

ENGSL 4.3 DISPLAY A CULTURE OF READING WIDELY FOR BOTH PLEASURE AND INFORMATION
FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
4.3.1 Read a range of materials for pleasure.  Prediction  Pre reading  Reading log
4.3.2 Read for specific information.  Comprehension activities  Summaries of
4.3.3 Give feedback on material read.  Paragraphing  While reading texts read
4.3.4 Show understanding of the different genres.  Different genres activities  Set questions
4.3.5 Present a critical response on texts.  Post reading on the texts
 Inference
4.3.6 Identify figurative language from texts read. activities read
 Speculation
 Think- Pair - Share
 Mind mapping

36
 FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
 Group work
 Pair work
 Individual work
 Blurb analysis
 Text reviews
RANGE STATEMENT 4.3.1 Range Materials- newspapers, magazines, novels, short stories, plays, eBooks, documentaries and manuscripts.
4.3.4 Different genres- poem, play, novel, short story, non-fiction.
4.3.5 Texts- paragraphs, comprehension passages.
4.3.6 Figurative Language- idioms, metaphors, similes, proverbs.
EVIDENCE • Signed reading log.
REQUIREMENTS • Set questions on the texts read.
• Written summaries of texts read.

ENGSL 4.4 DEMONSTRATE AN UNDERSTANDING OF REFERENCING

FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
4.4.1 Gather information independently for research purposes.  Note taking  Individual work  Research
4.4.2 Interpret information from a variety of reference materials.  Summary writing  Mind map Questions

37
 FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
4.4.3 Use reference materials for a variety of purposes.  Reference  Group work  Report.
4.4.4 Paraphrase information from reference materials.  Speculation  Pair work
4.4.5 Acknowledge the source of reference materials appropriately.  Prediction  Spider web
RANGE STATEMENT 4.4.2 reference materials- thesaurus, dictionary, encyclopedia, eBooks, journals, websites, handbooks.
4.4.3 variety of purposes- meaning, pronunciation, spelling, usage, parts of speech, referencing.
EVIDENCE Responses to research questions.
REQUIREMENTS Brief report capturing all the PCs and the full range.

ENGSL 4.5 DEVELOP IDEAS INTO COHERENT SENTENCES, PARAGRAPHS AND WHOLE TEXTS
FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
4.5.1 Apply grammatical rules of language when writing.  Grammar and  Brainstorming  Written
4.5.2 Construct clear and logical sentences. Usage  Group work assessment
4.5.3 Use sentences in a paragraph to explain an idea.  Cohesion and  Pair work
4.5.4 Develop a piece of writing. Coherence  Spider web
4.5.5 Use ICT effectively for different purposes.  Informative  Mind mapping
Composition
 Police statement

38
RANGE STATEMENT 4.5.2 Clear and logical- sentences with accurate grammar, coherence and vocabulary usage.
4.5.4 Piece of writing- informative composition, police statement.
4.5.5 Different purposes- Spell check, word processing.
4.5.1 Grammatical rules- Subject Verb Agreement (SVA), singular, plural, sentence construction; simple, compound and
complex.
EVIDENCE • Informative composition produced by learners using a word processor / hand written covering all the PCs and the full
REQUIREMENTS range.
• Graded police statement.

ENGSL 4.6: WRITING

ENGSL 4.6: WRITE CLEARLY, ACCURATELY AND APPROPRIATELY IN VARIED SITUATIONS.
FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
4.6.1 Write different types of correspondences.  Speech  Think- Pair- Share  Written
4.6.2 Use ICT effectively for different purposes.  Newspaper report  Note making assessment
4.6.3 Summarise specified information from a given text.  Comprehension  Group work
passage  Summary
 Computer Assisted
Language Learning
(CALL)
RANGE STATEMENT 4.6.1 Correspondences- Speech, Newspaper Report.

39
 FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
4.6.2 Different purposes- email attachments, spell check, word processing.
EVIDENCE • A written newspaper report and speech.
REQUIREMENTS • Written summary.

ENGSL 4.7: WRITING

ENGSL 4.7: DEMONSTRATE UNDERSTANDING OF WRITTEN AND SPOKEN FORMS.
FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
4.7.1 Develop a piece of writing.  Informative  Spider plan  Written
4.7.2 Differentiate between direct and indirect speech. Composition  Class discussion assessment
4.7.3 Use direct speech in a piece of writing.  Direct and  Pair work
4.7.4 Use appropriate diction for different situations in writing. Indirect Speech  Group work
 Diction  Language teaching
Games
 Fish bone
RANGE STATEMENT 4.7.1 Piece of writing- informative composition.
4.7.4 Diction- vocabulary exercises for different fields and appropriate register.
EVIDENCE • An informative composition produced by a learner covering all the PCs.

40
 FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
REQUIREMENTS
MODULE 5
ENGSL 5. ADVANCED ENGLISH LANGUAGE

MODULE 5 ADVANCED ENGLISH LANGUAGE CODE: ENGSL TOTAL HOURS: 60

5
Purpose:
LEARNING OUTCOMES FOR THE MODULE
Upon successful completion of this module learners will be able to:

ENGSL 5.1 Interpret features of pronunciation for meaning.

ENGSL 5.2 Demonstrate understanding of basic concepts in oral communication.
ENGSL 5.3 Communicate orally in a formal setting.
ENGSL 5.4 Display a culture of reading widely for both pleasure and information.
ENGSL 5.5 Develop ideas into coherent sentences, paragraphs and whole texts.
ENGSL 5.6 Write clearly, accurately and appropriately in varied situations.

ENGSL 5.1 INTERPRET FEATURES OF PRONUNCIATION FOR MEANING

PERFORMANCE CRITERIA CONTENT FACILITATION ASSESSMENT
41
 AND LEARNING
STRATEGIES
STRATEGIES
5.1.1 Recognise different features of pronunciation.  Features of  Experiential  Observation
5.1.2 Show understanding that body language conveys meaning. pronunciation Learning checklist
5.1.3 Use knowledge of discourse markers to follow what is being said.  Discourse  Note taking
markers  Brain storming
 Think- Pair- Share
 Round table
 Decoding
RANGE STATEMENT 5.1.1 Features of Pronunciation- stress, intonation, tone, rhythm, volume.
5.1.2 Body language - nodding, frowning, smiling.
5.1.3 Discourse markers- Pauses, connectors and fillers.
EVIDENCE • A checklist completed by the assessor.
REQUIREMENTS

ENGSL 5.2 DEMONSTRATE UNDERSTANDING OF BASIC CONCEPTS IN ORAL COMMUNICATION

FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
5.2.1 Distinguish between the different semantic sense relations.  homographs  Round Table  Observation
5.2.2 Use semantics sense relations in both formal and informal situations.  homonyms  Card games  Oral
 homophones  board games Assessment

42
 FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
RANGE STATEMENT 5.2.1 semantic sense relations –homographs, homonyms and homophones.
EVIDENCE Completed observation checklist.
REQUIREMENTS

ENGSL 5.3 COMMUNICATE ORALLY IN A FORMAL SETTING

FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
5.3.1 Present events chronologically and coherently.  Parts of Speech  Group work  Observation
5.3.2 Use persuasive language in a formal setting.  Types of  Pair work checklist
5.3.3 Use appropriate body language and eye contact for effective delivery. sentences  Role play
5.3.4 Project the voice in a formal setting.  Dialogue  Discussion
5.3.5 Respond appropriately in a formal setting.  Interview  Note taking; mind
5.3.6 Conduct an interview on a given topic.
mapping
 Think-Pair- Share
RANGE STATEMENT
EVIDENCE Observation checklist of a dialogue covering PCs 1-6.
REQUIREMENTS

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ENGSL 5.4 DISPLAY A CULTURE OF READING WIDELY FOR BOTH PLEASURE AND INFORMATION
FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
5.4.1 Read a range of materials for pleasure.  Comprehension  Presentation  Reading log
5.4.2 Read for specific information.  Extensive  Reciprocal  Set questions
5.4.3 Give feedback on material read. Reading learning on the texts
5.4.4 Show understanding of the different genre.  Critical Reading read
5.4.5 Present a critical response on texts.  Speculation  Summaries of
5.4.6 Analyse figurative language in texts read.  Inference texts read

 Prediction
RANGE STATEMENT 5.4.1 Range of materials- newspapers, magazines, novels, short stories, plays, eBooks, manuscripts, journals,
documentaries.
5.4.4 Different genre- poem, play, novel, short story, non-fiction.
5.4.5 Texts- paragraphs, comprehension passages.
5.4.6 Figurative language-metaphors, similes, idioms, proverbs.
EVIDENCE • A form where they fill in at least 3 book titles they have read from the range.
REQUIREMENTS • Written summaries of texts read.
• Written responses to the texts read.

ENGSL 5.5 DEVELOP IDEAS INTO COHERENT SENTENCES, PARAGRAPHS AND WHOLE TEXTS

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 FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
5.5.1 Apply grammatical rules of Language in writing.  Grammatical  Group work  Written
5.5.2 Construct clear and logical sentences. rules  Pair work assessment
5.5.3 Use sentences in a paragraph to explain an idea.  Cohesion and  Note making
5.5.4 Develop a piece of writing. Coherence  Spider web
5.5.5 Use ICT effectively for different purposes.  Topic Sentences  Experiential
 Argumentative learning
Composition
 Clarity and
Conciseness
RANGE STATEMENT 5.5.1 Grammatical Rules- SVA, singular, plural, sentence construction; simple, compound and complex.
5.5.2 Clear and logical- Sentences with accurate grammar, coherence and vocabulary usage.
5.5.4 Piece of writing- Argumentative Composition.
5.5.5 Different purposes- Word processing, spell check, printing.
EVIDENCE • An argumentative composition produced by a learner using a word processor/ hand written covering all the PCs.
REQUIREMENTS

ENGSL 5.6 WRITE CLEARLY, ACCURATELY AND APPROPRIATELY IN VARIED SITUATIONS

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 FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
5.6.1 Write different types of correspondence documents.  Formal Letter  Pair work  Written
5.6.2 Use ICT effectively for different purposes.  Curriculum Vitae  Brain storm assessment
5.6.3 Summarise specified information in continuous writing.  Memorandum  Class discussion
 Public Notice  (Computer Aided
 Press Release Language
Learning)CALL
RANGE STATEMENT 5.6.1 Correspondence documents- Letter of Application, Curriculum Vitae, Memorandum, Public Notice, and Press
Release.
5.6.2 Different purposes- email correspondences, spell check, word processing, and printing.
EVIDENCE • Written assessment covering PCs 1 to 3.
REQUIREMENTS

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