wassceseniorhigh_englishlanguagesyllabus

8/11/2019 wassceseniorhigh_englishlanguagesyllabus

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M I N I S T R Y O F E D U C A T I O N S C I E N C E A N D S P O R T S

TEACHING SYLLABUS FOR ENGLISH LANGUAGE

(SENIOR HIGH SCHOOL 1-4)

Enquiries and comments on this syllabus should be addressed to:

The DirectorCurriculum Research and Development Division (CRDD)P. O. o! "#$%

&ccra'hana.

eptember "**#

i

Republi !" G#$%$


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TEACHING SYLLABUS FOR ENGLISH (SHS)

RATIONALE FOR TEACHING ENGLISH

Language is a key issue in our existence. It is the very essence of our humanity and an important as well as effective tool for socialization. As individuals

or members of a social group, our ability to function effectively and efficiently in almost all spheres of life depends fundamentally on our language skills. InGhana, nglish is used as the official language and medium of instruction in our schools from upper primary school level to all higher levels. !he need tostudy nglish is, therefore, crucial for students as well as all sectors of the population since it is the principal medium for teaching and learning, for officialwork and for international communication. !he "enior #igh "chool is the second level of education in Ghana. At this stage, students would have beenintroduced to the basic language skills such as listening, speaking, reading and writing. !hese skills must be improved considerably to give students theconfidence as they communicate in the language. Another issue worthy of note at the "enior #igh "chool level is that students will begin to study someessential rules of language use.

GENERAL AIMS

!he general aims of teaching nglish as a sub$ect at the "enior #igh "chool level are to%

&. reinforce language skills and competencies ac'uired at the (unior #igh "chool level.). develop further the language skills and competencies which were ac'uired at the (unior #igh "chool level.

*. improve the communicative competence of students and give them the confidence to communicate.

+. generate in students the love for reading for pleasure and the development of creative potentials.

. raise students- level of proficiency in nglish usage and their ability to communicate with other users of nglish.

. prepare students to function effectively on their own

a. in offices and other work situationsb. in tertiary institutions

/. develop in students human values for life.

0. enable all "enior #igh "chool products to deal effectively with the accumulated knowledge of their chosen fields and be able to communicate suchknowledge through the speaking and writing of nglish.

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SCOPE OF CONTENT

!he study of nglish at this level comprises Language and Literature. !he Language component is an integration of both the receptive and productiveskills in nglish. mphasis is laid on "peechwork, Grammar, 1eading for 2omprehension and "ummary and 2omposition 3riting. !he Literature2omponent, on the other hand, introduces students to oral literature and written literature. "tudents are exposed to the appreciation of literature usingvarious types of literary techni'ues and devices studied.

PRE-REQUISITE SKILLS!he nglish course builds on knowledge and skills already ac'uired at the 4asic ducation level. 4eing a core sub$ect, nglish is to be studied by allstudents irrespective of their other programmes of study.

ORGANIZATION OF THE SYLLABUS

!he syllabus is structured to cover four 5+6 years of "enior #igh "chool. ach year-s work has been divided into sections with each section containing anumber of units. !he section and unit topics for the four years- course areas are as follow%

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ORGANISATION AND STRUCTURE OF THE SYLLABUS

YEAR 1 YEAR 2 YEAR 3 YEAR 4

SECTION 1: LI"! 7I7G A78"9 A:I7G 59g. &;/6


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SECTION 2:1 A8I7G

2E@91 # 7"IE7 A78 "


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SECTION 3:G1A@@A1 59g. &&;)06


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SECTION 4: 31I!I7G59g. ) ;**6


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SECTION : LI! 1A!* 6


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SUGGESTIONS FOR TEACHING THE SYLLABUS

General Eb$ectives

General Eb$ectives for this syllabus have been listed early on page iii of the syllabus. !he general ob$ectives flow from the general aims of mathematicsteaching listed on the first page of this syllabus. !he general ob$ectives form the basis for the selection and organization of the units and their topics. 1eadthe general ob$ectives very carefully before you start teaching. After teaching all the units for the year, go back and read the general aims and generalob$ectives again to be sure you have covered both of them ade'uately in the course of your teaching.

"ections and


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learning activities and also add to them where necessary in order to achieve optimum student learning. As we have implied already, the ma$or purpose of teaching and

learning is to make students able to use their knowledge in nglish in a variety of ways. !here may be a number of units where you need to re;order specific ob$ectives to achieve such re'uired effects. !he emphasis is to assist your students to ac'uire effective communication skills in nglish.

2olumn ; valuation% "uggestions and exercises for evaluating the lessons of each unit are indicated in 2olumn . valuation exercises can be in theform of oral 'uestions, 'uizzes, class assignments, essays, structured 'uestions, pro$ect work etc. !ry to ask 'uestions and set tasks and assignmentsthat will challenge your students to develop excellent skills in nglish as a result of having undergone instruction in this syllabus. Fou are encouraged todevelop other creative evaluation tasks to ensure that students have mastered the instruction and behaviours implied in the specific ob$ectives of eachunit. Dor evaluation during class lessons, determine the mastery level you want students to achieve in their answers and responses. If for instance, youtake 0CK as the mastery level, ensure that each student-s answer to 'uestions asked in class achieve this level of mastery.

Lastly, bear in mind that the syllabus cannot be taken as a substitute for lesson plans. It is therefore, necessary that you develop a scheme of work andlesson plans for teaching the units of this syllabus.

DEFINITION OF PROFILE DIMENSIONS

!he concept of profile dimensions was made central to the syllabuses developed from & 0 onwards. A dimension is a psychological unit for describing aparticular learning behaviour. @ore than one dimension constitutes a profile of dimensions. A specific ob$ective may be stated with an action verb asfollows% !he students will be able to describeM.. etc. 4eing able to NdescribeN something after the instruction has been completed means that the studenthas ac'uired NknowledgeN. 4eing able to explain, summarize, give examples, etc. means that the student has understood the lesson taught. "imilarly,being able to develop, plan, solve problems, construct, etc. means that the students can NapplyN the knowledge ac'uired in some new context. ach of thespecific ob$ectives in this syllabus contains an Naction verbN that describes the behaviour the students will be able to demonstrate after the instruction.N:nowledgeN, NApplicationN, etc. are dimensions that should be the prime focus of teaching and learning in schools. In nglish, two profile dimensions andfour skills have been specified for teaching, learning and testing.

!he profile dimensions are%

:nowledge and


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3riting ;


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break down a piece of material into its component partsJ to differentiate, compare, distinguish, outline, separate, identifysignificant points etc., recognize unstated assumptions and logical fallacies, recognize inferences from facts etc. Analytical abilityunderlies discriminant thinking.

synthesis !he ability toput parts together to form a new whole. It involves the ability to combine, compile, compose, devise, suggest 5an idea, possibleways6, plan, revise, design, organize, create, and generate new ideas and solutions. Ability to synthesize underlies convergentthinking.

evaluation !he ability toappraise, compare features of different things and make comments or $udgement, contrast, criticize, $ustify, support, discuss,conclude, make recommendations etc. valuation refers to the ability to $udge the worth or value of some material based on somecriteria.

Fou will note from the above that evaluation is generally the highest form of thinking and learning skill and is therefore the most important behaviour. !hisaccounts for the poor performance of students and people generally on tasks that call for evaluative thinking. Give your students lots of chances to doevaluative thinking.

xplanation of the meaning of the four skills is as follows%

Listening 2omprehension% !his is the ability to listen to, understand and follow directions, instructions etc. given in a language.

1eading 2omprehension% !he ability to read and understand what is conveyed in a piece of writing. !he reader must be able to read coherently, and mustbe able to answer 'uestions arising from the passage read.

"peaking% 4eing able to speak a language clearly, and in a way that will be understood by listeners. !his is an oral communication skill that pupils shouldbe encouraged to practise.

3riting% !he ability to express one-s self clearly and comprehensively in writing. 3riting may be in the form of simple sentences, short essays,compositions, summaries, letters etc.

FORM OF ASSESSMENT

It is important that both instruction and assessment be based on the specified profile dimensions. In developing assessment procedures, first selectspecific ob$ectives in such a way that you will be able to assess a representative sample of the syllabus ob$ectives. ach specific ob$ective in the syllabusis considered a criterion to be mastered by the students. 3hen you develop a test that consists of items and 'uestions that are based on a representativesample of the specific ob$ectives taught, the test is referred to as a H2riterion;1eferenced !est . It is not possible to test all specific ob$ectives taught in theterm or in the year. !he assessment procedure you use i.e. class test, homework, pro$ects etc. must be developed in such a way that it will consist of asample of the important ob$ectives taught over the specified period.

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E!&-" -T% . E/ .,! +,"!!he end;of;term examination is a summative assessment system and should consist of a sample of the knowledge and skills students have ac'uired inthe term. !he end;of;term test for !erm * should be composed of itemsB'uestions based on the specific ob$ectives studied over the three terms, using adifferent weighting system such as to reflect the importance of the work done in each term in appropriate proportions. Dor example, a teacher may build anend of !erm * test in such a way that it would consist of the )CK of the ob$ectives studied in !erm &, )CK of the ob$ectives studied in !erm ), and CK of the ob$ectives studied in !erm *.

!he diagram below shows a recommended examination structure for end of term examination in "enior #igh "chool following the structure of 3A 2examination papers. !he structure consists of two examination papers. 9aper & is the ob$ective test paper essentially testing knowledge andunderstanding. !he paper may also contain some items that re'uire application of knowledge. 9aper ) will consist of 'uestions that essentially testHapplication of knowledge . !he "4A should be based on both dimensions. !he distribution of marks for 9aper &, 9aper ) and the "4A should be in linewith the weights of the profile dimensions as shown in the last column of the table below.

D,*+ ,0 +,"! " E/ .,! +,"! M * "** P " ,$% D,.%!*,"!*9rofile 1eceptive "kills 9roductive "kills !otal K 3eight of

8imensions Listening 1eading 3riting "peaking @arks 8imensions

:nowledge and


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results. !he "4A and the end;of;term test marks will hence be combined in e'ual proportions of C% C. !he e'ual proportions will affect only assessmentin the school system. It will not affect the "4A mark proportion of *CK used by 3A 2 for determining examination results at the 4 2 .

GUIDELINES FOR SCHOOL BASED ASSESSMENT

A new "chool 4ased Assessment system 5"4A6, formally referred to as 2ontinuous Assessment, will be introduced into the school system from"eptember )CC0. "4A is a very effective system for teaching and learning if carried out properly. !he new "4A system is designed to provide schools withan internal assessment system that will help schools to achieve the following purposes%

o "tandardize the practice of internal school;based assessment in all schools in the countryo 9rovide reduced assessment tasks for each of the primary school sub$ectso 9rovide teachers with guidelines for constructing assessment itemsB'uestions and other assessment taskso Introduce standards of achievement in each sub$ect and in each class of the school systemo 9rovide guidance in marking and grading of test itemsB'uestions and other assessment taskso Introduce a system of moderation that will ensure accuracy and reliability of teachers- markso 9rovide teachers with advice on how to conduct remedial instruction on difficult areas of the syllabus to improve students performance

!he new "4A system will consist of &) assessments a year instead of the ** assessments in the previous continuous assessment system. !his will meana reduction by +K of the work load compared to the previous continuous assessment system. !he &) assessments are labelled as !ask &, !ask ), !ask *

and !ask +. !ask &;+ will be administered in !erm &J !asks ;0 will be administered in !erm ), and !asks ;&) administered in !erm *. !ask & will beadministered as an individual test coming at the end of the first month of the term. !he e'uivalent of !ask & will be !ask and !ask to the administered in!erm ) and !erm * respectively. !ask ) will be administered as a Group xercise and will consist of two or three instructional ob$ectives that the teacherconsiders difficult to teach and learn. !he selected ob$ectives could also be those ob$ectives considered very important and which therefore need studentsto put in more practice. !ask ) will be administered at the end of the second month in the term. !ask * will also be administered as individual test under thesupervision of the class teacher at the end of the &&th or &) week of the term.

!ask + 5and also !ask 0 and !ask &)6 will be a pro$ect to be undertaken throughout the term and submitted at the end of the term. "chools will be suppliedwith pro$ect topics divided into three topics for each term. A student is expected to select one pro$ect topic for each term. 9ro$ects for the second termwill be undertaken by teams of students as Group 9ro$ects. 9ro$ects are intended to encourage students to apply knowledge and skills ac'uired in the termto write an analytic or investigative paper, write a poem 5as may be re'uired in nglish and Ghanaian Languages6, use science and mathematics tosolve a problem or produce a physical three;dimensional product as may be re'uired in 2reative Arts and in 7atural "cience.

Apart from the "4A, teachers are expected to use class exercises and home work as processes for continually evaluating students- class performance,and as a means for encouraging improvements in learning performance.

M ,!' SBA T * *

At the "#" level, students will be expected to carry out investigations involving use of mathematics as part of their home work assignments and as part of the "4A. !he suggested guideline for marking such assignments and pro$ects is as follows%

&. Introduction &CK). @ain !ext

;8escriptions, analysis, use of charts etc. CK

*. 2onclusion )CKxvi


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+. Acknowledgement and references )CK

"tudents have to practise using charts and other forms of diagrammes in their writing pieces. !hey have to be taught to start with an introduction and concludetheir writing appropriately. !hey must also acknowledge the sources of information for their work.

!he marks derived from pro$ects, the end of month tests and home work specifically designed for the "4A should together constitute the "chool 4ased Assessment component marked out of C per cent. !he emphasis is to improve pupils- learning by encouraging them to produce essays, poems, and other pieces of writing and drama. !he "4A will hence consist of%

nd;of;month tests#ome work assignments 5specially designed for "4A69ro$ect

Ether regulations for the conduct of "4A will reach schools from G ".

GRADING PROCEDURE

!o improve assessment and grading and also introduce uniformity in schools, it is recommended that schools adopt the following gradeboundaries for assigning grades.

Grade A% 0C ; &CCK ; xcellentGrade 4% /C ; / K ; =ery GoodGrade 2% C ; K ; GoodGrade 8% + ; K ; 2redit 5"atisfactory6Grade % * ; ++K ; 9assGrade D% O *+K ; Dail

In assigning grades to students- test results, you may apply the above grade boundaries and the descriptors which indicate the meaning of each grade.Dor instance, a score of / K and above is considered N xcellentNJ a score of K is within the grade boundary of ;/+K and is consideredN=ery GoodN. 3riting CK for instance, without writing the meaning of the grade does not provide the students with enough information to evaluate hisBher performance on the assessment. It is therefore important to write the meaning of the grade alongside the score you write. !he grade descriptors,

xcellent, =ery Good etc do not provide enough feedback to students. Fou should therefore provide short diagnostic information along side the gradedescriptor or write other comments such as%

o Good work, keep it upo 2ould do better o #ard working studentso 7ot serious in classJ more room for improvement etc.

!he grade boundaries are also referred to as grade cut;off scores. 3hen you adopt a fixed cut;off score grade system as in this example, you are usingthe criterion;referenced grading system. 4y this system a students must make a specified score to earn the appropriate grade. !his system of gradingchallenges students to study harder to earn better grades. It is hence very useful for achievement testing and grading.

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NOTES TO THE TEACHER

I!+%' +,"! " S ,$$*

A key concept of the syllabus is the integrated approach to the teaching of skills. It must be remembered that the receptive 5listening and reading6 andproductive 5speaking and writing skills6 are interrelated and hence complementary. !hus, for example, a reading lesson must provide ample opportunityfor the practice of related listening, speaking and writing skills. "imilarly, it must be borne in mind that grammar is taught to be applied in speech and inwriting. 3riting lessons must therefore feature relevant issues of grammar.

Another issue that is worthy of note is the integration of laudable human value. !his is not to shift the focus of language lessons to preaching these values."mall doses of the values have been fused into literature and composition as well as reading and oral work.

1 O $ 5" (L,*+%!,!' !& S6% ,!')

!his section on Eral 3ork referred to as HListening and "peaking in this syllabus, has the following segments%

"ounds of the nglish Language 5vowels and consonants6, consonant clusters, stress and intonation. !he purpose of each of these segments is toencourage students to listen carefully to the articulation of sounds in nglish. It is also to encourage the students to articulate the sounds correctly incontext. En the whole students should be able to make meaning from the nglish Language when it is spoken to them, and be able to speak in a way thatwill be understood by other speakers of nglish. !he segments have been developed as complete units, but as activities that should be undertaken inturns. !he teacher must give the segments their due weight, balance and influence in the teaching process. Above all, the teacher must endeavour to gethisBher students to speak nglish as much as possible for them to be able to ac'uire effective skills in listening to and speaking the nglish Language. !ohandle the oral section effectively, the teacher is encouraged to use a good dictionary. .g. @acmillan nglish 8ictionary for Advanced learners,5International "tudent dition6 and Longman 8ictionary of 2ontemporary nglish.

2 R% &,!' M +% , $

!o help the teacher to achieve the general and specific ob$ectives of the sections on H1eading , a list of topics for reading has been provided on the nextpage. !he topics have been carefully selected to help pupils ac'uire vital information on general issues including health, entertainment, communication,politics and current issues of interest. !he teacher is further encouraged to use his initiative in improvising and planning new materials. It is a re'uirementthat each student should read five books on different topics each term, except the last term of the fourth year.

3 S 66$%.%!+ 7 M +% , $

!he teacher is further encouraged to constantly look for other supplementary material that will enhance the teaching and learning especially of the sectionson HListening and "peaking and H1eading . @aterial that focus on moral ethical and social values such as honesty, diligence, integrity are particularlyrecommended.

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THEMES AND 8ALUES THAT READING PASSAGES SHOULD BE BASED ON

YEAR 1

&. 8 $ %*: Attitude to work% Loyalty #onesty 2ourtesy Assertiveness #ardwork 9atriotism !olerance

). 3ater 1esourcesB4odies

*. nvironmental Issues

+. 7ature% !he 7atural nvironment > 9lants, animals, birds

. ntertainment% "ports, Games, @usic P 8ance

. "ocial 9roblems e.g. 2hild Labour, 2hild !rafficking, 2hild Abuse.

/. 8iseases% AI8", @alaria

0. Destivals

. !ransportation% Land P "ea

In addition to these themes, passages should be varied to reflect the basic types of prose namely narrative, descriptive, expository andargumentative, as well as the other genres% verse and drama.

YEAR 2

&. 8 $ %*% Attitude to work Loyalty #onesty 2ourtesy Assertiveness

#ardworkxix


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9atriotism

). E!9, "!.%!+ $ I** %*: desertification air pollution water pollution sanitation

*. T" ,*. ; @t. Afa$ato, @t. verest, :akum 7ational 9ark, 9aga 2rocodile 9ond, 3ater Dalls, !he 2astles, etc.+. C".. !, +,"!: ;mail, Internet, 9rint and lectronic @edia

. Inventions

. ntertainment% "ports and Games, @usic and 8ance

/. 7ature > !he 7atural nvironment

0. Destivals

. !ransportation% AirB"eaIn addition to these themes, passages should be varied to reflect the basic types of prose namely narrative, descriptive, expository and argumentative, aswell as the other genres% verse and drama.

YEAR 3

&. 8 $ %*% Attitude to work% #onesty #ardwork 3ork thnics nvironmental Issues

). 8iseases% AI8", !uberculosis, Guinea 3orm

*. 2ommerce and Industrialization

+. 2ommunication% ;mail, Internet

. !ourism

. 9olitics and Government% lections, Arms of Government

/. 1ich 7ations and 9oor 7ations

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0. Inventions

. 1eligions and Dorms of 3orship

In addition to these themes, passages should be varied to reflect the basic types of prose namely narrative, descriptive, expository andargumentative, as well as the other genres% verse and drama.

YEAR 4

&. 8 $ %*% Attitude to work 9atriotism !olerance 2ourtesy Loyalty #ardwork

). Gender balance

*. 2ommerce and Industrialization+. ducational Issues

. Inventions

. 9olitics and Government

/. International Erganizations%;


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YEAR ONE

SECTION 1LISTENING AND SPEAKING

G%!% $ O0 % +,9%*: "tudents will

&. articulate various nglish speech sounds. ). listen to, understand and speak nglish accurately and fluently.

UNIT SPECIFIC

OB;ECTI8ES

CONTENT TEACHING AND

LEARNING ACTI8ITIES

E8ALUATION

UNIT 1

8O5EL SEGMENTSOF ENGLISH:O8ER8IE5

!he student will be able to%

1.1.1 identify purevowels.

Identification of the purevowels and diphthongs.e.g.

BI%B as in see, field, eelBIB as in hit, lift, kickBeB as in let, wet, petBQB as in mat, ran, bad

Ba%B in psalm, harm, partBRB as in got, rot, hotBR%B as in call, door, lawB+ B as in could, pull, lookBu%B as in food, true, woo

9rovide model pronunciation asillustrated in content

Eral drill% students; read aloud vowels forpractice

; listen to tapes and Internet

software programmes onlinguistics 5where available6 formodel pronunciation.

; listen to nglish Languageprogrammes e.g. G!= 7ews.

9airsBindividuals work inarticulation and use of thevowels and diphthongs.

9airsBindividuals articulatesounds and use them in targetwords and sentences.

1


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UNIT SPECIFICOB;ECTI8ES

CONTENT TEACHING AND LEARNINGACTI8ITIES

E8ALUATION

UNIT 1 (CNTD)

+ =+&/:/ -girl /g:l/


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UNIT SPECIFIC OB;ECTI8ES CONTENT TEACHING AND LEARNINGACTI8ITIES

E8ALUATION

UNIT 2

8O5ELSEGMENTS

D%+ ,$* @ C"!+ *+*


&.).& contrast the vowelsounds in pairedwords and sentences.

&.).) determine meaningdifferences resultingfrom changes in vowel'uality.

2ontrasts in 'ualities ofvowels and diphthongs inpairs or sets e.g.seat sit as in I%BIbell bail


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E8ALUATION

UNIT 3

CONSONANTSEGMENTS


&.*.& identify and producethe consonants.

P "& +,"! "

- P$"*,9%*


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E8ALUATION

UNIT 3 (CONTD)

!he student will be able to% &.*.) distinguish between

voiced and voicelessconsonants.

&.*.* pronounceconsonantsdiscriminately inwords and insentences.

=oiceless =oicedBpB BbBBtB BdBBkB BgBBtYB Bd2,BfB BvBBsB BzBBYB B2 BBZB B coup d- etat


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E8ALUATION

UNIT

INTONATION:T !% 1 !& T !%2

!he students will be ableto%

1.6.1 use fallingintonation toexpressstatements,commands, wh;'uestions andexclamation-.

&. .) use risingintonation instatements withimplications,polite re'uests,polar 'uestions.

Dalling intonation instatements i.e. :ofi is here. 4commands i.e. "it down4wh;'uestions ie.3ho isthere] 4exclamation ie. #ow funny 4

1ising intonation in

; "tatements of doubt, :ofi ishere 5 5 I thought he hadleft6; "arcasm, surprise.@ary left home] 5 5are yousure]6;polite re'uests ie.2an I take this] 5;polar 'uestions ie.

Are you happy] 5


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YEAR ONE

SECTION 2

READING COMPREHENSION AND SUMMARY

G%!% $ O0 % +,9%*:"tudents will

&. develop the use of various skills and techni'ues for effective reading.). ac'uire the skills of answering comprehension 'uestions accurately and appropriately.*. ac'uire the skills of summarizing passagesBtexts.+. ac'uire the skills of deriving moral and other values from passagesBtexts.

UNIT SPECIFICOB;ECTI8ES CONTENT TEACHING AND LEARNINGACTI8ITIES E8ALUATION

UNIT 1

READINGTECHNIQUES


).&.& read purposefullywith understanding.

1eading purposefully withunderstanding shortpassages of about * Cwords.

Introduce pre;reading'uestions to lead into

passage.1ead passage before'uestions for informationprocessing% !eacher asksspecificB general 'uestionsbased on passage read.

9rovide passages of varying degrees ofdifficulty for reading.

8iscuss which passage is easier tounderstand.

"tudents do silent reading.

In pairsBgroups, students find factualinformation from passage.

"tudents answerfactualBrecall 'uestions tomanifest level ofunderstanding.

8


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E8ALUATION

UNIT 1 (CONTD)

READING

READINGCOMPREHENSIONRECALL QUESTIONS


).&.) readdiscriminately.

).&.* read textspurposefullypaying closeattention to topicand supportingsentences.

!echni'ues for reading"kimming > browsingpages of a news;paper ora book to see what may beuseful or interesting, or toget a general idea of whatit contains

"canning% going through atext 'uickly in order to finda piece of information.

"elected passages fromcourse book or otherliterature texts.

!opic sentence > !his isthe central idea eachparagraph talks about.

8iscuss the merits of the two techni'ues.Identify situations when each techni'uecan be used. uestions before passagehelp students to focus on what they readand seek specific information re'uired.

8iscuss when to apply which techni'ue.

8raw attention to the different readingtechni'ues a reader employs for effectivereading.

"tudents read and answer appreciativeand inferential 'uestions.

Guide students to identify the topicsentences in each paragraph.

"tudents skim texts andanswer 'uestions.

"tudents scan severalparagraphs and identify thecentral idea as contained ineach topic sentence.

9


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E8ALUATION

UNIT 2

READINGL,*+%!,!'C".6 %>%!*,"!

UNIT 3

SUMMARY


).).& listen to texts andwrite answers to'uestions.

).).) write essentialpoints fromtextsBpassageslistened to.

).).* identify moral valuesfrom passage e.g.

honesty, tolerance.

).*.& read and understandorderly presentationof ideas in a text.

).*.) identify themes,functional words andphrases formeaning.

).*.* locate key wordsand phrases whichexpress the mainideas in a given text.

3rite down 'uestionsbased on the text to beread on the chalkboard.

3rite answers to the'uestions on thechalkboard.

1ead and understandorderly presentation ofideas in a text.

Identify themes andfunctional words fromgiven passages.

Identify main ideas inparagraphs.

1ead passage twice in senseBthoughtgroups 5meaningful chunks6 to enablestudents get the essential points.

"tudents answer 'uestions based on textslistened to.

In pairsBgroups, students listen to a radioprogramme and write out what they hear.

"tudents should use the techni'ues ofskimming and scanning to identifyfunctional words and phrases whichexpress essential points.

In groups and in pairs, studentsread passage carefully and mark out topicsentences.

"tudents listen and writeanswers to 'uestions

"tudents write down points inpassage read.

"tudents listen to andsummarize storiesBpassagesread aloud in class.

"tudents mention valuesderived from passageBtext.

"ummarize given passages.

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E8ALUATION

UNIT 3 (CONTD) "tudents will be able to%

).*.+ summarize givenpassages andtexts.

3rite summaries of givenpassagesB texts.

3rite single sentenceBcontinuoussummaries of passages and texts.

In pairsBgroups, studentswrite essential points fromgiven passagesBtexts.

NOTE:2heck inaccuracies direct lifting, repetitionand unnecessary copying.

Guide students to find suitable titles for thepassagesBtexts without titles.

UNIT 4READING BEYOND CLASS TE TS

ach student is to be encouraged to read at least five story books of hisBher own choice each term. "tudents make their choice fromrecommended titles. Ene way of encouraging students is to select comprehension passages for terminal examinations andcontinuous assessment testsBtasks from recommended story books.

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F A1 E7

SECTION 3GRAMMAR


&. use grammatical forms accurately in speech and writing.). identify and state the functions of the various grammatical forms in given contexts.

UNIT SPECIFIC

OB;ECTI8ES

CONTENT TEACHING AND LEARNING

ACTI8ITIES

E8ALUATION

UNIT 1

NOUNS

P "6%


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E8ALUATION

UNIT 1 (CONTD)

T>% G%!,+,9%:

* '%!,+,9%

" '%!,+,9%


*.&.) distinguish between proper and common nouns as well as other types of

nouns.

*.&.* use other types appropriately in speech and in

3riting.

*.&.+ identify the formsof the genitive,and use them inspeech and inwriting.

2oncrete 7ouns%9roper 7ouns > :ofi, @ary2ommon 7ouns>table, tree2ount 7ouns > apples, books7on > 2ount > sugar, water

Abstract 7ouns > love,kindness

1egular > boy boysIrregular > sheep sheep

g.9hysics, conomics,@athematics

Identify the forms of theGenitive.;Adding * to a regular noune.g. Eusman-s shirt

; Adding * to the genitivecase in regular plural nouns

e.g. the boys- book.

; Adding * to the apostrophe or simply adding theapostrophe to names ending

in _s` e.g. (ames-s book or(ames- book

; Adding " to the nounphrase

e.g.!he name of the girl.

!he title of the poem


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E8ALUATION

UNIT 2

PRONOUNS

F" .* " P "!" !*


*.).& identify the varioustypes of pronounsand use them in the

appropriatecontexts.

Identification of types and usesof pronouns%

; personal> I, you, he, they; possessive > mine, yours,

hers etc.; reflexive > myself, himself,

themselves etc; relative > who, which,

whom, that,whose

; interrogative > who, whom, what, where etc.; demonstrative > this, that,

those, these; indefinite > any, some; reflexive > myself, himself,

herself, etc.

"tudents work in pairsBgroups toidentify types and uses of pronouns ingiven sentences and passages e.g.personal, possessive, etc.

xplain the possessive forms forpersonal and non;personal gender e.g.mine, yours truly, hisBhers, its

4lank;filling exercises usingvaried pronouns. 9rovide atext for students to replacenouns with the appropriatepronouns.

14


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CONTENT TEACHING ANDLEARNING ACTI8ITIES

E8ALUATION

UNIT 3

AD;ECTI8ES


*.*.& identify the differenttypes of ad$ectives.

*.*.) use the variousforms of thead$ective correctly.

Identification of different types ofad$ectives; 8emonstrative ;this, that, these, those; Interrogative ;which, whose, what; 9ossessive ;my, your, his, her, our, their

xamples&. !his book is interesting). 3hose pen did you use]*. #er mother is a baker

9ositive 2omparative "uperlativeshort shorter shortesthigh higher higheststrong stronger strongestbeautiful more most beautiful beautifulhardworking more most

hardworking hardworking

NOTE:8raw attention to other ad$ective forms

like minor tosuperior toinferior toetc.

Identification of ad$ectivesaccording to type in givencontexts.

Identification of ad$ectives andtheir comparative forms.


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E8ALUATION

UNIT 4

8ERB FORMS

R%' $ !& I %' $

P ,. 7 A /,$, ,%*

M"& $ A /,$, ,%*


*.+.& identify the variousinflections of the

regular and irregular verbs.

*.+.) use verbs correctlyin appropriatetense forms%

*.+.* distinguish regular verb forms from

the irregular forms.

*.+.+ identify primaryauxiliaries.

*.+. use them appropriately in speech and in writing.

*.+. identify modalauxiliaries and usethem to expressthe right intentionsin speech and in

writing.

Inflection of regular andirregular verbs

4ase form 5=6 > call, drink" > form 5= "6 > calls,drinks

9ast 5= ed6 > called, drank9articiple 5= ing6 > calling,

drinking9articiple 5= ed6 > called,

drunk

1egular > talk, want, advise,weed, etc.

Irregular > come, eat, go, get, say, write, etc.

!he primary auxiliaries aredo, have, be


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UNITSPECIFIC

OB;ECTI8ESCONTENT TEACHING AND LEARNING

ACTI8ITIESE8ALUATION

UNIT

TENSE AND ASPECT

T>% P %*%!+ T%!*%

S,.6$% P %*%!+


*. .& distinguish between the

types of tenses. *. .) use them correctly in speech and

in writing.

xplanation of relationshipbetween time, tense andaspect.

Dorms of the 9resent !ense

"imple 9resentIt uses the baseBbare infinitiveform of the verbe.g. go, come, write etc.It changes with the *rd personsingular e.g.I come 3e comeFou come Fou come#eBshe comes !hey come!he "imple 9resent !ense isused for a number ofpurposes%

> 0,+ $ 6 %*%!+!his expressesrepetitiveBrepeated action e.g.3e go to church on "undays:ofi drinks a lot

,!*+ !+ !%" * 6 %*%!+!his expresses an actioncurrently taking place. Itbrings the action alive as incommentary e.g.:wame passes the ball toGeorge. George moves withthe ball and takes a shot.


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E8ALUATION

UNIT (CONTD)

TENSE AND ASPECT

P %*%!+ C"!+,! " *


Adoma raises her binocularsand observes the birds in thevalley.

T>% >,*+" , 6 %*%!+!his expresses one-s commenton what has happened. e.g.I know he has left.3e hear the banks haveraised interest rates

P %.%&,+ +%& +,"!!his expresses an action thatwill happen at a future time butwhich is definite.e.g. @ary leaves for Londonnext @onday.I see him tomorrow

9resent 2ontinuousIt uses the appropriate !o be

> ing form of the main verb.!his is used to express anaction in progress e.g.!he baby is sleeping!he students are waiting forthe nglish teacher.

"tudents construct paragraphsusing the instantaneouspresent and the presentcontinuous forms.

18


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E8ALUATION

UNIT (CONTD)

P %*%!+ P% % +

P %*%!+ P% % +C"!+,! " *

9resent 9erfectIt is made up of hasBhave#asB#ave 9ast participleform of the main verb.!his expresses the situationwhere an action that hasoccurred already is made torelate to the present e.g.!he workers have gonehome.!he lady has flown to London

9resent 9erfect 2ontinuous!his is made up of #aveB#as

4een =;ing form of theparticular verb6.It expresses an action thatstarted sometime ago butwhich has continued over aperiod of time even to thepresent. e.g.!hey have been travelling thewhole night"he has been driving all herlife."he has been working on the

computer the whole day.

"elect appropriate passages fromliterature texts to illustrate differenttense forms.

"tudents construct paragraphsusing the present perfect tense

"tudents complete sentencesusing the present perfect and

the present perfect continuousforms e.g.#e has done the work.#e has been working sincemorning.

19


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E8ALUATION

UNIT

TENSE AND ASPECT

T>% P *+ T%!*%S,.6$% P *+

P *+ C"!+,! " *


*. .& recognise the main types.

*. .) distinguish shades of meaning

associated withtypes.

*. .* use types appropriately in

speech and inwriting.

!ypes of the 9ast !enseJ

"imple 9astIt uses the > ed or d formof the verb for regularverbs but varies inirregular verbs.It is used to express anaction that happened at acertain time in the past, isended and may have norelationship with thepresent.e.g. #e finished school in& 0C.!he woman went to Accralast Driday.

9ast 2ontinuousIt is made up of wasBwere

the > ing form of theparticular verb.It is used to express anaction that continued overa period in the past.e.g. !he students werestudying throughout thenight.@y mother was workingthe whole morning.


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E8ALUATION

UNIT (CONTD)

P *+ P% % +

P% % + C"!+,! " *

!he student will be able to%9ast 9erfectIt is made up of had thepast participle form of theverb.It is used to express asituation where two actionsoccurred in the past withone occurring before theother. !he first action is putin the past perfect and thesecond one is put in thesimple past. e.g.!he robbers had run awaywhen the police arrived.3hen the doctor came thepatient had regained

consciousness.

9ast 9erfect 2ontinuousIt is made up of had been

the > ing form of theparticular verb.It is used $ust like the 9ast9erfect !ense but the firstaction covers a period oftime e.g.3e had been waiting for

almost an hour before theteacher arrived.


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E8ALUATION

UNIT J

FUTURE TIME


*./.& identify forms used to express future time.

*./.) use the correct form in the appropriatecontexts.

Dorms used to expressfuture time 5simple6; willBshallB ?ll infinitive e.g. I willBshall go I-ll go; willBshallB?ll be the

progressive e.g. I-ll be going soon; be going to infinite e.g. I-m going to do it; !he simple present tense e.g. 8elle leaves for Accra tomorrow.; !he present progressive

e.g. !he match is

starting at )p.m.; be to infinitive e.g. #e is to 'uit Hbe about to e.g. :ofi is about to

write a letter.

"tudents practise the use of the formswhich express future time.

; use substitution drills tore;inforce correct use offorms.

; identify uses in speechand in writing especiallyin planning for the future etc.

; shades of meaningarising from the use offorms emphasizedthrough identification drills.

"elect appropriate passages from

literature texts to illustrate future time.

4lank;filling exercises usingthe various ways ofexpressing future time.

"tudents write a paragraphof activity using variousforms expressing future time.

22


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E8ALUATION

UNIT

AD8ERBS


*.0.& identify types of adverbs anduse them correctly in

sentences.

*.0.) distinguish betweenad$ectives andadverbs in contextespecially those that

have the samestructure e.g. fast,well, hard.

Identification and function of adverbs Adverbs are words which modify verbs.

Identification and uses of different typesof adverbs > ;@anner > #e ran fast. ;!he baby cried loudly.;!ime ; !hey left yesterday. ;!he boy reported early.; 9lace ; "he came here.; 3e went there.

8istinguish between ad$ectives andadverbs in context.e.g. !he car is fast > ad$ective !he boy ran fast > adverb

verything is well; ad$ective !he girl did well > adverb

!he ball is hard > ad$ective #e kicked the ball hard;adverb

Lead students to identify adverb types ina given passage.

3rite pairs of sentences on the chalkboardusing the same word first as an ad$ectiveand then as an adverb.Lead students to see the difference

between the two.

7E! %


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E8ALUATION

UNIT

PREPOSITIONS


*. .& identify the two typesof prepositions i.e.simple and complexand relate themappropriately to thewords they govern.

*. .) use examples todetermine meanings of prepositions e.g.time, place, cause,etc.

*. .* identify the idiomatic use of prepositions

and their meanings in sentences.

xplanation of preposition.Identification of simple and complextypes.

"imple > on, at, from, in etc.2omplex > due to, with respect to,in accordance with, apart from, withreference to etc.

!ime#e left the plate on top ofthe fridge > place"he 'uit the $ob as a result of the manager-s harassment;cause.

Identifying the idiomatic use ofprepositions and their meanings.e.g. "he can-t put up with that kindof behaviour 5can-t tolerate6

Fou must not back out of thecompetition 5withdraw6


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E8ALUATION

UNIT 1

CON;UNCTIONS *.&C.& identify types of2on$unctions.

*.&C.) determine meanings and

uses ofcon$unctions in

context.

*.&C.* use con$unctionsto link sentences

in continuous writing.

xplanation of con$unctions.

!ypes of con$unctions.

2oordinating > and, but, orBnor "he said her prayers and wentto bed.

"ubordinating > if, although etce.g. #e will pass theexamination if he studies hard.


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E8ALUATION

UNIT 11

INTER;ECTION

UNIT 12

THE PHRASE

T76%*:

!he students will be able to%

*.&&.& explainInter$ections.

*.&&.) distinguish typesand use themeffectively in speech

and in writing.

*.&).& identify a phrase.

8efinition of inter$ection% A word or phrase used forexpressing strongemotions such as surpriseor anger, fear or $oy e.g.ooh^, ah^, etc.

8istinguish types ofinter$ections and theemotions they convey.e.g. strongBweak


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E8ALUATION

UNIT 12 ( "!+&)

N" ! P> *%

8% 0 P> *%

A& % +,9% 6> *%

A&9% 0 6> *%


*.&).) recognise thedifferent types ofphrases and their

uses.

*.&).* use them correctly in speech and in writing.

!ypes of 9hrases%

noun phrase > has a nounor noun e'uivalent ashead e.g. some of thestudents, the name of theboy. "ome of the studentswere in the classroom.

verb phraseJ is going, hasgone, attend. !hey attendprepositional phrase%meetings in the classroom,at the lorry station. Ad$ective phrase% a phrasethat has an ad$ective as itshead e.g. !he flower isextremely beautiful.

Adverb phrasehas an adverb as head;;very 'uickly, extremely,early in the morning, laterin the day;;#e left the

house very 'uickly. !hework was done ratherslowly.

3hen a prepositionalphrase functions as anadverb i.e. modifies averb, it becomes anadverb phrase, e.g. hecame in a hurryJ he cameto the house.

In pairsBgroups students constructsentences for analysis using differenttypes of phrases in context.

27


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E8ALUATION

UNIT 13

CLAUSES:D%6%!&%!+ !&I!&%6%!&%!+


*.&*.& describe and identifyclauses in a given

context.

*.&*.) distinguish betweendependent and

independent clauses.

*.&*.* write sentences combining dependent and independent clauses.

8escribe a clause it is a groupof words containing a finite verband normally has a sub$ectand a predicate.e.g. "eyram ate the food

3e went to Accra. (ohn is a doctor

8istinguish between dependentclauses 5i.e. clauses beginningwith subordinate con$unctionsand not capable of standing ontheir own6 from independentclauses 5i.e. clauses capable ofstanding on their own6e.g. :wesi saw his friend, independent clause when he went to Accra. dependent clause

If "erwaa studies hard, dependent clause she will pass the exams

independent clause

"tudents describe clauses.


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YEAR ONE

SECTION 4

5RITING


&. ac'uire and develop skills for writing.). be able to write composition pieces on a variety of topics.*. compose pieces containing human values.


CONTENT TEACHING ANDLEARNINGACTI8ITIES

E8ALUATION

UNIT 1

THE STRUCTURE OF ANESSAY


+.&.& recognize thevarious parts of anessay.

"tructure refers tointroduction, body andconclusion.

Guide students to discoverthe structure of an essay%introduction, body andconclusion.

In pairsBgroups, let studentsstudy sample texts and identifythe parts.

NOTE:Look for texts to help you.

29


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E8ALUATION

UNIT 2

PARAGRAPHDE8ELOPMENT

UNIT 3PLANNING ANESSAY


+.).& write a suitableparagraph on agiven controllingidea.

+.).) developparagraphs out of given topics.

+.).* develop ownconcludingparagraphs ongiven topics.

+.*.& generate ideas ona givenessay topic.

4ody3riting paragraphs beginning withthe sentence that contains themain idea > i.e. the topicsentence.Locating the position of the topicsentence > at the beginning6; at the end;in the middle of paragraph.Identification of supportingsentences or sentences thathelps to explain and expandandBor illustrate the topicsentence.

2onclusion"trategies for concludingparagraphs in essays include%deducing, predicting, reviewingand summing up main points.

8evelopment of ideas on aparticular topic into oneconnected and coherent piece .

In groupsBpairs identify topic andsupporting sentences.


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E8ALUATION

UNIT 3 (CONT D)

PLANNING ANESSAY


+.*.). organise ideas on agiven topic.

+.*.*. use appropriatewords and phrasesto linkBconnect ideaseffectively.

8eveloping the points for anessay, discussing them and usinginterBintra paragraph transitionaldevices to link those paragraphslogically and coherently

!ransitional devicesBlinking wordsinclude%!o support Also, in addition, another, again,etc.

!o contrast4ut, on the other hand, incontrast, nevertheless, etc.

!o exemplifyfor instance, for example, etc.

!o sum upDinally, in sum, in conclusion,eventually

9lan an essay on a given topic.

In groupsBpairs, let students use sometransitional devices to link givenparagraphs.

"tudents develop theirideas into sentences andthen $oin them to formone well;knit piece.

"tudents identify the useof the devices in a giventext.

"tudents connectparagraphs into anessay.

7E! !he list is not exhaustive

31


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E8ALUATION

UNIT 4

SHORTSTORIESANDNARRATI8ES

UNIT

DESCRIPTI8E5RITING


+.+.& orally composeinterestingand lively shortstories reflecting

moral values e.g. tolerance,co; operation, obedience.

+.+.) write episodes andevents in vividlanguage.

+. .& orally composedescriptive essays on

given topics.

+. .) write descriptive essays.

2omposition of narratives and shortstories using appropriate narrativetechni'ues >i.e. dialogue, suspense and based ona story about the following% tolerance,co;operation, obedience, daring or anysuch value

2hronological coherencei.e. narrating the events in timese'uence.

Language use%Docus on concord, past tense formsand ad$ectives


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E8ALUATION

UNIT

LETTER 5RITING

,! " . $ , %F ,%!&$7


+. .& write informalletters using the

appropriatefeatures, tone andlanguage.

8iscussion of letter format >i.e. address, date, salutation,

introduction, body of theletter, conclusion,subscription, first name.

2omposing friendly letters tosiblings, parents, closefriends, relations, etc.

Dor aspects of grammar,consider concord, idiomatic

expressions, appropriatetense forms.

Individual work on given topics for letterwriting.

2riti'ue of sample letters.

NOTE% ncourage students to usecontractions;;don-t, didn-t, can-t;;andvocatives in friendly letters. 5Address theperson as if heBshe is right before the writer of the letter6.

Individuals work on agiven topic for letter

writing observing aspectsof grammar.

33


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F A1 E7

SECTION LITERATURE

G%!% $ O0 % +,9%*: S+ &%!+* #,$$

&. appreciate the forms of oral and written literature.). derive ethical values from literary works.*. cultivate the habit of reading.+. identify and appreciate literary terms in literary works.

. apply literary techni'ues in creative writing.



E8ALUATION

UNIT 1

INTRODUCTION TOLITERATURE

5> + L,+% + % ,*

A*6% +*

I.6" + ! %


.&.& explain Literature.

.&.) identify the formsand genres ofliterature.

.&.* state importanceof literature.

xplanation of literaturewritten information on anysub$ectJ any work of art,oral or written, that hasform and teaches values.

Dorms%;Eral Literature.;3ritten Literature

Genres%9rose, 8rama, 9oetry

Importance%en$oyment, entertainment,helps developcriticalBanalytical minds,teaches moral, social andcultural values.

Guide students to discuss the meaning andforms of literature.

Give examples of the forms and someelements of Eral Literature e.g. riddles,proverbs, folksongs, folktales.

"how pieces of literary works for students toidentify forms.

8iscuss various uses and importance ofLiterature.

"tudents mention formsand genres.

"tudents write down someforms of Eral Literature.

"tudents study variouspieces and identify theforms and genres.

34


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E8ALUATION

UNIT 2

ORAL LITERATURE

T>% F"$ + $%

M7+>* !& L%'%!&*


.). & recognize features of the folktale.

.).) identify and usenarrativetechni'ues inwriting tales.

.).* state customs,beliefs, etcexpressed in the

tale.

.).+ distinguish mythsfrom legendsJ

.). determinecustoms, attitudes,beliefs, etc.expressed in the

forms.

Dorm of the folktale%; Dormulaic beginnings; anonymousErigin; Dolk belief devices%;


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E8ALUATION

UNIT 4 (CONTD)

UNIT

POETRY (ORAL)

S"!' T%/+*:5" *"!'*P ,*% !&S +, , $ 6"%.*L,0 +,"!A66%$$ +,"!

UNIT

POETRY (5RITTEN)

T>% L7 , P"%.


. .& identify features of meaning andimportance ofgiven poems.

. .& analyze the formsof the lyric.

. .) appreciate theemotions

conveyed by thelyric .

; inference that can bedrawn from the sub$ectmatter form the theme5s6

; A passage can havemore than one theme.2onsider moral values inthe extract5s6.

"ong texts, includingtraditional songs sung atleisure times or attraditional social functions.@oral values e.g.

dedication, discipline,honesty.

Deatures of a lyric%


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E8ALUATION

UNIT J

DRAMA (ORAL)F%*+,9 $*C"! % + P +,%*

UNIT DRAMA (5RITTEN)T '%&7


./.& identify theelements of

performance.

./.) appreciate thesocial messages

and bonds.

.0.& state the features of tragedy.

.0.) statecharacteristics of

tragedy.

"ome elements of the festivaland the concert partyJDestivals

; Epen air theatre; Dluid roles betweenperformers and spectators.

; @inimal use of stage props.;


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YEAR T5O

SECTION 1SPOKEN ENGLISH


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E8ALUATION

UNIT 2CONSONANTS

R%9,%#


&.).& use the consonants correctly in different

word positions.


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E8ALUATION

UNIT 252E7!86

CONSONANTS

R%9,%#

!he student will be able to%; nasalsBmB BnB B/e.g.matnutthing; lateralBlBe.g.lorryloud;rollBtrillBflapBrB

; semi;vowelsBwB B$B

e.g.wineyam

2onsonant 2lusters%


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E8ALUATION

UNIT 3

SYLLABICCONSONANTS


&.*.& identify wordsthat end in syllabic

consonants andarticulate themcorrectly.

In some nglish words, the syllabicpeak is formed with the consonants

BlB and BnB.2onditions for syllabic consonants%;A two syllable wordJ the firststressed the other unstressed.

; !he unstressed syllable has BlB orBnB

; n and l pronounced and heard asvowels,

e.g.

cotton sudden little middle rival shuffle able apple

Language use%7ote% grammatical errors duringconversation and correct at theappropriate time.

9ronunciation drill%

; identify words ending in B n Band B l B.

; observe conditions forrealizing syllabic consonantsand pronounce wordsaccordingly.

"tudents listen to syllabic consonantsarticulated in context e.g. recordeddialoguesBsentences.


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E8ALUATION

UNIT 4

PHONOLOGI-

CALLYCONDITIONEDENDINGS


&.+.& identify endingsof past tense and

present tense *rd person singularforms of verbs andthe plurals of nounsand pronounce themcorrectly.

2onditions for phonologicalrealizations %& ed.

9repare random lists of wordsfor students to provide matchingpronunciation.


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E8ALUATION

UNIT

STRESS

P"$7*7$$ 0,5" &*


&. .& identify polysyllabicwords and produce

them with correctstress.

"tress in polysyllabic words%

3ords ending in > ate;; two;syllable words with stresson )nd syllable e.g. lo cate,va cate, dic tate.

; three;syllable words with &stsyllable stressed. allocate,educate.

; four;syllable words with )ndsyllable stresseda malgamate, a ssimilate,

?inculcate. 3ords ending in > ion;

; two syllable words, placestress on&ste.g. action, diction, motion.

; three syllable words, placestress on)nd e.g. aversion, o ccasion

; four syllable words, with *rdsyllable stressed e.ginfor mation, into nation

"tudents listen to pronunciation ofwords with three and four syllables.

"tudents list words, especially, verbsending in > ate; nouns ending in ;ion;

In pairsBgroups students practicepronunciation of words with the correctstress.

1ead passages to practise correctstress.

"tudents read selectedpassages using the correct

stress on words.

44


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E8ALUATION

UNIT

INTONATION

!he student will be ableto%

&. .& read compound

and complexsentences withthe correct

intonation.

!une &% Dalling intonation

!une )% 1ising intonationIntonation of complex sentences%3hen I went to the market, he wasnot there.

!une & and !une )e.g.I saw him5 when he arrived from3a&7uba le8t be8ore the busarrived4

The nec7lace is 8aded. Do you

still li7e it9

"tudents listen to sample sentences

on !une & and !une )."tudents compare and contrastintonation of simple sentences withintonation of complex sentences. e.g.I went to the market.!une &4ut in%3hen I went to the market. !une )Dollowed by I saw my friend M !une &

9ractise intonation of complexsentences noting shades of meaningresulting in change in !une.

"tudents read out sentences

using appropriate intonation,noting shades of meaning.

Dorm complex sentences fromthe audio exercises.

1ead sentences and identify!une & and !une ).

45


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YEAR T5O

SECTION 2

READING COMPREHENSION


&. ac'uire the skills of answering comprehension 'uestions accurately and appropriately.). ac'uire the skills of summarizing passagesBtext.*. analyze texts read and draw values from them.



E8ALUATION

UNIT 1

READING SKILLS

R% &,!' P> *%*S ,66,!' !%**%!+, $5" &* , % ! +,"!#" &*


).&.& read in phrases paying attention to

essential words.

).&.) demonstrate reading skills such as skimming and scanning.

).&.* sustain the habit of1eading.

"hort passages for readingpractice.; reading phrases

; reading passage withfunction words omitted.

; reading materials .g.library books

9airBgroup activity to practise readingphrases focusing on content words.

9airBgroup activity to practise reading payingattention to function words.

In pairsBgroups students read other materialse.g. magazines, $ournals, extracts fromnovels.

1eview and report on materials read.

1ead short passage totest faster reading.5length of passage*CC > * C words6

Individuals reviewBreporton materials read.

46


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E8ALUATION

UNIT 2

READINGCOMPREHENSION

UNIT 3

SUMMARY


).).& digest thoroughly

information readfrom passage andmake implieddeductions basedon given 'uestions.

).).) draw, if any, lessons derived from passages read .

).*.* identify words with specific meaning in given texts.

).*.& identify the basictopic sentences thatsummarize eachparagraph for writing

the summary.

8erivedB8erivative uestions;

!hese are 'uestions to whichanswers can be found byreferring to Binferring frominformation in the passage.

Grammatical uestions >!hese are 'uestions ongrammatical items e.g.identifying parts of speech,types of clauses and phrasesas well as their functions and

figures of speech etc.=ocabulary uestions >#ere the students will have toreplace certain words used inpassageBtext with othersuitable words.

Identification of keyBmainBessential words and phrasesin passages.

8istinguish between main andsupporting ideas frompassages.

"tudents answer 'uestions based on texts

in groups and pairs by referring toBinferringfrom given text.

Individually, students are given passagesto answer specific 'uestions on.

8iscussion of answers given by students to'uestions.

@ake students aware of the various typesof comprehension 'uestions.

NOTE: !eacher pays attention to aspectsof grammar studied and ensures studentsapply them in their writing.

In groupBpairs students identify main andsupporting ideas from given texts.

"tudents identify the topic sentences fromselected paragraphs and state them in ownwords.

Guide students to write out the summary.2lass discussion of students work foressential ideas and common summaryerrors.

"tudents answer specific

'uestions based on apassage.

"tudents identify andwrite single topicsentences andsummaries of given

passages and texts.

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UNIT SPECIFIC CONTENT TEACHING AND LEARNING E8ALUATION


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E8ALUATION

UNIT 3 (CONTD) !he student will be able to%

1educing paragraphs tosentences and sentencesto phrases and words.

Guide students to apply certain essentialpoints about writing summary e.g.

; no blind lifting.

; brevity of thoughtand expression.

"tudents writesummaries of giventexts.

"tudents readsummaries in classfor discussion andcorrection.

READING BEYOND THE CLASS TE T

ach student is expected to read at least five story books of hisBher own choice each term. "tudents make their choice fromrecommended titles. Ene way of encouraging students to read is to select comprehension passages for terminalexaminations and continuous assessment testsBtasks from the recommended story books.

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F A1 !3E

SECTION 3

GRAMMARG%!% $ O0 % +,9%:"tudents will

1. identify and use the grammatical forms accurately in writing and in speech.2. identify the functions of the various grammatical forms.



E8ALUATION

UNIT 1THE SENTENCE

P +* " +>%S%!+%! %

TYPES OFSENTENCES


*.&.& identify the sub$ectand predicate of asentence.

*.&..) analyze singlesentences into theirconstituent elements.

*.&.* identify varioustypes of sentences.

*.&.+ use the types Appropriately.

9arts of the sentence >sub$ect predicate.

lements of the sentence." = E 2 A

!he lady-B bought Ba dress " = E(ohnB is a Bdoctor " = 2

!ypes%; "imple e.g. !his is myhouse.

; 2ompound with coordinatingcon$unction e.g. I came toschool late and I waspunished.


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E8ALUATION

UNIT 1 (CONTD)

TYPES OFSENTENCES


*. &. identify thefunctions thatdifferent

sentencesperform.

*.&. constructsentences whichillustrate thedifferent functions.

8ifferent functions ofsentences%; statements

e.g. !his bread tastes good; 'uestions8istinguish between >3h 'uestion > e.g. 3ho tookmy book]; inverted 'uestion e.g. Are you happy here]

; 'uestion tag e.g. !he book is

interesting,isn-t it]

; intonation 'uestion e.g. #e is eating]

; rhetorical 'uestion e.g. 3ho cares] or 3hatdifference does it make]

; command e.g. 2ome here.

; inter$ections e.g. #ow lovely^3hat a hot weather]

2onversion drills e.g.2hanging statements into 'uestions.Identify functions of direct sentences in

speech and in writing.

In pairsBgroups,students use some ofthe forms in a role play.

"tudents constructsentences illustratingthe various functions ofsentences.

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E8ALUATION

UNIT 2CONCORD:

S 0 % +-8% 0A' %%.%!+

UNIT 3PHRASAL8ERBS


*.).& match theappropriate verbform with its sub$ectin number andpersonJ

*.*.& identify and usethe various formsof the simplephrasal verb.

"ub$ect;verb agreement involvesmatching the appropriate verb formwith its sub$ect.

3here the nouns used refer to theone and same person, the verb issingular e.g.;#is boss and friend works hard.

"ingular sub$ects $oined by orBnortake singular verbs e.g. ither my; brother or my sister has arrived

; 3hen a singular sub$ect and a plural sub$ect are $oined by HorBnor the verb agrees with the second sub$ect that is nearer the norBor e.g. ither the headmaster or the

teachers are right.

; A singular sub$ect and a pluralsub$ect $oined by Hwith or Hno

less than- takes a singular verb e.g. !he boy with his parents is attending a seminar on human relations.

; A collective noun can take either the singular or plural verb. e.g. !he team isBare on the field.

8escription of phrasal verbs.!ypes of simple phrasal verbse.g. =erb Adverb look into take + off

2ompletion drills e.g. !he boy-s parentsisBare here. !he man with his wife hasBhaveflown to London.


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E8ALUATION

UNIT 3 (CNTD)

UNIT 4

COMPLEPHRASAL8ERBS


*.+.& identify forms ofcomplex phrasalverbsi.e.verb adv. prep

verb ob$. prep.

!he prefect was asked to look into theissue.

=erb 9repositione.g. put away take up

"he put away the dishes.

"tudents work on types of complexpatterns e.g.Verb + Adverbial + Prepositione.g. I won-t go in for such expensiveclothes for school.Verb + adv. + prep.If you work harder, you can catch upwith the rest of the class.Verb + object + prep.e.g. 3e can make room for two moreguests.


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OB;ECTI8ES ACTI8ITIES

UNIT

IDIOMATICE PRESSIONS


*. .& identify and useidiomatic expressions

in speech and inwriting.

*. .) explain idiomatic expressions in specific contexts.

Identify some popular idiomaticexpressions.

xamples of basic types ofidiomatic expressions

e.g. verb based idiomaticexpressions% ?eat one-s words- ? kick the bucket-, ? blow one-s trumpet-,

?throw in the towel-

7oun based idiomaticexpressions% > ?spick and span-?4y hook or crook-.

9reposition;based idiomaticexpressions. e.g.Dor and againstEn and off 8etermine the meanings andusage.

Identification of idiomatic expressions andtheir meanings in isolation and in literarytexts.


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UNIT

FINITE ANDNON-FINITE

8ERBS


*. .& identify finite verbs in context.

*. .) identify verbswhose formsindicate tense.

*. .* form sentences that distinguish between the use of the two forms.

8escription of a finite verb ; It is averb whose structure changesaccording to the sub$ect with which itgoes or the time it refers to.

Dinite forms include%

"imple 9resent > go, goes, eats, etc.

"imple 9ast Dorm > went, were, etc.

NOTE% !he "imple 9resent and"imple 9ast Dorms showcontrast in tense.

7on > Dinite Dorms include%

!he bare infinitive > may call

!he infinitive > to go, to eat, etc.

!he present participle > going, eating etc.

!he past participle > gone, eaten

7ote% !he various infinitive and non;finite forms do not indicate tense.


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E8ALUATION

UNIT J

NOMINAL (NOUN)

CLAUSES


*./.& identify nominal

5noun6 clauses.

*./.) identify the variousfunctions of theclause in given textsand sentences.

*./.* use noun clauses in speech and in

writing.

Identification of a nominal

5noun6 clause > It is a clausewhich as a result of its structuredoes the work of a noun in thesentence in which it is found.

Identification of noun clauses assub$ects, ob$ects, complements%e.g. 3hat you are saying

is right. 5sub$ect6

I know 5that6 I was right

5direct ob$ect6 It seems 5that6 he will

do it. 5complement6

74 5That ?and ?wh- clauses6

In groupsBpairsBindividuals%

; identify noun clauses assub$ectBob$ectB complement in given

texts.

; 2onstruct sentences indicating the noun

clauses and state theirfunctions.

; 8iscuss effects of the use of noun clauses in

simple texts.

"tudents list nominal clauses

and use them in sentences.

"tudents identify and state thefunctions of noun clauses ingiven statements.

"tudents construct noun clausesand use them in sentences.

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UNIT

AD8ERBIAL CLAUSES


*.0.& identify types ofadverbial clauses

and state theirfunctions.

*.0.) use the adverbialclause effectively inspeech and inwriting.

Identification of types andfunctions of adverbialclauses.

.g.!ime9lace2ondition2omparison@anner 2oncession etc. !his modifies the verb

?saw-

GroupBpair work%; identification of types ofadverbial clauses andtheir functions in givenliterary texts.

; construction and analysis of sentences containing adverbial clauses.

"tudents identify types andstate the functions ofadverbial clauses in context.

Drom given statementsstudents identify the varioussubordinating con$unctionsand the type of adverbialclauses they introduce.

"tudents use adverbialclauses in sentences.

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UNIT

AD;ECTI8AL


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E8ALUATION

UNIT 1

TRANSITI8E =erb be pastparticiple of main verbe.g. !he room was swept

by the girl.!he passive voice is usedwhen the agent is notmentioned@y book has been stolen;; "ome expressions arealways in the possive. .gI was born in & C.;; :wame 7krumah wasborn at 7kroful2onversion of active voiceinto passive voice.

; active sub$ect becomespassive agent.9earl sewed the dress.

; active ob$ect becomespassive sub$ect.

!he dress was sewn by9earl.; the preposition ?by- isintroduced before theagent.


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SECTION 4

5RITING

G%!% $ O0 % +,9%*% "tudents will

&. ac'uire and develop skills for creative writing.). be able to write composition pieces on a variety of topics.*. develop the ability to make critical, analytical and logical reasoning in discourse.



E8ALUATION

UNIT 1

LETTER 5RITINGF" . $ L%++% *


+.&.& use correct features in writing formal letters.

+.&.) write formal letters using appropriate

tone.

8iscuss format of formalletters%3riter-s address 5withoutname6, date, recipient-s Preceiver-s addresses,salutation, title of letter,subscription, signature, fullname.

"tructure of formal letters%introduction, body of letter,conclusion.

Language of formal letters; polite, formal; no use of slang andcontractions.;no pleasantries

Language use% Docus ontenses, appropriate dictionand adverbs and modals.

"tudents study samples of formal letterse.g.; letter of application; letter to the head of an

institution; letter to a government official; letter to the editor of a newspaper.

In pairsBgroups, students write letters tobe analyzed.

"tudents write formal letters on selectedtopics.

9rovide a scenario forstudents to write lettersusing the featuresdiscussed.

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E8ALUATION

UNIT 2

SPEECHES

I! " . $

F" . $

!he student will be able to% +.).& identify features that

characterize informal

speech.

+.).) use appropriate language in informal speech.

+.).* write an informalspeech using

appropriate language.

+.).+ identify featuresthat characterizeformal speech.

+.). use appropriatelanguage in formalspeechB writing.

Dormat of informal speech; addressing the audience

5not as elaborate asformal6; briefly re;stating the

topic.

Language use in informalspeech%; use of contracted form; use of repetition; use of rhetorical 'uestion; controlled use of $okesand humour.

8iscussion of format forformal speech >; addressing the audience; stating the topic; taking the main points of the speech in turns; conclusion; expressing gratitude toaudience for listening toyou.

Language used in formalspeech.; use of polite language; use of 'uotations; use of rhetorical 'uestions; use of repetition; controlled use of $okesand humour.

xpose students to some occasions forinformal speech. "peech delivered at%

; a birthday party; a family reunion; a students- meeting; a class meeting

1eadBplay back and discuss excerpts ofinformal speeches as models e.gcampaign speech, speech delivered at abirthday party.

In groupsBpairs, students practise writinginformal speeches on some topics fororalBwritten delivery.

xpose students to some occasions forformal speech. "peech delivered at; "chool "peech and 9rize;Giving 8ay

; Dounder-s 8ay; Any other officialGathering

1ead excerpts of speeches as models.

In groupsBpairs students practise writingformal speeches on some topics fororalBwritten delivery.

In groupsBpairs, studentsprepare speeches on given

topics for discussion e.g.speech to a group of newstudents on life in yourschool.

"tudents deliver speechesextemporaneously.

In groupsBpairs, studentsprepare speeches on giventopics for discussion e.g.2hild Abuse, !eenage9regnancy, Achievements ofthe school. 9reservation of3ater 4odies, 9eaceful 2o;existence, etc.

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E8ALUATION


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UNIT 3

ARGUMENTATI8EESSAYS

UNIT 4

DEBATES


+.*.& identify features ofargumentativeessay.

+.*.) write argumentative essays.

+.+.& identify features of debates.

+.+.) compose debatefor oralBwrittendelivery usingeffective debatinglanguage.

!hree types ofargumentative essays%

&. !hose that re'uire the student to propose the point.

). !hose that re'uire the student to express opinion.

*. !hose that re'uire thestudent to consider both

sides of an issue andgive $udgment.

Deatures characterizingdebates;address audience;introductory remarksstating the motion etc.;refutalBrebuttal > statingone-s positionBarguments.;use of $and rhetorical'uestions, repetitiveexpressions, etc.;use of contrasts andcomparisons.;concluding statements,often summative.

In pairsBgroups, students discussfeatures of all three argumentativeessays

!eacher divides class into two opposinggroups to argue on the stand taken in agiven topic.

Erganize debates

"tudents listen to debates e.g. 1adio8ebates or real model debate.

Let students practise features ofdebates in class%;special introduction;stating the motion;rebuttal;contrast and comparison concludingstatement

"tudents write argumentativeessays on a given topic

"tudents discuss essayspaying attention to features.

Erganize a class debate ongiven motion e.g.; 2hild waywardness,parents are to blame.

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YEAR T5O


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YEAR T5O

SECTION

LITERATURE


&. see the relevance of, and appreciate various forms of oral and written literature.). understand and appreciate the use of literary terms in literary works.*. develop love for creative writing.



E8ALUATION

UNIT 1

PROSE (O $)P "9% 0*

!he student will be able to%.&.& appreciate the

beauty of thelanguage ofproverbs incontexts.

.&.) explain thefunctions ofproverbs.

xamples of proverbs.

A stitch in time saves nine. A friend in need is a friendindeed.!he crab does not give birthto a bird.!he goat that delights insoiling the town soils its owntail.

Dunctions of proverbs; they enrich the language.; they excite the mind; they are thematicstatements

"tudents take turns in identifying proverbsin nglish and other local languages andstate their meaning in context.

In groupsBpairs, students translate localproverbs within context into nglish.

"elect extracts of proverbs and state theirrelevance and meaning in the context inwhich they are used

In groups, students locatea number of proverbs in

nglish and provide theirmeaning in context.

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E8ALUATION


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UNIT 1 (CONT D)

UNIT 2

PROSE (5 ,++%!)S+ &7 " S6% , ,T%/+:

B ' " !& !&S%++,!'

S 0 % + M ++% !&T>%.%P$"+ !&C> +% , +,"!


.&.* translate proverbsfrom one language

into another.

.&.+ use proverbs appropriately in speech and in writing.

.).& identifybackground andsetting of the text

.).) determine sub$ectmatter and theme.

.).* analyze plot andshow how thewriter uses iteffectively in agiven text.

.).+ show howcharacters areportrayed.

!ranslate e'uivalents innglish and Ghanaian or

African Languages.


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UNIT 3

LITERARY TERMS 2R>7.%

A$$,+% +,"!

A**"! ! %


.*.& identify the termsin extracts and usethem appropriatelyin speech and inwriting.

1hyme% 3hen two ormore words end with thesame sounds e.g. dategateJ rate fate.

Alliteration% "uccessiveuse of a dominantconsonant sound in aspoken or written piecee.g. my most memorablememories melted away.

Assonance% 1epetition of adominant vowel sounds inad$acent words e.g. the fatcat sat on the mat.


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