Republic of Zambia

SENIOR SECONDARY

ENGLISH LANGUAGE
SYLLABUS

Prepared by:
Curriculum Development Centre
P.O. Box 50092
LUSAKA
© Curriculum Development Centre

All right are reserved. No part of this publication may be reproduced, stored in a retrieval
system or transmitted in any form or by any means, electronic, mechanical, photocopying
recording or otherwise, without the prior consent of the copyright owner.
 CONTENTS

Page

PREFACE ..................................................................................................................... i

INTRODUCTION ........................................................................................................ ii

General Aims ...................................................................................................... ii

The Communicative Approach ........................................................................... ii
The Text-based, Integrated Approach ................................................................ iii
English Language Teaching in Grade 10 ........................................................... iv
Project Work ....................................................................................................... iv

LISTENING AND SPEAKING ................................................................................. 1

Terminal Objectives ........................................................................................... 1

Specific Objectives for Speaking ....................................................................... 1
Specific Objectives for Listening ....................................................................... 4

READING .................................................................................................................... 5

Terminal Objectives ........................................................................................... 5

Specific Objectives ............................................................................................. 5

WRITING ..................................................................................................................... 8

Terminal Objectives ........................................................................................... 8

Specific Objectives ............................................................................................. 9
Writing in Grade 10 ............................................................................................ 10
Writing in Grade 11 and 12 ................................................................................ 12

STRUCTURE .............................................................................................................. 12

Terminal objectives ............................................................................................ 12

Specific Objectives for Grade 10 ....................................................................... 13
Structures to be Revised ..................................................................................... 16
Structure Teaching Methodology ....................................................................... 21

MATERIALS ............................................................................................................... 22

Teachers’ Reference Books ................................................................................ 22

Pupils’ Materials ................................................................................................. 22
PREFACE
The Senior Secondary English Language Syllabus has been produced by a sub-committee of
the English Curriculum Committee. This sub-committee consists of English teachers,
university and teacher training college lecturers and curriculum specialists.

The syllabus is the result of a careful investigation of pupils’ English Language needs and a
thorough examination of recent developments in the teaching of English as a second
language. It is hoped, therefore, that the syllabus will provide teachers and materials writers
with a sound basis from which interesting, meaningful and effective learning experiences
may be developed.

The syllabus incorporates much of the material contained in the Grade 10 Interim Syllabus
for English Language, which it now supersedes.

Please address all communications regarding this document to:

The Director
Curriculum Development Centre
P.O. Box 50092
LUSAKA.

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

General Aims

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

1. use English effectively in social communication.

2. use the English language skills needed in other subject areas.
3. use English effectively in the world of work.
4. use English effectively in full or part-time tertiary education.
The English Language Syllabus is an extension of the Junior Secondary School English
Language Syllabus. The syllabus comprises four parts:
Listening and Speaking
Reading
Writing
Structure

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

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

It is recommended that the Senior Secondary School English Language Syllabus is

interpreted through two general methodologies which should be used concurrently – the
Communicative Approach and the Text-based, Integrated Approach.

THE COMMUNICATIVE APPROACH

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

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

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This will enable the pupils to relate their knowledge of language forms to communicative
functions.

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

THE TEXT-BASED, INTEGRATED APPROACH

This approach will be introduced during Grade 10 but will not be used consistently until
Grades 11 and 12, by which time pupils should have attained an adequate level of
competence in the basic language skills.

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

The text will be studied by the pupils under the guidance of the teacher and lead to a wide
range of activities including:
- word study and vocabulary extension,
- the study of certain structures used in the text,
- the study of the ways in which sentences and paragraphs are linked (cohesion),
- the study of stylistic features,
- oral discussion (class, group and pair work, and debates),
- other communicative activities (role-plays, dramatisation, simulations),
- written comprehension,
- summary and note-making,
- composition.

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

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

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ENGLISH LANGUAGE TEACHING IN GRADE 10

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

As a lot of the work in Grade 10 entails remedial work, revision and the teaching of certain
new skills, teachers will probably find it convenient to plan their lessons along the same lines
as the approach used at the Junior Secondary level, that is they will focus attention separately
on certain aspects of English, especially Note-making, Note-taking, Structure and Writing.
However, wherever possible, teachers should integrate the teaching activities in order to
prepare their pupils for the Text-based, Integrated Approach which is recommended for
Grades 11 and 12.

PROJECT WORK

Another useful technique based on the same rationale asthat for the Integrated Approach is
the use of ‘projects’. These give the pupils the opportunity to put into practice many of their
language skills including reference skills, note-making, interviewing, note-taking and
composition, and even non-linguistic skills such as graphic design and illustration.

Projects may be undertaken by pupils working individually, in pairs or in groups but, as

projects can be rather time-consuming, they should not normally be given more than once a
term.

A project can be based on virtually any topic so long as it is appropriate and within the
pupils’ capabilities. Great care must be taken in choosing the topic. It must of course be
interesting for the pupils and wherever possible the pupils themselves should be allowed to
suggest their own topics.

Project work can be a most interesting and worthwhile activity, for not only does it provide a
practical context for employing a variety of skills, it is also highly motivating in that pupils
can produce a unique piece of work in which they can take great personal pride.

It is hoped that the combined effect of the Communicative Approach, the Text-based,
Integrated Approach, and Project Work will be to provide teachers and pupils with a
stimulating and effective means of interpreting the syllabus and achieving its objectives.

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

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

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

TERMINAL OBJECTIVES

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

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

2. communicate effectively and appropriately in English in various social contexts.

3. understand and speak English at an acceptable international standard.
4. appreciate the difference between spoken and written English.

SPECIFIC OBJECTIVES FOR SPEAKING

Pupils should be able to:

1. seek and impart factual information.

2. express and find out intellectual attitudes.
3. express and find out emotional attitudes.
4. express and find out moral attitudes.
5. get things done.
6. socialise.
7.

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 N.B. Further work will be necessary on the ‘specific functions’
under each category heading contained in the Junior Secondary
English Syllabus but especially those indicated below, some of
which are new objectives. The objectives which are not contained
in the Junior Secondary Listening and Speaking Syllabus are
asterisked thus - * _

1. Imparting and Seeking Factual Information

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

Activities:
a) Giving a witness statement to the police (esp. in Grade 10).
b) Reporting orally sports events (esp. in Grade 10).
c) Pretending to be journalists, police etc. in role-play activities (esp. in Grade 10).
d) Observing and describing science projects and experiments.
e) Collecting information for group discussions and/or project work (e.g. local oral
tradition; biographies; reports on school activities; story-telling; current local, national
and international affairs).

1.2 Paraphrasing and Exposition.

Activities:
a) Putting events, newspaper articles etc. into one’s own words or into language suitable
for various audiences.

1.3 Explaining processes and instruction.

Activities:
a) Explaining simple tasks and processes such as mending a puncture or wiring a plug
correctly.

1.4 Giving accurate directions.

Activities:
a) Giving verbal directions from a map.

1.5 Giving accurate and concise information.

Activities:
a) Interview simulations.

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

2. Expressing and Finding out Intellectual Attitudes

2.1 Expressing agreement and disagreement.

2.2 Inquiring about agreement and disagreement.
2.3 Inquiring about feasibility/impossibility.

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

2.4 Arguing and presenting facts logically.

Activities:
a) Debates and discussions on controversial and topical matters (as contained, for
e.g. in newspaper or magazine articles) leading possibly to essay work or project
work.
b) Group discussions with the ideas of the group being presented to the whole class.
c) Verbal p questions needed for discovering opinions.
Activities: presentation of project work.

2.5 Formulating.
a) Discussing the sorts of questions to ask when collecting information for projects,
drafting questionnaires etc.
b) Conducting interviews for projects, magazine articles etc.

3. Expressing and Finding Out Emotional Attitudes

3.1 Expressing sympathy in different situations.

Activities:
a) Role-plays.
b) Comparing and contrasting registers used to express different emotions as
illustrated in novels and plays.

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

4. Interpreting, Expressing and Finding Out Moral Attitudes.

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

Activities:
a) Group discussion on controversial newspaper or magazine articles, traditional and
modern moral standards, religious beliefs, court cases etc.
b) Impromptu speeches.
c) Formal debates.

5. Getting Things Done

5.1 Giving instructions and directions (This includes clarifying the question, stating
priorities and stating alternatives).

Activities:
a) Group activities based on set tasks.

5.2 Advising and warning.

5.3 Organising

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

6. Socialising

6.1 Taking part in conversations. (Including initiating a discussion, interrupting,

recognising other people’s points of view).

Activities:
a) Group discussions.

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

Activities:
a) Role-plays.
b) Welcoming quests.
c) Taking messages.

6.3 Taking part in formal discussions (i.e. committees and meetings).

Activities:
a) Role-plays and simulations.
b) Impromptu speeches.
c) Formal debates.

6.4 Paying and receiving compliments.

6.5 Developing self-confidence in oral communication.

SPECIFIC OBJECTIVES FOR LISTENING

Pupils should be able to:

1. Carry out oral instructions.

Activities:
Interpreting oral instructions for science experiments; map-reading exercises; filling
in charts and diagrams from oral instructions.

2. Report oral messages.

Activities:
Simulated telephone calls; role-plays; note-taking. (See Writing p. 00).

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

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READING
TERMINAL OBJECTIVES

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

1. understand the different types of reading material which they are likely to meet both
inside and outside school.

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

3. read for enjoyment.

4. read critically and make discriminating judgements.

SPECIFIC OBJECTIVES

1. EFFICIENT READING

Pupils should be able to:

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

1.2 read at a speed of about 300 words per minute with at least 70% comprehension.
1.3 skim through a piece of writing and obtain the gist of it within a brief time limit.
1.4 scan a piece of writing to locate specific information.

2. REFENCE SKILLS

NOTE: These are adequately covered in Grade 8 and 9

but continued practice will be needed.

3. INTENSIVE READING

Literal Comprehension

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

3.1 Pupils should be able to do the following:

a) Answer “wh-“ questions.
b) Identify true and false statements.
c) List facts about a topic or character.

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EXTENSIVE READING

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

1. read appropriate unabridged books.

2. read a wide variety of types of writing.
3. read critically and make discriminating judgements.
4. relate their reading to their own experiences, interests and feelings, and develop these
through their reading.
5. read for enjoyment.

Materials

Available textbooks, readers and library books. other subject textbooks, newspapers,
magazines etc.

WRITING
This section comprises Continuous Writing, Summary, Note-making and Note-taking.

TERMINAL OBJECTIVES

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

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

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

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

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

and conclusion.

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

6. write with only minor lexical and grammatical errors.

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

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

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

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SPECIFIC OBJECTIVES

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

A. Principal Writing Tasks

Pupils should be able to:

1. write autographical material.

2. produce an extended piece of descriptive writing.
3. produce an extended piece of narrative writing.
4. write reports.
5. produce written material in other subjects.
6. write biographical material.
7. write and respond to formal, semi-formal and informal letters.
8. write a detailed explanation of a process.
9. write logically and persuasively in favour of or against a topic.
10. select relevant information (from a written source; make notes and write a prose
summary). (Note-making).
11. Select relevant information from a spoken source, take notes and write a prose
summary. (See ‘Writing in Grade 10’ for Specific Objectives for Note-taking).

B. Additional Writing Tasks

Pupils should be able to:

1. complete forms.
2. write newspaper and magazine articles.
3. interpret maps, diagrams and tables in writing.
4. give written instructions.
5. write book reviews.
6. compose dialogues and short plays.
7. write speeches.
8. write a curriculum vitae.

C. Specific Writing Skills

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

1. synthesize information from several sources.

2. plan their written work.
3. use the forms and conventions of written languages appropriately patterns.
3.1 Write in paragraphs.
3.2 Write legibly.
3.3 Spell correctly.
3.4 Write grammatically using a variety of sentence patterns
3.5 Punctuate correctly.

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 3.6 Use appropriate words and expressions.
3.7 Use link words effectively.
3.8 Use colloquialisms (when appropriate).
3.9 Use contractions (when appropriate).
3.10 Use quotations (when appropriate).
4. write according to chronological order or order of importance.
5. write in a balanced manner (not giving undue emphasis to minor points).
6. write showing awareness of what is relevant and irrelevant.
7. write in precise detail when necessary.
8. proof read their written (for grammatical errors, repetition, omissions, spelling
mistakes, faulty punctuation and faulty capitalization).
9. revise their written work, if necessary (for content, organisation, clarity of language,
appropriate word choice etc).
10. evaluate their written work.

WRITING IN GRADE 10

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

SPECIFIC OBJECTIVES FOR GRADE 10

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

1.1 Informal and formal letter writing.

Objectives 14, 15, 16 and 17 of the Composition Section of the

Junior Secondary English Syllabus.

1.2 Writing a report from notes (Objectives 24).

1.3 Writing a plan for an essay in another subject (Objective 25).
1.4 Writing an essay in another subject from a given plan (Objective 26).
2. Some objectives that were originally part of the Form III syllabus (Teacher’s Handbook
for Composition) but are not contained in the present Junior Secondary English
Syllabus.
2.1 Composition speeches of introduction and thanks from given notes (Unit 34).
2.2 Writing a diary (Unit 35).
2.3 Rewriting a narrative in play form (Unit 36).

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 2.4 Writing a newspaper article (Unit 37)
3. Additional new objectives.

Pupils should be able to:

3.1 write different types of formal and business letters. (i.e. letters of
acknowledgement, complaint, enquiry).
3.2 write letters to newspapers.
3.3 fill in forms correctly.
3.4 write curriculum vitae.
3.5 write instructions (to be done in conjunction with other subjects).
3.6 write brief book reports.
3.7 give directions.
3.8 write in favour or against a particular topic or motion.
3.9 write biographies and autobiographies.

4. Specific objectives for Note-taking

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

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

2. Given a short passage read by the teacher and a list of possible summaries written
on the board, pupils should be able to choose the best summary and explain why the
others are inadequate (if Reading, Page 7, Objectives 3.3 (b).

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

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

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

using information from the passage read to them. (if Reading, Page 7, objective 3.3
(4).

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

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

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COMPOSITION METHODOLOGY IN GRADE 10

No specific methodology is prescribed but the following are recommended:

1. Group work.

2. Essay assignments should be related to other areas of language work if possible.

3. Pupils should use a wide variety of source material – newspapers, magazines,

reference books, textbooks from other subjects etc.

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

Materials

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

WRITING IN GRADES 11 AND 12

METHODOLOGY

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

Materials

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

STRUCTURE

TERMINAL OBJECTIVES

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

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

10
SPECIFIC OBJECTIVES FOR GRADE 10

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

1. The future

Pupils should be able to recognise the emphatic form ‘shall’.

e.g. You shall not steal.

2. Verbs and expressions followed by ‘-ing’.

Pupils should be able to use the ‘-ing’ form after expressions such as: Can’t help, Can’t
stand. It’s no good, It’s no use, ‘be worth’.
e.g. I couldn’t help liking him.
It’s no use trying to escape.
Is it worth writing any longer?

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

Pupils should be able to recognise the difference in meaning of similar constructions using
the following verbs followed by either the infinitive or ‘-ing’: allow, permit, remember,
forget, try, regret, mean (signify), stop, need, go on.
e.g. They tried walking to school.
They tried to walk to school.

These objectives were originally included in the ‘Junior Secondary

School English Language Revised Syllabus (Forms I – III) – Teacher’s
Handbook for Structure.
4. Determiners (Adjectives of Quantity).

Pupils should be able to use ‘some’ meaning ‘one or another’

e.g. Some person has taken my pen

5. Noun Phrases and Clauses.

Pupils should be able to:

1. use infinitive phrases as objects.
e.g. The idea is for us to meet again on Thursday.

2. recognise the meaning of ‘that’ Clauses and infinitive phrases when they are used as
subjects.
e.g. That she is still alive is pure luck.
For a bridge to collapse like that is very unlikely.

11
3. recognise the meaning of the possessive adjectives used with ‘-ing’ phrases.
e.g. They don’t like our winning all the time.
(The more usual version is ‘us winning’.)

4. use noun phrases in apposition to other nouns.

e.g. Yuri Gagarin, the first man to fly in space, was a Russian.
‘War and Peace’, a novel written by Tolstoy, is a masterpiece.

6. Relative Clause.

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

1. ‘who’ with subjects that are people.

e.g. My English teacher, who comes from Chipata, often goes home to visit his
family.

2. ‘which’ with subjects that are things.

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

3. ‘whom’ or ‘who’ with objects that are people.

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

4. ‘which’ with objects that are things.

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

5. Preposition + ‘whom’ with objects that are people.

e.g. Our District Governor, from whom we received a visit last term, is coming
again next week.

6. Preposition + ‘which’ with objects that are things.

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

7. ‘whose’ to show possession (esp. for people).

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

7. Comparison

Pupils should be able to use ‘the’ + comparative ... ‘the’ + comparative ... to express parallel
increase.
e.g. The harder he tries, the more he succeeds.
The more I think about your idea, the more I like it.

8. Reason

Pupils should be able to express reason.

1. by using ‘now that’ and ‘seeing that’

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

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2. by using participial phrases (Rather formal)
e.g. Being unfamiliar with the town, I had to ask a policeman for directions.

9. Time

Pupils should be able to express time.

1. by using a conjunction + a participial phrase.

e.g. Before answering your question I must study the matter more carefully.
While looking for the book he found the missing money.

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

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

N.B. Present Participle can also be used.

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

10. Contrast

Pupils should be able to indicate contrast by using.

1. ‘apart from’, ‘besides’, ‘although’, ‘while’, ‘despite’, in spite of, instead of, + Present
Participle.
e.g. Apart from being a scientist he wrote many popular novels.
Instead of just waiting you should go and look for her.

2. ‘(the) one’ ..... ‘the other’.

e.g. (The) one sister was beautiful but the other was very ugly.

3. ‘if’ (for recognition only).

e.g. English is a very useful, if difficult, language.

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

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

5. ‘no matter’.
e.g. No matter how hard I tried, I could not solve the problem.

11. Condition

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

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

2. ‘provided (that)’.

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

3. ‘supposing’ and ‘suppose’.

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

4. ‘if only’ to indicate hope or regret.

e.g. If only it rains, the maize will not die.
If only I had worked harder, I would have passed the exam.

Pupils should be able to understand the inverted forms of the conditional.

e.g. Had he known the tank was empty, he would have stopped for petrol.
Should anyone ask for me, tell them I have gone to a funeral.

STRUCTURES TO BE REVISED IN GRADES 10, 11 AND 12

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

1. Section 10: Verbs followed by Infinitive.

2. Section 11: Verbs and expressions followed by ‘-ing’.
3. Section 12: Verbs followed by object plus Infinitive.
4. Section 13: Phrasal Verbs.
5. Section 20: Relative Clauses.
6. Section 23: Intensifies (Adverbs of Degree).
7. Section 31: Condition.
8. Section 32: Direct Speech.
9. Section 33: Reported Speech
10. Section 34: Punctuation.

1. Section 10: Verbs followed by the Infinitive.

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

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

Plus the following verbs when used with ‘how’:

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

e.g. He agreed to pay for the taxi.

I hope to go there next month.

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 She wants to marry me.
He knows how to mend a puncture.

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

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

advise, admit, appreciate, avoid, consider, delay, deny, dislike, enjoy, escape, excuse,
finish, forgive, give up, go on, imagine, keep (on), mention, mind, postpone, practice,
put off, resent, resist, risk, suggest, stop (cease).
e.g. He wouldn’t admit stealing the pen.
They enjoy playing football.
Would you mind lending me your rubber?
Would you mind me lending him your rubber?

3. Section 12: Verbs followed by Object plus Infinitive.

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

1. with each of the following:

advise, allow, ask, cause, command, compel, encourage, forbid, force, get, instruct,
invite, order, permit, persuade, request, remind, show how, teach, tell, tempt, warn,
want.
e.g. She told the children to finish their meal.
I persuade my brother to finish his homework.
Will you show me how to do this sum?

2. with verbs of sensation: e.g. see, feel, hear, notice, listen to, and with: watch make, let
and bid (which are followed by an OBJECT + INFINITIVE without ‘TO’).
e.g. She made the children wash their hands.
We heard them sing.

4. Section 13: Phrasal Verbs

Pupils should be able to use the commoner phrasal verbs.

e.g. He took over the controls.

She put on her best dress.

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

a) Pronoun Object:
He gave it away.
She took them off.

b) Noun Object:
He gave his money away.
or He gave away his money.

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 She took off her shoes.
or She took her shoes off.

5. Section 20: Relative Clauses.

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

1.1 with subjects that are people.

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

1.2 ‘which’ or ‘that’ with subjects that are things.

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

1.3 ‘whom’, ‘who’, ‘that’ or nothing with objects that are things.
e.g. The boy whom (or who, or that, or nothing) we caught stealing has been
expelled.

1.4 ‘Preposition + relative with objects that are people.

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

1.5 ‘which’, ‘that’ or nothing with objects that are things.

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

1.6 Preposition + relative with objects that are things.

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

1.7 ‘whose’ to show possession (especially for people).

e.g. That is the girl whose father works in the market.

1.8 ‘where’, ‘when’ and ‘why’

e.g. He took us to the place where he had seen a lion.
We went on the day when we both had a holiday.
She asked the reason why I was late.

Pupils should be able to use infinitives and infinitive phrases as alternatives to Relative
Clauses.
e.g. I have a lot of work to do.
There is no time to waste.
The man to complain to is the manager.

6. Section 23: Intensifiers (Adverbs of Degree).

Pupils should be able to use the following:

1. ‘very’, ‘much’, and ‘too’.

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 e.g. He is a very strong man.
I feel much better.
Time goes too quickly.

2. ‘fairly’ and ‘rather’.

e.g. I am fairly good at maths.
Juma is rather lazy.

3. ‘quite’ to mean ‘completely’.

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

4. ‘quite’ to mean ‘a little less than’.

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

5. ‘hardly’, ‘barely’ and ‘scarcely’.

e.g. He hardly ever visits his mother.
We barely had time to catch the bus.
I was so tired I could scarcely keep my eyes open.

6. ‘almost’ and ‘nearly’.

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

7. ‘just’.
e.g. The match was just beginning when it started to rain.
You are just in time for a cup of tea.

7. Section 31: Condition

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

7.1 Probable Condition.

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

7.2 Improbable Condition.

e.g. If he asked her, she would marry him.
or She would marry him if he asked her.
or If he was to ask her, she would marry him.
If I were you, I would buy a car.

7.3 Impossible Condition.

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

Pupils should be able to use the common variations of the above patterns.
e.g. If water is heated, it turns to steam.
If he asks you, tell him the truth.
If the kettle has boiled, I’ll make some tea.

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 If he had asked her, she might have married him.
If you had cleaned your shoes, you would not look so untidy.

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

7.4 ‘unless’.
e.g. I will come tomorrow unless I hear from you.

7.5 ‘even if’ to indicate condition and implied contrast.

e.g. You wouldn’t believe me even if I told you.

8. Section 32: Direct Speech

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

i) Mary said, “The headmaster wants to see you”.

ii) “The headmaster wants to see you”, said Mary.
iii) “The headmaster wants to see you”, Mary said.
iv) “The headmaster wants to see you”, Mary said, “and he is very angry”.

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

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

9. Reported Speech

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

e.g. Direct Speech:

Mary said, “The headmaster wants to see you, Tom.”
Reported Speech:
Mary told Tom that the headmaster wanted to see him.

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

e.g. Direct Speech:

“Where are you going, Patricia?” he asked.
Reported Speech:
He asked Patricia where she was going.

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

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 e.g. Direct Speech:
“Come back and put your coat on,” said my mother.
Reported Speech:
My mother told me to go back and put my coat on.
Direct Speech:
“Open the window please, Bill,” said Ann.
Reported Speech:
Ann asked Bill if he would open the window.
or Ann asked Bill to open the window.

10. Section 34: Punctuation.

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

2. Pupils should be able to use the apostrophe.

a) to indicate short forms.
b) to indicate possession

3. Pupils should be able to use commas.

a) in lists of nouns, adjectives, clauses, etc.
b) with words added to a sentence by way of comment.
c) after ‘yes’ and ‘no’.
d) with words used to address a person.
e) to separate the items of a date.
f) to separate the items of an address.

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

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

6. Pupils should be able to use a capital letter.

a) at the beginning of a sentence.
b) for all proper nouns and proper adjectives.
c) for titles of people and books etc.

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

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

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

REMEDIAL WORK BASED ON PUPILS’ MISTAKES

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

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STRUCTURE TEACHING METHODOLOGY

1. Teachers should use the suggestions made in the Structure Section of the “Junior
Secondary English Teachers’ Handbook”.

2. Apart from the Specific Objectives for Grade 10 and the revision work, both of which
will necessitate formal teaching, the teaching of structure at the Senior Secondary
level should be based on errors which occur in the pupils’ spoken and written work.

3. Pupils should be taught basic grammatical terms such as ‘clause’, ‘phrase’, ‘subject’,
‘object’, ‘finite’ and infinitive verb’, the parts of speech and names of tenses and,
where appropriate, be given ‘rule’ explanations.

4. Structure Teaching and the Integrated Approach.

All language lessons should be indirectly teaching structure. For example, in a

reading lesson pupils may be asked questions that will enable them to examine
structural items in the text to see how forms are used to convey meaning, (e.g.
“What does ‘this’ stand for in the second sentence?” “Why did the writer use
‘had eaten’ in line six”). It is, therefore, recommended that more than one
period a week (i.e. 40 minutes) should be spent on formal structure teaching.

5. Structure Teaching and the Communicative Approach

Pupils should be given ample opportunities to practise structures orally in

meaningful situations. For example, a lesson on the Conditional could include
group work or pair work based on “What would your life have been like if you
had been born a hundred years ago?” (This would link structure and oral
practice and history). Pupils should also be given written exercises that allow
them to use the structural item being practised in paragraphs rather than single
sentences.

MATERIALS

1. Teacher’s Reference Books

A Practical English Grammar: Thompson and Martinet, O.U.P.
A Communicative Grammar of English: Leech and Svartvic, Longman.
A University Grammar of English: Quirk and Greenbaum, Longman.
Every teacher should have a copy of at least one of these.

2. Pupil’s Materials

For Grade 10 existing textbooks may be used.

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

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