Professional Documents
Culture Documents
ENGLISH LANGUAGE
SYLLABUS
FORMS 1 - 4
2015 - 2022
ACKNOWLEDGEMENTS
The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued
contribution in the production of this syllabus:
• United Nations Children’s Fund (UNICEF) for funding the syllabus development process
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English Language Syllabus Forms 1 - 4
CONTENTS
ACKNOWLEDGEMENTS.................................................................................................................i
CONTENTS.......................................................................................................................................ii
1.0 PREAMBLE................................................................................................................................5
3.0 AIMS............................................................................................................................................6
FORM 1.............................................................................................................................................13
FORM 2.............................................................................................................................................18
FORM 3.............................................................................................................................................24
FORM 4.............................................................................................................................................31
9.0 ASSESSMENT............................................................................................................................38
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English Language Syllabus Forms 1 - 4
As a medium of instruction, the English Language assists sideration through the use of texts selected, projects and
in the teaching and learning of other areas across the assignments.
curriculum. Being a global language, it offers all learners
opportunities to communicate in a wider spectrum. In
• ICT
addition, the skills mastered in the study of the English
• Gender
Language will open up opportunities for employment in
• Children’s Rights and Responsibilities
various media fields and also enable them to be writers
• Disaster Risk Management
in their own right, who are able to protect their intellectual
• Sexuality, HIV and AIDS Education
properties.
• Child Protection
The study of the English Language will enhance
• Heritage Studies
development of skills in:
• Human Rights
• Collaboration
• Problem solving
• Environmental Issues
• Critical thinking
• Financial literacy
• Decision making
• Communication
• Conflict resolution
• Leadership
• Self-management
• Communication
• Technology and innovation
• Enterprise
• Team work
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English Language Syllabus Forms 1 - 4
By the end of Form 4, learners should be able to: 5.2 Time Allocation
4.1 construct correct English sentences orally and For effective teaching of English Language at this level,
in writing/braille a minimum time allocation of 6 – 7 periods of 35 - 40
4.2 use appropriate language (registers) in minutes per week is recommended.
different situations
4.3 read a variety of texts for knowledge and
6.0 SKILLS AND TOPICS
recreation
4.4 make appropriate use of cyberspace (social
networks) 6.1 SKILLS
4.5 evaluate information given orally or in writing/
signing The learning and teaching of the English Language will
4.6 listen to and understand texts or any form of focus on the following macro skills and their sub skills:
communication in English
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English Language Syllabus Forms 1 - 4
• Listening/Observing
• Speaking/Signing
• Reading/Signing
• Writing/Brailing
6.2 Topics
• Oral work
• Language structures
• Comprehension
• Composition
• Summary
• Registers
7
7.0 SCOPE AND SEQUENCE
7.0 SCOPE AND SEQUENCE
7.1 SKILL 1: LISTENING/OBSERVING
7.1 SKILL 1: LISTENING/OBSERVING
• Interviews • Interviews
Purposeful listening • Dictation • Dictation • Dictation • Dictation
• Directed listening • Directed listening • Directed listening • Directed listening
• Tone and intonation • Selective listening • Selective listening
• Pronunciation
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7.2 SKILL 2: SPEAKING/SIGNING
7.2 SKILL 2: SPEAKING/SIGNING
9
• Scanning • Scanning • Scanning • Scanning
Debates Topical issues – local
• • Inference Topical issues – local
•• Inference •• Topical issues – national
Inference Topical issues – national
• • Inference
Selected
• • Word cross -
meanings Selected
•• Word cross- cutting
meanings • and
Wordinternational
meanings • Word international
and meanings
• Notecutting issues
making issues
• Note making •• Cross-cutting
Note making themes Cross-cutting
• • Note making themes
Speeches • • Evaluation
Impromptu •• Evaluation
Impromptu Evaluation
•• Impromptu • • Evaluation
Impromptu
• • Summary
Prepared •• Summary
Prepared 6 • Summary
• Prepared • • Summary
Prepared
• Analysis • Analysis
• Synthesis • Synthesis
• Paraphrasing • Paraphrasing
Extensive reading • Summary • Summary • Characterisation • Characterisation
• Characters • Characters • Plot • Plot
• Setting • Setting • Setting • Setting
• Themes • Themes • Style • Style
• Plot • Plot • Themes • Themes
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• Speeches • Speeches
The following supporting language structures should be taught from Form 1 - 4. Teachers are to select what is appropriate to the level of their learners and bear in
mind that the structures should be taught in context and spread across all the language skills.
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7.5 TOPIC 5: SUPPORTING LANGUAGE STRUCTURES
7.5 TOPIC 5: SUPPORTING LANGUAGE STRUCTURES CONTD..
The following supporting language structures should be taught from Form 1 - 4. Teachers are to select what is appropriate to the level of their learners and
bear in mind that the structures should be taught in context and spread across all the language skills.
Adjectives • Formation • Formation • Order when more than • Order when more than one
• Comparatives • Comparatives one follow each other follow each other
• Superlatives • Superlatives • Prefixes and suffixes • Prefixes and suffixes
• Opposites • Opposites • Non-gradable • Non-gradable
• Prefixes and suffixes • Prefixes and suffixes
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Adverbs • Formation • Formation • Adverbials of time, • Adverbial phrases and
• Adverbials of manner • Adverbials of time, place place, manner and clauses
and manner reason
Spelling and word formation • Consonant-vowel • Common prefixes and • Derivative words • Noun formation
combinations suffixes in word formation • Homonyms • Prefixes and suffixes
• Words with unusual • Homonyms • Homophones • Homonyms
vowel combinations • Homophones • Homographs • Homophones
• Spelling rules • Homographs • Homographs
Sentence construction • Simple and compound • Simple and compound • Simple, compound and • Simple, compound and
• Conjunctions • Conjunctions complex complex
• Punctuation • Phrases • Clauses • Discourse markers
• Articles • Articles • Phrases • Sentence modifiers
• Determiners • Determiners • Conjunctions • Conjunctions
• Prepositions • Prepositions • Determiners • Determiners
• Questions • Punctuation • Prepositions • Prepositions
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7.5 TOPIC 5: SUPPORTING LANGUAGE STRUCTURES CONTD..
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8.0 COMPETENCY MATRIX
8.0
FORM COMPETENCY
1 MATRIX
FORM 1
8.1 SKILL 1: LISTENING/OBSERVING
8.1 SKILL 1: LISTENING/OBSERVING
oral text
• Retelling headlines from
broadcasts
Oral instructions • follow directions • Directions • Taking appropriate action • ICT tools
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• respond to instructions • Instructions as directed • Print media
• relay messages • Messages • Conveying accurate • Maps
accurately • Announcements messages
• repeat announcements • Stating the gist of
announcements
Conversations • engage in meaningful • Dialogues • Role playing • Telephone
dialogues • Registers • Turn-taking • School calendar of events
• Speech etiquette • Personal diaries
Purposeful listening • take dictation • Dictation • Writing dictated texts • ICT tools
• select relevant • Specific questions • Answering specific • Print media
information to answer • Mood and tone questions
specific questions • Working out meaning
• deduce meaning from from the tone and
the tone and intonation intonation of the speaker
of the speaker
11
8.2 SKILL 2: SPEAKING/SIGNING
8.2 SKILL 2: SPEAKING/SIGNING
14
Descriptions • describe self, objects • Self • Giving details of one self • ICT tools
and the environment • Objects • Producing detailed • Objects within the
• explain simple • Environment descriptions of objects environment
processes • Processes and activities
• Giving descriptive details
about the environment
• Discussing simple
processes
Debates • debate on topical and • Debating procedures • Holding debates on • ICT tools
selected cross- cutting • HIV and AIDS topical and selected • Print media
issues • Children`s rights and cross-cutting issues • Local events
• express opinions responsibilities • Giving pros and cons on
• distinguish facts from • ICT given topics
opinions • Environment • Justifying one`s stance on
given issues
• Defending one`s
opinion(s)
Speeches • deliver prepared • Prepared speech • Presenting prepared • ICT tools
speeches • Impromptu speech
12 speeches • Print media
• present impromptu • Appropriate register • Delivering impromptu
speeches speeches
8.3
8.3 READING/SIGNING
SKILL 3:SKILL 3: READING/SIGNING
• Role playing
• Debating on texts read
• Writing summaries of texts
read
• evaluating texts read
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Extensive reading • summarise a text read • Plot • Giving background • Novels
• identify characters in a • Character identification information of texts read • Magazines
book read • Setting • Presenting summaries of • Short stories
• outline the setting of a • Themes texts read
story read • Role-playing characters in a
• list the themes from a text
read text • Explaining the setting of a
text
• Identifying themes in a text
read
• Compiling words and
phrases for a vocabulary
note book
14
8.3 SKILL 3: READING/SIGNING CONTD..
• Cyber ethics
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15
8.4 SKILL 4: WRITING/BRAILLING
8.4 SKILL 4: WRITING/BRAILLING
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compositions compositions • Pictures
• Using different styles and
• depict scenes, processes, forms of composition writing
people, objects and • Composing poems and
events • Composition writing short stories
• demonstrate creative techniques:
writing skills - paragraphing
- varied vocabulary
and appropriate
register
- captivating
descriptions
• Creative writing
Guided compositions • write letters • Friendly letters • Writing well-structured • ICT tools
• compile reports • Business letters compositions • Print media
• expand pegs • Paragraphing • Compiling meaningful • Pictures
• Amplification of pegs reports
• Apt register • Amplifying notes
• Instructions
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8.0 COMPTENCY MATRIX
8.0 COMPTENCY MATRIX
FORM 2
FORM 2
Oral instructions • follow directions • Directions • Taking appropriate actions • ICT tools
• react appropriately to • Instructions as directed • Puppets
instructions • Messages • Carrying out instructions • Print media
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• respond appropriately to • Announcements • Following explanations • Maps
announcements • Explanations • Relaying the messages
accurately
• Reacting to announcements
Conversations • converse freely in the correct • Dialogues • Dialoguing on topical and • Phone
register cross- cutting issues • School calendar of
events
• Personal diaries
• Talking books
Attentive listening • take dictation accurately • Dictation • Writing dictated texts • ICT tools
• report on broadcasts • Broadcasts • Giving feedback on
broadcasts
17
8.2 SKILL 2: SPEAKING/SIGNING
8.2 SKILL 2: SPEAKING/SIGNING
Descriptions use appropriate language Language use: • Describing processes, Objects within the
structures for descriptions - adjectives people and scenes within environment
• Demonstrate descriptive - adverbs their environment Pictures
skills - adjectival phrases • Applying appropriate ICT tools
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and clauses language structures in
- metaphors and descriptions
similes
Processes
People
Scenes
Events
Debates • argue convincingly on topical • Gender • Debating convincingly on • ICT tools
or selected cross- cutting • HIV and AIDS topical or selected cross- • Newspapers
issues • Children`s rights and cutting issues • Magazines
• respond to ideas presented responsibilities • Reacting appropriately to
by either side • Environmental issues ideas presented by either
side
• Defending own position
convincingly
Speeches • present prepared speeches • Guidelines for • Delivering prepared • ICT tools
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8.2 SKILL 2: SPEAKING/SIGNING CONTD..
8.3
8.3 3: READING/SIGNING
SKILL SKILL 3: READING/SIGNING
20
OBJECTIVES CONTENT (ATTITUDES, SUGGESTED NOTES AND SUGGESTED RESOURCES
CONCEPTS/ASPECTS Learners should be able to: SKILLS AND ACTIVITIES
KNOWLEDGE)
Intensive reading • answer a variety of questions • Types of questions • Responding to a variety of • Print media
• skim and scan a text • Skimming questions • ICT
• draw inferences from written • Scanning • Reading texts for general • Statistical data
texts • Contextual meaning information
• Stating information that is
• make notes on read texts • Note making not explicitly given
• Working out contextual
meanings of words and
• summarise a text phrases
• Summary writing • Compiling notes on texts
• Role playing
• Debating on texts
• writing summaries of
passages
• evaluate a text • analysing texts
• Evaluation:
- characters
- style
- setting
- tone and mood
Extensive reading • research on authors • Research19 • Carrying out research on • Novels
• summarise a text different authors • Magazines
• describe characters in a • Plot • Giving background • Short stories
book read • Characterisation information of texts • ICT tools
• compare and contrast • Presenting summaries of
characters in a text texts
meanings of words and
• summarise a text phrases
• Summary writing • Compiling notes on texts
• Role playing
• Debating on texts
• writing summaries of
8.3 SKILL 3: READING/SIGNING passages
8.3 SKILL 3: READING/SIGNING
• evaluate a text • analysing texts
• Evaluation:
- characters
OBJECTIVES CONTENT
- style(ATTITUDES, SUGGESTED NOTES AND SUGGESTED RESOURCES
CONCEPTS/ASPECTS Learners should be able to: SKILLS AND
- setting ACTIVITIES
KNOWLEDGE)
- tone and mood
Intensive
Extensivereading
reading • answer variety
researcha on of questions
authors • Types of questions
Research • Responding
Carrying out to a variety
research onof • Print
Novelsmedia
• skim and scan
summarise a text
a text • Skimming questions
different authors • ICT
Magazines
• draw inferences
describe characters
frominwritten
a Scanning
• Plot Reading
• Giving texts for general
background • Statistical
Short data
stories
book
texts read Contextual meaning
• Characterisation information of texts • ICT tools
• compare and contrast Stating information
• Presenting summaries thatofis
• characters
make notesinon a read
text texts • Note making not explicitly given
texts
• describe the setting of a • Relating out contextual
Working place and time to
story meanings
events of words and
in texts
• summarise
draw relationships
a text among Setting • Linking
phrasesevents to their
themes in a text • Summary writing Compiling notes
• respective on texts
characters in a
• evaluate a text Themes Role playing
• text
English Language Syllabus Forms 1 - 4
• Tracing on texts
Debatingrelationships of
OBJECTIVES CONTENT (ATTITUDES,
Evaluation : writing summaries
characters
•SUGGESTED NOTES ANDof SUGGESTED RESOURCES
CONCEPTS/ASPECTS Learners should be able to: SKILLS AND Identifying
passages relationships
•ACTIVITIES
• evaluate a text -KNOWLEDGE)
morals/ lessons analysing
• among themes
texts in a text
• Evaluation:
21
20 • Maintaining vocabulary note
- characters books
- style • Discussing morals / lessons
Referencing • find information from a • Reference
- setting sources: • Locating information from a • Dictionaries
variety of sources -- tone and mood
dictionaries variety of reference sources • Directories
Extensive reading •• research on authors
identify different sections of a • Research
- directories • Carrying out research on •• Novels
Novels
• summarise
book a text - maps • different
Discussing authors
different •• Magazines
Maps
•• describe characters
use the internet in a
ethically • Plot
- catalogues • Giving background
sections of books and their •• Short stories
ICT tools
book read • Characterisation
- Internet information
purposes of texts • ICT tools
• compare and contrast • Sections of a book: •• Presenting
Surfing the summaries of
internet ethically
characters in a text - contents table texts
• describe the setting of a - preface • Relating place and time to
story - glossary events in texts
• draw relationships among Setting
- index • Linking events to their
themes in a text - appendices respective characters in a
• evaluate a text • Themes
Cyber ethics text
• Tracing relationships of
Evaluation : characters
• Identifying relationships
- morals/ lessons among themes in a text
20
8.4 SKILL 4: WRITING/BRAILLING
8.4 SKILL 4: WRITING/BRAILLING
Free compositions • distinguish various • Types of compositions • Writing different types of • Anthologies
composition types - narrative compositions • Print media
- descriptive • Producing various types of • ICT tools
• write different types of - informative/factual compositions
compositions - argumentative/disc • Using different styles and
22
ursive forms of composition writing
• depict scenes, processes, • Composing poems and
people, objects and events • Composition writing short stories
• demonstrate creative writing techniques • Stating pros and cons of
skills - paragraphing given composition types
• discuss given topics - varied vocabulary
and appropriate
register
- captivating
descriptions
• Creative writing
• Discourse markers
• Balance in a discursive
composition
22
8.4 SKILL 4: WRITING/BRAILLING CONTD..
- varied vocabulary
and appropriate
register
• grammatically correct
sentences
23
23
8.0 COMPETENCY MATRIX
FORM 3
FORM 3
8.0
8.1 COMPETENCY
SKILL MATRIX
1: LISTENING/OBSERVING
8.1 SKILL 1: LISTENING/OBSERVING
24
Oral instructions • follow a series of directions • Complex directions/ • Taking appropriate actions • ICT tools
and instructions instructions as directed /instructed • Oral texts
• convey messages correctly • Relaying messages
accurately
• report on announcements • Messages • Listening to announcements
• Giving feedback on
• Broadcasts announcements
Conversations • engage in dialogues on any • Cross-cutting themes • Researching on cross- • ICT tools
cross- cutting themes and • Research cutting issues • Print media
emerging issues • Dialogues • Role playing
• Interview procedures • Conducting interviews on
cross- cutting themes
• Dialoguing on emerging
issues
CONCEPTS/ASPECTS
Purposeful listening OBJECTIVES
• take dictation accurately CONTENT (ATTITUDES,
• Dictations SUGGESTED NOTES
• Writing dictated AND
texts SUGGESTED
• ICT tools RESOURCES
Learners should
• give reports onbe able to:
any SKILLS AND
• Presentations ACTIVITIES
• Reporting on any • Print media
presentation listened to KNOWLEDGE) presentation from resource • Resource person
persons
24
8.2 SKILL 2: SPEAKING/SIGNING
8.2 SKILL 2: SPEAKING/SIGNING
- manner
- character
- feelings
- reaction
25
Descriptions • describe processes and • Processes • Explaining processes and • ICT tools
procedures • Descriptive words, procedures
• recount events phrases and clauses • Describing events
• Events
Debates • present opinions on a variety • Land reform • Discussing convincingly on • ICT tools
of topics programme topical issues • Print media
• express ideas for or against • Climate change • Arguing for or against given
given subjects • Sexuality, HIV and subjects
AIDS
• Human rights
• Environmental issues
• Disaster Risk
• arrange ideas in a logical Management • Using discourse markers to
manner • Discourse markers balance ideas
26
8.2 SKILL 2: SPEAKING/SIGNING CONTD..
- quick thinking
- critical thinking
- creativity
- presentation
26
8.3 SKILL 3: READING/SIGNING
8.3 SKILL 3: READING/SIGNING
• Contextual
- style meaning • Stating information
Analysing texts that is
• paraphrase given information - setting not explicitly given
• make notes on read texts - tone and mood • Working out contextual
• summarise a text meanings of words and
Extensive reading • evaluate aontext
research authors • Research • phrases out research on
Carrying • Novels
27
• summarise a text • Note making
Plot • Compiling notes on texts
different authors • Short stories
• describe characters in a • Role playing
Giving background • ICT Tools
book • Summary writing • information
Debating onoftextstexts • Advertisements
• compare and contrast • Evaluation:
Characterisation: • writing summaries
Presenting summariesof of • Access billboards
characters in a text characters
- major and minor passages
texts • Print media
• describe the setting of a - style • Analysing
Linking events
textsto their
story - setting respective characters in a
• draw relationships among - tone and mood text
themes in a text • Describing relationship
Extensive reading • identify
researchthe authors
onstyle in a text • Research
Setting • Carrying out
between research
place, on
time and • Novels
• summarise a text
evaluate information from • Plot different authors
events in a text • Short stories
• describe characters in a • Giving background • ICT Tools
book 28 information of texts • Advertisements
• compare and contrast • Characterisation: • Presenting summaries of • Access billboards
characters in a text - major and minor texts • Print media
• describe the setting of a • Linking events to their
story respective characters in a
• draw relationships among text
themes in a text • Describing relationship
• identify the style in a text • Setting between place, time and
• evaluate information from events in a text
28
8.3 SKILL 3: READING/SIGNING CONTD..
8.3 SKILL 3: READING/SIGNING
28
- thesauruses • Thesauruses
• Role playing
- internet • ICT Tools
• Summary writing • Debating on texts
• Sections of a book: • Encyclopaedias
• Evaluation: • writing summaries of
- contents table • Journals
- characters passages
- preface • Anthologies
- style • Analysing texts
- glossary
- setting
- index • Surfing the internet ethically
- tone and mood
• use the internet ethically - appendices
• Cyber ethics
Extensive reading • research on authors • Research • Carrying out research on • Novels
• summarise a text • Plot different authors • Short stories
• describe characters in a • Giving background • ICT Tools
book information of texts • Advertisements
• compare and contrast • Characterisation: • Presenting summaries of • Access billboards
characters in a text - major and minor texts • Print media
• describe the setting of a • Linking events to their
story respective characters in a
• draw relationships among text
themes in a text • Describing relationship
• identify the style in a text • Setting between place, time and
• evaluate information from events in a text
28
29
8.4 SKILL 4: WRITING/BRAILLING
8.4 SKILL 4: WRITING/BRAILLING
29
- description • Writing projects
- detail
- figurative language
- paragraphing
- atmosphere
- pace
- tone and mood
- flashback • Composing poems, plays
• demonstrate creative writing • Creative writing and short stories
skills
Guided compositions • write different types of • Types of guided • Writing different types of • ICT tools
Guided compositions compositions: Guided compositions Print media
• complete forms - letters • Amplifying pegs/notes
- memos • Organising personal
- reports information following given
- speeches instructions
- articles • Filling in forms
• compile a Curriculum Vitae/ Forms • Employing Guided
Resumé Curriculum composition techniques
30
8.4 SKILL 4: WRITING/BRAILLING CONTD..
30
31
FORM 4
FORM 4
8.0 COMPETENCY MATRIX
8.0 COMPETENCY MATRIX
8.1 SKILL 1: LISTENING/OBSERVING
8.1 SKILL 1: LISTENING/OBSERVING
31
• convey messages correctly • Messages • Relaying messages
• report on announcements • Broadcasts accurately
• Listening to announcements
• Giving feedback on
announcements
Conversations • engage in dialogues on any • Cross-cutting themes • Role playing • ICT tools
cross cutting themes and and emerging issues • Researching on cross-cutting • Print media
emerging issues • Research themes and emerging issues
• carry out interviews on • Dialogues • Dialoguing on any issues
cross-cutting and emerging • Interview procedures • Conducting interviews on
issues cross- cutting themes and
emerging issues
Purposeful listening • take dictation accurately • Dictations • Writing dictated texts • ICT tools
• give reports on any • Presentations • Reporting on any • Print media
presentations listened to presentation from resource • Resource persons
persons
32
8.2 SKILL 2: SPEAKING/SIGNING
8.2 SKILL 2: SPEAKING/SIGNING
Registers • express opinions clearly • Persuasion • Stating opinions clearly • ICT tools
• converse appropriately in • Condolences • Conducting balanced
different formal and informal • Complaints conversations in formal and
interactions • Interviews informal interactions
• identify personality traits • Announcements • Role playing formal and
portrayed in different • Personality traits: informal interactions
English Language Syllabus Forms 1 - 4
32
- feelings
- reaction
Descriptions • describe processes, people, • Descriptions • Describing processes, • ICT tools
events, objects and scenes processes people, events, objects and • Print media
• recount events - people scenes
- events
- objects
- scenes
• Descriptive words,
phrases and clauses
Debates • present opinions on a variety • Land reform • Discussing convincingly on • ICT tools
of topics programme cross cutting and topical • Print media
• express ideas for or against • Sexuality, HIV and issues • Constitution of Zimbabwe
given subjects AIDS • Arguing for or against given
• arrange ideas in a logical • Human rights subjects
manner • Environmental issues • Using discourse markers in
• Disaster Risk debating
Management
33
8.2 SKILL 2: SPEAKING/SIGNING CONTD..
Speeches • express themselves in • Prepared speeches • Demonstrating the ability to • ICT tools
prepared speeches • Impromptu speeches research, plan and present • Print media
• present meaningful prepared speeches
impromptu speeches • Delivering meaningful
impromptu speeches
English Language Syllabus Forms 1 - 4
33
34
8.3 SKILL 3: READING/SIGNING
8.3 SKILL 3: READING/SIGNING
34
• Role playing
• Summary writing • Debating on texts
• Evaluation: • writing summaries of
- characters passages
- style • Analysing texts
- setting
- tone and mood
35
a book - maps
- tone and mood of books and their purposes • Maps
- catalogues • Surfing the internet ethically • Catalogues
Extensive reading • research on authors Research
• - thesauruses • Carrying out research on •• Novels
Thesauruses
• summarise a text different authors • Short stories
• describe characters in a text • - internet
Plot • Giving background •• ICT
ICTTools
Tools
• compare and contrast •• Sections of a book:
Characterisation: information of texts •• Encyclopaedias
Advertisements
characters in a text major and
-- contents minor
table • Presenting summaries of •• Billboards
Journals
• describe the setting of a • Setting
- preface texts •• Print medi
Anthologies
story • Themes • Linking events to their
- glossary
• draw relationships among • Morals/lessons respective characters in a
themes in a text • Language
- index use text
• identify the style in a text - appendices • Tracing relationships of
evaluate
•• use information
the internet from
ethically • Cyber ethics characters
various media sources • Relating place and time to
events in a story
• Identifying relationships
among themes in a text
• Analysing the style in a text
• Recognizing bias and
• Evaluation: stereotyping in texts
35
8.4 SKILL 4: WRITING/BRAILLING
8.4 SKILL 4: WRITING/BRAILLING
36
- detail
- figurative language
- paragraphing
- atmosphere
- pace
- tone and mood
- flashback • Composing poems, plays
• demonstrate creative writing • Creative writing and short stories
skills
Guided compositions • write different types of • Types of guided • Writing different types of • ICT tools
Guided compositions compositions: Guided compositions Print media
• complete forms - letters • Amplifying pegs/notes
- memos • Organising personal
- reports information following given
- speeches instructions
- articles • Filling in forms
• compile a Curriculum Vitae/ Forms • Employing Guided
Resumé Curriculum composition techniques
30
8.4 SKILL 4: WRITING/BRAILLING
Guided
techniques 999999composition
techniques
- appropriate
register
37
- grammatically
correct sentences
- amplification
- correct formats
- paragraphing
38
English Language Syllabus Forms 1 - 4
9.0 ASSESSMENT
The scheme of assessment for the Forms 1 - 4 English Language syllabus covers continuous and summative
assessments. The four main language skills which are Speaking, Listening, Reading and Writing and their sub-skills
will be assessed. The assessment is grounded on the principle of inclusivity. Arrangements, accommodations and
modifications must be visible in both continuous and summative assessments to enable candidates with special needs
to access assessments.
The English Language syllabus will be assessed through Continuous Assessment and Public Examinations. The
following assessment objectives outline the skills which may be assessed during and at the end of the four-year
programme:
Writing Skills
During and at the end of the four-year programme, candidates should be able to:
• write continuous narratives, detailed descriptions, persuasive/ argumentative, informative and expository com-
positions
• write formal and informal letters, speeches, reports, articles, memos, based on: notes, diagrams, statistical
data, graphs and pictures
• write with grammatical accuracy; spell and punctuate their work correctly
• use different supporting language structures in context
• write in a style and register appropriate to the subject matter
• construct a variety of sentence structures
• use a wide range of vocabulary and idioms appropriate to the subject matter
• organise their work satisfactorily into paragraphs
• use discourse markers correctly to show a sense of cohesion and coherence within paragraphs
• show originality and creativity in their writing
Reading comprehension
Candidates should be able to:
Speaking
Candidates should be able to:
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English Language Syllabus Forms 1 - 4
Listening
Candidates should be able to:
• listen with concentration
• answer recall, interpretive and evaluative questions based on what they have listened to
• react appropriately to different oral text types
• summarise oral texts
The scheme of assessment for the Forms 1 - 4 English Language syllabus covers continuous and summative
assessments.
Continuous Assessment
Continuous assessemnt wioll be as follows:
Summative Assessment
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English Language Syllabus Forms 1 - 4
Section A: 30 marks – Seven questions on different subjects, embracing cross-cutting themes and emerging issues
will be set. The topics set may be narrative, descriptive, informative, argumentative or discursive. Candidates will be
expected to attempt one question.
Section B: 20 marks – One guided compulsory question will be set. Information that will be given may be in the
form of notes, text, graphs, statistical data or pictures. The question may be a letter, speech, report, article or
memorandum.
Section A: 40 marks – A prose passage will be set from which candidates will be expected to answer comprehension
questions and a summary question.
Section B: 10 marks – Context-based questions on different supporting language structures will be set. That is to say,
the supporting language structures will not be tested in isolation but in the context of the comprehension passage in
Section A.
Profile
Continuos Assessment Mark = 30%
Examination Mark = 70%
Exit Profile
Final Mark English Language = 100%
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English Language Syllabus Forms 1 - 4
The Forms 1 - 4 English Language Paper 1 examination will give thrust to the candidates’ linguistic competence.
The Forms 1 - 4 English Language Paper 2 examination will conform to the following specification grid:
SKILL WEIGHTING
Simple Recall 12%
Comprehension application 80%
Analysis, synthesis and evaluation 8%
TOTAL 100
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