THE UNITED REPUBLIC OF TANZANIA MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
ENGLISH SYLLABUS FOR ADVANCED SECONDARY EDUCATION
FORM V - VI
ii
© Ministry of Education and V ocational Training, 2009.
First Reprint: 2010Second Reprint: 2017
ISBN: 978-9976-61-262-2
Designed and prepared by:
Tanzania Institute of EducationP.O Box 35094Dar es SalaamTanzania.Tel: +255 222 2773005Fax: +255 22277420Website: www.tie.go.tzE-mail: [email protected]
All rights reserved. No part of this publication may be reproduced, reported, stored in any retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the permission of the copyright owner.
iii
TABLE OF CONTENTS Pages
1.0 Introduction ........................................................................... iii
2.0 Aims and Objectives of Education in Tanzania ..................... iv
3.0 Aims and Objectives of Secondary Education in Tanzania.... iv
4.0 General Competences for Form V and VI .............................. v
5.0 General Objectives for Form V and VI .................................. v
6.0 Organisation of the Subject Syllabus...................................... vi
7.0 Instructional Time................................................................... viii
8.0 Assessment in the Subject ..................................................... viii
Form V ................................................................................... 1
Form VI .................................................................................. 33
iv
1.0. INTRODUCTION1.1. Background Information
In developing the reviewed English subject syllabus of 2009 the issue of paradigm shift was one of the factors on which the review was based. The 1997 syllabus focused on putting the teacher at the centre of teaching and learning and on coverage of prescribed content. The 2009 syllabus instead pays particular attention to competence building and putting the students at the centre of teaching/ learning. Active teaching / learning techniques which enable the students to create meaning of what they are learning instead of techniques which leave students as passive receivers of ideas have been advocated in the 2009 English Language Syllabus.
1.1.2 Rationale for Review of the English subject syllabusReviewing of the English subject curriculum was conducted to address inherent weaknesses or shortcomings of the 1997 curriculum such as lack of clearly stated general and specific competences expected to be demonstrated by the students at the end of the course. Objectives in the syllabus did not reflect the need to prepare students who can become self-reliant. The previous syllabus emphasized more on language descriptions hence students could make descriptions however they could not use the English language effectively. Communication skills, reading and writing skills which were mentioned by respondents in the A- level research report as critical competences to be included in the A- level curriculum have also been given more weight included in the reviewed syllabus. The previous syllabus did not provide skills in entrepreneurship or vocations, creativity and problem solving. Emerging careers and contemporary issues were also not incorporated. The syllabus did not also reflect the need of preparing the learner to develop independent learning skills. Moreover it did not reflect the needs to prepare a learner to be self confident, analytical, critical and logical. These issues have been considered in the reviewed syllabus by having a topic on interpretation and translation, in both Form V and VI.
In selecting topics for the 2009 syllabus focus has been on language use rather than language description which has been de-emphasized. Topics which were described by A- level curriculum research review respondents as outdated such as semantics, syntax and phonology have been given less treatment in the reviewed syllabus which focuses on their usage rather than their description. Contemporary cross cutting issues including environment, HIV/ AIDS, life skills, human rights, gender issues, drug abuse, child labour and guidance and counselling have been integrated in the topics by recommending that texts on these issues be included in the texts to be studied in listening, speaking, reading and writing. Emerging careers such as editing, translation and creative writing have been incorporated so as to help students to develop and create job opportunities.
v
2.0 AIMS AND OBJECTIVES OF EDUCATION IN TANZANIAThe general aims and objectives of education in Tanzania are to:
a) guide and promote development and improvement of the personalities of the citizens of Tanzania, their human resources and effective utilization of those resources in bringing about human development.
b) promote the acquisition and appreciation of the culture, customs and traditions of the people of Tanzania.
c) promote the acquisition and appreciate use of literacy, scientific, vocational, technological, and professional and other forms of knowledge, skills and attitude for the development and improvement of the conditions of man and society.
d) develop and promote self-confidence and an inquiring mind, an understanding and respect for human dignity and human rights and readiness to work hard for self advancement and national improvement.
e) enable and expand the scope of acquisition, improvement, and upgrading of mental, practical, productive and other skills needed to meet the changing needs of industry and the economy.
f) enable every citizen to understand and uphold the fundamentals of the National Constitution as well as enshrined human and civic rights, obligations and responsibilities.
g) promote love for work, self and wage employment and improved performance in the production and service sectors.
h) inculcate principles of the national ethic and integrity, national and international cooperation, peace and justice through the study, understanding and adherence to the provisions of the National constitution and other international basic charters.
i) enable a rational use, management and conservation of the environment.
3.0 AIMS AND OBJECTIVES OF SECONDARY EDUCATION IN TANZANIA
In Tanzania, secondary education refers to post primary formal education offered to learners who successfully completed seven years of primary education and have met the requisite entry qualification requirements.
The aims and objectives of secondary education are to:a) consolidate and broaden students’ scope of basic ideas, knowledge,
skills, and attitude acquired and developed at the primary education level.
b) enhance the students’ development and appreciation of national unity, identity and ethnic, personal integrity, respect for human rights, cultural and moral values, customs, traditions, and civic responsibilities and obligations.
c) promote the development of competency in linguistic ability and
vi
effective use of communication skills in Kiswahili and in at least one foreign language.
d) provide opportunities for the acquisition of knowledge, skills, attitudes and understanding in prescribed or selected field of study.
e) prepare the students for tertiary education vocational, technical, and professional training.
f) inculcate in the students a sense and ability for self-study, self-confidence, and self- advancement in new frontiers of science and technology, academic and occupational knowledge and skills.
g) prepare the students to join the world of work.
4.0 GENERAL COMPETENCES FOR FORM V AND VIBy the end of Form Six the student demonstrates ability to:a) listen to and understand English texts as presented from different
sources.b) express oneself clearly and logically both orally and in writing.c) use language for different audiences and purposes relevant to oneself
and different subject areas.d) read and analyze critically a variety of texts.e) write a variety of English texts.f) translate a variety of texts from Kiswahili to English and vice versag) demonstrate basic knowledge of English languageh) demonstrate basic knowledge of literaturei) apply English language knowledge to operate technological devicesj) apply English language to generate income and advance oneself.
5.0 GENERAL OBJECTIVES FOR FORM V AND VIBy the end of Form Six course the student should be able to:a) listen to and understand different types of information from different
sources.b) communicate orally and confidently in different life situations.c) read and analyze a variety of texts.d) demonstrate independent reading and learning.e) write clearly and logically a variety of texts.f) translate a variety of text from English to Kiswahili and vice versag) demonstrate basic knowledge of English language.h) demonstrate awareness of basic knowledge of literaturei) apply English language correctly in different situationsj) develop the habit of reading, appreciating, and creating literary works.k) write creatively for income generation.
vii
6.0 ORGANISATION OF THE SUBJECT SYLLABUSThe syllabus consists of two main parts. The first part or the preliminary part contains a short introduction, objectives of education in Tanzania, objectives of Secondary education, general competences, general objectives and some information about organisation of the syllabus while the second part contains the content of the syllabus in terms of competences and objectives for Form V followed by the matrix of Form Five content and the competences and objectives for Form VI and matrix for the Form VI content.
6.1 Class Competences for Form V and VIThese are statements which specify the abilities that students are expected to be able to demonstrate at the end of Form V and VI. From these statements, objectives for Form V and VI respectively have been drawn.
6.2 Class Objectives for Form V and VIThese are statements of behaviour to be exhibited by each student at the end of the given form. These are stated immediately after the specific competences for a given form.
6.3 Content Matrix.This is a table which shows topics/ sub topics, objectives for each sub topic, teaching/ learning strategies, resources, assessment and number of periods.
6.3.1 Topic/ Sub topicIn this syllabus topics / sub topics have been organised on the basis of language skills. The topics and sub topics are found in the first column of the matrix. A few topics however, are based on language description with the purpose of providing students some basic knowledge of English language. Many of the topics have more than one sub topic.
6.3.2 Specific ObjectivesThese are statements of behaviour to be exhibited by each student at the end of the given sub topic. When planning the teaching the teacher has to make sure that the planning and the teaching is done in such a way that at the end of the lesson the stated objective is attained.
6.3.3 Teaching and Learning StrategiesUnder this column the teacher has been provided with some strategies to use when teaching. Although the teacher is advised to use the recommended strategies, he/ she is also advised to think of other or more appropriate strategies for his/ her class whenever possible so as to make learning more effective. In looking for more appropriate / suitable strategies the teacher should always have in mind his / her student in the centre of learning.
6.3.4 Teaching and Learning ResourcesThese are mentioned in the teaching and learning resources column. The
viii
list is not exhaustive and the teacher is to think of better or more suitable alternatives whenever possible with an aim of making teaching and learning as effective as possible.
6.3.5 AssessmentUnder the assessment column the teacher is shown what needs to be assessed in each sub topic. An assessment that covers all the learning objectives is recommended. Until recently, school based assessment as well as national based assessment has given little if any attention to listening and speaking. This habit of neglecting the skills of listening and speaking in assessment needs to be discontinued. In the continuous assessment done at school level it is therefore recommended that students are assessed in the four language skills. For this purpose a variety of assessment techniques including paper and pencil assessment, interviews, observation during class presentations, debates, and discussion, projects and questionnaires could be used for continuous assessment. The skills of listening and speaking also need to be included in the national based assessment/ examinations so that there is a practical examination in addition to the written English examination. In the practical examination, listening and speaking should be given adequate attention so as to ensure that none of the skills is undervalued. 6.3.6 Number of periods. There are a total number of 194 teaching days in a year or an average of 40 weeks. The English subject has been allocated a total number of 400 periods a year.
7.0 INSTRUCTIONAL TIMEThis syllabus is to be used in two academic years; each having approximately 194 instructional days including three weeks reserved for mid year and annual examinations. The number of periods for teaching this syllabus is 10 periods a week. The teacher is advised to utilise fully the time suggested for class instruction. Lost instructional time should always be compensated.
8.0 ASSESSMENT OF THE SUBJECTThe table below shows the type of assessment, assessment measure and weight in percentage (%) to be covered at the end of the course. Teachers are strongly advised to apply wide selection of assessment measures in order to develop students’ ability for mastering the subject matter during the instructional process. Continuous assessment carries 50% and final examination conducted by the National Examination Council of Tanzania (NECTA) will carry 50%.
ix
Freq
uenc
y
Type
of A
sses
smen
tA
sses
smen
t mea
sure
sFo
rm V
Form
VI
Wei
ght
%To
tal
%Te
rm 1
Term
2Te
rm 1
Term
2
Con
tinuo
us a
sses
smen
t
1. O
ral t
est
5
55
-10
2. T
ests
22
2-
103.
Ind
ivid
ual
assi
gnm
ent
11
1-
5
4. P
roje
ct W
ork
--
-1
55.
Pro
ject
Wor
k-
1-
-5
6. T
erm
inal
Exa
m1
11
1550
Fina
l Exa
m
Nat
iona
l Ex
am-
--
150
T
otal
Mar
ks10
0
1
FORM VClass CompetencesBy the end of Form V course the student demonstrates ability to:1. listen for specific and general information.2. communicate clearly and logically both orally and in writing in academic
settings.3. participate effectively and logically in academic discussions, debates and in
other social settings/situations.4. read advanced English texts for general and specific information.5. extract ideas, information and knowledge presented in English from different
subject areas.6. describe basic concepts in English grammar and literature in English.7. read and analyze critically literary texts written in English8. write clearly and accurately essays, compositions, notes and summary.9. use technological devices such as computer and e-mail to access and process
English language materials and resources.
Class ObjectivesBy the end of Form V the student should be able to:a) listen with understanding to a variety of oral texts.b) express himself/ herself clearly in well structured oral and written texts.c) use English language for academic purposes.d) read for comprehension a variety of specialized articles and other written texts.e) read independently for general knowledge from different types of texts.f) give descriptions of basic terminologies of English grammar and literature.g) write well structured compositions, essays, notes and summaries.h) analyse and evaluate literary texts.i) use technological devices to access and process English language materials and
resources.
2
TOPI
CS/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AND
LE
ARNI
NGRE
SOUR
CES
ASSE
SSM
ENT
ESTI
MAT
ED
NUM
BER
OFPE
RIOD
S1.0
INTR
ODUC
TION
TO
LAN
GUAG
E
1.1 L
angu
age
chara
cteris
tics
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to:
a) de
fine l
angu
age.
The t
each
er to
guide
stud
ents
to bra
instor
m in
small
grou
ps th
e mea
ning o
f lan
guag
e and
dis
cuss
as a c
lass
Text
on la
ngua
ge
Ency
clopa
edia
Dicti
onary
Is the
stud
ent a
ble to
:1.
defin
e lan
guag
e?2.
descr
ibe
chara
cteris
tics o
f lan
guag
e?
4
b) de
scribe
chara
cteris
tics o
f lan
guag
ei)
The t
each
er to
guide
stud
ents
in gro
ups
to rea
d sele
cted t
exts
on la
ngua
ge
chara
cteris
tics a
nd to
mak
e refe
rence
to
differ
ent s
ource
s like
Enc
yclop
aedia
and
Dicti
onary
.ii)
The
teac
her t
o guid
e the
stud
ents
to dis
cuss
and d
escrib
e lan
guag
e ch
aracte
ristic
s as a
class
.
• Te
xt on
chara
cteris
tics
of lan
guag
e•
Ency
clopa
edia
• Di
ction
ary•
Intern
et
1.2 C
ompe
tence
and
Perfo
rman
ceBy
the e
nd of
the s
ub to
pic
the st
uden
t sho
uld be
able
to: a) de
fine c
ompe
tence
and
perfo
rman
ce.
i) Th
e tea
cher
to gu
ide st
uden
ts thr
ough
lib
rary r
esearc
h to r
ead r
eleva
nt tex
ts on
mea
ning o
f com
peten
ce an
d pe
rform
ance
ii) T
he te
ache
r to l
ead a
discu
ssion
on
the m
eanin
g of c
ompe
tence
and
perfo
rman
ce
Texts
on co
mpete
nce a
nd
perfo
rman
ceIs
the st
uden
t able
to:
1. de
fine c
ompe
tence
an
d perf
orman
ce?
2. dis
tingu
ish
betw
een
comp
etenc
e and
pe
rform
ance
?3.
analy
se the
im
plica
tions
of
comp
etenc
e and
pe
rform
ance
?
4
3
TOPI
CS/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND
LEAR
NING
RES
OURC
ESAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Sb)
distin
guish
betw
een
comp
etenc
e and
pe
rform
ance
.
i) Th
e tea
cher
to giv
e stud
ents
guide
lines
on
how
to dis
tingu
ish be
twee
n com
peten
ce
and p
erform
ance
using
tape
d tex
tsii)
Stud
ents
to us
e the
guide
lines
to ca
rry
out a
listen
ing ac
tivity
on di
sting
uishin
g co
mpete
nce f
rom pe
rform
ance
using
tape
d tex
ts
Tape
d tex
ts on
comp
etenc
e an
d perf
orman
ce
c) an
alyse
the im
plica
tions
of
comp
etenc
e and
pe
rform
ance
The t
each
er to
lead a
grou
p disc
ussio
n and
pre
sentat
ion on
analy
sing t
he im
plica
tions
of
comp
etenc
e and
perfo
rman
ce
1.3 Fu
nctio
ns an
d role
s of
Lang
uage
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to:
a) de
scribe
the f
uncti
ons o
f lan
guag
e in s
ociet
y.b)
descr
ibe th
e role
s of
langu
age i
n soc
iety.
i) Th
e tea
cher
to gu
ide st
uden
ts to
brains
torm
on th
e fun
ction
s and
roles
of la
ngua
ge in
a so
ciety.
ii) T
he te
ache
r to a
ssign
stud
ents
librar
y/ int
ernet
search
or re
ading
of te
xts pr
ovide
d to
find o
ut ab
out f
uncti
ons a
nd ro
les of
lan
guag
e.iii)
The t
each
er to
guide
stud
ents
to pre
sent
inform
ation
obtai
ned f
rom lib
rary s
earch
on
functi
ons a
nd ro
les of
lang
uage
.
Texts
on fu
nctio
ns an
d role
s of
Engli
sh an
d Inte
rnet
Is the
stud
ent a
ble to
:1.
descr
ibe th
e fun
ction
s and
rol
es of
langu
age
in so
ciety?
2. co
mpare
and
contr
ast ro
les of
En
glish
lang
uage
an
d Kisw
ahili?
6
4
TOPI
CS/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ESTE
ACHI
NG A
ND
LEAR
NING
RES
OURC
ESAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Sc)
comp
are an
d con
trast
roles
of En
glish
lan
guag
e and
Kisw
ahili.
i) Th
e tea
cher
to ass
ign st
uden
ts a p
anel
discu
ssion
on fu
nctio
ns an
d role
s of
Engli
sh la
ngua
ge an
d Kisw
ahili.
ii) S
tuden
ts to
make
prese
ntatio
ns of
dis
cussi
ons f
rom th
e sma
ll grou
ps m
aking
ref
erenc
e to s
ource
s from
the i
nterne
t and
rel
evan
t texts
.iii)
The t
each
er to
monit
or dis
cussi
on an
d pro
vide c
onclu
sions
.
Relev
ant te
xts, In
terne
t
1.4 B
asic L
angu
age
Conc
epts
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to: a)
defin
e the
follo
wing
lan
guag
e con
cepts
: Ac
cent,
diale
ct,
socio
lect, n
ation
al lan
guag
e, sta
ndard
lan
guag
e, lin
gua-f
ranca
, dig
lossia
, bilin
guali
sms,
multil
ingua
lism,
first
langu
age,
Seco
nd
langu
age,
foreig
n lan
guag
e.
i) Th
e tea
cher
to ass
ign st
uden
ts in
group
s int
ernet
or lib
rary s
earch
on m
eanin
g/ de
finitio
n of c
once
pts.
ii) S
tuden
ts to
comp
ile no
tes on
give
n co
ncep
ts in
their
group
s from
readi
ngs fro
m sel
ected
texts.
iii) Te
ache
r to g
uide s
tuden
ts to
presen
t fin
dings
to th
e rest
of th
e clas
s.iv)
Teac
her t
o guid
e stud
ents
to ma
ke
corre
ction
s whe
re req
uired
as st
uden
ts pre
sent th
eir fin
dings
.
Intern
et, Se
lected
texts
Is the
stud
ent a
ble
to defin
e the
follo
wing
lan
guag
e con
cepts
Ac
cent,
diale
ct,
socio
lect, n
ation
al lan
guag
e, sta
ndard
lan
guag
e, lin
gua-
franc
a, dig
lossia
, bil
ingua
lisms
, mu
ltiling
ualis
m,
first
langu
age,
Seco
nd la
ngua
ge,
foreig
n lan
guag
e?
8
5
TOPI
CS/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AND
LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Sb)
use g
iven c
once
pts
to ex
plain
lingu
istic
situa
tion i
n Tan
zania
.
i) Th
e tea
cher
to lea
d a cl
ass di
scussi
on
on th
e app
licati
on of
give
n con
cepts
in
Tanz
ania.
ii) S
tuden
ts to
contr
ibute
in the
class
dis
cussi
on gi
ving t
heir
views
and
makin
g refe
rence
to se
lected
texts
.iii)
Teac
her t
o mak
e rele
vant
conc
lusion
s.
Intern
et, Se
lected
texts
Is the
stud
ent
able
to us
e give
n co
ncep
ts to
expla
in lin
guist
ic sit
uatio
n in
Tanz
ania?
c) dis
cuss
caus
es of
langu
age v
ariati
on in
so
ciety.
i) Th
e tea
cher
to gu
ide st
uden
ts to
identi
fy ac
cents
and d
ialec
ts in
differ
ent
geog
raphic
al are
as us
ing a
familia
r ge
ograp
hical
map.
ii) T
he te
ache
r to g
uide s
tuden
ts to
find o
ut lan
guag
e vari
ation
s pres
ented
in or
al tex
ts fro
m dif
feren
t soc
ial gr
oups
.iii)
The t
each
er to
guide
stud
ents
to ide
ntify
voca
bular
y and
gram
matic
al dif
feren
ces
of lan
guag
e used
in di
fferen
t eras
.
Geog
raphic
al ma
p,Tex
ts of
differ
ent e
ra (m
odern
an
d old
Engli
sh), T
exts
of lan
guag
e of d
iffere
nt so
cial
group
s
Is the
stud
ent
able
to di
scuss
caus
es of
langu
age
varia
tion i
n so
ciety?
1.5 E
nglis
h as a
n Int
ernati
onal
langu
age
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to:
a) ex
plain
the ro
le an
d sta
tus of
Eng
lish i
n the
wo
rld.
i) Th
e tea
cher
to ass
ign st
uden
ts ho
mewo
rk ass
ignme
nt on
the r
ole of
En
glish
in th
e worl
d and
the f
actor
s wh
ich m
ake E
nglis
h an I
nterna
tiona
l lan
guag
e
Intern
et, re
levan
t texts
Is the
stud
ent a
ble to
:1.
expla
in the
role
and s
tatus
of
Engli
sh in
the
world
?
6
6
TOPI
CS/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AND
LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Sb)
outlin
e fac
tors w
hich
enab
le En
glish
lang
uage
to
be co
nside
red as
an
intern
ation
al lan
guag
e.
ii) T
he te
ache
r to u
se pe
er tea
ching
str
ategy
whe
reby s
ome s
tuden
ts pre
sent
findin
gs fr
om th
e inte
rnet a
nd re
levan
t tex
ts to
the re
st of
the cl
ass fo
r clas
s dis
cussi
ons
iii) Th
e tea
cher
to pro
vide c
larific
ation
and
corre
ction
s and
furth
er inp
ut wh
ere
nece
ssary
2. ou
tline f
actor
s wh
ich en
able
Engli
sh
langu
age t
o be
cons
idered
as
an in
terna
tiona
l lan
guag
e?
1.6 St
atus a
nd R
ole of
En
glish
Lan
guag
e in
Tanz
ania
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to: a)
descr
ibe th
e cha
nging
rol
e and
statu
s of
Engli
sh in
Tanz
ania.
b) dis
cuss
conte
xts in
wh
ich E
nglis
h is u
sed in
Ta
nzan
ia.
i) Th
e tea
cher
to ass
ign st
uden
ts a
resea
rch ac
tivity
on st
atus a
nd ro
le of
Engli
sh L
angu
age i
n Tan
zania
.ii)
Stud
ents
to wr
ite a
resea
rch es
say on
the
statu
s and
role
of the
lang
uage
in
Tanz
ania
makin
g refe
rence
to re
levan
t tex
ts an
d new
spap
ers.
iii) S
tuden
t with
best
essay
to re
ad al
oud t
o the
class
his/
her e
ssay.
iv) T
he re
st of
the st
uden
ts to
impro
ve
their
essay
s as n
ecess
ary.
v) Te
ache
r to d
isplay
the b
est es
say fr
om
the cl
ass af
ter a
briefi
ng fr
om th
e tea
cher
on w
hat m
akes
it a go
od es
say
Relev
ant te
xts,
News
pape
r arti
cles o
n the
us
e of E
nglis
h
Is the
stud
ent a
ble to
:1.
descr
ibe th
e ch
angin
g role
an
d stat
us of
En
glish
in
Tanz
ania?
4
7
TOPI
CS/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Si)
The t
each
er to
guide
the s
tuden
ts to
brains
torm
in gro
ups o
n the
conte
xts
in wh
ich E
nglis
h is u
sed in
Tanz
ania.
ii) T
he te
ache
r to w
ind up
the d
iscus
sion
and d
eline
ate th
e con
texts
in wh
ich
Engli
sh is
used
refer
ring t
o poli
cy
docu
ments
iii) St
uden
ts to
presen
t wha
t they
have
dis
cusse
d in t
heir
group
siv)
Stud
ents
to im
prove
their
work
.
Polic
y doc
umen
ts,
news
pape
rsIs
the st
uden
t able
to
descr
ibe th
e con
texts
in wh
ich E
nglis
h is u
sed
in Ta
nzan
ia?
2.0 W
ORD
FORM
ATIO
N
2.1 M
orphe
me, ro
ot an
d ste
m
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to:
a) de
fine t
he co
ncep
ts of
morph
emes,
roots
and
stem.
b) ide
ntify
morph
emes,
roo
ts an
d stem
s in
Engli
sh w
ords.
i) Th
e tea
cher
to gu
ide st
uden
ts to
identi
fy the
conc
epts
of mo
rphem
es,
roots
and s
tem us
ing w
ords i
n con
text
ii) S
tuden
ts to
identi
fy mo
rphem
es, ro
ots
and s
tems f
rom w
ords g
iven
iii) Th
e tea
cher
to gu
ide st
uden
ts to
defin
e the
conc
epts
of mo
rphem
es, ro
ots an
d ste
m
Writ
ten te
xts to
be us
ed in
an
alysin
g morp
heme
, roots
an
d stem
Is the
stud
ent a
ble to
1. de
fine t
he co
ncep
ts of
morph
emes,
roo
ts an
d stem
?2.
identi
fy mo
rphem
es, ro
ots
and s
tems i
n En
glish
word
s?
4
2.2 Pr
ocess
es of
formi
ng
words
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to:
a) de
scribe
diffe
rent
proce
sses o
f form
ing
words
(affi
xatio
n,
i) Th
e tea
cher
to us
e rele
vant
exam
ples
to sh
ow ho
w wo
rds ha
ve be
en/ c
an be
for
med t
hroug
h the
diffe
rent p
rocess
es of
formi
ng w
ords.
Dicti
onari
es an
d rele
vant
texts
Is the
stud
ent a
ble to
descr
ibe di
fferen
t pro
cesse
s of f
orming
wo
rds (a
ffixa
tion,
12
8
TOPI
CS/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
S
comp
ound
ing, b
lendin
g. ac
ronym
, borr
owing
,, cli
pping
, con
versi
on).
ii) A
ssign
stud
ents
in gro
ups t
o do l
ibrary
res
earch
on ho
w dif
feren
t word
s are
forme
d and
give
their
obser
vatio
ns.
iii) St
uden
ts to p
resen
t their
work
.iv)
The t
each
er to
guide
stud
ents
in the
dis
cussi
on of
their
obser
vatio
ns.
v) Th
e tea
cher
to cla
rify a
nd pr
ovide
more
wo
rk inp
ut wh
ere ne
cessa
ry an
d ask
stu
dents
to im
prove
their
work
.
comp
ound
ing,
blend
ing. a
crony
m,
borro
wing
, blen
ding,
clipp
ing, c
onve
rsion
)?
b) co
nstru
ct wo
rds us
ing
the di
fferen
t proc
esses
of for
ming
word
s.
The t
each
er to
guide
stud
ents
to co
nstru
ct wo
rds us
ing th
e diff
erent
proce
sses o
f for
ming
word
s give
n in g
roups
and t
hen
indivi
duall
y
Dicti
onari
es
Relev
ant
Texts
Is the
stud
ent a
ble to
co
nstru
ct wo
rds us
ing
the di
fferen
t proc
esses
of for
ming
word
s?
c) us
e kno
wled
ge of
word
for
matio
n proc
esses
to int
erpret
the m
eanin
g of
unfam
iliar w
ords.
i) Te
ache
r to d
istrib
ute te
xts in
whic
h ce
rtain
unfam
iliar w
ords h
ave b
een
unde
rline
dii)
Stud
ents
to dis
cuss
the m
eanin
g of t
he
unde
rline
d word
s in t
he te
xts us
ing
know
ledge
of w
ord fo
rming
proc
esses.
Relev
ant te
xtsIs
the st
uden
t able
to
use k
nowl
edge
of w
ord
forma
tion p
rocess
es to
interp
ret th
e mea
ning
of un
familia
r word
s?
9
TOPI
CS/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
S3.0
LIS
TENI
NG3.1
List
ening
for d
ictati
onBy
the e
nd of
the s
ub to
pic
the st
uden
t sho
uld be
able
to:a)
write
down
key w
ords o
n a t
ext r
ead.
i) Te
ache
r to r
ead a
loud t
exts
for
dictat
ion or
to pl
ay re
corde
d tex
tsii)
Tea
cher
to gu
ide st
uden
ts to
listen
and
write
key w
ords
Oral/
reco
rded t
exts
Is the
stud
ent a
ble to
wr
ite do
wn ke
y word
s fro
m a t
ext r
ead?
8
b) rec
reate
a tex
t from
key
words
.Te
ache
r to g
uide s
tuden
ts to
recrea
te a t
ext
from
key w
ords i
n grou
ps.
Is the
stud
ent a
ble to
rec
reate
a tex
t from
key
words
?
Is the
stud
ent a
ble to
pro
of rea
d and
edit a
tex
t?
c) pro
of rea
d and
edit a
text.
i) Te
ache
r to g
uide s
tuden
ts to
proof
read
and e
dit th
eir w
ork.
ii) T
each
er to
lead t
he gr
oups
to re
ad th
eir
work
in tur
ns to
the c
lass.
3.2 L
isten
to pu
blic
anno
unce
ments
By th
e end
of th
e sub
topic
the
stude
nt sh
ould
be ab
le to:
a) int
erpret
corre
ctly p
ublic
an
noun
ceme
nts.
i) Te
ache
r to g
uide s
tuden
t to l
isten
to
schoo
l ann
ounc
emen
ts or
to pla
y rec
orded
texts
with
publi
c an
noun
ceme
ntsii)
Tea
cher
to gu
ide st
uden
ts to
unde
rstan
d an
d extr
act m
ain id
eas f
rom th
e an
noun
ceme
nts th
rough
quest
ions a
nd
answ
ers.
Oral/
reco
rded t
exts
Is the
stud
ent a
ble to
int
erpret
corre
ctly p
ublic
an
noun
ceme
nts?
12
10
TOPI
CS/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Siii)
Tea
cher
to ch
eck i
f stud
ents
can i
nterpr
et co
rrectl
y pub
lic
anno
unce
ments
b) su
mmari
se inf
ormati
on
from
publi
c an
noun
ceme
nts..
i) Te
ache
r to l
ead s
tuden
ts to
obtai
n main
po
ints f
rom ea
ch pa
rt of
the pu
blic
anno
unce
ment
to for
m a s
umma
ryii)
Tea
cher
to ch
eck i
f stud
ents
can w
rite a
su
mmary
from
a pu
blic a
nnou
ncem
ent.
Oral/
reco
rded t
exts
Is the
stud
ent a
ble
to su
mmari
se inf
ormati
on fr
om pu
blic
anno
unce
ments
?
3.3 L
isten
ing to
spee
ches
and l
ectur
esBy
the e
nd of
the s
ub to
pic
the st
uden
t sho
uld be
able
to:a)
tell w
hat th
e spe
eche
s an
d lec
tures
are a
bout
at
a gen
eral a
nd sp
ecific
lev
el.
The t
each
er to
expo
se stu
dents
to a
varie
ty of
spee
ches
and l
ectur
es an
d guid
e the
m to
say w
hat th
ey ar
e abo
ut.
Oral/
reco
rded t
exts
of sp
eech
es an
d lec
tures
Is the
stud
ent a
ble to
tell w
hat th
e spe
eche
s an
d lec
tures
are
abou
t?
30
b) rec
ognis
e idio
matic
ex
pressi
ons,
collo
catio
ns
and r
egist
er dif
feren
ces
from
spee
ches
and
lectur
es.
i) Th
e tea
cher
to pre
sent s
tuden
ts wi
th a v
ariety
of te
xts w
ith re
gister
dif
feren
ces.
ii) T
he te
ache
r to g
uide t
he st
uden
ts to
identi
fy sp
ecific
styli
stic f
eatur
es for
ce
rtain
regist
ers.
iii) Te
ache
r to a
ssign
stud
ents
tasks
to
recog
nise i
dioma
tic an
d reg
ister
differ
ence
s from
spee
ches.
Oral/
reco
rded t
exts
and
writte
n tex
tsIs
the st
uden
t able
to
recog
nise i
dioma
tic
expre
ssion
s, co
lloca
tions
and
regist
er dif
feren
ces
from
oral s
peec
hes
and l
ectur
es pre
sentat
ion?
11
TOPI
CS/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Sc)
use c
orrec
tly or
ally a
nd
in wr
iting i
dioma
tic
expre
ssion
s, co
lloca
tions
an
d reg
ister
differ
ence
s.
i) Th
e tea
cher
to ide
ntify
vario
us
idiom
atic e
xpres
sions
, coll
ocati
ons
and r
egist
er dif
feren
ces.
ii) T
he te
ache
r to a
ssign
in gr
oups
stu
dents
an ac
tivity
to do
on th
e use
of id
iomati
c exp
ressio
ns, c
olloc
ation
s an
d reg
ister
differ
ence
s.iii)
Stud
ents
to pre
sent th
eir w
ork.
iv) Te
ache
r to g
uide s
tuden
ts to
discu
ss wh
at the
y hav
e pres
ented
and i
mprov
e the
m. Th
ere af
ter as
k stud
ents
to im
prove
their
work
.
Oral/
reco
rded t
exts
and
writte
n tex
tsIs
the st
uden
t able
to
use c
orrec
tly
orally
and i
n wr
iting i
dioma
tic
expre
ssion
s, co
lloca
tions
and
regist
er dif
feren
ces?
d) dis
tingu
ish be
twee
n fac
ts an
d opin
ions.
i) Th
e tea
cher
to ex
pose
stude
nts to
a va
riety
of ora
l texts
with
facts
and
opini
ons.
ii) T
he te
ache
r to g
uide t
hem
throu
gh
quest
ion an
d ans
wers
to dis
tingu
ish
betw
een f
acts
and o
pinion
s.
Relev
ant te
xtsIs
the st
uden
t able
to
distin
guish
betw
een
facts
and o
pinion
s?
4.0 SP
EAKI
NG4.1
Pron
uncia
tion s
tress
and i
ntona
tion.
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to:
a) us
e corr
ect
pronu
nciat
ion, s
tress
and
inton
ation
.
i) Te
ache
r to u
se qu
estion
s and
answ
ers
to bra
instor
m wh
at stu
dents
use t
o pro
noun
ce un
familia
r word
s corr
ectly
.
Dicti
onary
relev
ant te
xts
on pr
onun
ciatio
n stre
ss an
d int
onati
on.
Is the
stud
ent a
ble
to us
e corr
ect
pronu
nciat
ion, s
tress
and i
ntona
tion?
10
12
TOPI
CS/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Sii)
Tea
cher
to pro
vide s
tuden
ts wi
th ph
oneti
c sym
bols
and s
ample
word
s an
d guid
e stud
ents
to rea
d the
m co
rrectl
y.iii)
Teac
her t
o prov
ide st
uden
ts wi
th sh
ort
texts
in a t
ran- s
cripte
d form
and g
uide
them
to rea
d the
text
corre
ctly.
iv) Te
ache
r to g
uide s
tuden
ts to
defin
e str
ess in
a wo
rd an
d ide
ntify
where
str
ess is
in gi
ven w
ords.
v) Us
ing w
ords w
hose
mean
ing ch
ange
s de
pend
ing on
whe
re the
stres
s is,
the
teach
er to
guide
stud
ents
to co
rrectl
y loc
ate st
ress o
f give
n word
s in a
co
ntext.
vi) U
sing r
eleva
nt ex
ample
s the
teac
her t
o de
mons
trate
using
diffe
rent in
tonati
on
acco
rding
to in
tende
d mea
ning (
e.g
using
requ
ests,
statem
ents,
surpr
ises).
vii) T
each
er to
provid
e stud
ents
with
activ
ities f
or rea
ding a
loud g
iven
words
with
phon
etic t
ranscr
iption
s in a
dic
tiona
ry.
13
TOPI
CS/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Svii
i) Tea
cher
to gu
ide st
uden
ts to
identi
fy str
essed
sylla
bles i
n a di
ction
ary.
ix) S
tuden
ts to
do in
dividu
al/ gr
oup
activ
ities o
n loc
ating
stres
sed
sylla
bles i
n a gi
ven t
ext.
x) Stu
dents
to pr
actic
e sele
cting
ap
propri
ate in
tonati
on fo
r inte
nded
me
aning
.4.2
Spea
king o
n a gi
ven
issue
/ exp
erien
ceBy
the e
nd of
the s
ub to
pic
the st
uden
t sho
uld be
able
to: a) tal
k abo
ut giv
en
situa
tions
.
i) Te
ache
r to s
elect
differ
ent to
pics/
situa
tions
to be
addre
ssed t
o.ii)
Stud
ents
to bra
instor
m the
conte
nt of
the se
lected
issu
e/situ
ation
.iii)
Teac
her t
o guid
e stud
ents
to pre
sent
the co
ntent
of the
ir sel
ected
issu
es /
situa
tions
.
Relev
ant te
xts,au
dio
mater
ials a
nd au
dio vi
sual
mater
ials
Is the
stud
ent a
ble to
talk a
bout
differ
ent
situa
tions
/topic
s?
50
b) ex
chan
ge in
forma
tion
on ex
perie
nces
/cros
s cu
tting i
ssues.
c) cla
rify d
iffere
nt co
ncep
ts us
ed in
the
given
situa
tions
.
i) Te
ache
r to g
uide i
n grou
ps st
uden
ts to
exch
ange
infor
matio
n on d
iffere
nt ex
perie
nces
includ
ing cr
oss c
utting
iss
ues.
ii) S
tuden
ts to
take t
urns t
o narr
ate th
eir
expe
rienc
es to
the cl
ass.
Relev
ant te
xts on
selec
ted
cross
cuttin
g issu
esIs
the st
uden
t able
to
1. ex
chan
ge
inform
ation
on
expe
rienc
es/ cr
oss
cuttin
g issu
es?2.
narra
te the
ir ex
perie
nces?
14
TOPI
CS/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Sd)
expre
ss vie
ws on
an
issue
.i)
Teac
her t
o guid
e stud
ents
in gro
ups
to sel
ect a
cros
s cutt
ing is
sue o
n any
on
e of t
he fo
llowi
ng; (
envir
onme
nt,
gend
er, dr
ug ab
use,
HIV,
road s
afety
and h
uman
righ
ts) to
talk
abou
t.ii)
The
teac
her t
o guid
e stud
ents
in gro
ups
to dis
cuss,
orga
nise a
nd pr
esent
their
views
on th
e issu
e.
Relev
ant te
xts on
sel
ected
cros
s cutt
ing
issue
s.
Is the
stud
ent a
ble to
cla
rify d
iffere
nt co
ncep
ts?
4.3 Pa
rticip
ating
in a
deba
teBy
the e
nd of
the s
ub to
pic
the st
uden
t sho
uld be
able
to: a) pla
n poin
ts for
a de
bate
motio
n.b)
organ
ise po
ints o
f a
deba
te.
i) Th
e tea
chers
to gu
ide st
uden
ts to
brain
storm
a top
ic or
motio
n for
a deb
ate.
ii) T
he te
ache
r to g
uide s
tuden
ts us
ing
a con
cept
map t
o jot
down
point
s to
includ
e in a
deba
te.iii)
Teac
her t
o guid
e eac
h grou
p to p
lan
and o
rganis
e its
point
siv)
The t
each
er to
guide
stud
ents
to sel
ect
chair
perso
n, sec
retary
and t
imek
eepe
r an
d divi
de th
e clas
s in t
wo gr
oups
one
for, a
nd th
e othe
r aga
inst th
e moti
on.
Texts
on th
e deb
ate
topic
Is the
stud
ent a
ble to
:1.
plan p
oints
for a
deba
te mo
tion?
2. org
anise
point
s of a
de
bate?
40
c) pre
sent w
ell el
abora
ted
and i
llustr
ated p
oints
for
and a
gains
t a m
otion
.d)
Lead
a de
bate
sessio
n.
Teac
her t
o guid
e stud
ents
to pre
sent p
oints
for an
d aga
inst th
e moti
on. R
emind
of th
e rul
es an
d proc
edure
s for
intera
cting
in a
deba
te.
Texts
on th
e deb
ate
topic
Is the
stud
ent a
ble to
:1.
presen
t well
ela
borat
ed an
d illu
strate
d poin
ts for
an
d aga
inst a
moti
on?
15
TOPI
CS/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
S2.
lead a
deba
te ses
sion?
e) su
mmari
se the
main
po
ints o
f the
deba
te.Te
ache
r to d
emon
strate
how
to su
mmari
se the
main
point
s of a
deba
te.Te
xts on
the d
ebate
top
icIs
the st
uden
t able
to
summ
arise
the m
ain po
ints
of a d
ebate
?
4.4 Pr
esenti
ng sp
eech
esBy
the e
nd of
the s
ub to
pic
the st
uden
t sho
uld be
able
to: a) sel
ect a
pprop
riate
voca
bular
y in
expre
ssing
onese
lf.b)
presen
t a sp
eech
on an
iss
ue.
i) Th
e tea
cher
to gu
ide st
uden
ts in
pane
ls/ gr
oups
to su
ggest
topic
s/issu
es on
whic
h to p
resen
t spe
eche
s from
the
follow
ing; (
envir
onme
nt, ge
nder,
drug
ab
use,
HIV,
road s
afety
and h
uman
rig
hts).
ii) T
each
er to
guide
stud
ents
to dis
cuss
in sm
all gr
oups
thing
s to t
ake i
nto
cons
iderat
ion w
hen p
repari
ng an
d de
liveri
ng a
spee
ch.
iii) Te
ache
r to c
ondu
ct ple
nary
sessio
n an
d elab
orate
using
relev
ant s
ample
s thi
ngs t
o tak
e into
cons
iderat
ion ( e
.g au
dienc
e, set
ting,
topic,
occa
sion,
voca
bular
y).
Relev
ant te
xts on
sel
ected
topic
sIs
the st
uden
t able
to:
1. sel
ect a
pprop
riate
voca
bular
y in
expre
ssing
one s
elf?
2. pre
sent a
spee
ch on
an
issue
?3.
answ
er qu
estion
s rai
sed af
ter de
liveri
ng
a spe
ech?
12
16
TOPI
CS/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Sc)
answ
er qu
estion
s rai
sed af
ter de
liveri
ng a
spee
ch.
i) Te
ache
r to l
ead s
tuden
ts to
ask
quest
ions b
ased o
n a sp
eech
deliv
ered.
ii) D
emon
strate
how
to an
swer
the
quest
ions m
aking
refer
ence
to th
e sp
eech
.
Relev
ant te
xts on
sel
ected
topic
s.
5.0 R
EADI
NG5.1
Rea
ding f
or ge
neral
and s
pecifi
c inf
ormati
on
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to: a)
skim
for g
enera
l inf
ormati
on.
i) Th
e tea
cher
to gu
ide st
uden
ts to
reflec
t on
tech
nique
s to u
se in
order
to ob
tain
gene
ral in
forma
tion f
rom a
text e
.g loo
king a
t topic
head
ing, il
lustra
tions
, op
ening
and c
losing
parag
raphs
.ii)
Usin
g a va
riety
of rel
evan
t texts
tea
cher
to gu
ide st
uden
ts to
use t
he
techn
iques
menti
oned
to ob
tain g
enera
l inf
ormati
on fr
om se
lected
texts
.
News
pape
rs, ar
ticles
on
a va
riety
of top
ics/
issue
s (en
viron
ment,
ge
nder,
drug
abus
e, HI
V, roa
d safe
ty an
d hu
man r
ights)
Is the
stud
ent a
ble to
:1.
skim
for g
enera
l inf
ormati
on?
2. sca
n for
spec
ific
inform
ation
?
40
b) sca
n for
spec
ific
inform
ation
.i)
Teac
her t
o guid
e stud
ents
to dis
cuss
techn
iques
to us
e in o
rder t
o obta
in sp
ecific
infor
matio
n from
a tex
t (e.
g use
of alp
habe
tical
order
in dic
tiona
ries,
use o
f title
and s
ubtitl
es in
book
s, ind
ices i
n boo
ks, ta
ble of
co
ntent
in bo
oks o
penin
g and
clos
ing
parag
raphs
etc).
ii) U
sing r
eleva
nt res
ource
s and
activ
ities
teach
er to
guide
stud
ents
to ob
tain
spec
ific in
forma
tion f
rom gi
ven t
exts.
Dicti
onari
es, bo
oks w
ith
indice
s and
table
s of
conte
nts, n
ewsp
apers
.
17
TOPI
CS/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Siii)
Stud
ents
in gro
ups t
o ide
ntify
spec
ific
inform
ation
from
selec
ted te
xts.
5.2 R
eadin
g Inte
nsive
lyBy
the e
nd of
the s
ub to
pic
the st
uden
t sho
uld be
able
to:a)
demo
nstra
te go
od
readin
g spe
ed.
b) inf
er me
aning
of di
fficu
lt wo
rds fr
om co
ntext.
c) ob
tain d
etaile
d inf
ormati
on, id
eas, a
nd
opini
ons f
rom se
lected
tex
ts.
i) Th
e tea
cher
to giv
e tim
ed re
ading
ac
tivitie
s.ii)
The
teac
her t
o dem
onstr
ate ho
w me
aning
of di
fficu
lt word
s can
be
inferr
ed fr
om co
ntext,
e.g.
by us
ing
the co
ntext,
word
form
ation
proc
esses,
wo
rd ord
er, an
tonym
s and
syno
nyms
.iii)
Stud
ents
to pra
ctice
how
to inf
er me
aning
of di
fficu
lt word
s from
a tex
t us
ing th
e abo
ve m
ethod
s.iv)
Teac
her t
o prov
ide st
uden
ts wi
th
vario
us te
xts on
read
ing in
tensiv
ely to
ob
tain d
etaile
d info
rmati
on.
v) Stu
dent
to ide
ntify
and r
eport
pe
riodic
ally w
hat th
ey ha
ve re
ad.
A va
riety
of tex
tsIs
the st
uden
t able
to:
1. de
mons
trate
good
rea
ding s
peed
?2.
infer
mean
ing of
dif
ficult
word
s fro
m co
ntext?
3. ob
tain d
etaile
d inf
ormati
on, id
eas,
and o
pinion
s from
sel
ected
texts
?4.
identi
fy ma
in co
nclus
ion fr
om
argum
entat
ive
texts?
5. dis
tingu
ish
betw
een s
tated
op
inion
and f
acts?
6. ex
tend g
enera
l an
d spe
cialis
ed
voca
bular
y tho
ugh
readin
g?
40
18
TOPI
CS/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Sd)
identi
fy ma
in co
nclus
ion
from
argum
entat
ive te
xts.
Teac
her t
o guid
e stud
ents
in sm
all gr
oups
to
study
texts
with
certa
in arg
umen
ts an
d ide
ntify
main
conc
lusion
s from
the t
exts.
Argu
menta
tive e
ssays
e) dis
tingu
ish be
twee
n sta
ted op
inion
and f
acts.
i) Te
ache
r and
stud
ents
to bra
instor
m the
dif
feren
ce be
twee
n opin
ion an
d fac
ts.ii)
Tea
cher
to ass
ign st
uden
ts gro
up w
ork
writte
n acti
vities
betw
een f
acts
and
opini
ons.
Texts
with
opini
ons a
nd
facts
f) ex
tend g
enera
l and
sp
ecial
ised v
ocab
ulary
throu
gh re
ading
.
Teac
her t
o guid
e stud
ents
to co
nstru
ct the
ir ow
n tex
ts us
ing ge
neral
and s
pecia
lised
vo
cabu
lary o
btaine
d in t
exts
read.
Relev
ant te
xts
5.3 U
sing w
ords w
ith
conn
otativ
e and
de
notat
ive m
eanin
g
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to:
a) de
fine c
onno
tative
and
deno
tative
mea
ning
b) rec
ogniz
e word
s wi
th co
nnota
tive a
nd
deno
tative
mea
ning.
i) Te
ache
r to e
xpos
e stud
ents
to a v
ariety
of
texts.
ii) T
each
er to
guide
stud
ents
to de
fine t
he
terms
conn
otativ
e and
deno
tative
with
ref
erenc
e to w
ords f
rom th
e tex
ts.iii)
Teac
her t
o assi
gn st
uden
ts tas
ks to
rec
ognis
e word
s with
conn
otativ
e and
de
notat
ive m
eanin
g from
the t
ext.
A va
riety
of tex
ts wi
th co
nnota
tive a
nd de
notat
ive
words
, Dict
ionary
Is the
stud
ent a
ble to
:1.
defin
e con
notat
ive
and d
enota
tive
mean
ing?
2. rec
ogniz
e word
s wi
th co
nnota
tive
and d
enota
tive
mean
ing?
10
19
TOPI
CS/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Sc)
use w
ords w
ith
conn
otativ
e and
de
notat
ive m
eanin
g co
rrectl
y
iv) St
uden
ts to
practi
ce te
xt co
nstru
ction
us
ing w
ords w
ith a
conn
otativ
e and
de
notat
ive m
eanin
g.
3. us
e word
s with
co
nnota
tive
and d
enota
tive
mean
ing co
rrectl
y?
5.4 U
sing i
nform
ation
res
ource
s to r
esearc
h a
topic
for pr
esenta
tion
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to:
a) ide
ntify
appro
priate
qu
estion
s for
resea
rch.w
i) Te
ache
r and
stud
ents
to bra
instor
m an
d to
selec
t topic
s for
resea
rch.
ii) T
each
er to
guide
stud
ents
to ide
ntify
appro
priate
quest
ions f
or res
earch
in
relati
on to
the s
electe
d top
ic.iii)
Stud
ent t
o ide
ntify
appro
priate
qu
estion
s for
resea
rch.
Libra
ry, In
terne
t and
ex
perts
Is the
stud
ent a
ble to
:1.
identi
fy ap
propri
ate
quest
ions f
or res
earch
?2.
colle
ct inf
ormati
on
using
a va
riety
of res
ource
s?3.
organ
ise
inform
ation
for
presen
tation
?4.
cite s
ource
of
inform
ation
using
AP
A sty
le.?
5. cit
e sou
rces a
nd
avoid
plag
iarism
?
20
b) co
llect
inform
ation
using
a v
ariety
of re
sourc
es.i)
Teac
her a
nd st
uden
ts to
brains
torm
on
the po
ssible
sourc
es fro
m wh
ich to
get
inform
ation
.ii)
Tea
cher
to ass
ign st
uden
ts ho
mewo
rk ass
ignme
nts in
grou
ps to
colle
ct inf
ormati
on fr
om a
varie
ty of
sourc
es (te
xtboo
ks, n
ewsp
apers
, inter
net,
expe
rts).
Textb
ooks
, new
spap
ers
intern
et an
d exp
erts
20
TOPI
CS/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Sc)
organ
ise in
forma
tion f
or pre
sentat
ion.
i) Te
ache
r to g
uide s
tuden
ts on
the
proce
dures
of or
ganis
ing in
forma
tion
colle
cted
ii) S
tuden
ts in
their
group
s to o
rganis
e the
ir inf
ormati
on in
class
d) cit
e sou
rce of
infor
matio
n us
ing A
PA st
yle.
i) Te
ache
r to p
rovide
stud
ents
with
refere
nces
in ha
ndou
ts or
from
book
s tha
t hav
e used
APA
style
.ii)
Tea
cher
to de
mons
trate
citing
sourc
es us
ing A
PA st
yle.
iii) Te
ache
r to g
uide s
tuden
ts to
practi
ce
citing
sourc
es us
ing A
PA st
yle.
Book
s and
hand
outs
of ref
erenc
es wr
itten i
n APA
sty
le
e) cit
e sou
rces u
sing
quote
d an
d para
phras
ed te
xts.
i) Te
ache
r to d
emon
strate
to st
uden
ts ho
w to
cite s
ource
s corr
ectly
stati
ng
name
and y
ear o
f pub
licati
on, in
direc
t qu
otes a
nd by
parap
hrasin
g.ii)
Stud
ents
to pra
ctice
how
to cit
e sou
rces
corre
ctly i
n the
text.
Relev
ant te
xts
6.0 W
RITI
NG6.1
Writi
ng es
says o
f dif
ferent
type
s
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to:
a) de
fine n
arrati
ve,
expo
sitory
argu
menta
tive
and d
escrip
tive e
ssays
.
The t
each
er to
guide
stud
ents
to de
fine
the te
rms n
arrati
ve, d
escrip
tive a
nd
argum
entat
ive es
says a
fter s
tudyin
g the
dif
feren
t type
s of e
ssays
prov
ided.
Samp
les of
narra
tives,
arg
umen
tative
expo
sitory
an
d desc
riptiv
e essa
ys
Is the
stud
ent a
ble to
:1.
defin
e narr
ative
, arg
umen
tative
an
d desc
riptiv
e ess
ays?
30
21
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OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
S
b) de
velop
a na
rrativ
e ess
ay.
i) Th
e tea
cher
to gu
ide th
e stud
ents
to ide
ntify
title,
settin
g cha
racter
s and
the
mes o
f the
narra
tive.
ii) T
he st
uden
ts to
deve
lop th
e plot
of
their
narra
tive u
nder
the te
ache
r’s
guida
nce.
2. de
velop
a na
rrativ
e essa
y?3.
deve
lop an
arg
umen
tative
ess
ay?
4. wr
ite an
ex
posit
ory es
say?
5. co
nstru
ct a
descr
iptive
essay
?6.
differ
entia
te sp
oken
from
wr
itten l
angu
age?
c) de
velop
an
argum
entat
ive es
say.
i) Th
e tea
cher
to gu
ide th
e stud
ents
to ide
ntify
a title
for a
rgume
nt.ii)
The
teac
her t
o guid
e the
stud
ents
to pre
sent th
e argu
ments
for a
n essa
y.iii)
Stud
ents
to org
anise
their
argu
ment
into a
n argu
menta
tive e
ssay.
d) de
velop
an ex
posit
ory
essay
.i)
Teac
her t
o brai
nstor
m wi
th the
stud
ents
the to
pics t
o writ
e an e
xpos
itory
essay
.ii)
Teach
er to
guide
studen
ts to w
rite th
e essa
y in
group
s.iii)
Teach
er to
lead g
roups
to rea
d thei
r essa
ys.iv)
Teac
her t
o assi
gn in
dividu
al stu
dents
to
prepa
re an
d writ
e the
ir ow
n exp
osito
ry ess
ays.
v) Te
ache
r to g
uide s
tuden
ts to
read o
ut the
best
identi
fied e
ssays
.
22
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ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
S
e) co
nstru
ct a d
escrip
tive
essay
.i)
Teac
her t
o guid
e stud
ents
to inv
estiga
te wa
ys to
descr
ibe ev
ents,
pla
ce an
d obje
cts.
ii) T
each
er to
guide
stud
ents
to de
velop
a de
script
ive es
say us
ing pr
e mod
ifiers
and p
ost m
odifie
rs of
noun
phras
es co
rrectl
y.
f) dif
feren
tiate
spok
en
from
writte
n lan
guag
e.i)
Teac
her t
o prov
ide st
uden
ts wi
th a
varie
ty of
texts
(spok
en an
d writ
ten).
ii) T
each
er an
d stud
ents
to bra
instor
m on
the f
eatur
es of
spok
en an
d writ
ten
langu
age
iii) Te
ache
r to a
ssign
stud
ents
activ
ities
from
varie
ty of
texts
to ide
ntify
the
featur
es of
spok
en an
d writ
ten te
xts.
Varie
ty of
texts
(spok
en
and w
ritten
)
6.2 N
ote ta
king
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to: a)
take d
own n
otes f
rom
texts
i) Th
e tea
cher
to pro
vide t
he st
uden
ts va
rious
texts
.ii)
The
teac
her t
o guid
e stud
ents
to tak
e do
wn no
tes fr
om th
e tex
ts.
23
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ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
S
b) su
mmari
se inf
ormati
on
from
differ
ent s
ource
s.i)
The t
eache
r to pr
ovide
the s
tuden
ts va
rious
texts.
ii) T
he te
achers
to gu
ide st
uden
ts to
summ
arize
infor
matio
n from
the t
exts.
Is the
stud
ent a
ble to
:1.
take d
own n
otes
from
texts?
2. su
mmari
se inf
ormati
on fr
om
differ
ent s
ource
s?3.
presen
t thou
ghts
and e
xperi
ence
in
perso
nal le
tter ?
8
6.3 W
riting
othe
r offi
cial,
busin
ess an
d pers
onal
docu
ments
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to: a)
presen
t thou
ghts
and
expe
rienc
es in
perso
nal
letter
s.
i) Te
ache
r to l
ead d
iscus
sions
on
differ
ent p
oints
on pe
rsona
l lette
rs an
d vari
ous w
ays o
f writ
ing th
em
from
extra
cts pr
ovide
d.ii)
Stud
ents
in pa
irs to
writ
e to e
ach
other
perso
nal le
tters.
iii) Ea
ch pa
ir to
read s
ilentl
y a le
tter
addre
ssed t
o him
or he
r.iv)
Teac
her t
o sup
ervise
the a
ctivit
y of
readin
g of l
etters
.
Mem
o extr
acts
and n
ews
pape
rs.Is
the st
uden
t able
to:
1. pre
sent th
ough
ts an
d exp
erien
ce in
pe
rsona
l lette
r ?2.
provid
e pers
onal
inform
ation
in
officia
l lette
rs?3.
write
short
offi
cial n
ote
(mem
o) to
conv
ey
inform
ation
?4.
write
lette
rs to
the
news
pape
r edit
or?
20
24
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OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
S
b) pro
vide p
erson
al inf
ormati
on in
offic
ial
letter
s.
i) Te
ache
r and
stud
ents
to bra
instor
m im
porta
nt po
ints o
f offi
cial le
tters
ii) S
tuden
ts wi
th gu
iding
quest
ions
to vis
it nea
rby of
fices
to ge
t. inf
ormati
on o
n lett
er wr
iting
iii) Th
e tea
cher
to lea
d a di
scussi
on on
ho
w to
write
diffe
rent p
arts o
f offi
cial
letter
s (da
te, sa
lutati
on, c
losing
).iv)
Stud
ents
to pra
ctise
writin
g offi
cial
letter
s in g
roups
.
Samp
les of
offic
ial le
tters
c) wr
ite sh
ort of
ficial
no
te (m
emo)
to co
nvey
inf
ormati
on.
i) Th
e tea
cher
to pro
vide s
ample
of
memo
to th
e stud
ents
in gro
ups.
ii) T
he te
ache
r to l
ead a
discu
ssion
on
the m
ain po
ints t
o be c
onsid
ered i
n the
writ
ing of
a me
mo.
iii) St
uden
ts to
write
their
mem
os in
gro
ups.
iv) St
uden
ts to
exch
ange
their
mem
os
and r
ead
them
aloud
in cl
ass.
d) wr
ite le
tters
to the
ne
wspa
per e
ditor.
i) Te
ache
r to p
resen
t stud
ents
with
a vari
ety of
lette
rs to
the ed
itor
extra
cted f
rom ne
wspa
pers.
News
pape
r cutt
ings o
f let
ters t
o the
edito
r
25
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UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Sii)
Tea
cher
to lea
d stud
ents
to dis
cuss
impo
rtant
featur
es inc
luded
in le
tters
to the
edito
r.iii)
Teac
her a
nd st
uden
ts to
brains
torm
on
possi
ble to
pics t
o writ
e lett
ers ab
out to
the
news
pape
r edit
or.iv)
Teac
her t
o assi
gn st
uden
ts a t
ask to
wr
ite le
tters
to the
news
pape
r edit
or in
group
s / in
dividu
ally.
7.0 A
PPRE
CIAT
ING
LITE
RARY
WOR
KS
7.1 B
asic c
once
pts of
Li
teratu
re
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to: a)
descr
ibe th
e main
lite
rature
conc
epts
(Lite
rature
, oral
lite
rature
, gen
re,
fictio
n, plo
t, ima
gery,
sim
iles,
metap
hors,
pe
rsonifi
catio
n, fla
shba
ck, c
harac
ters,
theme
and s
etting
).
i) Te
ache
r to g
ive st
uden
ts rea
ding
assign
ments
on th
e basi
c con
cepts
of
literat
ure.
ii) S
tuden
ts to
presen
t find
ings o
n the
ma
in lite
rature
conc
epts.
iii) Te
ache
r to u
se tex
ts to
lead a
dis
cussi
on on
litera
ry co
ncep
ts.iv)
Stud
ents
to co
rrect
their
work
after
gene
ral di
scussi
on.
Relev
ant te
xtsIs
the st
uden
t able
to:
1. de
scribe
the m
ain
literat
ure co
ncep
ts (L
iterat
ure, o
ral
literat
ure, g
enre,
fic
tion,
plot,
imag
ery, s
imile
s, me
tapho
rs,
perso
nifica
tion,
flash
back
, ch
aracte
rs, th
eme
and s
etting
)?2.
discu
ss for
ms of
ora
l and
writ
ten
literat
ure?
8
26
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UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
S3.
menti
on ty
pes o
f lite
rature
?4.
menti
on fu
nctio
ns
of lite
rature
?b)
discu
ss typ
es of
oral a
nd
writte
n lite
rature
.i)
Teac
her a
nd st
uden
ts to
brains
torm
on
the ty
pes o
f oral
and w
ritten
litera
ture.
ii) S
tuden
ts in
group
s to c
ome u
p with
ex
ample
s on d
iffere
nt ora
l and
writ
ten
literat
ure fr
om hi
s/ he
r soc
iety a
nd
presen
t them
in cl
ass.
Reco
rded a
nd w
ritten
for
ms of
litera
ture
c) me
ntion
form
s of
literat
ure.
i) Te
ache
r to p
rovide
stud
ents
with
sample
s of t
he di
fferen
t form
s of
literat
ure.
ii) T
each
er an
d stud
ents
to bra
instor
m on
the
form
s of l
iterat
ure.
iii) Te
ache
r to g
uide s
tuden
ts to
identi
fy the
diffe
rent c
harac
terist
ics of
the
types
of lite
rature
from
the s
ample
s.
Samp
les of
pros
e, po
ems
and p
lays.
d) me
ntion
func
tions
of
literat
ure.
i) Te
ache
r and
stud
ents
to bra
instor
m on
the f
uncti
ons o
f lite
rature
throu
gh
differ
ent f
orms o
f lite
rature
(e.g.
so
ngs,
riddle
s, dra
ma, s
hort
storie
s, fol
klore
etc).
Oral
or rec
orded
song
s, rid
dles,
drama
, sho
rt sto
ries,
folklo
re
27
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ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Sii)
Tea
cher
to gu
ide st
uden
ts to
give
exam
ples /
situa
tions
in w
hich t
he
functi
ons o
f lite
rature
apply
.
7.2 Pr
ose (
nove
l, sho
rt sto
ry au
to bio
graph
y ess
ay)
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to:
a) ide
ntify
differ
ent ty
pes
of pro
se.
Teac
her t
o assi
gn st
uden
ts to
find o
ut the
dif
feren
t type
of pr
ose.
Is the
stud
ent a
ble to
:1.
identi
fy dif
feren
t typ
es of
prose?
2. ex
plain
differ
ence
s be
twee
n the
diffe
rent
types
of pro
se?
30
b) ex
plain
the di
fferen
ces
betw
een t
hem.
Teac
her t
o lea
d a di
scussi
on on
the
differ
ent t
ypes
and d
iffere
nces
betw
een
them
c) an
alyse
settin
g, plo
t, ch
aracte
rs, an
d lite
rary
techn
iques
used
in
selec
ted te
xts.
i) Te
ache
r to a
ssign
stud
ents
tasks
to
read s
electe
d nov
els/ s
hort
storie
s.ii)
Tea
cher
to ass
ign st
uden
ts tas
ks
in gro
ups/
indivi
duall
y to a
nalys
e set
ting,
plot, c
harac
ters,
and l
iterar
y tec
hniqu
es us
ed in
selec
ted te
xts.
iii) Te
ache
r to c
ondu
ct a d
iscus
sion o
n ass
igned
prese
ntatio
ns.
Selec
ted no
vels
and
short
stori
esIs
the st
uden
t able
to:
1. an
alyse
settin
g, plo
t, ch
aracte
rs, an
d lite
rary
techn
iques
used
in
selec
ted no
vels
and
short
stori
es?2.
discu
ss the
mes o
f sel
ected
nove
ls an
d sh
ort st
ories?
3. giv
e crit
ical r
eview
s of
selec
ted no
vels
or sh
ort st
ories?
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ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Sd)
discu
ss the
mes o
f sel
ected
nove
ls or
short
sto
ries.
i) Te
ache
r and
stud
ents
to bra
instor
m on
vario
us th
emes
in a s
electe
d tex
t.ii)
Tea
cher
to ass
ign st
uden
ts ho
mewo
rk ass
ignme
nts to
look
for d
etaile
d inf
ormati
on on
the t
heme
s and
su
pport
ing ev
idenc
e from
the
selec
ted te
xt.iii)
Teac
her t
o lea
d a di
scussi
on
presen
tation
on th
emes
found
in
selec
ted te
xts.
4. ev
aluate
the
relev
ance
of
messa
ges o
f sel
ected
nove
ls an
d sho
rt sto
ries
to co
ntemp
orary
socie
ty?5.
write
a sh
ort st
ory?
e) giv
e crit
ical r
eview
s of
selec
ted no
vels
or sh
ort
storie
s.
i) Te
ache
r to d
emon
strate
an ex
ample
of
a rev
iew of
a sel
ected
text.
ii) T
each
er to
lead a
discu
ssion
on th
e im
porta
nt asp
ects
to co
nside
r in a
rev
iew.
iii) T
each
er to
assign
stud
ents
tasks
in
group
s/ ind
ividu
ally t
o rev
iew a
selec
ted te
xt.iv)
Tea
cher
to us
e pee
r tuto
ring i
n rev
iewing
selec
ted te
xts.
f) ev
aluate
the r
eleva
nce
of me
ssage
s of s
electe
d no
vels
and s
hort
storie
s to
conte
mpora
ry so
ciety.
The t
each
er to
lead a
discu
ssion
using
qu
estion
and a
nswe
rs on
relev
ance
of
messa
ges f
rom se
lected
texts
to
conte
mpora
ry so
ciety.
29
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ACHI
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EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
S
g) wr
ite a
short
story
.i)
The t
each
er to
guide
stud
ents
to ind
ividu
ally w
rite a
short
story
.ii)
Cho
ose t
he be
st sto
ries t
o be r
ead t
o the
who
le cla
ss.
7.3 Pl
ays
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to:
a) ide
ntify
types
of pla
ysb)
expla
in the
diffe
rence
s be
twee
n the
m.c)
analy
se ele
ments
of
chara
cters,
plot,
settin
g an
d tec
hniqu
es of
selec
ted pl
ays.
i) Te
ache
r and
stud
ents
to bra
instor
m typ
es of
plays
.ii)
Tea
cher
to gu
ide st
uden
ts to
expla
in the
diffe
rence
s betw
een t
hem.
iii) Te
ache
r to a
ssign
stud
ents
tasks
to
read s
electe
d play
s.iv)
Teac
her t
o lea
d a di
scussi
on th
rough
qu
estion
s and
answ
ers on
analy
sing
eleme
nts of
chara
cters,
plot,
settin
g an
d tec
hniqu
es in
selec
ted pl
ays.
Selec
ted pl
ays
Is the
stud
ent a
ble to
:1.
identi
fy typ
es of
plays
?2.
expla
in the
dif
feren
ces b
etwee
n the
m?3.
analy
se ele
ments
of
chara
cters,
plo
t, sett
ing an
d tec
hniqu
es of
selec
ted pl
ays?
4. dis
cuss
theme
s from
sel
ected
play
s?5.
analy
se au
thors
style
in sel
ected
play
s?6.
discu
ss the
rel
evan
ce of
play
s in
conte
mpora
ry so
ciety?
30
d) dis
cuss
theme
s from
sel
ected
play
s.i)
Teac
her a
nd st
uden
ts to
brains
torm
on
vario
us th
emes
in a s
electe
d play
s.ii)
Tea
cher
to ass
ign st
uden
ts ho
mewo
rk ass
ignme
nts to
look
for d
etaile
d inf
ormati
on on
the t
heme
s and
su
pport
ing ev
idenc
e from
the s
electe
d pla
ys.
30
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OPIC
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ECIF
IC O
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STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Siii)
Teac
her t
o lea
d a di
scussi
on
presen
tation
on th
emes
found
in
selec
ted pl
ay.
7. dis
cuss
the
relev
ance
of pl
ays
in co
ntemp
orary
socie
ty?8.
discu
ss ch
aracte
ristic
s whic
h dis
tingu
ish pl
ays
from
nove
ls?9.
write
a sh
ort pl
ay?
e) an
alyse
autho
rs sty
le in
selec
ted pl
ays.
i) Te
ache
r and
stud
ents
invest
igate
on
the di
fferen
t auth
ors st
yle in
play
s (st
raigh
tforw
ard st
yle, d
ramati
c styl
e, fla
shba
ck et
c).ii)
Tea
cher
to ass
ign st
uden
ts tas
ks to
fin
d out
how
a cert
ain st
yle ha
s bee
n us
ed in
a pa
rticu
lar pl
ay.
f) dis
cuss
the re
levan
ce of
pla
ys in
conte
mpora
ry so
ciety.
The t
each
er to
lead a
discu
ssion
using
qu
estion
and a
nswe
rs on
relev
ance
of
messa
ges f
rom se
lected
play
s to
conte
mpora
ry so
ciety.
g) dis
cuss
chara
cteris
tics
which
disti
nguis
h play
s fro
m no
vels
h) wr
ite a
short
play
i) Te
ache
r to p
rovide
stud
ents
with
sample
s of p
lays a
nd no
vels.
ii) T
each
er an
d stud
ents
to bra
instor
m on
the
chara
cteris
tics o
f play
s and
nove
ls ma
king r
eferen
ce to
the s
ample
s.iii)
Teac
her t
o guid
e stud
ents
to ind
ividu
ally w
rite a
simp
le po
em.
Samp
les of
play
s and
no
vels
31
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SSP
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IC O
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ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Siv)
Teac
her t
o cho
ose t
he be
st pla
ys fo
r dra
matiz
ation
.
7.4 Po
etry
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to:
a) ide
ntify
types
of po
ems
b) ex
plain
the ch
aracte
ristic
s of
each
one.
c) pa
raphra
se sel
ected
po
ems.
i) Te
ache
r and
stud
ents
to bra
instor
m typ
es of
poem
s.ii)
Tea
cher
to ass
ign st
uden
ts to
find o
ut the
chara
cteris
tics o
f eac
h poe
m in
group
s.iii)
Teac
her t
o lea
d a di
scussi
on on
the
chara
cteris
tics o
f eac
h one
.iv)
Teac
her t
o assi
gn st
uden
ts tas
ks to
rea
d sele
cted p
oems
.v)
Teac
her t
o guid
e the
stud
ents
to wr
ite
the m
ain id
eas o
f the
poem
in pr
ose
form.
Selec
ted po
ems
Is the
stud
ent a
ble to
:1.
identi
fy typ
es of
poem
s?2.
expla
in the
ch
aracte
ristic
s of
each
one?
3. pa
raphra
se sel
ected
po
ems?
4. de
scribe
the
inferr
ed m
ain id
eas
or th
emes
using
ev
idenc
e from
sel
ected
poem
s?5.
discu
ss po
etic
devic
es us
ed in
sel
ected
poem
s?6.
recite
poem
s?7.
drama
tise s
electe
d po
ems?
8. wr
ite a
poem
?
20
d) de
scribe
the i
nferre
d main
ide
as or
them
es us
ing
evide
nce f
rom se
lected
po
ems
i) Stu
dents
to di
splay
the m
ain id
eas
and t
heme
s on fl
ashca
rds.
ii) S
tuden
ts to
comp
are an
d con
trast
the m
ain id
eas o
n the
mes f
rom th
e dif
feren
t grou
ps.
iii) Th
e tea
cher
to giv
e con
cludin
g rem
arks o
n the
main
idea
s and
the
mes o
f the
selec
ted po
ems.
32
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OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Se)
discu
ss po
etic d
evice
s us
ed in
selec
ted po
ems.
i) Te
ache
r and
stud
ents
brains
torm
on
the di
fferen
t poe
tic de
vices.
ii) T
each
er to
assign
stud
ents
tasks
to
find o
ut ho
w po
etic d
evice
s hav
e bee
n us
ed in
a pa
rticu
lar po
em an
d the
pa
rticu
lar ef
fect th
ey m
ake.
f) rec
ite po
ems.
i) Te
ache
r to e
xpos
e stud
ents
to va
rious
sel
ected
poem
s.ii)
Stud
ents
to sel
ect p
oems
to re
cite.
iii) St
uden
ts to
recite
poem
s.
g) dra
matis
e sele
cted p
oems
.h)
write
a po
em.
i) Te
ache
r to e
xpos
e stud
ents
to va
rious
sel
ected
poem
s.ii)
Stud
ents
to sel
ect p
oems
to
drama
tise.
iii) St
uden
ts to
drama
tise s
electe
d poe
ms.
iv) Te
ache
r to g
uide s
tuden
ts to
write
a sim
ple po
em.
v) Te
ache
r to l
ead s
tuden
ts to
recite
the
best
poem
s.
33
FORM VI
Class competencesBy the end of Form VI course the student demonstrates ability to:1. listen with understanding to English spoken and presented from different
sources e.g. TV, radio.2. express oneself clearly, logically and confidently in writing in academic
setting.3. apply basic literary concepts in analyzing a variety of texts.4. read and analyze critically literary texts.5. interpret and translate Kiswahili texts to English.6. use English to operate technological devices.
Class ObjectivesAt the end of Form VI the student should be able to:a) listen with understanding to a variety of oral texts.b) read independently for general knowledge from different types of texts.c) read (with ease and analyze literary works critically.d) write minutes using correct English grammar and style.e) interpret and translate given texts from Kiswahili to English and vice versaf) write creative texts and project write ups.
34
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SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AND
LE
ARNI
NGRE
SOUR
CES
ASSE
SSM
ENT
ESTI
MAT
ED
NUM
BER
OFPE
RIOD
S1.0
LIS
TENI
NG1.1
List
ening
to ga
pped
tex
ts
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to:
a) fill
in a
gapp
ed te
lepho
ne
conv
ersati
on.
i) Te
ache
r to g
uide s
tuden
ts to
fill in
a o
ne si
ded t
eleph
one c
onve
rsatio
n by
listen
ing to
the t
alks o
f one
of th
e pa
rticip
ants
and r
econ
struc
ting t
he
spee
ches
of the
othe
r. ii)
Tea
cher
to pla
y a re
corde
d tex
t of a
ga
pped
telep
hone
conv
ersati
on fo
r stu
dents
to lis
ten to
.iii)
Teac
her t
o guid
e stud
ents
to fill
in th
e sec
ond p
art of
the c
onve
rsatio
n whil
e lis
tening
.iv)
Teac
her t
o play
the r
ecord
ed te
xt thr
ee tim
es, st
oppin
g at e
ach g
ap to
all
ow st
uden
ts a c
hanc
e to w
rite d
own
possi
ble fil
lers.
v) Te
ache
r to a
llow
pairs
to re
ad to
each
oth
er wh
at the
y hav
e writ
ten an
d ma
ke co
rrecti
ons.
vi) Te
ache
r to l
ead a
discu
ssion
on th
e ac
tivity
.
Oral/
reco
rded t
exts
Is the
stud
ent a
ble to
:1.
fill in
a ga
pped
tel
epho
ne
conv
ersati
on?
2. fill
in th
e gap
ped
text u
sing t
he
words
give
n?
10
35
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UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Sb)
fill in
a ga
pped
text.
i) Te
ache
r to g
uide s
tuden
ts to
listen
to a
text a
nd sa
y wha
t the t
ext is
abou
t.ii)
Tea
cher
to pic
k and
writ
e a lis
t of
words
from
the t
ext o
n the
board
for
the st
uden
ts to
look a
t.iii)
Teac
her t
o guid
e stud
ents
to lis
ten to
the
gene
ral te
xt an
d fill i
n the
miss
ing
words
from
the l
ist pr
ovide
d.iv)
Teac
her t
o corr
ect th
e work
toge
ther
with
the st
uden
ts.
Oral/
reco
rded t
exts
1.2 L
isten
ing to
med
ia (ta
ped
texts
with
spee
ches
and
news
broa
dcast
s)
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to:
a) an
alyse
main
issue
s from
rec
orded
mate
rial.
i) Te
ache
r to p
resen
t stud
ents
with
taped
tex
ts.ii)
Tea
cher
to gu
ide st
uden
ts to
extra
ct the
ma
in iss
ues f
rom sp
eech
es an
d new
s bro
adca
sts.
iii) Te
ache
r to a
ssign
stud
ents
tasks
to
listen
atten
tively
to th
e tap
ed te
xts an
d to
put d
own m
ain po
ints.
iv) Te
ache
r to s
umma
rise m
ain po
ints p
ut do
wn by
stud
ents.
Tape
d tex
ts wi
th sp
eech
es an
d new
s bro
adca
sts
Is the
stud
ent a
ble to
:1.
analy
se ma
in iss
ues
from
record
ed
mater
ial?
2. ide
ntify
spea
ker’s
vie
ws, a
ttitud
e an
d rela
tions
hip
betw
een s
peak
ers?
10
36
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OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Sb)
identi
fy sp
eake
r’s vi
ews,
attitu
de an
d rela
tions
hip
betw
een s
peak
ers.
i) Te
ache
r to p
resen
t stud
ents
with
taped
tex
ts on
spee
ches
and n
ews b
roadc
asts.
ii) T
each
er to
presen
t stud
ents
with
a lis
t of k
ey te
rms t
hat s
ugge
st vie
ws or
att
itude
s.iii)
Teac
her t
hroug
h que
stion
s and
answ
ers
to gu
ide st
uden
ts in
group
s to i
denti
fy sp
eake
r’s vi
ews a
nd at
titude
s.iv)
Teac
her t
o guid
e stud
ents
to co
mpare
an
d con
trast
the vi
ews a
nd at
titude
s ide
ntifie
d from
the s
pecifi
c grou
ps.
Tape
d tex
ts on
spee
ches
and n
ews b
roadc
asts
2.0 SP
EAKI
NG
2.1 Sp
eakin
g on a
varie
ty of
given
issu
es
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to:
a) co
nvey
idea
s on i
ssues
raised
.b)
defen
d view
s pres
ented
. c)
supp
ort id
eas /
views
pre
sented
.
i) Te
ache
r to a
ssign
stud
ents
in gro
ups t
o wo
rk on
six m
otion
s. Th
e top
ics sh
ould
be su
pport
ing a
differ
ent p
oint o
f view
. Fo
r exa
mple
the st
uden
ts in
group
s talk
on
the b
est jo
b/prof
ession
to ha
ve.
ii) C
ondu
ct a ‘
ballo
on’ d
ebate
in w
hich
six gr
oups
of pr
ofessi
onals
are h
angin
g fro
m a b
asket
susp
ende
d from
a ba
lloon
wh
ich is
grad
ually
lettin
g out
air.
iii) T
each
er to
guide
one g
roup a
fter
anoth
er to
presen
t and
defen
d the
ir pro
fessio
n so t
hat th
ey re
main
in th
e ba
lloon
whic
h is
defla
ting.
Relev
ant te
xts on
sel
ected
issu
esIs
the st
uden
t able
to:
1. co
nvey
idea
s on
issue
s rais
ed?
2. de
fend i
deas
presen
ted?
3. su
pport
idea
s pre
sented
?
20
37
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UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
STh
e grou
p whic
h man
ages
to giv
e co
nvinc
ing po
ints w
ill be
the o
ne to
be
allow
ed to
rema
in the
ballo
on.
iv) Te
ache
r to e
ncou
rage a
ll stud
ents
in the
grou
ps to
parti
cipate
fully
by
posin
g que
stion
s on p
oints
raised
, de
fendin
g and
supp
orting
idea
s rais
ed.
20
2.2 Pa
rticip
ating
in so
cial
intera
ction
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to:
a) ini
tiate
a con
versa
tion.
i) Te
ache
r to p
rovide
stud
ents
with
a vari
ety of
situa
tions
of so
cial
intera
ction
.ii)
Tea
cher
and s
tuden
ts to
brains
torm
on th
e diff
erent
ways
of in
itiatin
g a
conv
ersati
on in
diffe
rent s
ituati
ons o
f so
cial in
terac
tion.
iii) Te
ache
r to a
ssign
stud
ents
tasks
in
group
s to c
reate
and p
ractic
e init
iating
co
nvers
ation
in di
fferen
t soc
ial
intera
ction
s.iv)
Stud
ents
to pra
ctice
initia
ting
conv
ersati
ons u
sing r
ole pl
ays.
Oral
/ writ
ten te
xtsIs
the st
uden
t able
to:
1. ini
tiate
a co
nvers
ation
?2.
presen
t argu
ments
log
ically
and i
n a
style
appro
priate
to
the co
ntext?
3. ac
coun
t for
opini
ons
or vie
w po
ints b
y giv
ing re
asons
and
expla
natio
ns?
4. co
nclud
e a
conv
ersati
on?
5. su
mmari
se a
conv
ersati
on?
25
38
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SSP
ECIF
IC O
BJEC
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ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Sb)
presen
t argu
ments
log
ically
and i
n a st
yle
appro
priate
to th
e co
ntext.
i) Te
ache
r and
stud
ents
to sel
ect a
topic
for
discu
ssion
.ii)
Stud
ents
throu
gh re
ading
relev
ant te
xts
on a
topic
outlin
e main
argu
menta
tive
point
s on t
he to
pic.
iii) Te
ache
r to b
rains
torm
stude
nts on
the
issue
s at s
take i
n the
selec
ted to
piciv)
Teac
her t
o dem
onstr
ate ho
w to
presen
t arg
umen
ts on
the t
opic
selec
ted
logica
lly an
d in a
style
appro
priate
to
the co
ntext.
v) Te
ache
r to u
se pe
er tea
ching
to as
k stu
dents
to pr
esent
argum
ents
logica
lly
and i
n a st
yle ap
propri
ate to
the c
ontex
t.
Relev
ant te
xts
c) ac
coun
t for
opini
ons o
r vie
w po
ints b
y givi
ng
reaso
ns an
d exp
lanati
ons.
i) Te
ache
r to e
xpos
e stud
ents
to a v
ariety
of
texts
to rea
d on d
iffere
nt iss
ues
includ
ing cr
oss c
utting
issu
es.ii)
Tea
cher
to gu
ide st
uden
ts to
acco
unt f
or op
inion
s and
view
point
s by e
xtrac
ting
reaso
ns an
d exp
lanati
ons f
rom th
e tex
t rea
d.iii)
Tea
cher
to ass
ign st
uden
ts thr
ough
qu
estion
s and
answ
ers to
do gr
oup /
39
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ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Sind
ividu
al tas
ks to
acco
unt f
or op
inion
s an
d view
point
s by e
xtrac
ting r
easo
ns
and e
xplan
ation
s from
the t
ext r
ead.
d) co
nclud
e a co
nvers
ation
.
e) su
mmari
se a
conv
ersati
on.
i) Te
ache
r and
stud
ents
to bra
instor
m on
the d
iffere
nt wa
ys of
conc
luding
a co
nvers
ation
in di
fferen
t situ
ation
s of
socia
l inter
actio
n.ii)
Tea
cher
to pre
sent s
tuden
ts wi
th a
conv
ersati
on on
a ce
rtain
issue
using
rec
orded
texts
or to
orga
nise a
class
co
nvers
ation
on an
y issu
e.iii)
Teac
her t
o guid
e stud
ents
to no
te do
wn
and s
umma
rise t
he m
ain id
eas o
f the
co
nvers
ation
.iv)
Teac
her t
o assi
gn st
uden
ts gro
up /
indivi
dual
tasks
to su
mmari
se the
main
ide
as of
a con
versa
tion f
rom ta
ped o
r ora
l texts
.v)
Teac
her t
o assi
gn st
uden
ts tas
ks
in gro
ups t
o prac
tice c
onclu
ding
a con
versa
tion i
n diff
erent
socia
l int
eracti
ons.
Oral/
reco
rded t
exts
40
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EARN
ING
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TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
S2.3
Infor
mal a
nd fo
rmal
discu
ssion
s e.g.
me
eting
s
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to:
a) tal
k abo
ut his
or he
r ex
perie
nces
(livin
g co
nditio
n, ed
ucati
on
back
groun
d, fam
ilies a
nd
even
ts).
i) Te
ache
r to e
xpos
e stud
ents
to a v
ariety
of
inform
al dis
cussi
ons.
ii) T
each
er an
d stud
ents
to bra
instor
m on
the
featu
res of
infor
mal d
iscus
sions
.iii)
Teac
her t
o assi
gn st
uden
ts tas
ks in
gro
ups t
o disc
uss p
erson
al ex
perie
nces.
iv) Te
ache
r to g
uide s
tuden
ts to
do
presen
tation
s of t
he ex
perie
nces
discu
ssed a
nd c
orrec
t their
work
.
Is the
stud
ent a
ble to
:1.
talk a
bout
his or
her
expe
rienc
es?2.
presen
t clea
r and
de
tailed
descr
iption
s of
a ran
ge of
subje
cts
or top
ics?
3. us
e idio
matic
ex
pressi
ons
appro
priate
ly?4.
use o
f con
necto
rs an
d coh
esive
devic
es to
produ
ce co
heren
t dis
cussi
on?
5. us
e ap
propri
ate
langu
age v
arieti
es,
regist
ers ac
cordi
ng to
set
ting a
nd pu
rpose?
6. us
e form
al lan
guag
e to
initia
te an
d co
ntribu
te ide
as in
a me
eting
?
20
b) pre
sent c
lear a
nd de
tailed
de
script
ions o
f a ra
nge o
f su
bjects
or to
pics.
i) Te
ache
r to d
emon
strate
prese
nting
clea
r an
d deta
iled d
escrip
tions
by sh
owing
ste
ps to
follo
w e.g
. topic
selec
tion,
selec
tion a
nd ou
tlining
of im
porta
nt po
ints a
nd gi
ving c
orrec
t con
clusio
ns.
ii) T
each
er to
assign
stud
ents
tasks
to
practi
ce pr
esenti
ng cl
ear a
nd de
tailed
de
script
ions o
n an i
ssue.
c) us
e idio
matic
expre
ssion
s ap
propri
ately.
i) Te
ache
r to p
rovide
stud
ents
with
a va
riety
of idi
omati
c exp
ressio
ns.
ii) T
each
er to
brains
torm
stude
nts on
the
uses
and m
eanin
g of t
he id
iomati
c ex
pressi
ons.
41
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ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Siii)
Teac
her t
o dem
onstr
ate us
e of s
ome o
f the
idiom
atic e
xpres
sions
.iv)
Teac
her t
o guid
e stud
ents
to co
nstru
ct sen
tence
s usin
g idio
matic
expre
ssion
s.d)
use o
f con
necto
rs an
d coh
esive
devic
es to
produ
ce co
heren
t dis
cussi
on.
i) Te
ache
r to g
uide t
he st
uden
ts to
identi
fy co
nnec
tors a
nd co
hesiv
e dev
ices f
rom
a tex
t .ii)
Tea
cher
and s
tuden
ts to
discu
ss the
uses
of the
conn
ector
s and
cohe
sive d
evice
s in
the te
xts.
iii) St
uden
ts to
practi
ce us
ing co
nnec
tors
and c
ohesi
ve de
vices
to pro
duce
co
heren
t disc
ussio
ns.
e) us
e app
ropria
te lan
guag
e va
rietie
s, reg
isters
ac
cordi
ng to
settin
g and
pu
rpose.
i) Te
ache
r to p
rovide
stud
ents
with
texts
of dif
feren
t reg
isters
.ii)
Tea
cher
to gu
ide st
uden
ts to
identi
fy fea
tures
of dif
feren
t reg
isters
from
the
texts
given
.iii)
Teac
her t
o sele
ct on
e typ
e of r
egist
er an
d de
mons
trate
langu
age u
se in
that r
egist
er.iv)
Teac
her t
o assi
gn st
uden
ts tas
ks in
gro
ups/i
ndivi
duall
y to s
elect
a reg
ister
and d
emon
strate
prop
er lan
guag
e use
acco
rding
to se
tting a
nd pu
rpose.
Relev
ant te
xts of
dif
feren
t reg
isters
42
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ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Sf)
use f
ormal
langu
age t
o ini
tiate
and c
ontri
bute
ideas
in a m
eetin
g .
i) Te
ache
r to e
xpos
e stud
ents
to a v
ariety
of
forma
l disc
ussio
ns e.
g mee
tings
.ii)
Tea
cher
and s
tuden
ts to
brains
torm
on
the fe
atures
of fo
rmal
discu
ssion
s.iii)
Tea
cher
and s
tuden
ts to
selec
t age
nda f
or a m
eetin
g.iv)
Tea
cher
to gu
ide st
uden
ts to
cond
uct
discu
ssion
s in a
mee
ting s
eque
ntiall
y ad
optin
g the
agen
da of
the m
eetin
g.
v) Te
acher
to cre
ate fo
r stud
ents
differ
ent
interv
iew sit
uatio
ns or
to pro
vide t
hem
with
texts
of int
erview
sessi
ons.
vi) T
each
er to
brains
torm
stude
nts on
im
porta
nt asp
ects
to co
nside
r in a
n int
erview
.vii
) Tea
cher
to de
mons
trate
to stu
dents
thr
ough
use o
f que
stion
s and
answ
ers
how
to pro
vide p
erson
al inf
ormati
on on
qu
alific
ation
s req
uired
.
43
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ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
S2.4
Inter
views
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to
a) pro
vide p
erson
al inf
ormati
on flu
ently
on
quali
ficati
on an
d ex
perie
nces
requir
ed in
an
inter
view.
b) res
pond
to qu
estion
s with
ea
se in
an in
tervie
w.
c) ask
appro
priate
ly for
cla
rifica
tion w
here
it is
need
ed.
d) us
e app
ropria
te lan
guag
e to
show
agree
ment
or dis
agree
ment.
i) Te
ache
r to g
uide s
tuden
ts ho
w to
respo
nd
to an
d ask
quest
ions a
pprop
riatel
y in a
n int
erview
.ii)
Tea
cher
to pro
vide s
tuden
ts wi
th ex
ample
s of p
olite
terms
that
can b
e used
to
show
agree
ment
or dis
agree
ment
in an
int
erview
.iii)
Teac
her t
o assi
gn st
uden
ts tas
ks in
gro
ups t
o cre
ate an
d dev
elop a
n int
erview
situa
tion.
iv) St
uden
ts to
practi
ce us
ing ro
le pla
y tak
ing al
terna
te tur
ns of
inter
viewe
r and
int
erview
ee.
v) Te
ache
r to u
se qu
estion
s and
answ
ers to
gu
ide st
uden
ts to
evalu
ate th
e inte
rview
ses
sion c
ondu
cted i
n clas
s and
lang
uage
us
ed.
Oral
and w
ritten
Int
erview
Is the
stud
ent a
ble to
:1.
provid
e pers
onal
inform
ation
fluen
tly
on qu
alific
ation
and
expe
rienc
es req
uired
in
an in
tervie
w?2.
respo
nd to
quest
ions
with
ease
in an
int
erview
?3.
ask ap
propri
ately
for
clarifi
catio
n whe
re it
is ne
eded
?4.
use a
pprop
riate
langu
age t
o sho
w ag
reeme
nt or
disag
reeme
nt?
10
2.5 Pr
esenti
ng sp
eech
es on
diffe
rent is
sues
includ
ing cr
oss c
utting
iss
ues
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to:
a) pre
sent a
spee
ch on
an
issue
.
i) Te
ache
r and
stud
ents
to sel
ect a
topic
for
a spe
ech.
ii) T
each
er to
demo
nstra
te ho
w to
plan,
organ
ise po
ints f
or sp
eech
prese
ntatio
ns.
Relev
ant te
xts,
dictio
narie
sIs
the st
uden
t able
to:
1. pre
sent a
spee
ch on
an
issu
e?
20
44
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IC O
BJEC
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STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Sb)
answ
er qu
estion
s rais
ed
after
deliv
ering
a sp
eech
.iii)
Teac
her t
o guid
e stud
ents
using
quest
ions
and a
nswe
rs on
how
to an
swer
quest
ions
after
deliv
ering
a sp
eech
.iv)
Teac
her t
o guid
e stud
ents
on us
ing
appro
priate
voca
bular
y by m
aking
ref
erenc
e to r
eleva
nt tex
ts an
d dic
tiona
ries.
v) Te
ache
r to a
ssign
stud
ents
tasks
to do
in
group
s to s
elect
a top
ic, pr
epare
a sp
eech
an
d pres
ent it
.vi)
Stud
ents
to pra
ctise
presen
ting t
heir
spee
ches
in cla
ss.vii
) Tea
cher
to giv
e con
cludin
g rem
arks o
n the
way
the s
peec
hes w
ere pr
esente
d and
the
lang
uage
used
.
2. an
swer
quest
ions
raised
after
deliv
ering
a s
peec
h?
3.0 R
EADI
NG3.1
Rea
ding I
ntens
ively
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to:
a) ob
tain d
etaile
d inf
ormati
on an
d ide
as,
from
selec
ted te
xts.
Teac
her t
o guid
e stud
ents
to re
ad a
varie
ty of
texts
so as
to ex
tract
detai
led in
forma
tion
and i
deas
from
the s
electe
d tex
ts.
Is the
stud
ent a
ble to
:1.
obtai
n deta
iled
inform
ation
and i
deas
from
selec
ted te
xts?
2. ou
tline s
ignific
ant
point
s in s
electe
d tex
ts?
28
45
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BJEC
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STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Sb)
outlin
e sign
ifican
t poin
ts in
selec
ted te
xts.
i) Te
ache
r to a
ssign
stud
ent a
read
ing
activ
ity fo
llowe
d by i
denti
fying
sig
nifica
nt po
ints i
n a se
lected
text
Stude
nts to
disp
lay si
gnific
ant p
oints
identi
fied f
rom te
xt rea
d. ii)
Stud
ents
to co
mpare
point
s of e
ach
group
and a
gree w
hich g
roup n
eeds
to
impro
ve.
3. ide
ntify
idiom
atic
expre
ssion
s and
reg
ister
differ
ence
s fro
m wr
itten t
exts?
4. sta
te ma
in co
nclus
ion
from
argum
entat
ive
texts?
5. dis
tingu
ish be
twee
n sta
ted op
inion
and
facts?
c) ide
ntify
idiom
atic
expre
ssion
s and
regis
ter
differ
ence
s from
writ
ten
texts.
i) Te
ache
r to a
sk st
uden
ts to
menti
on so
me
idiom
atic e
xpres
sions
that
they k
now.
ii) T
each
er to
provid
e stud
ents
with
texts
with
idiom
atic e
xpres
sions
and a
ssign
stu
dents
to id
entif
y the
m an
d the
ir me
aning
s from
the t
exts.
iii) Te
ache
r to p
rovide
stud
ents
with
texts
of dif
feren
t reg
isters
and a
ssign
stud
ents
in gro
ups t
o ide
ntify
regist
er dif
feren
ces
from
the te
xts.
Relev
ant te
xts
d) sta
te ma
in co
nclus
ion
from
argum
entat
ive te
xts.
Teac
her t
o guid
e stud
ents
in sm
all gr
oups
to
study
texts
with
certa
in arg
umen
ts an
d ide
ntify
main
conc
lusion
s from
the t
exts.
46
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NG A
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EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Se)
distin
guish
betw
een s
tated
op
inion
and f
acts.
i) Te
ache
r and
stud
ents
to bra
instor
m the
dif
feren
ce be
twee
n opin
ion an
d fac
ts.ii)
The
teac
her t
o exp
ose s
tuden
ts to
a va
riety
of tex
ts wi
th fac
ts an
d opin
ions.
iii) Te
ache
r to a
ssign
stud
ents
group
work
ac
tivitie
s to d
isting
uish b
etwee
n fac
ts an
d opin
ions.
3.2 R
ead i
ndep
ende
ntly a
va
riety
of tex
tsBy
the e
nd of
the s
ub to
pic th
e stu
dent
shou
ld be
able
to a)
extra
ct inf
ormati
on
from
non fi
ction
work
(bi
ograp
hy).
b) sta
te inf
ormati
on ob
taine
d fro
m ne
wspa
per a
nd
adve
rtisem
ents.
c) su
mmari
se inf
ormati
on
from
news
item,
artic
les
and r
eport
s.
i) Te
ache
r to p
rovide
stud
ents
with
a va
riety
of tex
ts inc
luding
biog
raphy
, ne
wspa
pers,
repo
rts an
d arti
cles o
n a
varie
ty of
issue
s.ii)
Tea
cher
to gu
ide st
uden
ts thr
ough
qu
estion
s and
answ
ers to
extra
ct inf
ormati
on m
aking
refer
ence
from
bio
graph
y, ne
wspa
per, a
dvert
iseme
nt an
d oth
ers th
ey ha
ve re
ad by
notin
g dow
n po
ints.
iii) Te
ache
r to a
ssign
stud
ents
indivi
dual/
gro
up as
signm
ent o
n writ
ing su
mmari
es fro
m ne
ws ite
ms, a
rticle
s and
repo
rts.
Biog
raphy
, ne
wspa
pers
and c
utting
s of
adve
rtisem
ents.
Is the
stud
ent a
ble to
:1.
extra
ct inf
ormati
on
from
non fi
ction
work
?2.
state
inform
ation
ob
taine
d from
ne
wspa
per a
nd
adve
rtisem
ents?
3. su
mmari
se inf
ormati
on
from
news
item,
art
icles
and r
eport
s?
14
47
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SSP
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TIVE
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ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
S3.3
Rea
ding a
nd op
eratin
g tec
hnica
l dev
ices e
.g.
ATM
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to:
a) int
erpret
corre
ctly
techn
ical in
struc
tions
in
opera
ting t
echn
ologic
al de
vices,
e.g.
ATM
.
i) Te
ache
r to m
ake a
draw
ing of
an AT
M
mach
ine an
d hav
e the
instr
uctio
ns us
ed
for op
eratin
g it w
ritten
on a
piece
of
pape
r in a
step
by st
ep m
anne
r.ii)
Stud
ents
to be
prov
ided w
ith a
simula
ted
bank
card
and t
ake t
urns i
n rea
ding a
nd
follow
ing th
e ins
tructi
onso
n a pi
ece o
f pa
per.
A dra
wing
of an
AT
M m
achin
e and
ins
tructi
ons f
or op
eratin
g it
Is the
stud
ent a
ble to
:1.
interp
ret co
rrectl
y tec
hnica
l instr
uctio
ns
in op
eratin
g tec
hnolo
gical
devic
es?
2. us
e tec
hnolo
gical
devic
es aft
er rea
ding
instru
ction
s?
6
b) us
e tec
hnolo
gical
devic
es aft
er rea
ding
instru
ction
s.
Whe
re po
ssible
stud
ents
to ma
ke a
study
visit
to
a ban
k with
an AT
M m
achin
e and
watc
h as
a ban
k offi
cer i
nstru
cts th
em to
opera
te it.
4.0 W
RITI
NG4.1
Writ
ing M
inutes
, Cu
rricu
lum vi
tae an
d Re
ports
.
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to:
a) w
rite c
lear a
nd
detai
led re
ports
.b)
use p
assive
voice
co
rrectl
y in s
cienti
fic
report
.
i) Te
ache
r and
stud
ents
to dis
cuss
how
they
would
writ
e a re
port
on a
given
even
t.ii)
Tea
cher
and s
tuden
ts to
brains
torm
impo
rtant
point
s to i
nclud
e in a
repo
rt of
a give
n eve
nt.iii)
Stud
ents
to be
assig
ned a
n acti
vity o
f wr
iting a
repo
rt in
group
s.iv)
Grou
p rep
orts t
o be d
isplay
ed an
d tea
cher
and s
tuden
ts to
discu
ss the
m in
terms
of la
yout,
title,
brev
ity of
idea
s, log
ical a
rrang
emen
t of i
deas,
Extra
cts of
samp
le rep
orts
Is the
stud
ent a
ble to
:1.
write
clea
r and
de
tailed
repo
rts?
2. us
e pass
ive vo
ice
corre
ctly i
n scie
ntific
rep
ort?
3. pro
duce
minu
tes fr
om
a mee
ting c
orrec
tly?
48
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ECIF
IC O
BJEC
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STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Sus
e of i
ndire
ct sp
eech
and u
se of
passi
ve
voice
in sc
ientifi
c rep
orts.
iv) St
uden
ts to
impro
ve th
eir re
ports
ind
ividu
ally o
r in g
roups
after
the
discu
ssion
.
4. co
mplet
e form
s and
qu
estion
naire
s?
5. wr
ite a
Curri
culum
vit
ae co
rrectl
y ?
20
c) pro
duce
minu
tes fr
om a
meeti
ng.
i) Te
ache
r and
stud
ents
discu
ss ho
w to
write
the
minu
tes fo
r a m
eetin
g em
phasi
sing
on te
nse t
o be
used
and
vario
us as
pects
to
cons
ider
e.g (
parti
cipan
ts an
d the
ir rol
es, ag
enda
, tim
e, da
te an
d da
y of
the
meeti
ngs, A
OB) u
sing s
ample
minu
tes.
ii) T
each
er to
guide
stu
dents
to
elect
chair
perso
n and
secre
tary o
f the
mee
ting
befor
e the
disc
ussio
n an
d bri
ef the
class
on
their
dutie
s as w
ell as
wha
t the c
lass i
s su
ppos
ed to
do af
ter th
e mee
ting.
iii) Te
ache
r to p
lan an
d con
duct
meeti
ngs t
o dis
cuss
certa
in iss
ues r
eleva
nt to
stude
nts
welfa
re.iv)
Teac
her t
o gu
ide st
uden
ts to
discu
ss the
ag
enda
to be
adop
ted fo
r the
mee
ting.
v) Te
ache
r to
guide
the s
tuden
ts to
cond
uct
a mee
ting a
nd to
assig
n the
m the
task
of
writin
g the
minu
tes fo
r the
mee
ting.
Samp
le mi
nutes
49
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UB T
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ECIF
IC O
BJEC
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STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Sd)
comp
lete f
orms a
nd
quest
ionna
ires .
i) Stu
dents
to be
prov
ided w
ith fo
rms a
nd
quest
ionna
ires t
o fill i
n ind
ividu
ally o
r in
group
s.ii)
Tea
cher
and s
tuden
ts to
discu
ss ho
w the
for
ms an
d que
stion
naire
s sho
uld ha
ve
been
comp
leted
.
Samp
les of
co
mplet
ed an
d un
comp
leted
qu
estion
naire
s
e) wr
ite a
Curri
culum
vitae
.i)
Teac
her t
o disc
uss t
he us
e of, f
ormat
and
thing
s usu
ally i
nclud
ed in
a CV
using
sam
ples o
f a C
V.ii)
Tea
cher
to gu
ide st
uden
ts to
practi
ce
writin
g the
ir CV
s.
Samp
les of
CV
4.2 W
riting
news
pape
r art
icles,
poste
rs an
d ad
verti
semen
ts for
inc
ome g
enera
tion
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to:
a) wr
ite ar
ticles
for
maga
zines
and
news
pape
rs.
i) Te
ache
r to p
rovide
stud
ents
with
sample
s of a
few
intere
sting
artic
les fo
r ma
gazin
es an
d new
spap
ers.
ii) T
each
er to
guide
stud
ents
to dis
cuss
some
of th
e prev
alent
featur
es an
d ide
as of
artic
les fo
r mag
azine
s and
ne
wspa
pers
using
the s
ample
s.iii)
Stud
ents
in the
ir gro
ups t
o brai
nstor
m on
the i
ssues
to wr
ite ab
out in
a ne
wspa
per o
r in a
mag
azine
of th
eir
choic
e.iv)
Teac
her t
o guid
e stud
ents
to pla
n, org
anize
and p
roduc
e arti
cles f
or ne
wspa
pers
and o
r mag
azine
s.
Samp
le art
icles
from
news
pape
rs an
d mag
azine
s
Is the
stud
ent a
ble to
:1.
write
artic
les fo
r ma
gazin
es an
d ne
wspa
pers?
2. de
sign p
oster
s?
3. wr
ite do
wn
adve
rtisem
ents
?
20
50
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UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Sb)
desig
n pos
ters.
c) wr
ite do
wn
adve
rtisem
ents
.
i) Te
ache
r and
stud
ents
to arr
ange
for a
fie
ld stu
dy to
obser
ve ne
arby p
oster
s, bil
l bo
ards a
nd ad
verti
semen
ts.ii)
Tea
cher
and s
tuden
ts to
brains
torm
on th
e fea
tures
and l
angu
age u
se of
adve
rtisem
ents
and p
oster
s.iii)
Teac
her t
o dist
ribute
samp
les of
poste
rs an
d adv
ertise
ments
to st
uden
ts in
class.
iv) Te
ache
r to g
uide s
tuden
ts to
discu
ss the
featu
res an
d lan
guag
e use
of ad
verti
semen
ts an
d pos
ters f
rom th
e sam
ples.
v) Stu
dents
to pr
actic
e in g
roups
the w
riting
of
poste
rs an
d adv
ertise
ments
and d
isplay
the
m on
the c
lassro
om no
tice b
oards
.
4.3 C
reativ
e and
factu
al wr
iting
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to
a) de
fine c
reativ
e writ
ing.
i) Te
ache
r to p
rovide
texts
writ
ten
creati
vely
and t
hose
with
factua
l writ
ing.
ii) T
each
er to
guide
stud
ents
to co
mpare
and
contr
ast te
xts w
ritten
crea
tively
and t
hose
with
factua
l writ
ing.
Relev
ant te
xtsIs
the st
uden
t able
to:
1. de
fine c
reativ
e wr
iting
10
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ACHI
NG A
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EARN
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STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Sb)
expla
in the
diffe
rence
s an
d sim
ilarit
ies be
twee
n cre
ative
writ
ing an
d fac
tual w
riting
.
iii) Te
ache
r to g
uide s
tuden
ts to
defin
e the
ter
m cre
ative
writ
ing an
d fac
tual w
riting
by
the g
uide o
f the
texts
prov
ided.
2. ex
plain
the
differ
ence
s and
sim
ilarit
ies be
twee
n cre
ative
writ
ing an
d fac
tual w
riting
4.4 W
riting
Short
stori
esBy
the e
nd of
the s
ub to
pic
the st
uden
t sho
uld be
able
to:a)
Mak
e a di
stinc
tion
betw
een a
nove
l and
a sh
ort st
ory.
b) de
velop
a plo
t and
set
ting.
c) cre
ate m
inor a
nd m
ain
chara
cters.
d)
selec
t the m
ain
messa
ges /
them
es.
e) wr
ite a
short
story
.
i) Te
ache
r to g
uide s
tuden
ts to
selec
t a tit
le,
settin
g, me
ssage
, plot
and c
harac
ters o
f the
short
story
in gr
oups
.ii)
Tea
cher
to gu
ide st
uden
ts to
deve
lop th
e set
ting,
plot, m
ain an
d mino
r cha
racter
s of
the sh
ort st
ory.
iii) Te
ache
r to g
uide s
tuden
ts to
selec
t the
main
theme
s/mess
ages
of the
short
story
. iv)
Stud
ents
to dra
ft an
d writ
e sho
rt sto
ries.
Relev
ant te
xtsIs
the st
uden
t able
to:
1. de
velop
a plo
t and
set
ting?
2. cre
ate th
e mino
r and
the
main
chara
cters?
3. sel
ect th
e main
me
ssage
s /the
mes?
4. wr
ite th
e sho
rt sto
ry us
ing ac
curat
e pu
nctua
tion a
nd
capti
vatin
g lan
guag
e to
susta
in int
erest?
20
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ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
S4.5
Writ
ing Pl
ays
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to
a) Di
sting
uish a
play
from
a n
ovel/
short
story
.
b) ide
ntify
title a
nd se
tting.
c) de
velop
plot
d) de
velop
acts
and s
cene
s.
e) cre
ate m
ain an
d mino
r ch
aracte
rs.
f) sel
ect th
e main
me
ssage
s/ the
mes.
g) wr
ite th
e play
.
i) Te
ache
r to g
uide s
tuden
t to id
entif
y title
, set
ting,
main
and m
inor c
harac
ters.
ii) T
each
er to
guide
stud
ents
to de
velop
the
plot.
iii) St
uden
ts to
selec
t the m
ain m
essag
es or
theme
s tha
t they
wan
t to co
nvey
.iv)
Teac
her t
o guid
e stud
ents
to wr
ite th
e pla
y usin
g rele
vant
literar
y tec
hniqu
es.
Relev
ant te
xtsIs
the st
uden
t able
to:
1. ide
ntify
title a
nd
settin
g of p
lays?
2. de
velop
plot
of
plays
?
3. de
velop
acts
and
scene
s of p
lays?
4. cre
ate m
ain an
d mi
nor c
harac
ters o
f pla
ys?
5. sel
ect th
e main
me
ssage
s / th
emes
of pla
ys?
6. wr
ite th
e play
s?
20
4.6 W
riting
poem
s.By
the e
nd of
the s
ub to
pic
the st
uden
t sho
uld be
able
to:a)
identi
fy titl
e and
type
of
poem
.b)
selec
t the m
ain m
essag
e/ the
mes.
i) Te
ache
r to b
rains
torm
on is
sues
to wr
ite
a poe
m ab
out.
ii) T
each
er to
guide
stud
ents
to ide
ntify
a su
itable
title
and t
ype o
f poe
m.iii)
Stud
ents
to sel
ect th
e main
mess
ages
or the
mes.
Relev
ant te
xtsIs
the st
uden
t able
to:
1. Ide
ntify
title a
nd ty
pe
of po
ems?
2. sel
ect th
e main
me
ssage
/ them
es of
poem
s?
20
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UB T
OPIC
SSP
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IC O
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TIVE
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ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Sc)
organ
ise th
e poe
m int
o sta
nza a
nd se
quen
ce.
d) wr
ite th
e poe
m us
ing
appro
priate
figure
s of
spee
ch, to
ne an
d voic
e.
iv) Th
e tea
cher
to gu
ide st
uden
ts to
organ
ise
the po
em in
to sta
nzas
and s
eque
nce
taking
into
cons
iderat
ion th
e typ
e of p
oem
selec
ted.
v) Stu
dents
to w
rite t
he po
em us
ing ac
curat
e pu
nctua
tion a
nd us
ing ac
curat
e figu
res of
sp
eech
, tone
and v
oice .
3. org
anise
the p
oem
into s
tanza
and
seque
nce?
4. wr
ite th
e poe
m us
ing
accu
rate fi
gures
of
spee
ch, to
ne an
d vo
ice?
5.0 A
PPRE
CIAT
ING
LITE
RARY
WOR
K5.1
Nov
els an
d sho
rt sto
ries
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to:
a) an
alyse
settin
g, plo
t, ch
aracte
rs, an
d lite
rary
techn
iques
used
in
selec
ted te
xts.
b) cri
ticall
y disc
uss t
heme
s of
a sele
cted t
ext.
c) giv
e a cr
itical
review
of
a nov
el or
short
story
.d)
evalu
ate th
e rele
vanc
e of
messa
ges t
o co
ntemp
orary
socie
ty.
i) Stu
dent
to rea
d a pa
rticu
lar se
lected
no
vel o
r sho
rt sto
ry.ii)
Tea
cher
and s
tuden
ts to
identi
fy ele
ments
of ch
aracte
rs, pl
ot, se
tting a
nd
techn
iques
of a p
articu
lar se
lected
nove
l or
short
story
.iii)
Stud
ents
to dis
cuss
critic
ally t
heme
s fro
m a p
articu
lar se
lected
nove
l or s
hort
story
in gro
ups u
nder
the gu
idanc
e of t
he
teach
er.iv)
Stud
ent to
evalu
ate th
e rele
vanc
e of a
pa
rticu
lar se
lected
nove
l or s
hort
story
in co
ntemp
orary
socie
ty in
group
s.v)
Teac
her t
o guid
e stud
ents
to co
mpare
an
d con
trast
pairs
of se
lected
nove
ls or
short
stori
es in
group
s.
Selec
ted no
vels,
sh
ort st
ories
and
dictio
nary.
Is the
stud
ent a
ble to
:1.
analy
se set
ting,
plot, c
harac
ters,
and
literar
y tec
hniqu
es us
ed in
selec
ted te
xts?
2. cri
ticall
y disc
uss
theme
s of a
selec
ted
text?
3. giv
e a cr
itical
review
of
a nov
el or
short
sto
ry?4.
evalu
ate th
e rel
evan
ce of
me
ssage
s to
conte
mpora
ry so
ciety?
28
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OPIC
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ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Se)
comp
are an
d con
trast
pairs
of se
lected
nove
l or
short
stori
es.
vi) Te
ache
r to g
uide s
tuden
ts to
do
presen
tation
s of fi
nding
s from
the
discu
ssion
s on c
ompa
ring a
nd co
ntrast
ing
pairs
of se
lected
nove
ls or
short
stori
es in
group
s.vii
) Stud
ent to
do a
critic
al rev
iew of
a no
vel o
r sho
rt sto
ry in
group
s und
er the
su
pervi
sion o
f the
teac
her.
5. co
mpare
and c
ontra
st pa
irs of
selec
ted
nove
l or s
hort
storie
s?
5.2 Pl
ays
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to:
a) an
alyse
eleme
nts of
ch
aracte
rs, pl
ot, se
tting
and l
iterar
y tec
hniqu
es us
ed in
the s
electe
d pla
ys.
b) dis
cuss
theme
s from
sel
ected
play
s.
c) an
alyse
play w
rights
’ sty
le in
selec
ted pl
ays .
d) dis
cuss
the re
levan
ce of
pla
ys in
conte
mpora
ry so
ciety.
i) Stu
dent
to rea
d a pa
rticu
larsel
ected
play
.ii)
Tea
cher
and s
tuden
ts to
identi
fy ele
ments
of ch
aracte
rs, pl
ot, se
tting a
nd
techn
iques
of a p
articu
lar se
lected
play
.iii)
Stud
ent to
analy
se ele
ments
of
chara
cters,
plot,
settin
g and
tech
nique
s of
a part
icular
selec
ted pl
ay in
grou
ps
makin
g refe
rence
to th
e sele
cted p
lay.
iv) St
uden
ts to
discu
ss the
mes f
rom a
parti
cular
selec
ted pl
ay in
grou
ps
makin
g refe
rence
to th
e sele
cted p
lay.
v) Te
ache
r to g
uide s
tuden
t to di
scuss
the
relev
ance
of pl
ays i
n con
tempo
rary
socie
ty.
Selec
ted pl
ays a
nd
audio
visu
al.Is
the st
uden
t able
to:
1. an
alyse
eleme
nts
of ch
aracte
rs,
plot, s
etting
and
techn
iques
of sel
ected
play
s
2. dis
cuss
theme
s from
sel
ected
play
s
3. an
alyse
playw
rights
sty
le in
selec
ted pl
ays
4. dis
cuss
the
relev
ance
of pl
ays i
n co
ntemp
orary
socie
ty
28
55
TOPI
CS/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Se)
comp
are an
d con
trast
pairs
of se
lected
play
s.vi)
Teac
her t
o guid
e stud
ents
throu
gh
quest
ions a
nd an
swers
to co
mpare
and
contr
ast pa
irs of
selec
ted pl
ays.
5. co
mpare
and c
ontra
st pa
irs of
selec
ted
plays
5.3 Po
etry
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to:
a) pa
raphra
se sel
ected
po
ems.
b) de
scribe
the i
nferre
d ma
in ide
as or
them
es us
ing ev
idenc
e from
sel
ected
poem
s.
c) dis
cuss
poeti
c dev
ices
used
in se
lected
poem
s.
d) rec
ite po
ems.
e) dra
matis
e sele
cted
poem
s.
i) Te
ache
r to d
istrib
ute se
lected
poem
s to
stude
nts an
d assi
gn th
em to
read
.ii)
Tea
cher
to de
mons
trate
re wr
iting t
he
poem
in hi
s/ he
r own
word
s.iii)
Teac
her t
o guid
e stud
ents
to pa
raphra
se sel
ected
poem
s in g
roups
.iv)
Teac
her t
o guid
e stud
ents
throu
gh
quest
ions a
nd an
swers
to di
scove
r the
inf
erred
main
idea
s or t
heme
s usin
g ev
idenc
e from
selec
ted p
oems
in
group
s.v)
Teac
her t
o guid
e stud
ents
to dis
cuss
poeti
c dev
ices u
sed in
selec
ted po
ems.
vi) S
tuden
ts rec
ite po
ems i
n pair
s.vii
) Stud
ents
drama
tise s
electe
d poe
ms in
pa
irs.
Selec
ted p
oems
.Is
the st
uden
t able
to:
1. pa
raphra
se sel
ected
po
ems?
2. de
scribe
the
inferr
ed m
ain id
eas
or th
emes
using
ev
idenc
e from
sel
ected
poem
s?3.
discu
ss po
etic d
evice
s us
ed in
selec
ted
poem
s?4.
recite
poem
s?
5. dra
matis
e sele
cted
poem
s?
28
56
TOPI
CS/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
S6.0
INTE
RPRE
TATI
ON
AND
TRAN
SLAT
ION
6.1 In
terpre
tation
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to:
a) de
fine i
nterpr
etatio
n.
b) ex
plain
the m
ain
princ
iples
of int
erpret
ation
.
c) int
erpret
short
texts
from
En
glish
to K
iswah
ili an
d vic
e vers
a.
d) ev
aluate
inter
pretat
ion
done
from
Eng
lish t
o Ki
swah
ili an
d vice
ve
rsa.
e) int
erpret
vario
us te
xts.
i) Te
ache
r to g
uide s
tuden
ts to
defin
e the
ter
m int
erpret
ation
. ii)
Tea
cher
to gu
ide st
uden
ts to
expla
in ma
in pri
ncipl
es of
interp
retati
on.
iii) Te
ache
r to p
rovide
Eng
lish a
nd
Kisw
ahili
texts
for in
terpre
tation
.iv)
Teac
her t
o assi
gn st
uden
ts tas
ks
indivi
duall
y/ gro
ups t
o inte
rpret
texts
from
Engli
sh to
Kisw
ahili
and v
ice
versa
.v)
Teac
her a
nd st
uden
ts ev
aluate
int
erpret
ation
done
from
Eng
lish t
o Ki
swah
ili an
d vice
versa
.vi)
Stud
ents
role-p
lay as
inter
preter
s.
Relev
ant T
exts
Is the
stud
ent a
ble to
:1.
defin
e inte
rpreta
tion?
2. ex
plain
the m
ain
princ
iples
of int
erpret
ation
?3.
interp
ret sh
ort sp
oken
tex
ts fro
m En
glish
to
Kisw
ahili
and v
ice
versa
?4.
evalu
ate
interp
retati
on do
ne
from
Engli
sh to
Ki
swah
ili an
d vice
ve
rsa?
5. int
erpret
vario
us
texts?
25
6.2 Tr
ansla
tion
By th
e end
of th
e sub
topic
the
stud
ent s
hould
be ab
le to:
a) de
fine t
ransla
tion
b) ex
plain
the m
ain
princ
iples
of tra
nslat
ion.
i) Te
ache
r to g
uide s
tuden
ts to
defin
e the
ter
m tra
nslat
ion.
ii) T
each
er to
guide
stud
ents
to ex
plain
the
main
princ
iples
of tra
nslat
ion .
iii) Te
ache
r to p
rovide
Eng
lish a
nd
Kisw
ahili
texts
for tr
ansla
tion.
Relev
ant T
exts
Is the
stud
ent a
ble to
:1.
defin
e tran
slatio
n ?2.
expla
in the
main
pri
ncipl
es of
trans
lation
?
20
57
TOPI
CS/ S
UB T
OPIC
SSP
ECIF
IC O
BJEC
TIVE
STE
ACHI
NG A
ND L
EARN
ING
STRA
TEGI
ES
TEAC
HING
AN
D LE
ARNI
NG
RESO
URCE
SAS
SESS
MEN
TES
TIM
ATED
NU
MBE
R OF
PE
RIOD
Sc)
trans
late s
hort
texts
from
Engli
sh to
Kisw
ahili
and
vice v
ersa.
d) ev
aluate
tran
slatio
n don
e fro
m En
glish
to K
iswah
ili an
d vice
versa
.
iv) St
uden
ts ev
aluate
tran
slatio
n don
e from
En
glish
to K
iswah
ili an
d vice
versa
.3.
trans
late s
hort
texts
from
Engli
sh to
Ki
swah
ili an
d vice
ve
rsa?
4. ev
aluate
tran
slatio
n do
ne fr
om E
nglis
h to
Kisw
ahili
and v
ice
versa
?