1.

0 PREAMBLE

This Junior Certificate English syllabus is meant to provide a guideline on work to be covered in the first two years of secondary education. It is
intended to build onto the work covered in the primary school and also lay a broad foundation for Ordinary Level English. The syllabus covers
objectives of not only the broad knowledge and skills but also the objectives for the inculcation of acceptable attitudes, values and habits in the
learning and teaching of English Language and Literature in English in Zimbabwe. Work covered in this two-year course should prepare the pupils
for effective communication in all spheres of life while at the same time imparting language skills that will enable them to proceed to
Ordinary Level and beyond and pursue their academic and vocational training without difficulty.

2.0 AIMS

The syllabus aims to:

2.1 extend the pupils skills of listening, speaking, reading and writing so as to enable them to participate fully and creatively in the social,
political, economic and community life of their country;
2.2 further develop the pupils linguistic knowledge and skills to a point where they can communicate appropriately and effectively with
other speakers of English;
2.3 equip pupils with such language skills as will help them advance themselves in the acquisition of vocational skills or in the undertaking
of further studies in a wide variety of disciplines;
2.4 lay the foundation for the life long habit of reading extensively for enjoyment and knowledge;
2.5 expose pupils to the values of their society as well as those of other societies;
2.6 stimulate and foster the creative writing talent in pupils;
2.7 develop an appreciation for aesthetic qualities of literature;
2.8 expose pupils to political, social, economic, scientific and technological experiences of characters in selected with a view to promoting
an appreciation of their and other peoples morals, values, attitudes, beliefs and cultures;
2.9 lay a sound background for the study of literature at higher levels

3.0 ASSESSMENT OBJECTIVES

3.1 LANGUAGE

3.1.1 WRITING : FREEE AND GUIDED

By the end of the two-year course, pupils should be able to:

3.1.1 a) use grammatical conventions accurately and appropriately;

b) construct sentences correctly, with special regard to length, variety and structure;
c) spell and punctuate correctly;
d) use a wide range of vocabulary appropriate to context;
e) write on a topic with clarity, logic and relevance;
f) organize their work in a structured manner, with an introduction, a body and a conclusion, using appropriate cohesive devices;
g) write creatively and fluently;
h) use a style appropriate to specific pieces of writing.

3.1.2 write free compositions in modes such as descriptive, narrative, explanatory and argumentative;
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3.1.3 write guided compositions based on notes, pictures and a variety of source materials, and be able to:

a) use the skills of selection, rearrangement, elaboration and interpretation;

b) write in specialized forms such as reports, speeches, minutes, memos, telegrams, business and personal letters and
letters to the print media.

3.2.0 COMPREHENSION

By the end of the two- year course, pupils should be able to:

3.2.1 locate detail and answer questions based on a text;

3.2.2 identify and place a series of events in a text in chronological order;
3.2.3 deduce the meanings of words, closes and phrases as used in a text;
3.2.4 draw inferences from specific statements in a text;
3.2.5 evaluate characters and events in a text

3.3 LANGUAGE USAGE

By the end of the two- year course, pupils should be able to:
3.3.1 use language structures correctly in a given context;
3.3.2 express such concepts as time, comparison, condition and reason accurately;
3.3.3 use the appropriate register in any given context.

3.4 LITERATURE IN ENGLISH

By the end of the two-year course, pupils should be able to:

3.4.1 identify the theme(s) of a text;

3.4.2 outline a simple plot;
3.4.3 describe the actions, feelings, motives and qualities of characters in a text;
3.4.4 identify and explain ideas and issues raised in a text;
3.4.5 comment on elements of culture portrayed in a text;
3.4.6 comment on the effect of any literary techniques used in a text;
3.4.7 explain why they like or dislike a text;
3.4.8 discuss the authors attitude to his/her subject.

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4.0 SCHEME OF ASSESSMENT

4.1 DISTRIBUTION AND WEIGHTING OF PAPERS

PAPER SECTIONS AND DESCRIPTION MARKS WEIGHTING

1 Section A: Free Composition 25 40%
Section B: Guided Composition 15
2 Section A: Comprehension 25
Section B: Language usage 15 60%
Section C: Literature in English 20
Total 100 100%

4.2 SPECIFICATION GRID

SECTIONS AND
PAPER DESCRIPTION
1 Section A: Free Composition
Section B: Guided Composition
2 Section A: Comprehension
Section B: Language usage
Section C: Literature in English
OBJECTIVES
3.1.1; 3.1.2; 3.3.1; 3.3.3
3.1.1; 3.1.3; 3.3.1; 3.3.3
3.2.1; 3.2.2; 3.2.4; 3.2.5; 3.2.6
3.1.1; 3.3.1; 3.3.2; 3.3.3
3.2.1; 3.2.2; 3.2.3; 3.2.4; 3.2.5; 3.2.6;3.4.1; 3.4.2; 3.4.3; 3.4.5; 3.4.6; 3.4.7; 3.4.8

4.3 PAPER DESCRIPTIONS

PAPER 1 ( 1 hr 30 min : 40 marks )

This paper consists of two sections as follows:

Section A: Free Composition (25 marks )

Candidates are advised to spend about one hour on this section and to pay attention to legibility and neatness of presentation.
Candidates will be required to compose a piece of continuous writing on one topic chosen from six topics that fall within their comprehension
and experiences. The topics will cover the narrative, descriptive, argumentative and simple explanatory types. The length of the composition
should be 250 300 words.

Section B : Guided Composition (15 marks )

Candidates are advised to spend about thirty minutes on this section and to pay attention to legibility and neatness of presentation.
There will be one compulsory question in this section. Material for this section will come from a wide range of sources and will include writing
a composition or letter based on given notes. Candidates may be asked to write a report, interpret a map, a diagram, a manual or other
sources.

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PAPER II ( 2 hours : 60 marks )

This paper comprises three sections as follows:

Section A : Comprehension ( 25 marks )

Candidates are advised to spend about 50 minutes on this section.

A passage of about 400- 500 words in length will be set in order to test candidates reading and comprehension skills.
Candidates will be expected to use their own words as far as possible when answering the questions, unless the question specifically requires
them to quote verbatim from the passage.

Section B : Supporting language Structures (15 marks)

Candidates are advised to spend about 30 minutes on this section.

The supporting language structures will not be tested in isolation but in the context of a written passage, mainly the comprehension passage in
Section A.

Section C : Literature in English ( 20 marks )

Candidates are advised to spend about 40 minutes on this section.

two questions will be set on two set texts, each question consisting of two parts, (a) and (b). Candidates are expected to answer only one of the
two questions. They should attempt both (a) and (b) of whichever question they choose. In each question, part (a) will be a text-based question on
one of the set books, while (b) will be an essay-type question on the other set book. The passage for a text-based question will be approximately
150 words in length.

5.0 METHODOLOGY

It is recommended that the communicative approach be adopted for teaching this syllabus. Using this approach, language forms and
structures are learnt by using them in situational contexts rather than as isolated forms. Language is learnt through meaningful interactions
such as information exchange and other communicative tasks and activities. In the teaching of literature, teachers are encouraged to be
creative in order to stimulate high levels of pupil participation. Monotonous class readings of texts should be avoided. Another approach, the
critical approach, can also be used in the teaching of both Literature and the reading skill. The approach uses activities that enhance the
pupils critical faculties. Such activities are:
a) pre-reading activities where the teacher prepares questions that are related but not necessarily about the text on hand;
b) while-reading activities where the teacher gives questions on the text, for which pupils should find answers as they read;
c) post-reading activities that comprise mainly feedback from pupils to allow the teacher to evaluate the extent to which pupils have or have
not understood the text.

Among other activities that pupils may engage in are:

(i) discussion
(ii) debate
(iii) drama
(iv) individual and group presentations
(v) role-play
(vi) simulation

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 (vii) drawing up character sketches
(viii) summary
(ix) poetry
(x) song
it is important to ensure that learning and teaching materials selected should be relevant and appropriate to the age level and cultural
experiences of the learners. Materials for language learning and teaching should be drawn from a variety of sources and disciplines. The use
of a variety of learning and teaching media such as radio, filmstrips, charts, posters and video and audio cassettes is greatly encouraged.
6.0 CONTENT BREAKDOWN
6.1 LANGUAGE SECTION
SKILL LEARNING OBJECTIVES
6.1.1 ORAL Pupils should be able to:
COMMUNICATION distinguish pure vowels from
6.1.1.1 ARTICULATION other vowels.
distinguish weak from strong
forms of vowels
articulate consonant clusters
without introducing intrusive
vowels
articulate diphthongs
produce basic and appropriate
intonation patterns
use appropriate stress patterns
express emotion using tone
Pupils should be able to:
describe simple processes
express opinions
use registers appropriate to
different situations
use appropriate expressions for
social interaction
describe activities and events in
a logical sequence
CONTENT
- the eight cardinal vowels
- weak and strong forms of vowels
-consonant clusters, blends and diagraphs
- diphthongs
- intonation patterns for statements,
questions, directives, tag questions and
interjections
- stress patterns for individual words
- stress in words that belong to more than
one grammatical class
- expressive tone
- describing simple processes associated
with activities within their environments
- debates and discussions on topical and
other issues
- registers
- social interaction expressions:
introductions, condolences,
congratulations, greetings, requests,
apologies etc.
SUGGESTED ACTIVITIES AND NOTES
- practising articulating the cardinal vowels
using mirrors
- reading words with various combinations of
vowels and consonants
- practising pronunciation and stress of
individual words using the dictionary
- reading sentences or short paragraphs
using appropriate stress and intonation
- role playing different situations using
intonation to express emotion
- describing simple processes
- holding debates or group discussions on
topical issues.
- role playing different situations using
appropriate registers
- practising situational use of social
interaction expressions as occasions arise
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SKILL OBJECTIVES
6.1.2 LISTENING Pupils should be able to:
respond appropriately to
different oral texts
answer different types of
questions on an oral text
follow instructions and
directions
take notes
6.1.3. READING Pupils should be able to:
6.1.3.1. Reading distinguish the different types
comprehension of reading
read with speed appropriate
to the text and purpose of
reading
practise silent reading skills
use the skim and scan
methods of reading
identify the different sections
of a book
CONTENT
-attentive listening
-distinction between general topics and
specific detail
-response to factual, interpretive and
evaluative questions
-response to instructions
note taking
-types of reading: comprehension,
extensive and intensive
-speed reading skills
-silent reading skills
-skimming and scanning
-sections(parts) of a book: table of contents,
acknowledgements, introduction/preface
heading and subheading, caption, footnote,
index, glossary and blurb
-referencing skills: dictionaries,
encyclopaedias, journals, anthologies and
directories
SUGGESTED ACTIVITIES AND NOTES
-listening to different oral texts and
responding by:
answering questions
summarizing
taking appropriate action
(the oral texts can be stories read, radio
broadcasts or excerpts from newspapers
or magazines)
-practising different types of reading using a
variety of texts
-role playing and simulating news readers
-discussing different parts of a book and their
purposes
-practising finding information from a variety
of reference books.
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 SKILL OBJECTIVES
6.1.3.2 Intensive Pupils should be able to:
reading answer factual questions
based on a variety of written
texts
interpret information
presented in graphic form
recall, in chronological order,
a series of events in a written
text
identify the main ideas of a
piece of writing
make and take notes on a
variety of written texts
deduce meaning of unfamiliar
words using textual clues
discriminate between fact and
opinion in a written text
draw inferences from written
texts
describe a character in a
written text
describe a writers attitude
towards his/her subject
describe a writers style
present an opinion about
what they read
CONTENT
-comprehension work
-interpretation of graphic data
-sequencing details
-summary
-note making and note taking skills
-vocabulary building
-markers of facts and opinions
-deduction and inference
-character analysis
-tone and mood in a text
-style
-evaluation of a text
SUGGESTED ACTIVITIES AND NOTES
-writing comprehension exercises
writing blurbs of texts read and pasting them
on news boards
-collecting various graphic representations of
data and making write ups on them
-retelling stories in sequence
-writing summaries of texts
-making notes on texts read
-compiling individual vocabulary note books
-reading extracts from a variety of texts and
discussing which are facts and which are
opinions from them
-writing character analyses and role playing
those characters
-identifying words and expressions that
create tone and mood in a text
-discussing different styles that writers use,
starting with local writers
-debating their opinions on texts read
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 SKILL OBJECTIVES
6.1.3.3. Extensive Pupils should be able to:
reading show evidence of wide
reading
review a written text
explain different language
styles
list qualities of good texts
6.1.4 WRITING
6.1.4.1. Compositions Pupils should be able to:
in general write with grammatical
accuracy
construct a variety of
sentence structures
identify and write the basic
components of a paragraph
write coherent paragraphs
and link them in a logical
sequence of continuous
writing
write a composition with an
introduction, body and
conclusion
use the appropriate register
for a variety of topics
Pupils should be able to:
6.1.4.2 Free discuss the different types of
Composition compositions
write different types of
NOTE: ensure that compositions
pupils write analyse different types of
genuine or letters
authentic write different types of letters
pieces. demonstrate creative
writing skills.
CONTENT
-summaries of library books read
-book reviews
-formal, semi-formal and informal language
-qualities of good texts
-basic sentence construction rules
-types of sentences (simple, compound and
complex)
-characteristics of a paragraph
-markers of coherence and cohesive devices
(discourse markers)
-qualities of a good composition
-appropriate register
-types of compositions: descriptive,
explanatory, narrative, argumentative/
discursive.
-characteristics of each type of composition
-types of letters (friendly, formal and
business)
-characteristics of each type of letter
-creative work.
(poems, posters songs)
SUGGESTED ACTIVITIES AND NOTES
-keeping individual record cards reflecting
all books read
-collecting cuttings of book reviews from
newspapers and magazines and
compiling them into a scrap book
-simulating scenes from books read,
-comparing and contrasting texts.
-drawing up criteria for selecting library
books.
-writing exercises that cover constructing a
variety of sentences
-completing close exercises that involve
the use of a variety of discourse markers.
-writing simple compositions with clear
introduction, body and conclusion.
NOTE: Pupils should use block
paragraphing for both letters and other
compositions
-writing different types of composition and
letter
-marking each others drafts of
compositions and letters
-compiling a scrap book of good letters and
compositions.
-composing poems and songs
-designing and keeping files of their
creative work.
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 SKILL OBJECTIVES
6.1.4.3 Pupils should be able to:
Guided/controlled select, rearrange and
composition interpret information/data
assemble information,
elaborate and organize it into
a coherent composition
write specialized forms of
compositions and letters
6.1.5 Pupils should be able to:
INFORMATION identify different media of
TECHNOLOGY communication
describe how each medium
operates
discuss the advantages and
disadvantages of each
medium of communication
operate electronic media
equipment
CONTENT
-ways of putting flesh to skeleton notes
-use of discourse markers
-specialised forms such as newspaper
articles, letters to the editor, various reports,
memos, telegrams and invitations and
responses to them.
-media to include both print (newspapers,
magazines, books) and electronic (radio,
telephone, television, facsimiles (fax)
Electronic mail (E-mail), internet, audio and
video cassettes)
-operation of electronic media equipment
-taking care of equipment
SUGGESTED ACTIVITIES AND NOTES
-compiling a class or school
newspaper or magazine
-writing responses to letters to the
editor of any local newspaper
-designing cards for various
occasions
-operating communication equipment
where it is available
-visiting studios such as ZBC/TV,
Educational Technology Centre, local
resource centers and
Schools/offices/institutions that have the
equipment.
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6.2 SUPPORTING LANGUAGE STRUCTUERS
Pupils should be able to use the following aspects of the English language correctly in the construction of a variety of types of sentence
that include simple, compound and complex sentences. These structures are just examples. It is extremely important that they be taught
in meaningful contexts and not in isolation, in order to aid spoken and written communication.

(a) Spelling: all spelling, especially difficult and commonly mispelt words, particularly those that have unusual
vowel combinations such as /ei/,ie/,ous/,

(b) Word formation common prefixes and suffixes used in word building

(c) Basic punctuation: capital and small letters, commas, full-stops, colons and semi-colons, exclamation,
question and quotation marks and apostrophe

(d) Verb: tenses, sequence of tenses, concord/agreement, auxiliaries and modals, active and passive
forms and common phrasal verbs

(e) Nouns: plural forms, countable and uncountable nouns, proper nouns, common nouns and collectives

(f) Pronouns: personal, interrogative, possessive, reflexive and relative pronouns

(g) Articles and determiners a, an, the, some, any

(h) Prepositions: a variety of them including prepositional phrases

(i) Adjectives: formation, order when more than one follow each other, comparatives and superlatives and their
usage

(j) Adverbs: formation, order, adverbials of time, place, manner, reason

(k) Conjunctions: to include and, but, or, so, because, however. Although

(l) Phrases: noun, adjectival and adverbial phrases

(m) Clauses: noun: I dont know why he is angry.

Adjectival: The woman who greeted me is my aunt
Adverbial: My leg hurts whenever I bend it.

(n) Modifiers: to include quite, very, rather, absolutely, totally, extremely, too

(o) Direct and indirect speech e.g She said, I am reading an interesting book.
She said that she was reading an interesting book.

(p) Word formation use of affixes, i.e. prefixes and suffixes in building words and word families

(r) Concepts such as those of comparison and contrast, reason, purpose, time, result and condition.
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 6.3 LITERATURE IN ENGLISH

TOPIC OBJECTIVES CONTENTS SUGGESTED LEARNING ACTIVITIES

6.3.1 Definition of Pupils should be able to:
literature Explain the meaning of -broad meaning of literature -researching on what literature is
literature in general -discussing different definitions of literature
Define literature in English -definitions of literature -giving titles and authors of novels they have read
Justify the study of literature. -significance of literature in English.
-discussing the role of literature in society
6.3.2 The genres Pupils should be able to:
of literature Identify the different genres of -genres of literature: -classifying sample texts into their respective
literature prose (novel), verse (poetry) and drama (play) groups and giving reasons for that classification
State the characteristics of each -basic characteristics of each genre -describing characteristics of each class.
genre

6.3.3 Background Pupils should be able to:

to set texts outline the contextual
background of a text.
6.3.4 Plot and Pupils should be able to:
sub-plots identify the main plot and sub-
plot(s) of a text
trace the plot of a text
relate the sub-plot(s) to the
main plot and each other
-relationship between author, his/her work
and the contextual (social, political and
economic) factors informing it.
-comprehension of the story and plot
-accurate outlining of the plot
-sub-plots and their relationship to the main plot
-researching for contextual information on a text
under study and making presentations.
-discussing the presentations
-identifying the plot and sub-plots
-retelling events in the plot
-writing chapter summaries

6.3.5 Setting Pupils should be able to:

describe times and places
where events in a text occur
comment on the credibility of
the setting and events
(realism)
-significance of setting in a text -outlining events in the text and relating them
-relationship between setting events in a text. to time and place
-credibility of events vis--vis setting -discussing the credibility or otherwise of
-place, time and sequence of events. events in the text.

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 ASPECT OBJECTIVES
6.3.6 Themes Pupils should be able to:
explain what a theme is
identify the theme(s) of a text
draw relationships among
themes in a text
6.3.7 Pupils should be able to:
Characterisation identify characters in a text
distinguish major
characters from minor ones in
a text
relate events to characters
describe characters in detail
explore the relationships
between characters
explain the role of characters
in a text
6.3.8 Literary Pupils should be able to:
techniques Define what a literary
Technique is
Identify basic literary
techniques in literature
discuss techniques in a text
under study
explain the role of literary
techniques in the
development of the plot.
6.3.9 Personal Pupils should be able to:
Responses to Give an opinion on a given text
a set text Justify their feelings towards a
text
KEY CONCEPTS/STRUCTURES
-definition of the term theme
-exploration of themes in a text
-main issues in a text
-significance and relationship of main
issues raised in a text.
-identification of characters
distinction of main and supporting
characters
-full description of characters
-relationship among characters
-role of characters
-definition of literary technique
-basic literary techniques such as
suspense, humour, irony, flashback,
simile
-literary techniques specific to a text
under study.
-role of identified literary techniques in the
development of the plot of the text under
study.
-personal appraisal of a text
-justification of ones responses to a text
SUGGESTED ACTIVITIES
-identifying themes
-writing notes on the themes identified
-identifying relationships among themes in
the text.
-identifying characters in the text
-linking events to their respective characters
-role playing character mock trials
-author mock trial
-conducting character interviews
-tracing relationships of characters
-comparing and contrasting characters
-discussing definitions of literary technique
-identifying literary techniques used
-discussing effects of the techniques
-debating on texts under study
-writing own opinions about the text
-watching videos and films of literature texts
and listening to audio tapes of texts
-dramatizing a text.
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