Wassceseniorhigh Englishlanguagesyllabus

M I N I S T R Y O F E D U C AT I O N S C I E N C E A N D S P O R T S
TEACHING SYLLABUS FOR ENGLISH LANGUAGE

(SENIOR HIGH SCHOOL 1-4)
Enquiries and comments on this syllabus should be addressed to:
The Director
Curriculum Research and Development Division (CRDD)
P. O. o! "#$%
&ccra
'hana.
(eptember) "**#
i
Republi !" G#$%$

TEACHING SYLLABUS FOR ENGLISH (SHS)
RATIONALE FOR TEACHING ENGLISH
Language is a key issue in our existence. It is the very essence of our humanity and an important as well as effective tool for socialization. As individuals
or members of a social group, our ability to function effectively and efficiently in almost all spheres of life depends fundamentally on our language skills. In
Ghana, nglish is used as the official language and medium of instruction in our schools from upper primary school level to all higher levels. !he need to
study nglish is, therefore, crucial for students as well as all sectors of the population since it is the principal medium for teaching and learning, for official
work and for international communication. !he "enior #igh "chool is the second level of education in Ghana. At this stage, students would have been
introduced to the basic language skills such as listening, speaking, reading and writing. !hese skills must be improved considerably to give students the
confidence as they communicate in the language. Another issue worthy of note at the "enior #igh "chool level is that students will begin to study some
essential rules of language use.
GENERAL AIMS
!he general aims of teaching nglish as a sub$ect at the "enior #igh "chool level are to%
&. reinforce language skills and competencies ac'uired at the (unior #igh "chool level.
). develop further the language skills and competencies which were ac'uired at the (unior #igh "chool level.
*. improve the communicative competence of students and give them the confidence to communicate.
+. generate in students the love for reading for pleasure and the development of creative potentials.
,. raise students- level of proficiency in nglish usage and their ability to communicate with other users of nglish.
.. prepare students to function effectively on their own
a. in offices and other work situations
b. in tertiary institutions
/. develop in students human values for life.
0. enable all "enior #igh "chool products to deal effectively with the accumulated knowledge of their chosen fields and be able to communicate such
knowledge through the speaking and writing of nglish.
ii
SCOPE OF CONTENT
!he study of nglish at this level comprises Language and Literature. !he Language component is an integration of both the receptive and productive
skills in nglish. mphasis is laid on "peechwork, Grammar, 1eading for 2omprehension and "ummary and 2omposition 3riting. !he Literature
2omponent, on the other hand, introduces students to oral literature and written literature. "tudents are exposed to the appreciation of literature using
various types of literary techni'ues and devices studied.
PRE-REQUISITE SKILLS
!he nglish course builds on knowledge and skills already ac'uired at the 4asic ducation level. 4eing a core sub$ect, nglish is to be studied by all
students irrespective of their other programmes of study.
ORGANIZATION OF THE SYLLABUS
!he syllabus is structured to cover four 5+6 years of "enior #igh "chool. ach year-s work has been divided into sections with each section containing a
number of units. !he section and unit topics for the four years- course areas are as follow%
iii
ORGANISATION AND STRUCTURE OF THE SYLLABUS
YEAR 1 YEAR 2 YEAR 3 YEAR 4
SECTION 1: LI"!7I7G A78
"9A:I7G 59g. &;/6

<nit &% =owel "egments of
nglish
; pure vowels
; diphthongs 59g. &;)6

<nit )% =owels "egments
; 8etails and contrasts
59g. *6

<nit *% 2onsonant "egments
; the plosives
; the affricates
; the fricatives
; the nasals
; the laterals
; the semi;vowels 5p + >
,6
; !rill 59g. + > . 6
<nit +% 2onsonant clusters 59g.
.6
syllable Initial
syllable final
the genitive
the ?"- genitive
the ?of- genitive
<nit ,% @ono and 8i;syllabic words
59g..6
<nit .% Intonation
!une & and !une ) 59g. .6

SECTION 1: LI"!7I7G A78
"9A:I7G 5p.*A > +/6
<nit &% =owels 51eview6 59g. *A6

<nit )% 2onsonant 1eview 59g. *A;+&6
<nit *% "yllabic 2onsonants
59g. +)6
<nit +% 9honologically
2onditioned ndings
ed > t, d, idB
sBes > s, z, iz 59g. +*6
<nit ,% "tress
; polysyllabic words
59g. ++6
<nit .% Intonation
; tune & and tune )
in sentences 59g. +,6

SECTION 1% LI"!7I7G A78
"9A:I7G 59g. /0;0C6
<nit &% "peechwork > 1eview
59g. /&6
<nit )% "entence "tress
; emphatic and
; contrastive stress
59g. /)6
<nit )% 3eak Dorms 59g. /*6
<nit *% Linking > r, 59g. /+6
4lending
=owel linkage
<nit +% mphatic intonation
; intonation of words in
parenthesis 59g. /+6
SECTION 1% LI"!7I7G
A78 "9A:I7G 5&C*;
&C+6
<nit &% =owels and
consonant "egments 59g.
&C*6
<nit )% "tress and
Intonation 1eview II 59g.
&C+6
iv
SECTION 2:
1A8I7G
2E@91#7"IE7
A78 "<@@A1F
59g. 0;&&6
<nit &% 1eading
!echni'ues for 1eading
"kimming
1eading 2omprehension
1ecall 'uestions
59g 0;A6
<nit )% 1eading
; Listening
comprehension
; 1ecall 'uestions
59g &C6
<nit *% "ummary
; reading
; identification of
functional words
; location of essential
points
; summary 59g. &C > &&6
<nit +% 1eading 4eyond 2lass
!exts 5p. &&6

SECTION 2:
1A8I7G
2E@91#7"IE7
A78 "<@@A1F 59g
+.;+06
<nit &% 1eading "kills
1eading 9hrases
"kipping unessential words
i.e. function words 59g. +.6
<nit )% 1eading comprehension
8erivativeBderived
Guestions, Grammatical
'uestions, =ocabulary
'uestions 5p. +/6

<nit *% "ummary "tep &&
; use of general vocabulary
; use of basic sentences
; sentence summary
59g. +/;+06

SECTION 2:
1A8I7G
2E@91#7"IE7
A78 "<@@A1F 59g
+.;+06
<nit &% 1eading comprehension
; skimming
; scanning
; Appreciative 'uestions
59g. /,6
<nit )% "ummary "tep III
!opic sentence
; sentence summary and
; continuous summary
59g. /.6
SECTION 2:
2E@91#7"IE7
A78 "<@@A1F
59g. &C,)
<nit &% 1eading
2omprehension
59g. &C,6
<nit )% "ummary "tep I=
59g. &C,6
v
SECTION 3: G1A@@A1
59g. &&;)06
<nit &% 7ouns 5p. &);&*6
; properBcommon
; countBnon;count
; concreteBabstract
; singularBplural
; regularBirregular
; the genitive
; the ?"- genitive
; the ?of- genitive

<nit )% 9ronouns
; Dorms of 9ronouns
59g. &+6

<nit *% Ad$ectives 59g. &,6
<nit +% =erb Dorms 5p. &.6
1egular and irregular
9rimary Auxiliary
@odal Auxiliaries
<nit ,% !ense and Aspect
59g. &/;&A6
!he present tense
; simple present
; present continuous
; present perfect
; present perfect
continuous
SECTION 3: G1A@@A1
59g. +A;.+6
<nit &% !he sentence 5p. +A;,&6
9arts of the sentence
!ypes of sentences

<nit )% 2oncord 59g. ,)6
"ub$ect;verb agreement
<nit *% 9hrasal verbs 59g. ,);,*6
<nit +% 2omplex 9hrasal =erbs
59g. ,*6
<nit ,% Idiomatic xpressions 5p. ,*6

<nit .% Dinite and 7on;Dinite =erbs
59g. ,+6
<nit /% 7ominal 57oun6 2lauses
59g. ,.6
<nit 0% Adverbial 2lauses 59g. ,/6
<nit A% Ad$ectiveB1elative 2lauses
59g. ,06
<nit &C% !ransitiveBIntransitive =erbs
59g. ,06
<nit &&% =oice > Active and 9assive
59g. .C6
SECTION 3: G1A@@A1
59g. .+;/06
<nit &% 2onsolidating the phrase
59g. /06
<nit )% 2omparison of Ad$ectives
and Adverbs 59g. /A6
<nit *% 9ost;modifiers of nouns
59g. 0C6
<nit +% 3ord formation
59g. 0&;0+6
<nit ,% "e'uence of !enses
59g. 0.6
<nit .% 1eported speech 59g. 0/6
; 8irect and indirect
<nit /% 1egister 59g. 0.6
SECTION 3: G1A@@A1
59g. &C. >
&C06
<nit &% 2omparison of
Ad$ectives
and Adverbs 59g.
&C.6
<nit )% Adverbial 2lauses
59g. &C.6
<nit *% 1elative 2lauses
59g. &C/6
8efining and 7on;
8efining
2lauses
<nit +% 2omplex 9hrasal
=erbs
59g.
&C06
<nit ,% 1egister 59g. &C06
vi
<nit .% !ense and Aspect 5 9g.
)C;)&6

!he past tense
; simple past
; past continuous
; past perfect
; past perfect
continuous
<nit /% Duture !ime 59g.))6
<nit 0% Adverbs 59g. )*6
<nit A% 9repositions 59g. )+6
<nit &C% 2on$unctions 59g. ),6
<nit &&% Inter$ection 59g. ).6
<nit &)% !he 9hrase 59g. ). ;)/6
; noun phrases
; verb phrase
; Adverb phrase
<nit &*% 2lauses 59g. )06
;8ependent and
independent.
vii
SECTION 4: 31I!I7G
59g. )A;**6
<nit &% !he structure of an
ssay 5p. )A6

<nit )% 9aragraph
8evelopment 5p. *C6

<nit *% 9lanning an essay
59g. *C;*&6
<nit +% "hort "tories and
7arratives 59g. *)6
<nit ,% 8escriptive 3riting
59g. *)6
<nit .% Letter 3riting 59g. **6
; informalBfriendly
SECTION 4: 31I!I7G
59g. .&6
<nit &% Letter 3riting
; Dormal Letters

<nit )% "peeches 59g. .)6
<nit *% Argumentative ssays
59g. .*6
<nit +% 8ebates 59g. .*6
SECTION 4: 31I!I7G
59g. AC;A&6
<nit &% 2reative 3riting 59g. AC6
<nit )% xpository 3riting
59g. A&6
<nit *% 9rogramme 3riting 59g.
A)6
<nit +% 1eport 3riting 59g. A*6
<nit ,% 3riting @inutes 59g. A+6
<nit .% 3riting
7oticesBAdvertisement
59g. A+6
SECTION 4: 31I!I7G
59g. &CA;&&C6
<nit &% 1eview I 59g. &CA6
7arrative and
2reative
3riting
<nit )% 1eview II 59g.
&CA6
1eport and Letter
3riting
"peech and
8ebate
<nit *% 1eview III 59g.
&&C6
Article 3riting
viii
SECTION : LI!1A!<1
59g. *+ >
*A6
<nit &% Introduction to Literature
; 3hat is Literature
; Aspects
; Importance

<nit% )% Eral Literature 59g. *,6
; the folklore
; myths and legends
<nit *% 3ritten Literature 59g.
*.6
; 7on;literary
; (ournalistic
proseBfiction and
drama
<nit +% Literary !erms 59g. *.;
*/6
; sub$ect matter and
theme
<nit ,% 9oetry 5Eral6 59g.*/6
"ong !exts%
; work, praise and
satirical
9oems, libation,
appellation.
SECTION : LI!1A!<1
5.*;.A6
<nit &% 9rose 5Eral6 59g. .+6
9roverbs
<nit )% 9rose 53ritten6 59g. .,6
"tudy of a "pecific !ext
; background and setting
theme
; plot and
characterisation
<nit *% Literary !erms 59g. ..6
; rhyme
; Alliteration
; Assonance
<nit +% 9oetry 3ritten
!he 4allad 59g. ./6
<nit ,% 9oetry
!he pic 59. ./6

<nit .% 8rama
"tudy of a "pecific !ext
59g .0 ;/C6
<nit /% 8rama
Literary 8evices
SECTION % LI!1A!<1
59g. A,;&C)6
<nit &% 9rose 59g. A, ; A.6
"tudy of a "pecific !ext%
; sub$ect matter and theme
; plot and characterisation
; narrative techni'ues
<nit )% Literary !erms I% 59g. A.6
; ambiguity
; paradox
; flashback
; interior monologue
<nit *% 8rama 59g. A/6
"tudy of a prescribed !ext ;
!ragedy
; sub$ect matter and theme
; plot and characterisation
; dramatic techni'ues
<nit +% Literary !erms II 59g. A06
; tragi;comedy
; epilogue
; prologue
SECTION % LI!1A!<1
59g. &&&;
&&)6
<nit &% 9rose > study of a
specific
!ext 59g.
&&&6
<nit )% 8rama%
"tudy of "pecific
text
59g.
&&&6
<nit *% 9oetry % "tudy of
selected poems
59g. &&)6
<nit +% Literary !erms 59g.
&&)6
ix
YEAR 1
YEAR 2 YEAR 3 YEAR 4
<nit /% 9oetry 53ritten6 59g. */;
*06
; the lyric poem

<nit 0% 8rama 5Eral6 59g. *06
Destivals
2oncert 9arties

<nit A% 8rama 53ritten6 59g. *06
; !ragedy
<nit ,% 9oetry 53ritten6
"tudy of a specific !ext
; 4allads
<nit .% 8rama 59g. .0;.A6
study of a specific text
; 8ramatis personae
; Act
; "cene
; "atire
; "arcasm
; uphemism
; "olilo'uy
; Aside
<nit ,% 9oetry 59g. &CC6
study of selected poems
theme
; poetic devices
; sound effects
; symbolism, etc.
<nit .% Literary !erms
59g. &C&;&C)6
; pun
; apostrophe
; elegy
; dirge
; epitaph
; oxymoron

TIME ALLOCATION
!he course is designed to be taught in forty 5+C6 weeks for each of the four years. nglish has eight 506 periods of +C minutes each per week. "ix 5.6 of the
periods should be devoted to nglish Language while the remaining two 5)6 periods should be used for HLiterature in nglishI. Allocation of periods per
week for the four years of "#" for nglish and other sub$ectsBitem are as follows%
Fear & Fear ) Fear * Fear +
nglish 0 . + +
9hysical ducation * ) ) )
Library 3ork 51eading and 1esearch6 * ) ) *
"4A 9ro$ect * ) ) )
3orship ) ) ) )
Dree 9eriod & & & )
x
SUGGESTIONS FOR TEACHING THE SYLLABUS
General Eb$ectives
General Eb$ectives for this syllabus have been listed early on page iii of the syllabus. !he general ob$ectives flow from the general aims of mathematics
teaching listed on the first page of this syllabus. !he general ob$ectives form the basis for the selection and organization of the units and their topics. 1ead
the general ob$ectives very carefully before you start teaching. After teaching all the units for the year, go back and read the general aims and general
ob$ectives again to be sure you have covered both of them ade'uately in the course of your teaching.
"ections and <nits% !he syllabus has been planned on the basis of "ections and <nits. ach year-s work is divided into sections. A section consists of a
fairly homogeneous body of knowledge within the sub$ect. 3ithin each section are units. A unit consists of a more related and homogeneous body of
knowledge and skills.
!he syllabus is structured in five columns% <nits, "pecific Eb$ectives, 2ontent, !eaching and Learning Activities and valuation. A description of the
contents of each column is as follows%
2olumn & ; <nits% !he units in 2olumn & are divisions of the ma$or topics of the section. Fou are expected to follow the unit topics according to the linear
order in which they have been presented. #owever, if you find at some point that teaching and learning in your class will be more effective if you branched
to another unit before coming back to the unit in the se'uence, you are encouraged to do so.
2olumn ) ; "pecific Eb$ectives% 2olumn ) shows the "pecific Eb$ectives for each unit. !he specific ob$ectives begin with numbers such as &.*., or ).).&.
!hese numbers are referred to as H"yllabus 1eference 7umbersI. !he first digit in the syllabus reference number refers to the sectionJ the second digit
refers to the unit, while the third digit refers to the rank order of the specific ob$ective. Dor instance, &.*., means% "ection &, <nit * 5of "ection &6 and
"pecific Eb$ective ,. In other words, &.*., refers to "pecific Eb$ective , of <nit * of "ection &. "imilarly, the syllabus reference number ).).& simply
means "pecific Eb$ective number & of <nit ) of "ection ). <sing syllabus reference numbers provides an easy way for communication among teachers
and other educators.
It further provides an easy way for selecting ob$ectives for test construction. Let-s say for instance, that <nit ) of "ection ) has five specific ob$ectives%
).).& ; ).).,. A teacher may want to base hisBher test itemsB'uestions on ob$ectives ).).* and ).).+ and not use the other three ob$ectives. In this way, a
teacher would sample the ob$ectives within units and within sections to be able to develop a test that accurately reflects the importance of the various skills
taught in class.
Fou will note also that specific ob$ectives have been stated in terms of the student i.e., what the student will be able to do after instruction and learning in
the unit. ach specific ob$ective hence starts with the following, H!he student will be able to..I !his in effect, means that you have to address the learning
problems of each individual student. It means individualizing your instruction as much as possible such that the ma$ority of students will be able to master
the ob$ectives of each unit of the syllabus.
2olumn * ; 2ontent% !he HcontentI in the third column of the syllabus presents a selected body of information that you will need to use in teaching the
particular unit. In some cases, the content presented is 'uite exhaustive. In some other cases, you could add more information to the content presented. In
a few cases the content space has been left blank for you to develop.
2olumn + ;!eaching and Learning Activities 5!BL6% !BL activities that will ensure maximum student participation in the lessons are presented in column +.
!ry to avoid rote learning and drill;oriented methods and rather emphasize participatory teaching and learning, and also emphasize the cognitive, affective
and psychomotor domains of knowledge in your instructional system wherever appropriate. Fou are encouraged to re;order the suggested teaching and
xi
learning activities and also add to them where necessary in order to achieve optimum student learning. As we have implied already, the ma$or purpose of
teaching and
learning is to make students able to use their knowledge in nglish in a variety of ways. !here may be a number of units where you need to re;order
specific ob$ectives to achieve such re'uired effects. !he emphasis is to assist your students to ac'uire effective communication skills in nglish.
2olumn , ; valuation% "uggestions and exercises for evaluating the lessons of each unit are indicated in 2olumn ,. valuation exercises can be in the
form of oral 'uestions, 'uizzes, class assignments, essays, structured 'uestions, pro$ect work etc. !ry to ask 'uestions and set tasks and assignments
that will challenge your students to develop excellent skills in nglish as a result of having undergone instruction in this syllabus. Fou are encouraged to
develop other creative evaluation tasks to ensure that students have mastered the instruction and behaviours implied in the specific ob$ectives of each
unit. Dor evaluation during class lessons, determine the mastery level you want students to achieve in their answers and responses. If for instance, you
take 0CK as the mastery level, ensure that each student-s answer to 'uestions asked in class achieve this level of mastery.
Lastly, bear in mind that the syllabus cannot be taken as a substitute for lesson plans. It is therefore, necessary that you develop a scheme of work and
lesson plans for teaching the units of this syllabus.
DEFINITION OF PROFILE DIMENSIONS
!he concept of profile dimensions was made central to the syllabuses developed from &AA0 onwards. A LdimensionL is a psychological unit for describing a
particular learning behaviour. @ore than one dimension constitutes a profile of dimensions. A specific ob$ective may be stated with an action verb as
follows% !he students will be able to describeM.. etc. 4eing able to NdescribeN something after the instruction has been completed means that the student
has ac'uired NknowledgeN. 4eing able to explain, summarize, give examples, etc. means that the student has understood the lesson taught. "imilarly,
being able to develop, plan, solve problems, construct, etc. means that the students can NapplyN the knowledge ac'uired in some new context. ach of the
specific ob$ectives in this syllabus contains an Naction verbN that describes the behaviour the students will be able to demonstrate after the instruction.
N:nowledgeN, NApplicationN, etc. are dimensions that should be the prime focus of teaching and learning in schools. In nglish, two profile dimensions and
four skills have been specified for teaching, learning and testing.
!he profile dimensions are%
:nowledge and <nderstanding +CK
<se of :nowledge .CK
!he four skills are as follows%
Listening 2omprehension &CK
1eading 2omprehension *CK
"peaking *CK
3riting *CK
!he profile dimensions and the skills may be combined as follows%
Listening ; :nowledge and <nderstanding
1eading ; :nowledge and <nderstanding
"peaking ; <se of :nowledge
xii
3riting ; <se of :nowledge
Learning nglish implies the ac'uisition of two ma$or abilities or behaviours. !hese are H:nowledge and <nderstandingI, and the H<se of :nowledgeI.
H:nowledge and <nderstandingI may be taught through HListeningI and H1eadingI, while H<se of :nowledgeI may be taught in H"peakingI and H3ritingI.
Listening and 1eading are Hreceptive skillsI while, "peaking and 3riting are Hproductive skillsI. very language and its associated culture have a store of
body language and certain intonations which give particular meaning to spoken words. !hese are referred to as the HkinesicsI and HparalangI of the
language. H:inesicsI refers to the facial expressions and other body language that give meaning to spoken words. H9aralangI refers to the hidden meaning
of spoken words. A simple HGood @orningI from a friend for instance, may be translated to mean that the friend is not happy. !hese are some of the
perceptive skills that must be taught in HListeningI, especially in learning a foreign language such as nglish. !he intonations and body language that go
with learning a language are very important for effective understanding and use of the language. !he teacher should try to give attention to these aspects
of the nglish Language.
ach of the dimensions and the skills, as you have noticed, has been given a percentage weight that should be reflected in teaching, learning and testing.
!he weights indicated on the right of the dimensions and skills show the relative emphasis that the teacher should give in the teaching, learning and testing
processes. 2ombining the dimensions and the four skills in the teaching and learning process will ensure that nglish is taught and studied competently in
school.
!he explanation of the key words involved in each of the profile dimensions is as follows%
K!"#$%&'% (!& U!&%)*+(!&,!' (KU)
knowledge !he ability to%
remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts. :nowledge is simply the ability
to remember or recall material already learned and constitutes the lowest level of learning.
understanding !he ability to
explain, summarize, translate, rewrite, paraphrase, give examples, generalize, estimate or predict conse'uences based upon a
trend. <nderstanding is generally the ability to grasp the meaning of some material that may be verbal, pictorial, or symbolic.
U*% "- K!"#$%&'% (UK)
!he ability to use knowledge or apply knowledge, as implied in this syllabus, has a number of learningBbehaviour levels. !hese levels include application,
analysis, synthesis, and evaluation. !hese may be considered and taught separately, paying attention to reflect each of them e'ually in your teaching. !he
dimension H<se of :nowledgeI is a summary dimension for all four learning levels. 8etails of each of the four levels are as follows%
application !he ability to
apply rules, methods, principles, theories, etc. to concrete situations that are new and unfamiliar. It also involves the ability to
produce, solve, operate, plan, demonstrate, discover etc.
analysis !he ability to
xiii
break down a piece of material into its component partsJ to differentiate, compare, distinguish, outline, separate, identify
significant points etc., recognize unstated assumptions and logical fallacies, recognize inferences from facts etc. Analytical ability
underlies discriminant thinking.
synthesis !he ability to
put parts together to form a new whole. It involves the ability to combine, compile, compose, devise, suggest 5an idea, possible
ways6, plan, revise, design, organize, create, and generate new ideas and solutions. Ability to synthesize underlies convergent
thinking.
evaluation !he ability to
appraise, compare features of different things and make comments or $udgement, contrast, criticize, $ustify, support, discuss,
conclude, make recommendations etc. valuation refers to the ability to $udge the worth or value of some material based on some
criteria.
Fou will note from the above that evaluation is generally the highest form of thinking and learning skill and is therefore the most important behaviour. !his
accounts for the poor performance of students and people generally on tasks that call for evaluative thinking. Give your students lots of chances to do
evaluative thinking.
xplanation of the meaning of the four skills is as follows%
Listening 2omprehension% !his is the ability to listen to, understand and follow directions, instructions etc. given in a language.
1eading 2omprehension% !he ability to read and understand what is conveyed in a piece of writing. !he reader must be able to read coherently, and must
be able to answer 'uestions arising from the passage read.
"peaking% 4eing able to speak a language clearly, and in a way that will be understood by listeners. !his is an oral communication skill that pupils should
be encouraged to practise.
3riting% !he ability to express one-s self clearly and comprehensively in writing. 3riting may be in the form of simple sentences, short essays,
compositions, summaries, letters etc.
FORM OF ASSESSMENT
It is important that both instruction and assessment be based on the specified profile dimensions. In developing assessment procedures, first select
specific ob$ectives in such a way that you will be able to assess a representative sample of the syllabus ob$ectives. ach specific ob$ective in the syllabus
is considered a criterion to be mastered by the students. 3hen you develop a test that consists of items and 'uestions that are based on a representative
sample of the specific ob$ectives taught, the test is referred to as a H2riterion;1eferenced !estI. It is not possible to test all specific ob$ectives taught in the
term or in the year. !he assessment procedure you use i.e. class test, homework, pro$ects etc. must be developed in such a way that it will consist of a
sample of the important ob$ectives taught over the specified period.
xiv
E!&-"--T%). E/(.,!(+,"!
!he end;of;term examination is a summative assessment system and should consist of a sample of the knowledge and skills students have ac'uired in
the term. !he end;of;term test for !erm * should be composed of itemsB'uestions based on the specific ob$ectives studied over the three terms, using a
different weighting system such as to reflect the importance of the work done in each term in appropriate proportions. Dor example, a teacher may build an
end of !erm * test in such a way that it would consist of the )CK of the ob$ectives studied in !erm &, )CK of the ob$ectives studied in !erm ), and .CK of
the ob$ectives studied in !erm *.
!he diagram below shows a recommended examination structure for end of term examination in "enior #igh "chool following the structure of 3A2
examination papers. !he structure consists of two examination papers. 9aper & is the ob$ective test paper essentially testing knowledge and
understanding. !he paper may also contain some items that re'uire application of knowledge. 9aper ) will consist of 'uestions that essentially test
Happlication of knowledgeI. !he "4A should be based on both dimensions. !he distribution of marks for 9aper &, 9aper ) and the "4A should be in line
with the weights of the profile dimensions as shown in the last column of the table below.
D,*+),01+,"! "- E/(.,!(+,"! M()2* (3)"** P)"-,$% D,.%!*,"!*
9rofile 1eceptive "kills 9roductive "kills !otal K 3eight of
8imensions Listening 1eading 3riting "peaking
@arks 8imensions
:nowledge and
<nderstanding
&, 0, ; ; &CC +C
<se of knowledge
; ; /, /, &,C .C
!otal @arks &, 0, /, /, ),C
K2ontribution of "kills , *, *C *C &CC
!he marks in the last column and in the last row are the weights of the profile dimensions and each of the four skills respectively. !he dimension
H:nowledge and <nderstandingI is assessed by HListeningI and H1eadingI. !he dimension H<se of :nowledgeI is assessed by H3ritingI and H"peakingI.
!he last but one row, shows the marks allocated to each of the four skills. Enly about ,K of the marks are allocated to HlisteningI since it is expected that
at this stage students would have ac'uired a lot of the skills in listening to spoken nglish. !he last but one column also shows the marks allocated to each
of the profile dimensions. Fou will note that the marks allocated to the profile dimensions and to the four skills conform to the percentage weights of the
profile dimensions and the skills. 3e have used a total mark of ),C in this example.
!he "chool 4ased Assessment should be used for measuring performance in reading, writing and speaking. "4A marks and the marks from mid;term and
end of term tests may then be combined appropriately to determine the total marks earned by each pupil on each dimension and each skill.
C".0,!,!' SBA .()2* (!& E!&-"--T%). E/(.,!(+,"! M()2*
!he new "4A system is important for raising students- school performance. Dor this reason, the .C marks for the "4A will be scaled to ,C. !he total marks
for the end of term test will also be scaled to ,C before adding the "4A marks and end;of;term examination marks to determine students- end of term
xv
results. !he "4A and the end;of;term test marks will hence be combined in e'ual proportions of ,C%,C. !he e'ual proportions will affect only assessment
in the school system. It will not affect the "4A mark proportion of *CK used by 3A2 for determining examination results at the 42.
GUIDELINES FOR SCHOOL BASED ASSESSMENT
A new "chool 4ased Assessment system 5"4A6, formally referred to as 2ontinuous Assessment, will be introduced into the school system from
"eptember )CC0. "4A is a very effective system for teaching and learning if carried out properly. !he new "4A system is designed to provide schools with
an internal assessment system that will help schools to achieve the following purposes%
o "tandardize the practice of internal school;based assessment in all schools in the country
o 9rovide reduced assessment tasks for each of the primary school sub$ects
o 9rovide teachers with guidelines for constructing assessment itemsB'uestions and other assessment tasks
o Introduce standards of achievement in each sub$ect and in each class of the school system
o 9rovide guidance in marking and grading of test itemsB'uestions and other assessment tasks
o Introduce a system of moderation that will ensure accuracy and reliability of teachers- marks
o 9rovide teachers with advice on how to conduct remedial instruction on difficult areas of the syllabus to improve students performance
!he new "4A system will consist of &) assessments a year instead of the ** assessments in the previous continuous assessment system. !his will mean
a reduction by .+K of the work load compared to the previous continuous assessment system. !he &) assessments are labelled as !ask &, !ask ), !ask *
and !ask +. !ask &;+ will be administered in !erm &J !asks ,;0 will be administered in !erm ), and !asks A;&) administered in !erm *. !ask & will be
administered as an individual test coming at the end of the first month of the term. !he e'uivalent of !ask & will be !ask , and !ask A to the administered in
!erm ) and !erm * respectively. !ask ) will be administered as a Group xercise and will consist of two or three instructional ob$ectives that the teacher
considers difficult to teach and learn. !he selected ob$ectives could also be those ob$ectives considered very important and which therefore need students
to put in more practice. !ask ) will be administered at the end of the second month in the term. !ask * will also be administered as individual test under the
supervision of the class teacher at the end of the &&
th
or &) week of the term.
!ask + 5and also !ask 0 and !ask &)6 will be a pro$ect to be undertaken throughout the term and submitted at the end of the term. "chools will be supplied
with A pro$ect topics divided into three topics for each term. A student is expected to select one pro$ect topic for each term. 9ro$ects for the second term
will be undertaken by teams of students as Group 9ro$ects. 9ro$ects are intended to encourage students to apply knowledge and skills ac'uired in the term
to write an analytic or investigative paper, write a poem A 5as may be re'uired in nglish and Ghanaian Languages6, use science and mathematics to
solve a problem or produce a physical three;dimensional product as may be re'uired in 2reative Arts and in 7atural "cience.
Apart from the "4A, teachers are expected to use class exercises and home work as processes for continually evaluating students- class performance,
and as a means for encouraging improvements in learning performance.
M()2,!' SBA T(*2*
At the "#" level, students will be expected to carry out investigations involving use of mathematics as part of their home work assignments and as part of
the "4A. !he suggested guideline for marking such assignments and pro$ects is as follows%
&. Introduction &CK
). @ain !ext
;8escriptions, analysis, use of charts etc. ,CK
*. 2onclusion )CK
xvi
+. Acknowledgement and references )CK
"tudents have to practise using charts and other forms of diagrammes in their writing pieces. !hey have to be taught to start with an introduction and conclude
their writing appropriately. !hey must also acknowledge the sources of information for their work.
!he marks derived from pro$ects, the end of month tests and home work specifically designed for the "4A should together constitute the "chool 4ased
Assessment component marked out of .C per cent. !he emphasis is to improve pupils- learning by encouraging them to produce essays, poems, and other
pieces of writing and drama. !he "4A will hence consist of%
nd;of;month tests
#ome work assignments 5specially designed for "4A6
9ro$ect
Ether regulations for the conduct of "4A will reach schools from G".
GRADING PROCEDURE
!o improve assessment and grading and also introduce uniformity in schools, it is recommended that schools adopt the following grade
boundaries for assigning grades.
Grade A% 0C ; &CCK ; xcellent
Grade 4% /C ; /AK ; =ery Good
Grade 2% .C ; .AK ; Good
Grade 8% +, ; ,AK ; 2redit 5"atisfactory6
Grade % *, ; ++K ; 9ass
Grade D% O *+K ; Dail
In assigning grades to students- test results, you may apply the above grade boundaries and the descriptors which indicate the meaning of each grade.
Dor instance, a score of /,K and above is considered NxcellentNJ a score of ..K is within the grade boundary of .,;/+K and is considered
N=ery GoodN. 3riting .CK for instance, without writing the meaning of the grade does not provide the students with enough information to evaluate hisBher
performance on the assessment. It is therefore important to write the meaning of the grade alongside the score you write. !he grade descriptors,
xcellent, =ery Good etc do not provide enough feedback to students. Fou should therefore provide short diagnostic information along side the grade
descriptor or write other comments such as%
o Good work, keep it up
o 2ould do better
o #ard working students
o 7ot serious in classJ more room for improvement etc.
!he grade boundaries are also referred to as grade cut;off scores. 3hen you adopt a fixed cut;off score grade system as in this example, you are using
the criterion;referenced grading system. 4y this system a students must make a specified score to earn the appropriate grade. !his system of grading
challenges students to study harder to earn better grades. It is hence very useful for achievement testing and grading.
xvii
NOTES TO THE TEACHER
I!+%')(+,"! "- S2,$$*
A key concept of the syllabus is the integrated approach to the teaching of skills. It must be remembered that the receptive 5listening and reading6 and
productive 5speaking and writing skills6 are interrelated and hence complementary. !hus, for example, a reading lesson must provide ample opportunity
for the practice of related listening, speaking and writing skills. "imilarly, it must be borne in mind that grammar is taught to be applied in speech and in
writing. 3riting lessons must therefore feature relevant issues of grammar.
Another issue that is worthy of note is the integration of laudable human value. !his is not to shift the focus of language lessons to preaching these values.
"mall doses of the values have been fused into literature and composition as well as reading and oral work.
14 O)($ 5")2 (L,*+%!,!' (!& S6%(2,!')
!his section on Eral 3ork referred to as HListening and "peakingI in this syllabus, has the following segments%
"ounds of the nglish Language 5vowels and consonants6, consonant clusters, stress and intonation. !he purpose of each of these segments is to
encourage students to listen carefully to the articulation of sounds in nglish. It is also to encourage the students to articulate the sounds correctly in
context. En the whole students should be able to make meaning from the nglish Language when it is spoken to them, and be able to speak in a way that
will be understood by other speakers of nglish. !he segments have been developed as complete units, but as activities that should be undertaken in
turns. !he teacher must give the segments their due weight, balance and influence in the teaching process. Above all, the teacher must endeavour to get
hisBher students to speak nglish as much as possible for them to be able to ac'uire effective skills in listening to and speaking the nglish Language. !o
handle the oral section effectively, the teacher is encouraged to use a good dictionary. .g. @acmillan nglish 8ictionary for Advanced learners,
5International "tudent dition6 and Longman 8ictionary of 2ontemporary nglish.

24 R%(&,!' M(+%),($
!o help the teacher to achieve the general and specific ob$ectives of the sections on H1eadingI , a list of topics for reading has been provided on the next
page. !he topics have been carefully selected to help pupils ac'uire vital information on general issues including health, entertainment, communication,
politics and current issues of interest. !he teacher is further encouraged to use his initiative in improvising and planning new materials. It is a re'uirement
that each student should read five books on different topics each term, except the last term of the fourth year.

34 S166$%.%!+()7 M(+%),($
!he teacher is further encouraged to constantly look for other supplementary material that will enhance the teaching and learning especially of the sections
on HListening and "peakingI and H1eadingI. @aterial that focus on moral ethical and social values such as honesty, diligence, integrity are particularly
recommended.
xviii
THEMES AND 8ALUES THAT READING PASSAGES SHOULD BE BASED ON
YEAR 1
&. 8($1%*: Attitude to work%
Loyalty
#onesty
2ourtesy
Assertiveness
#ardwork
9atriotism
!olerance
). 3ater 1esourcesB4odies
*. nvironmental Issues
+. 7ature% !he 7atural nvironment > 9lants, animals, birds
,. ntertainment% "ports, Games, @usic P 8ance
.. "ocial 9roblems e.g. 2hild Labour, 2hild !rafficking, 2hild Abuse.
/. 8iseases% AI8", @alaria
0. Destivals
A. !ransportation% Land P "ea
In addition to these themes, passages should be varied to reflect the basic types of prose namely narrative, descriptive, expository and
argumentative, as well as the other genres% verse and drama.
YEAR 2
&. 8($1%*% Attitude to work
Loyalty
#onesty
2ourtesy
Assertiveness
#ardwork
xix
9atriotism
). E!9,)"!.%!+($ I**1%*:
desertification
air pollution
water pollution
sanitation
*. T"1),*. ; @t. Afa$ato, @t. verest, :akum 7ational 9ark, 9aga 2rocodile 9ond, 3ater Dalls, !he 2astles, etc.
+. C"..1!,3(+,"!: ;mail, Internet, 9rint and lectronic @edia
,. Inventions
.. ntertainment% "ports and Games, @usic and 8ance
/. 7ature > !he 7atural nvironment
0. Destivals
A. !ransportation% AirB"ea
In addition to these themes, passages should be varied to reflect the basic types of prose namely narrative, descriptive, expository and argumentative, as
well as the other genres% verse and drama.
YEAR 3
&. 8($1%*% Attitude to work%
#onesty
#ardwork
3ork thnics
nvironmental Issues
). 8iseases% AI8", !uberculosis, Guinea 3orm
*. 2ommerce and Industrialization
+. 2ommunication% ;mail, Internet
,. !ourism
.. 9olitics and Government% lections, Arms of Government

/. 1ich 7ations and 9oor 7ations
xx
0. Inventions
A. 1eligions and Dorms of 3orship
YEAR 4
&. 8($1%*% Attitude to work
9atriotism
!olerance
2ourtesy
Loyalty
#ardwork
). Gender balance
*. 2ommerce and Industrialization
+. ducational Issues
,. Inventions
.. 9olitics and Government
/. International Erganizations%
; <7E
; A<
; 2E3A"

xxi
YEAR ONE
SECTION 1
LISTENING AND SPEAKING
G%!%)($ O0:%3+,9%*: "tudents will
&. articulate various nglish speech sounds.
). listen to, understand and speak nglish accurately and fluently.
UNIT SPECIFIC
OB;ECTI8ES
CONTENT TEACHING AND
LEARNING ACTI8ITIES
E8ALUATION
UNIT 1
8O5EL SEGMENTS
OF ENGLISH:
O8ER8IE5
!he student will be able to%
1.1.1 identify pure
vowels.
Identification of the pure
vowels and diphthongs.
e.g.
BI%B as in see, field, eel
BIB as in hit, lift, kick
BeB as in let, wet, pet
BQB as in mat, ran, bad
Ba%B in psalm, harm, part
BRB as in got, rot, hot
BR%B as in call, door, law
B+B as in could, pull, look
Bu%B as in food, true, woo
9rovide model pronunciation as
illustrated in content
Eral drill% students
; read aloud vowels for
practice
; listen to tapes and Internet
software programmes on
linguistics 5where available6 for
model pronunciation.
; listen to nglish Language
programmes e.g. G!= 7ews.
9airsBindividuals work in
articulation and use of the
vowels and diphthongs.
9airsBindividuals articulate
sounds and use them in target
words and sentences.
1
UNIT SPECIFIC
OB;ECTI8ES
CONTENT TEACHING AND LEARNING
ACTI8ITIES
E8ALUATION
UNIT 1 (CNTD)
<=< -
>1+ <>=+&
/:/ -
girl /g:l/
<'& -
&"3+") <()*+'&
DIPHTHONGS
<%,< - 6('%
<6%,(,<
<'1< -
'"$& <''1$&<
<(,< - .7 <.(,<
<(1< - +"#! <+(1!<
< S-& - 0"7 <0 S-<
<,'& - 7%()
<:,'&
&.'& - -(,)
<- ?< .
<1?< - +"1) <+/'&
!he student will be able
to%
&.&.) identify
diphthongs and
produce them
correctly.
, T , - bun, fun, cut
BU%B ; fur, girl burl
B., ; away, father
BeiB ; wait BweitB
B.uB ; gold Bg. uldB
BaiB ; why BwaiB
BauB ; town BtaunB
BS/, ; boyl Bb S/,
Bi., - year B$i.,
,0., ; hair Bh VB 0
BuVB ; sure B1u.,
2onsult a good pronunciation
dictionary and other useful on;line
sound programmes.
Look out for non;standard sounds
resulting from first language 5L&6
interference.
<se sounds in pairs as well
as in sentences.
2
UNIT SPECIFIC OB;ECTI8ES CONTENT TEACHING AND LEARNING
ACTI8ITIES
E8ALUATION
UNIT 2
8O5EL
SEGMENTS
D%+(,$* @ C"!+)(*+*
&.).& contrast the vowel
sounds in paired
words and sentences.
&.).) determine meaning
differences resulting
from changes in vowel
'uality.
2ontrasts in 'ualities of
vowels and diphthongs in
pairs or sets e.g.
seat sit as in I%BI
bell bail <%< < %,<
cut cart <=< < (0&
heart hurt < (0& Bh:t/
bout boat B (+, BW+,
pool pull B X%B ,+,
pour poor B%S B u.,
here hare <,VB ,0.,
pot port as in B S B S% .B
8etermining meaning
difference resulting from
changes in vowel 'uality.
Dor example%
&. #ere-s the pot
!here is the post
). I can-t pullBpulB the
door open. !he ball
fell in a poolBpu%lB of
water.
*. !he hareBheVBran very
fast. !he boy came
here BhiVB
<se charts in context to draw attention to
vowel contrasts in words.
9ronunciation drills%
; pair students for practice in
pronunciation of pair words in
context.
"tudents listen to audio software
programmes.
NB% !eachers- own speech pattern is very
important here. !here are several books
that can guide them to give the needed
help to the students.
"tudents identify meaning of pair words in
context.
9airBindividual work >
"tudents pronounce pairs of
words bringing out the
contrasts in them.
"tudents form sentences with
contrasting words effecting
differences in meaning.
3
ACTI8ITIES
E8ALUATION
UNIT 3
CONSONANT
SEGMENTS
&.*.& identify and produce
the consonants.
P)"&13+,"! "-
- P$"*,9%*
<6< < 0< <+< <&< <2< <'<
- A--),3(+%*
<+A< <d2B
- F),3(+,9%*
<-< <9< <*< <B< <>< <A< <,<.< <C<
- N(*($*
<.< <!< <3<
- L(+%)($
<$<
- S%.,-9"#%$*
<#< <:<
- +),$$
<)<
8rill articulation on the basis of place,
manner and voicing.
7ote% !eacher must consult charts to
locate positions of the consonants in the
vocal tract, where necessary.
"tudents identify words that
contain sounds.
In pairsBgroups, produce
words with consonant
sounds and note differences.
4
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 3 (CONTD)

&.*.) distinguish between
voiced and voiceless
consonants.
&.*.* pronounce
consonants
discriminately in
words and in
sentences.
=oiceless =oiced
BpB BbB
BtB BdB
BkB BgB
BtYB Bd2,
BfB BvB
BsB BzB
BYB B2B
BZB B .<
BhB ;
BrB
BmB
BnB
B 3,
BlB
BwB
B$B
<sing consonants
discriminately in words
and in sentences i.e,
; bit, pit
seal, zeal
!he lion fell into the pit.
"erwaa ate a bit.
"ay thank you to sinam.
@other bought a tank.
5
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 4
CONSONANT
CLUSTERS
*7$$(0$% ,!,+,($
*7$$(0$% -,!($
UNIT
MONO AND DI-
SYLLABIC
5ORDS
!he students will be able to%
&.+.& determine syllable
initial and syllable
final structure of
words and
pronounce them
correctly.

&.,.& stress mono and
disyllabic words to
distinguish nouns
and verbs correctly.
&.,.) determine stress of
foreign or borrowed
words.
"yllable initial clusters%
; cv top
; ccv stop
; cccv strive
"yllable final clusters
M.c top
M.cc post
M.ccc lumps
M.cccc tempts
"yllable stress in monosyllabic
words.
=ariable stress in disyllabic
words.
e.g. &st syllable in nouns, )nd
syllable in verbs
e.g. Lmandate% manLdate
Lconvert% conLvert
Limport% imLport, etc
"ome foreign words retaining
foreign stress e.g. coup d-etat,
etc
@ake lists of words with syllable initial
and final clusters.
2ompare and contrast with clusters in
a Ghanaian Language 5if possible6.
Identify problem areas in initial and
final clusters for some Ghana speakers
of nglish e.g.
e.g.
&. dropping some
consonants in the cluster.
i.e.
[pos\ instead of post
[firsI instead of first
). interchanging positions of
consonants, i.e.
[deskI instead of desk
[aksI instead of ask
*. inserting vowels into the
cluster, i.e.
[milikI instead of milk
[filimI instead of film
Lead students to identify disyllabic
words which change stress to indicate
nouns or verbs
e.g. Lincrease inLcrease
Lcontrast conLtrast
8raw attention to the fact that some
words borrowed into nglish retain
their foreign stress patterns in nglish.
g. > coup d- etat
<sing the dictionary, lead students to
find more of such words.
In groups students compile a list
of words with consonant clusters
and practise their pronunciation.
2onduct oral test to detect
common errors and offer
appropriate help.
"tudents look for more examples
from dictionaries of words which
change stress to change formB
class and those that don-t
In pairsBgroups practise
pronouncing words with correct
stress.
6
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT D
INTONATION:
T1!% 1 (!& T1!%
2
!he students will be able
to%
1.6.1 use falling
intonation to
express
statements,
commands, wh;
'uestions and
exclamation-.
&...) use rising
intonation in
statements with
implications,
polite re'uests,
polar 'uestions.
Dalling intonation in
statements i.e. :ofi is here.
4
commands i.e. "it down4
wh;'uestions ie.3ho is
there] 4
exclamation ie. #ow funny^
4

1ising intonation in
; "tatements of doubt, :ofi is
here 5 5 I thought he had
left6
; "arcasm, surprise.
@ary left home] 5 5are you
sure]6
;polite re'uests ie.
2an I take this] 5
;polar 'uestions ie.
Are you happy] 5
<se falling intonation in dialogue,
conversation, etc.
"tudents take turns at making
sentences and identifying !une &
and !une ).
8ialogue between students using the
intonation pattern.
7
YEAR ONE
SECTION 2
READING COMPREHENSION AND SUMMARY
G%!%)($ O0:%3+,9%*: "tudents will
&. develop the use of various skills and techni'ues for effective reading.
). ac'uire the skills of answering comprehension 'uestions accurately and appropriately.
*. ac'uire the skills of summarizing passagesBtexts.
+. ac'uire the skills of deriving moral and other values from passagesBtexts.
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 1
READING
TECHNIQUES
).&.& read purposefully
with understanding.
1eading purposefully with
understanding short
passages of about *,C
words.
Introduce pre;reading
'uestions to lead into
passage.
1ead passage before
'uestions for information
processing% !eacher asks
specificB general 'uestions
based on passage read.
9rovide passages of varying degrees of
difficulty for reading.
8iscuss which passage is easier to
understand.
"tudents do silent reading.
In pairsBgroups, students find factual
information from passage.
"tudents answer
factualBrecall 'uestions to
manifest level of
understanding.
8
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 1 (CONTD)
READING
READING
COMPREHENSION
RECALL QUESTIONS

).&.) read
discriminately.
).&.* read texts
purposefully
paying close
attention to topic
and supporting
sentences.
!echni'ues for reading
"kimming > browsing
pages of a news;paper or
a book to see what may be
useful or interesting, or to
get a general idea of what
it contains
"canning% going through a
text 'uickly in order to find
a piece of information.
"elected passages from
course book or other
literature texts.
!opic sentence > !his is
the central idea each
paragraph talks about.
8iscuss the merits of the two techni'ues.
Identify situations when each techni'ue
can be used. Guestions before passage
help students to focus on what they read
and seek specific information re'uired.
8iscuss when to apply which techni'ue.
8raw attention to the different reading
techni'ues a reader employs for effective
reading.
"tudents read and answer appreciative
and inferential 'uestions.
Guide students to identify the topic
sentences in each paragraph.
"tudents skim texts and
answer 'uestions.
"tudents scan several
paragraphs and identify the
central idea as contained in
each topic sentence.
9
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 2
READING
L,*+%!,!'
C".6)%>%!*,"!
UNIT 3
SUMMARY
).).& listen to texts and
write answers to
'uestions.

).).) write essential
points from
textsBpassages
listened to.
).).* identify moral values
from passage e.g.
honesty, tolerance.
).*.& read and understand
orderly presentation
of ideas in a text.
).*.) identify themes,
functional words and
phrases for
meaning.
).*.* locate key words
and phrases which
express the main
ideas in a given text.
3rite down 'uestions
based on the text to be
read on the chalkboard.
3rite answers to the
'uestions on the
chalkboard.
1ead and understand
orderly presentation of
ideas in a text.
Identify themes and
functional words from
given passages.
Identify main ideas in
paragraphs.
1ead passage twice in senseBthought
groups 5meaningful chunks6 to enable
students get the essential points.
"tudents answer 'uestions based on texts
listened to.
In pairsBgroups, students listen to a radio
programme and write out what they hear.
"tudents should use the techni'ues of
skimming and scanning to identify
functional words and phrases which
express essential points.
In groups and in pairs, students
read passage carefully and mark out topic
sentences.
"tudents listen and write
answers to 'uestions
"tudents write down points in
passage read.
"tudents listen to and
summarize storiesBpassages
read aloud in class.
"tudents mention values
derived from passageBtext.
"ummarize given passages.
10
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 3 (CONTD)
"tudents will be able to%
).*.+ summarize given
passages and
texts.
3rite summaries of given
passagesB texts.
3rite single sentenceBcontinuous
summaries of passages and texts.
In pairsBgroups, students
write essential points from
given passagesBtexts.
NOTE:
2heck inaccuracies direct lifting, repetition
and unnecessary copying.
Guide students to find suitable titles for the
passagesBtexts without titles.
UNIT 4
READING BEYOND CLASS TEETS
ach student is to be encouraged to read at least five story books of hisBher own choice each term. "tudents make their choice from
recommended titles. Ene way of encouraging students is to select comprehension passages for terminal examinations and
continuous assessment testsBtasks from recommended story books.
11
FA1 E7
SECTION 3
GRAMMAR
G%!%)($ O0:%3+,9%*: "tudents will
&. use grammatical forms accurately in speech and writing.
). identify and state the functions of the various grammatical forms in given contexts.
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 1
NOUNS
P)"6%)<C".."!
!"1!*
C"1!+<N"!-C"1!+
!"1!*
C"!3)%+%<A0*+)(3+
!"1!*
S,!'1$()<P$1)($ !"1!*
R%'1$()<I))%'1$()
!"1!*
*.&.& identify nouns in
"entences.
8efine the noun but note
the loopholes in the
traditional definition as
name of a person, place or
thing.
<se of determiners in the
noun phrase e.g. a little
boyJ nouns change form to
indicate singularBplural
<sing appropriate examples, explain to
students that the traditional definition of
nouns does not hold for nouns such as
beauty advice etc.
Group students to identify types of
nouns in passages.

12
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 1 (CONTD)
T>% G%!,+,9%:
F*G '%!,+,9%
F"-G '%!,+,9%
*.&.) distinguish
between proper
and common
nouns as well as
other types of
nouns.
*.&.* use other types
appropriately in
speech and in
3riting.
*.&.+ identify the forms
of the genitive,
and use them in
speech and in
writing.
2oncrete 7ouns%
9roper 7ouns > :ofi, @ary
2ommon 7ouns>table, tree
2ount 7ouns > apples, books
7on > 2ount > sugar, water
Abstract 7ouns > love,
kindness
1egular > boy boys
Irregular > sheep sheep
g.
9hysics, conomics,
@athematics
Identify the forms of the
Genitive.
;Adding H* to a regular noun
e.g. Eusman-s shirt
; Adding H* to the genitive
case in regular plural nouns
e.g. the boys- book.
; Adding H* to the apostrophe
or simply adding the
apostrophe to names ending
in _s` e.g. (ames-s book or
(ames- book
; Adding "- to the noun
phrase
e.g.
!he name of the girl.
!he title of the poem
<se pictures and charts for identification
and determination of status and
functions of nouns
Dind other invariable nouns eg.
homework, dregs, outskirts etc.
<sing appropriate drills, let students
contrast the HsI genitive and the HofI
form e.g.
; !he plays of Ama Ata
AidooBAma Ata Aidoo-s plays.
; !he daughter of the
politicianBthe politician-s
daughter.
In pairsBgroups, students
identify types of nouns in
sentences and passages.
"tudents use nouns to form
meaningful sentences.
"tudents use the ?s genitive
and the ?"-I genitive in
sentences to show contrast.
13
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 2
PRONOUNS
F").* "-
P)"!"1!*
*.).& identify the various
types of pronouns
and use them in the
appropriate
contexts.
Identification of types and uses
of pronouns%
; personal> I, you, he, they
; possessive > mine, yours,
hers etc.
; reflexive > myself, himself,
themselves etc
; relative > who, which,
whom, that,
whose
; interrogative > who, whom,
what, where etc.
; demonstrative > this, that,
those, these
; indefinite > any, some
; reflexive > myself, himself,
herself, etc.
"tudents work in pairsBgroups to
identify types and uses of pronouns in
given sentences and passages e.g.
personal, possessive, etc.
xplain the possessive forms for
personal and non;personal gender e.g.
mine, yours truly, hisBhers, its

4lank;filling exercises using
varied pronouns. 9rovide a
text for students to replace
nouns with the appropriate
pronouns.
14
UNIT SPECIFIC
OB;ECTI8ES
LEARNING ACTI8ITIES
E8ALUATION
UNIT 3
AD;ECTI8ES
*.*.& identify the different
types of ad$ectives.
*.*.) use the various
forms of the
ad$ective correctly.
Identification of different types of
ad$ectives
; 8emonstrative ;
this, that, these, those
; Interrogative ;
which, whose, what
; 9ossessive ;
my, your, his, her, our, their
xamples
&. !his book is interesting
). 3hose pen did you use]
*. #er mother is a baker
9ositive 2omparative "uperlative
short shorter shortest
high higher highest
strong stronger strongest
beautiful more most
beautiful beautiful
hardworking more most
hardworking hardworking

NOTE:
8raw attention to other ad$ective forms
like minor to
superior to
inferior to
etc.
Identification of ad$ectives
according to type in given
contexts.
Identification of ad$ectives and
their comparative forms. <se a
good dictionary.
9airsBgroups use substitution table
to form sentences using the three
forms of ad$ective
"tudents write a short
description of a place,
person, event, etc. in a few
sentences making use of the
types of ad$ectives they have
learnt.
Let students give the
comparative forms of some
regular and irregular
ad$ectives.
15
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 4
8ERB FORMS
R%'1$() (!& I))%'1$()
P),.()7 A1/,$,(),%*
M"&($ A1/,$,(),%*
*.+.& identify the various
inflections of the
regular and
irregular verbs.
*.+.) use verbs correctly
in appropriate
tense forms%
*.+.* distinguish regular
verb forms from
the irregular forms.
*.+.+ identify primary
auxiliaries.
*.+., use them
appropriately in
speech and in
writing.
*.+.. identify modal
auxiliaries and use
them to express
the right intentions
in speech and in
writing.
Inflection of regular and
irregular verbs
4ase form 5=6 > call, drink
" > form 5= a "6 > calls,
drinks
9ast 5= a ed6 > called, drank
9articiple 5= a ing6 > calling,
drinking
9articiple 5= a ed6 > called,
drunk
1egular > talk, want, advise,
weed, etc.
Irregular > come, eat, go, get,
say, write, etc.
!he primary auxiliaries are
do, have, be

<se of the primary auxiliaries
e.g. to emphasize yesBno
'uestions.
<se modal auxiliaries e.g.
canBcouldJ willBwould,
mayBmightJ must, need, etc.
<ses of the modal to express
volition, possibility, necessity.
<se sentence drillsBpassage to
present the forms.
In groups, students identify irregular
forms in given texts.
List primary auxiliaries.
2onstruct sentences based on list
and determine shades of meaning.
<se sample texts for identification and
analysis of meaning.
List modal auxiliaries. <se them to
construct sentences.
8etermine shades of meaning using
sample texts
Drom a given passage
students identify verbs
5regular or irregular6 and their
forms.
"tudents write appropriate
forms of verbs in
sentencesBpassages
Dill in blanks using the
appropriate primary
auxiliaries.
In pairs, students use the
modals in appropriate
situations e.g. an invitation to
a partyBfootball match.
; permission to use
the telephone.
"tudents indicate various uses
of modal auxiliaries in given
sentences.
16
UNIT
SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT
TENSE AND ASPECT
T>% P)%*%!+ T%!*%
S,.6$% P)%*%!+
*.,.& distinguish
between the
types of tenses.

*.,.) use them correctly
in speech and
in writing.
xplanation of relationship
between time, tense and
aspect.
Dorms of the 9resent !ense
"imple 9resent
It uses the baseBbare infinitive
form of the verb
e.g. go, come, write etc.
It changes with the *
rd
person
singular e.g.
I come 3e come
Fou come Fou come
#eBshe comes !hey come
!he "imple 9resent !ense is
used for a number of
purposes%
>(0,+1($ 6)%*%!+
!his expresses
repetitiveBrepeated action e.g.
3e go to church on "undays
:ofi drinks a lot
,!*+(!+(!%"1* 6)%*%!+
!his expresses an action
currently taking place. It
brings the action alive as in
commentary e.g.
:wame passes the ball to
George. George moves with
the ball and takes a shot.
<se substitution drills to differentiate
forms and their uses.
<se demonstrationBrole playB
dialogue to distinguish forms and
other uses.
<se commentaries on sports
recorded from the !=, 1adio or the
Internet.
"tudents fill in blanks in
sentencesBpassages with
correct forms of the verb.
"tudents convert the base
forms of verbs into other
forms.

"tudents comment on what
they watchedBlistened to.
17
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT (CONTD)
TENSE AND ASPECT
P)%*%!+ C"!+,!1"1*
Adoma raises her binoculars
and observes the birds in the
valley.
T>% >,*+"),3 6)%*%!+
!his expresses one-s comment
on what has happened. e.g.
I know he has left.
3e hear the banks have
raised interest rates
P)%.%&,+(+%& (3+,"!
!his expresses an action that
will happen at a future time but
which is definite.
e.g. @ary leaves for London
next @onday.
I see him tomorrow
9resent 2ontinuous
It uses the appropriateI !o beI
a > ing form of the main verb.
!his is used to express an
action in progress e.g.
!he baby is sleeping
!he students are waiting for
the nglish teacher.
"tudents construct paragraphs
using the instantaneous
present and the present
continuous forms.
18
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT (CONTD)
P)%*%!+ P%)-%3+
P)%*%!+ P%)-%3+
C"!+,!1"1*
9resent 9erfect
It is made up of hasBhave
#asB#ave a 9ast participle
form of the main verb.
!his expresses the situation
where an action that has
occurred already is made to
relate to the present e.g.
!he workers have gone
home.
!he lady has flown to London
9resent 9erfect 2ontinuous
!his is made up of #aveB#as
a 4een a =;ing form of the
particular verb6.
It expresses an action that
started sometime ago but
which has continued over a
period of time even to the
present. e.g.
!hey have been travelling the
whole night
"he has been driving all her
life.
"he has been working on the
computer the whole day.
"elect appropriate passages from
literature texts to illustrate different
tense forms.
"tudents construct paragraphs
using the present perfect tense
"tudents complete sentences
using the present perfect and
the present perfect continuous
forms e.g.
#e has done the work.
#e has been working since
morning.
19
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT D
TENSE AND ASPECT
T>% P(*+ T%!*%
S,.6$% P(*+
P(*+ C"!+,!1"1*
*...& recognise the main
types.
*...) distinguish shades
of meaning
associated with
types.
*...* use types
appropriately in
speech and in
writing.
!ypes of the 9ast !enseJ
"imple 9ast
It uses the > ed or d form
of the verb for regular
verbs but varies in
irregular verbs.
It is used to express an
action that happened at a
certain time in the past, is
ended and may have no
relationship with the
present.
e.g. #e finished school in
&A0C.
!he woman went to Accra
last Driday.
9ast 2ontinuous
It is made up of wasBwere
a the > ing form of the
particular verb.
It is used to express an
action that continued over
a period in the past.
e.g. !he students were
studying throughout the
night.
@y mother was working
the whole morning.
<se substitution drills to differentiate
forms and their meanings.
"tudents form sentences and write short
paragraphs using each structure.
"tudents fill in blanks in
sentencesBpassages with
correct types of the verb.
"tudents convert the base
forms of verbs to other forms.
"tudents write
sentencesBparagraphs using
each of the structures
studied.
20
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT D (CONTD)
P(*+ P%)-%3+
P%)-%3+ C"!+,!1"1*
9ast 9erfect
It is made up of had a the
past participle form of the
verb.
It is used to express a
situation where two actions
occurred in the past with
one occurring before the
other. !he first action is put
in the past perfect and the
second one is put in the
simple past. e.g.
!he robbers had run away
when the police arrived.
3hen the doctor came the
patient had regained
consciousness.
9ast 9erfect 2ontinuous
It is made up of had a been
a the > ing form of the
particular verb.
It is used $ust like the 9ast
9erfect !ense but the first
action covers a period of
time e.g.
3e had been waiting for
almost an hour before the
teacher arrived.
<se substitution drills to enable students
practise the various structural forms.
"tudents write sentences contrasting
9ast 9erfect and 9ast 9erfect
2ontinuous tenses.
"tudents write sentences to
illustrate the use of the
various types of the past
tense.
21
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT J
FUTURE TIME
*./.& identify forms used to
express future time.
*./.) use the correct form in
the appropriate
contexts.
Dorms used to express
future time 5simple6
; willBshallB ?ll a infinitive
e.g. I willBshall go
I-ll go
; willBshallB?ll be a the
progressive
e.g. I-ll be going soon
; be a going to a infinite
e.g. I-m going to do it
; !he simple present tense
e.g. 8elle leaves for
Accra tomorrow.
; !he present progressive
e.g. !he match is
starting at )p.m.
; be a to a infinitive
e.g. #e is to 'uit
HbeI a about to
e.g. :ofi is about to
write a letter.
"tudents practise the use of the forms
which express future time.
; use substitution drills to
re;inforce correct use of
forms.
; identify uses in speech
and in writing especially
in planning for the future etc.
; shades of meaning
arising from the use of
forms emphasized
through identification drills.

"elect appropriate passages from
literature texts to illustrate future time.
4lank;filling exercises using
the various ways of
expressing future time.
"tudents write a paragraph
of activity using various
forms expressing future time.
22
ACTI8ITIES
E8ALUATION
UNIT K
AD8ERBS
*.0.& identify types of adverbs and
use them correctly in
sentences.
*.0.) distinguish between
ad$ectives and
adverbs in context
especially those that
have the same
structure e.g. fast,
well, hard.
Identification and function of adverbs
Adverbs are words which modify verbs.
Identification and uses of different types
of adverbs >
;@anner > #e ran fast.
;!he baby cried loudly.
;!ime ; !hey left yesterday.
;!he boy reported early.
; 9lace ; "he came here.
; 3e went there.
8istinguish between ad$ectives and
adverbs in context.
e.g. !he car is fast > ad$ective
!he boy ran fast > adverb

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

!he ball is hard > ad$ective
#e kicked the ball hard;adverb
Lead students to identify adverb types in
a given passage.
3rite pairs of sentences on the chalkboard
using the same word first as an ad$ective
and then as an adverb.
Lead students to see the difference
between the two.
7E!% <se comprehension passages and
excerpts from literature texts for exercises.
3rite some sentences
on the chalkboard and
let students identify the
adverbs in them.
Let students write
sentences to show the
difference between the
same word used as an
ad$ective and then as
an adverb.
23
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT L
PREPOSITIONS
*.A.& identify the two types
of prepositions i.e.
simple and complex
and relate them
appropriately to the
words they govern.
*.A.) use examples to
determine meanings
of prepositions e.g.
time, place, cause,
etc.
*.A.* identify the idiomatic
use of prepositions
and their meanings in
sentences.
xplanation of preposition.
Identification of simple and complex
types.
"imple > on, at, from, in etc.
2omplex > due to, with respect to,
in accordance with, apart from, with
reference to etc.
<sing examples to determine
meanings of prepositions e.g. time,
place, cause, etc.
e.g. 3e visited the zoo during the
course of the week > !ime
#e left the plate on top of
the fridge > place
"he 'uit the $ob as a result of
the manager-s harassment;cause.
Identifying the idiomatic use of
prepositions and their meanings.
e.g. "he can-t put up with that kind
of behaviour 5can-t tolerate6
Fou must not back out of the
competition 5withdraw6
<se substitution drills to test for correct
use of prepositions.
<se dictionariesBInternetBliterature texts to
identify other examples of idiomatic use of
prepositions
"tudents identify
prepositions and
determine their types
from a given passage.
"tudents write short
passages using
prepositions.
"tudents form own
sentences illustrating
the idiomatic use of
prepositions
9refer on
#ail of
Insist to
8epend from
According
Independent
In respect
As a result

24
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 1M
CON;UNCTIONS
*.&C.& identify types of
2on$unctions.
*.&C.) determine
meanings and
uses of
con$unctions in
context.
*.&C.* use con$unctions
to link sentences
in continuous
writing.
xplanation of con$unctions.
!ypes of con$unctions.
2oordinating > and, but, orBnor
"he said her prayers and went
to bed.
"ubordinating > if, although etc
e.g. #e will pass the
examination if he studies hard.
<se a given passage to identify the various
con$unctions.
Drom a literature textBgiven passage help
students to identify the various con$unctions
and explain them using their contexts.
Identify con$unctions
in a given passage.
"tudents $oin pairs of
sentences using
con$unctions.
25
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 11
INTER;ECTION
UNIT 12
THE PHRASE
T76%*:
*.&&.& explain
Inter$ections.
*.&&.) distinguish types
and use them
effectively in speech
and in writing.
*.&).& identify a phrase.
8efinition of inter$ection%
A word or phrase used for
expressing strong
emotions such as surprise
or anger, fear or $oy e.g.
ooh^, ah^, etc.
8istinguish types of
inter$ections and the
emotions they convey.
e.g. strongBweak
<se of inter$ection with all
parts of speech.
xplanation and
identification of the phrase
i.e. a wordBa group of
words that perform a
particular function;; e.g.
sub$ect, verb, ob$ect etc;;in
a sentence.
9airBGroup work to identify examples of
inter$ection in texts.
2reate situations for use of inter$ection
and analyze effects.
List phrases for identification through
head words.
In pairsBgroups, students identify phrases
in texts.
<se sample sentences for identification
and analysis.
Identify the use of inter$ection
in texts
"hort sketchesBrole play
demonstrating use of
inter$ection.
"tudents identify and
underline types of phrases in
sentencesBpassages.
"tudents use different types
of phrases in sentences
26
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 12 (3"!+&)
N"1! P>)(*%
8%)0 P>)(*%
A&:%3+,9% 6>)(*%
A&9%)0 6>)(*%
*.&).) recognise the
different types of
phrases and their
uses.
*.&).* use them correctly in
speech and in writing.
!ypes of 9hrases%
noun phrase > has a noun
or noun e'uivalent as
head e.g. some of the
students, the name of the
boy. "ome of the students
were in the classroom.
verb phraseJ is going, has
gone, attend. !hey attend
prepositional phrase%
meetings in the classroom,
at the lorry station.
Ad$ective phrase% a phrase
that has an ad$ective as its
head e.g. !he flower is
extremely beautiful.
Adverb phraseb
has an adverb as head;;
very 'uickly, extremely,
early in the morning, later
in the day;;#e left the
house very 'uickly. !he
work was done rather
slowly.
3hen a prepositional
phrase functions as an
adverb i.e. modifies a
verb, it becomes an
adverb phrase, e.g. he
came in a hurryJ he came
to the house.
In pairsBgroups students construct
sentences for analysis using different
types of phrases in context.

27
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 13
CLAUSES:
D%6%!&%!+ (!&
I!&%6%!&%!+
*.&*.& describe and identify
clauses in a given
context.
*.&*.) distinguish between
dependent and
independent clauses.

*.&*.* write sentences
combining
dependent and
independent clauses.
8escribe a clausebit is a group
of words containing a finite verb
and normally has a sub$ect
and a predicate.
e.g. "eyram ate the food
3e went to Accra.
(ohn is a doctor
8istinguish between dependent
clauses 5i.e. clauses beginning
with subordinate con$unctions
and not capable of standing on
their own6 from independent
clauses 5i.e. clauses capable of
standing on their own6
e.g. :wesi saw his friend,
independent clause
when he went to Accra.
dependent clause
If "erwaa studies hard,
dependent clause
she will pass the exams
independent clause
"tudents describe clauses.
<sing literary texts, let pairsBgroups
identify types of clauses.
"tudents identify types of clauses in
given passages.
"tudents write own short paragraphs
using clauses.
9rovide clauses and let students $oin
into sentences.
"tudents discuss work
identifying appropriate use
of both types of clauses
"tudents $oin appropriate
clauses.
28
YEAR ONE
SECTION 4
5RITING
G%!%)($ O0:%3+,9%*: "tudents will
&. ac'uire and develop skills for writing.
). be able to write composition pieces on a variety of topics.
*. compose pieces containing human values.
UNIT SPECIFIC
OB;ECTI8ES
LEARNING
ACTI8ITIES
E8ALUATION
UNIT 1
THE STRUCTURE OF AN
ESSAY
+.&.& recognize the
various parts of an
essay.
"tructure refers to
introduction, body and
conclusion.
Guide students to discover
the structure of an essay%
introduction, body and
conclusion.
In pairsBgroups, let students
study sample texts and identify
the parts.
NOTE:
Look for texts to help you.
29
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 2
PARAGRAPH
DE8ELOPMENT
UNIT 3
PLANNING AN
ESSAY
+.).& write a suitable
paragraph on a
given controlling
idea.
+.).) develop
paragraphs out of
given topics.
+.).* develop own
concluding
paragraphs on
given topics.
+.*.& generate ideas on
a given
essay topic.
4ody
3riting paragraphs beginning with
the sentence that contains the
main idea > i.e. the topic
sentence.
Locating the position of the topic
sentence > at the beginning6
; at the end
;in the middle of paragraph.
Identification of supporting
sentences or sentences that
helps to explain and expand
andBor illustrate the topic
sentence.
2onclusion
"trategies for concluding
paragraphs in essays include%
deducing, predicting, reviewing
and summing up main points.
8evelopment of ideas on a
particular topic into one
connected and coherent piece.
In groupsBpairs identify topic and
supporting sentences.
<se different texts to illustrate
deductive and inductive paragraph
development.
8evelop supporting sentences from
given topic sentences.
8evelop paragraphs on their own using
the various positions of the topic
sentence.
Identify the devices through pairBgroup
study of given paragraphs.
2ompare paragraphs using the
devices.
"tudents generate ideas on a given
topic.
In pairsBgroups student
identify the three
positions of the topic
sentence from a given
text.
8evelop suitable
concluding paragraphs
on given topics.
8iscussion of students-
work in groups, etc.
"tudents select own
topics and generate
ideas on them.
NOTE:
In dealing with paragraphs
avoid using technical terms like H!opic
sentenceI, Hsupporting sentenceI. etc.
30
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 3 (CONTID)
PLANNING AN
ESSAY
+.*.). organise ideas on a
given topic.
+.*.*. use appropriate
words and phrases
to linkBconnect ideas
effectively.
8eveloping the points for an
essay, discussing them and using
interBintra paragraph transitional
devices to link those paragraphs
logically and coherently
!ransitional devicesBlinking words
include%
!o support
Also, in addition, another, again,
etc.
!o contrast
4ut, on the other hand, in
contrast, nevertheless, etc.
!o exemplify
for instance, for example, etc.
!o sum up
Dinally, in sum, in conclusion,
eventually
9lan an essay on a given topic.
In groupsBpairs, let students use some
transitional devices to link given
paragraphs.
"tudents develop their
ideas into sentences and
then $oin them to form
one well;knit piece.
"tudents identify the use
of the devices in a given
text.
"tudents connect
paragraphs into an
essay.
7E! !he list is not exhaustive
31
ACTI8ITIES
E8ALUATION
UNIT 4
SHORT
STORIES
AND
NARRATI8ES
UNIT
DESCRIPTI8E
5RITING
+.+.& orally compose
interesting
and lively short
stories reflecting
moral values e.g.
tolerance,
co; operation,
obedience.
+.+.) write episodes and
events in vivid
language.
+.,.& orally compose
descriptive essays on
given topics.
+.,.) write descriptive
essays.
2omposition of narratives and short
stories using appropriate narrative
techni'ues >
i.e. dialogue, suspense and based on
a story about the following% tolerance,
co;operation, obedience, daring or any
such value
2hronological coherence
i.e. narrating the events in time
se'uence.
Language use%
Docus on concord, past tense forms
and ad$ectives
<se descriptive and colourful
vocabularyBexpression.
<se spatialBlocative expressions e.g
on the roof, beyond the river, beside
the board.
Language use%
2onsider concord, idiomatic
expressions, other appropriate tense
forms and ad$ectives.
7arrating events or activities of the
day, week, etc.
GroupBpair work on writing short
stories.
2riti'ue some stories.
"tudents draft individual stories and
narratives. "ee content for aspects of
grammar to be considered.
"tudents arrange $umbled work into a
logical storyBnarrative. Docus on
appropriate register e.g. linking
devices.
<se ob$ects, pictures.
Let students write short descriptive
essays on a $ourney to a town, life in
the school, city or village.
Erganise field trips and get students
to describe things they saw.
In groupsBpairs students
compose interesting
short stories for class
discussion.
"tudents compose
stories for publication in
the school magazine.
"tudents write descriptive
essays on a given topic
e.g. ;An inter;schools-
sporting event,
workshops.
;8escribe the teacher
you would nominate for
the 4est !eacher-s
Award.
32
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT D
LETTER 5RITING
,!-").($N ,4%4
F),%!&$7
+...& write informal
letters using the
appropriate
features, tone and
language.
8iscussion of letter format >
i.e. address, date, salutation,
introduction, body of the
letter, conclusion,
subscription, first name.
2omposing friendly letters to
siblings, parents, close
friends, relations, etc.
Dor aspects of grammar,
consider concord, idiomatic
expressions, appropriate
tense forms.
Individual work on given topics for letter
writing.
2riti'ue of sample letters.
NOTE % ncourage students to use
contractions;;don-t, didn-t, can-t;;and
vocatives in friendly letters. 5Address the
person as if heBshe is right before the writer of
the letter6.
Individuals work on a
given topic for letter
writing observing aspects
of grammar.
33
FA1 E7
SECTION
LITERATURE
G%!%)($ O0:%3+,9%*: S+1&%!+* #,$$
&. appreciate the forms of oral and written literature.
). derive ethical values from literary works.
*. cultivate the habit of reading.
+. identify and appreciate literary terms in literary works.
,. apply literary techni'ues in creative writing.
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 1
INTRODUCTION TO
LITERATURE
5>(+ L,+%)(+1)% ,*
A*6%3+*
I.6")+(!3%
,.&.& explain Literature.
,.&.) identify the forms
and genres of
literature.
,.&.* state importance
of literature.
xplanation of literatureb
written information on any
sub$ectJ any work of art,
oral or written, that has
form and teaches values.
Dorms%
;Eral Literature.
;3ritten Literature
Genres%
9rose, 8rama, 9oetry
Importance%
en$oyment, entertainment,
helps develop
criticalBanalytical minds,
teaches moral, social and
cultural values.
Guide students to discuss the meaning and
forms of literature.

Give examples of the forms and some
elements of Eral Literature e.g. riddles,
proverbs, folksongs, folktales.
"how pieces of literary works for students to
identify forms.
8iscuss various uses and importance of
Literature.
"tudents mention forms
and genres.
"tudents write down some
forms of Eral Literature.
"tudents study various
pieces and identify the
forms and genres.
34
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 2
ORAL LITERATURE
T>% F"$2+($%
M7+>* (!& L%'%!&*
,.). & recognize features
of the folktale.
,.).) identify and use
narrative
techni'ues in
writing tales.
,.).* state customs,
beliefs, etc
expressed in the
tale.

,.).+ distinguish myths
from legendsJ
,.)., determine
customs, attitudes,
beliefs, etc.
expressed in the
forms.
Dorm of the folktale%
; Dormulaic beginnings
; <se of songs
; "imple characterization
; !he trickster hero
; 8ialogue, suspense etc.
; =ariable narrator i.e.
the performer influences
delivery
; Audience participation
2ustoms, beliefs, values
expressed in the tale e.g.
marriage rites, puberty rites,
parentalBpaternal control, good
triumphing over evil etc.
@yth%
"tory > anonymous
Erigin; Dolk belief devices%;
<se of supernatural episodes
and beings as means of
interpreting natural events.
9urpose;;to explain people-s
world view.
Legend%
9rotagonist is a person rather
than a supernatural being.
"tudents listen to oral folktale.
"tudents watch live performances or
recorded versions e.g. @etro !=-s H4y
the Dire "ideI or I"tory !imeI
; Analyze features of the
Dolktale using a sample of the folktale.
; 3rite or tell versions
of folktale.
Guide students to identify customs,
beliefs, etc. in folktales.
<se recorded or written texts and have
such enacted 5whenever possible6
; group discussion on habits and
traditions emerging from tales.
"tudents write or narrate extant myths
and legends known in the community,
nation;wide and world;wide% A legend
; has a more historical
truth
; Eften exemplifies love
of a people and
expresses their racial
and nationalistic spirit
e.g. !he legend of Faa Asantewaa,
!ohazi, Achilles.
"tudents write versions
of folktales heard for
class discussion
Group performs folktale
for class discussion of
the features.
"tudents write own tales
"tudents tell and discuss
myths and legends from
their traditional areas.
35
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 3
5RITTEN
LITERATURE
N"!-L,+%)()7:
;"1)!($,*+,3
P)"*%N F,3+,"! (!&
D)(.(
UNIT 4
LITERARY TERMS 1
S10:%3+ M(++%) (!&
T>%.%
,.*.& identify and use
features of good
$ournalistic prose
in writing.
,.*.) identify the
intended effects.
,.*.* read selected
literature texts.
,.+.& distinguish
between sub$ect
matter and theme
using the
prescribed texts.
,.+.) find the theme5s6
of a given
proseBextract.
,.+.* identify values,
e.g. hard work
contained in a
given extractB text.
(ournalistic%
; use of clichcs and catchy
phrasesJ
; use of a lot of pre;modifying
ad$ectivesJ
; use of special vocabulary.
"tudents read prescribed
literature books.
"ub$ect @atter > !he overall
statement of what a passage
is about.
!heme > !he central idea in a
storyBtextB
;sub$ect matter contains the
theme.
<se suitable texts to illustrate features.
"tudents read and discuss relevant texts
from newspapers etc. to determine
effects.
Group discussion of texts to identify
features.
xtracts to be read aloud or acted.
Introduce students to prescribed books
for class discussion
"tudents suggest titles for passages or
short stories.
"tudents read titled texts to find out
whether titles are appropriate for texts or
summarize the crucial message of the
passagesBshort stories.
"tudents read literary texts.
Group I reads short story or
an extract from a novel.
Group II performs a short
dramaBsketch.
"tudents compare and
discuss their effects.
"tudents answer 'uestions
on text read.
9air and group work to find
the sub$ect matterBtheme of
passages.
Individually, students identify
and write sub$ect matter,
theme and any moral value
contained in the literature
texts.
7E!% 8raw students-
attention to language use in
literature texts.
36
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 4 (CONTD)
UNIT
POETRY (ORAL)
S"!' T%/+*:
5")2 *"!'*N
P)(,*% (!&
S(+,),3($ 6"%.*N
L,0(+,"!
A66%$$(+,"!
UNIT D
POETRY (5RITTEN)
T>% L7),3 P"%.
,.,.& identify features of
meaning and
importance of
given poems.

,...& analyze the forms
of the lyric.
,...) appreciate the
emotions
conveyed by the
lyric .
; inference that can be
drawn from the sub$ect
matter form the theme5s6
; A passage can have
more than one theme.
2onsider moral values in
the extract5s6.
"ong texts, including
traditional songs sung at
leisure times or at
traditional social functions.
@oral values e.g.
dedication, discipline,
honesty.
Deatures of a lyric%
<sually in stanzasJ
; often possessing definite
rhyme patternsJ
; expressing intense
emotion e.g. love, loss,
etcJ
; usually single themes.
NOTE% Docus on sub$ect
matter, theme and value
lessons in analyzed lyrics.
"tudents identify and discuss sub$ect
matter, theme5s6 and any moral values in
the given text.
<se recordedBoral texts for analysis.
Listen to pieces and identify features of
the performance that recur.
Listen to pieces and point out any values
in them.
<se a short poem e.g. 9epper 2lark-s
H1iver 4irdI to identify features.
In groupsBpairs, students analyze theme
and other stylistic features.

"tudents compose texts for
analysis.
e.g. A short poem on
contemporary issues.
; !he 8angers of
"!8sB#I=BAI8"
; 8rug Abuse.
; 9eaceful co;existence.
"tudents compose lyrical
poems.
"tudents compose poems
parallel to lyrics which
express emotionsBvalues.
37
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT J
DRAMA (ORAL)
F%*+,9($*
C"!3%)+ P()+,%*
UNIT K
DRAMA (5RITTEN)
T)('%&7
,./.& identify the
elements of
performance.
,./.) appreciate the
social messages
and bonds.
,.0.& state the features of
tragedy.
,.0.) state
characteristics of
tragedy.
"ome elements of the festival
and the concert partyJ
Destivals
; Epen air theatre
; Dluid roles between
performers and spectators.
; @inimal use of stage props.
; <se of costume etc.
; <se of music and dance
2oncert 9arty%
; 2omic
; @usic
; "imple 2haracters
; Impersonation
; @oral ending
Language <se
8ialogue, present tense
2haracteristics of stage plays%
; the cast
; props, act, scene, etc
2haracteristics of tragedy
; conflict
; tragic hero
; tragic flaws
; sad ending
@oral values e.g. humility, self;
confidence, initiative
Dield trips to%
; observe festivals and
concert party performancesJ
; discuss elements that
2haracterize the aboveJ
; describe festivals of
communitiesJ
; determine cultural and
moral significance of
festivals and concert
parties.
"tudents watch and discuss values in
a selected tragedy.
"tudents read a selected tragedy for
class discussion.
"tudents role play some
aspects of a festival.
"tudents state the
characteristics of a tragedy.
"tudents state moral lessons
learnt from a given tragedy.
38
YEAR T5O
SECTION 1
SPOKEN ENGLISH<LISTENING AND SPEAKING
General Eb$ectives% "tudents will
&. articulate various nglish speech sounds correctly.
). speak nglish accurately and fluently.
*. make use of stress and intonation appropriately in speech.
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 1
8O5ELS
R%9,%#
1.1.1 articulate the vowels
accurately.
1.1.2 <se vowel correctly
in speech.
<sing vowel sounds
correctly in words to
distinguish vowel sound
'uality 5for list of vowels,
refer Fear & <nit ) 9ure
=owels6
Articulation of pure vowels.
8rill students individuallyBgroups on the
articulation of sounds to distinguish vowel
'uality.
"tudents read sentencesBshort
paragraphs containing target sounds.
"tudents listen to recorded texts and
identify target sounds.
"tudents pronounce
pairsBgroups of words to
show differences in sound
'uality.
Erally, students use words
having the sounds in
sentences
39
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 2
CONSONANTS
R%9,%#
&.).& use the consonants
correctly in different
word positions.
<sing the consonants
correctly in initial, medial and
final positions in words 5for
list of consonants,
refer Fear &, "ec. &, <nit *6.
Articulation of plosives
BpB,B bB, BtB, BdB, BkB, BgB
e.g.
pig big
tip dip
kick girl
; the affricates
<tA< Bd2B
e.g.
church $udge
charm $am
; fricatives
BfB, BvB, BsB, BzB, BhB ,
BYB, B2B, BZ,, B6B, BrB
e.g.
fowl
vowel
sip
zip
house
sure
thin
dog
road
8rill articulation on the basis of place,
manner and voicing.
8rill students on the pronunciation of
consonant clusters.
In pairsBgroups, distinguish
between initialBfinal
consonants that are voiced
or voiceless.
"tudents find other words
containing consonant
clusters.
"tudents pronounce
difficultBproblem clusters
correctly.
7E!%
Identify problem areas in initial and final
clusters for some Ghanaian speakers of
nglish. 8rill students on correct
articulation of such sounds.
40
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 2 52E7!86
CONSONANTS
R%9,%#
; nasals
BmB BnB B/
e.g.
mat
nut
thing
; lateral
BlB
e.g.
lorry
loud
;rollBtrillBflap
BrB
; semi;vowels
BwB B$B
e.g.
wine
yam
2onsonant 2lusters% <sing
consonant clusters correctly
in the initial, medial and final
positions of syllables
e.g.
BstB 5stay, host6
BpB 5past6
BskB 5sky, ask6
BskrBscreen6
"tudents form sentences
orally with words
containing the target
sounds.
41
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 3
SYLLABIC
CONSONANTS
&.*.& identify words
that end in syllabic
consonants and
articulate them
correctly.
In some nglish words, the syllabic
peak is formed with the consonants
BlB and BnB.
2onditions for syllabic consonants%
;A two syllable wordJ the first
stressed the other unstressed.
; !he unstressed syllable has BlB or
BnB

; n and l pronounced and heard as
vowels,
e.g.
cotton sudden
little middle
rival shuffle
able apple
Language use%
7ote% grammatical errors during
conversation and correct at the
appropriate time.
9ronunciation drill%
; identify words ending in B n B
and B l B.
; observe conditions for
realizing syllabic consonants
and pronounce words
accordingly.
"tudents listen to syllabic consonants
articulated in context e.g. recorded
dialoguesBsentences.
<se a good pronunciation dictionary
to detect syllabic sounds.
Identify common problems, and work
at correcting them.
"tudents make a list of
words ending in syllabic
consonants and articulate
them.
In groups students compile
a list of consonant clusters.
42
UNIT SPECIFIC
OB;ECTI8ES
LEARNING ACTI8ITIES
E8ALUATION
UNIT 4
PHONOLOGI-
CALLY
CONDITIONED
ENDINGS
&.+.& identify endings
of past tense and
present tense
*rd person singular
forms of verbs and
the plurals of nouns
and pronounce them
correctly.

2onditions for phonological
realizations %& <+< <&< <,&<4
>ed is pronounced B t B in verbs
end;ing in voiceless consonants.
.g. kick > kicked BkiktB.
;ed is pronounced BdB in verbs
ending in vowels and voiced
consonants e.g. hired, loved,
robed.
;ed pronounced BidB in verbs
ending in t or d. e.g. wanted,
padded.
*<%* *N BN ,B
;esBs pronounced BsB in verbs and
nouns ending in voiceless
consonants e.g. wants, tops,
kicks.
;esBs is pronounced BzB in verbs
and nouns ending in vowels and
voiced sounds e.g. boys, goes,
loves, dogs.
;es is pronounced BizB in verbs
and nouns ending in BsB BzB BYB
BtYB Bd2,
e.g. houses, buzzes, wishes,
churches, $udges.
Go through rules for realizing >
sBes and >ed.
9repare random lists of words
for students to provide matching
pronunciation.
<se short passages for
identification.
"tudents listen to recorded texts
containing sounds.
7E!% <se a good dictionaryb
hardcopy as well as on;line
ones;;as a guide e.g. Longman
8ictionary of 2ontemporary
nglish.

In pairs students use short
passages for the identification
of the endings discussed.
"tudents identify sounds in
recorded texts.
43
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT
STRESS
P"$7*7$$(0,3
5")&*
&.,.& identify polysyllabic
words and produce
them with correct
stress.
"tress in polysyllabic words%
3ords ending in > ate;
; two;syllable words with stress
on )nd syllable e.g. loLcate,
vaLcate, dicLtate.
; three;syllable words with &st
syllable stressed. Lallocate,
educate.
; four;syllable words with )nd
syllable stressed
aLmalgamate, aLssimilate,
?inculcate.
3ords ending in > ion;
; two syllable words, place
stress on
&st
e.g. Laction, Ldiction, Lmotion.
; three syllable words, place
stress on
)nd e.g. Laversion, oLccasion
; four syllable words, with *rd
syllable stressed e.g
inforLmation, intoLnation
"tudents listen to pronunciation of
words with three and four syllables.
"tudents list words, especially, verbs
ending in > ate; nouns ending in ;ion;
In pairsBgroups students practice
pronunciation of words with the correct
stress.
1ead passages to practise correct
stress.
"tudents read selected
passages using the correct
stress on words.
44
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT D
INTONATION
!he student will be able
to%
&...& read compound
and complex
sentences with
the correct
intonation.

!une &% Dalling intonation
!une )% 1ising intonation
Intonation of complex sentences%
3hen I went to the market, he was
not there.
!une & and !une )
e.g.
I saw him5 when he arrived from
3a
&7uba le8t be8ore the bus
arrived4
The nec7lace is 8aded. Do you
still li7e it9

"tudents listen to sample sentences
on !une & and !une ).
"tudents compare and contrast
intonation of simple sentences with
intonation of complex sentences. e.g.
I went to the market.
!une &
4ut in%
3hen I went to the market.
!une )
Dollowed by
I saw my friend M !une &
9ractise intonation of complex
sentences noting shades of meaning
resulting in change in !une.
"tudents read out sentences
using appropriate intonation,
noting shades of meaning.
Dorm complex sentences from
the audio exercises.
1ead sentences and identify
!une & and !une ).
45
YEAR T5O
SECTION 2
READING COMPREHENSION
G%!%)($ O0:%3+,9%*: "tudents will
&. ac'uire the skills of answering comprehension 'uestions accurately and appropriately.
). ac'uire the skills of summarizing passagesBtext.
*. analyze texts read and draw values from them.
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 1
READING SKILLS
R%(&,!' P>)(*%*
S2,66,!' 1!%**%!+,($
5")&* ,4%4 -1!3+,"!
#")&*
).&.& read in phrases
paying attention to
essential words.
).&.) demonstrate reading
skills such as
skimming and
scanning.
).&.* sustain the habit of
1eading.
"hort passages for reading
practice.
; reading phrases
; reading passage with
function words omitted.
; reading materials .g.
library books
9airBgroup activity to practise reading
phrases focusing on content words.
9airBgroup activity to practise reading paying
attention to function words.
In pairsBgroups students read other materials
e.g. magazines, $ournals, extracts from
novels.
1eview and report on materials read.
1ead short passage to
test faster reading.
5length of passage
*CC > *,C words6
Individuals reviewBreport
on materials read.
46
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 2
READING
COMPREHENSION
UNIT 3
SUMMARY
).).& digest thoroughly
information read
from passage and
make implied
deductions based
on given 'uestions.
).).) draw, if any, lessons
derived from
passages read .
).*.* identify words with
specific meaning
in given texts.

).*.& identify the basic
topic sentences that
summarize each
paragraph for writing
the summary.
8erivedB8erivative Guestions;
!hese are 'uestions to which
answers can be found by
referring to Binferring from
information in the passage.
Grammatical Guestions >
!hese are 'uestions on
grammatical items e.g.
identifying parts of speech,
types of clauses and phrases
as well as their functions and
figures of speech etc.
=ocabulary Guestions >
#ere the students will have to
replace certain words used in
passageBtext with other
suitable words.
Identification of keyBmainB
essential words and phrases
in passages.
8istinguish between main and
supporting ideas from
passages.
"tudents answer 'uestions based on texts
in groups and pairs by referring toBinferring
from given text.
Individually, students are given passages
to answer specific 'uestions on.
8iscussion of answers given by students to
'uestions.
@ake students aware of the various types
of comprehension 'uestions.
NOTE: !eacher pays attention to aspects
of grammar studied and ensures students
apply them in their writing.
In groupBpairs students identify main and
supporting ideas from given texts.
"tudents identify the topic sentences from
selected paragraphs and state them in own
words.
Guide students to write out the summary.
2lass discussion of students work for
essential ideas and common summary
errors.
"tudents answer specific
'uestions based on a
passage.
write single topic
sentences and
summaries of given
passages and texts.
47
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 3 (CONTD)
1educing paragraphs to
sentences and sentences
to phrases and words.
Guide students to apply certain essential
points about writing summary e.g.
; <se only the ideas in the
passage.
; xpress these ideas in their
own words as much as
possible > no blind lifting.
; <se complete, intelligible
sentences.
; Avoid adding unnecessary
ideas.
; 4e brief > brevity of thought
and expression.
"tudents write
summaries of given
texts.
"tudents read
summaries in class
for discussion and
correction.
READING BEYOND THE CLASS TEET
ach student is expected to read at least five story books of hisBher own choice each term. "tudents make their choice from
recommended titles. Ene way of encouraging students to read is to select comprehension passages for terminal
examinations and continuous assessment testsBtasks from the recommended story books.
48
FA1 !3E
SECTION 3
GRAMMAR
G%!%)($ O0:%3+,9%: "tudents will
1. identify and use the grammatical forms accurately in writing and in speech.
2. identify the functions of the various grammatical forms.
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 1
THE SENTENCE
P()+* "- +>%
S%!+%!3%
TYPES OF
SENTENCES
*.&.& identify the sub$ect
and predicate of a
sentence.
*.&..) analyze single
sentences into their
constituent elements.
*.&.* identify various
types of sentences.
*.&.+ use the types
Appropriately.
9arts of the sentence >
sub$ect a predicate.
lements of the sentence.
" a = a E a 2 a A
!he lady-B bought Ba dress
" = E
(ohnB is a Bdoctor
" = 2
!ypes%
; "imple e.g. !his is my
house.
; 2ompound with coordinating
con$unction e.g. I came to
school late and I was
punished.
<se conversion drills beginning with
simple sentences.
"tudents construct sentences.
9resent simple texts for analysis of
parts.
Guide students to identify types of
sentences.
In pairsBgroups,
students analyze given
sentences.
"tudents construct
sentences and identify
constituent elements.
". =. E. 2. A.
9airsBgroups construct
sentences and indicate
the types.

49
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 1 (CONTD)
TYPES OF
SENTENCES
*. &., identify the
functions that
different
sentences
perform.
*.&.. construct
sentences which
illustrate the
different functions.
8ifferent functions of
sentences%
; statements
e.g. !his bread tastes good
; 'uestions
8istinguish between >
3h 'uestion > e.g. 3ho took
my book]
; inverted 'uestion
e.g. Are you happy here]
; 'uestion tag
e.g. !he book is
interesting,
isn-t it]
; intonation 'uestion
e.g. #e is eating]
; rhetorical 'uestion
e.g. 3ho cares] or 3hat
difference does it make]
; command
e.g. 2ome here.
; inter$ections
e.g. #ow lovely^
3hat a hot weather]
2onversion drills e.g.
2hanging statements into 'uestions.
Identify functions of direct sentences in
speech and in writing.
In pairsBgroups,
students use some of
the forms in a role play.
"tudents construct
sentences illustrating
the various functions of
sentences.
50
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 2
CONCORD:
S10:%3+-8%)0
A')%%.%!+
UNIT 3
PHRASAL
8ERBS
*.).& match the
appropriate verb
form with its sub$ect
in number and
personJ
*.*.& identify and use
the various forms
of the simple
phrasal verb.
"ub$ect;verb agreement involves
matching the appropriate verb form
with its sub$ect.
3here the nouns used refer to the
one and same person, the verb is
singular e.g.
;#is boss and friend works hard.
"ingular sub$ects $oined by orBnor
take singular verbs e.g. ither my
; brother or my sister has arrived
; 3hen a singular sub$ect and a
plural sub$ect are $oined by HorBnorI
the verb agrees with the second
sub$ect that is nearer the norBor
e.g. ither the headmaster or the
teachers are right.
; A singular sub$ect and a plural
sub$ect $oined by HwithI or Hno
less than- takes a singular verb
e.g. !he boy with his parents is
attending a seminar on human
relations.
; A collective noun can take either
the singular or plural verb. e.g.
!he team isBare on the field.
8escription of phrasal verbs.
!ypes of simple phrasal verbs
e.g. =erb a Adverb
look a into
take + off
2ompletion drills e.g. !he boy-s parents
isBare here. !he man with his wife hasBhave
flown to London.
<se of sample texts for identification and
analysis of the types of sub$ect;verb
agreement discussed.
NOTE% !eacher should give more exercises
to reinforce the concept.
2ontrast classical verbs with phrasal verbs,
e.g.
"he put on her dress 5classical6.
"he put on a smile 5phrasal6
It is difficult to go up the mountain 5classical6
9rices are likely to go up 5phrasal6.
Individuals complete tables
with appropriate sub$ect
verb.
identify and analyze
sub$ect;verb agreement in
given passages.
correct errors in sub$ect;
verb agreement in a
passage.
Dill in the blank exercises
with phrasal verbs.
discuss phrasal verbs in
given texts.
51
ACTI8ITIES
E8ALUATION
UNIT 3 (CNTD)
UNIT 4
COMPLEE
PHRASAL
8ERBS
*.+.& identify forms of
complex phrasal
verbs
i.e.verb a adv.a prep
verb a ob$. a prep.

!he prefect was asked to look into the
issue.
=erb a 9reposition
e.g. put a away
take a up
"he put away the dishes.
"tudents work on types of complex
patterns e.g.
Verb + Adverbial + Preposition
e.g. I won-t go in for such expensive
clothes for school.
Verb + adv. + prep.
If you work harder, you can catch up
with the rest of the class.
Verb + object + prep.
e.g. 3e can make room for two more
guests.
<se dictionariesBInternet to look for
examples of phrasal verbs and list as
many as possible for the student to
understand the concept.
Ask students to identify complex
phrasal verbs in
literatureBtextsBInternet.
EralBwritten exercises
on simple and complex
phrasal verbs in
sentences.
52
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT
IDIOMATIC
EEPRESSIONS
*.,.& identify and use
idiomatic expressions
in speech and in
writing.
*.,.) explain idiomatic
expressions in
specific contexts.

Identify some popular idiomatic
expressions.
xamples of basic types of
idiomatic expressions
e.g. verb based idiomatic
expressions%
?eat one-s words-
? kick the bucket-,
? blow one-s trumpet-,
?throw in the towel-
7oun based idiomatic
expressions%
> ?spick and span-
?4y hook or crook-.
9reposition;based idiomatic
expressions.
e.g.
Dor and against
En and off
8etermine the meanings and
usage.
Identification of idiomatic expressions and
their meanings in isolation and in literary
texts.
<sing idiomatic expressions in sentences
or continuous writing
8iscussion of idioms and idiomatic
expressions found in supplementary
readersBliterature texts.
3ith the aid of a dictionaryBInternet,
students find more examples of idiomatic
expressions and their meanings and use
them correctly in sentences.
Dill in the blanks exercises.
"tudents write short essay
on selected topic using at
least two idiomatic
expressions.
53
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT D
FINITE AND
NON-FINITE
8ERBS
*...& identify finite verbs
in context.
*...) identify verbs
whose forms
indicate tense.
*...* form sentences that
distinguish between
the use of the two
forms.
8escription of a finite verb ; It is a
verb whose structure changes
according to the sub$ect with which it
goes or the time it refers to.
Dinite forms include%
"imple 9resent > go, goes, eats, etc.
"imple 9ast Dorm > went, were, etc.
NOTE% !he "imple 9resent and
"imple 9ast Dorms show
contrast in tense.
7on > Dinite Dorms include%
!he bare infinitive > may call
!he infinitive > to go, to eat, etc.
!he present participle >
going, eating etc.
!he past participle > gone, eaten
7ote% !he various infinitive and non;
finite forms do not indicate tense.
<sing literature texts, students identify
finite and non;finite verbs e.g.
#e ate 5finite6 #e is eating 5non;finite6J
#assan studied nglish 5finite6J #assan
is studying 5non;finite6.
!o study is to succeed 5non;finite6.
2ontrast invariable forms of the non;
finite with the variable forms of the
finite.
Dorm sentences with the same verbs to
show finite and non;finite forms.
"tudents identify the
forms in given texts.
"tudents form sentences
using the forms studied.
54
UNIT SPECIFIC
OB;ECTI8ES
LEARNING ACTI8ITIES
E8ALUATION
UNIT J
NOMINAL (NOUN)
CLAUSES
*./.& identify nominal
5noun6 clauses.

*./.) identify the various
functions of the
clause in given texts
and sentences.
*./.* use noun clauses in
speech and in
writing.
Identification of a nominal
5noun6 clause > It is a clause
which as a result of its structure
does the work of a noun in the
sentence in which it is found.
Identification of noun clauses as
sub$ects, ob$ects, complements%
e.g. 3hat you are saying
is right. 5sub$ect6
I know 5that6 I was right
5direct ob$ect6
It seems 5that6 he will
do it. 5complement6
74 5That ?and ?wh-
clauses6
In groupsBpairsBindividuals%
; identify noun clauses as
sub$ectBob$ectB
complement in given
texts.
; 2onstruct sentences
indicating the noun
clauses and state their
functions.
; 8iscuss effects of the
use of noun clauses in
simple texts.
"tudents list nominal clauses
and use them in sentences.
"tudents identify and state the
functions of noun clauses in
given statements.
"tudents construct noun clauses
and use them in sentences.
55
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT K
AD8ERBIAL CLAUSES
*.0.& identify types of
adverbial clauses
and state their
functions.
*.0.) use the adverbial
clause effectively in
speech and in
writing.
Identification of types and
functions of adverbial
clauses.
.g.
!ime
9lace
2ondition
2omparison
@anner
2oncession etc.
<se of appropriate
subordinating con$unctions
to signal types
e.g.
[ I saw him when he
arrived. 5!ime6
[ !he sun shines where
you are. 59lace6
[ Although I spoke to him,
he didn-t listen
52oncession6 etc.
Dunction%
I saw him when he arrived
> !his modifies the verb
?saw-
GroupBpair work%
; identification of types of
adverbial clauses and
their functions in given
literary texts.
; construction and analysis
of sentences containing
adverbial clauses.
"tudents identify types and
state the functions of
adverbial clauses in context.
Drom given statements
students identify the various
subordinating con$unctions
and the type of adverbial
clauses they introduce.
"tudents use adverbial
clauses in sentences.
56
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT L
AD;ECTI8AL
<RELATI8E
CLAUSES
*.A.& identify relativeB
ad$ectival clauses
and also state their
functions.
*.A.) use ad$ectivalB
relative clauses to
modify nouns in
speech and in
writing.
Identification of relative clauses
; antecedent and its type
of relative pronoun e.g.
whoBwhichBwhomB
whoseBthat
e.g. !his is the lady who
won the national prize
for scientific invention.

I received the money which you
sent me.
8efining 1elative 2lause%
8escribe the preceding noun in
a way as to make it different
from other nouns of the same
class.
; !he students who came
late were punished.
; !he person who repairs the
computer is here.

7on;defining 1elative 2lauses%
9laced after definite nouns. 8o
not define the noun but merely
add some information. 7ot
essential in the sentence and
can be omitted. Is depicted by
the use of commas% e.g.
; !he students, who came
late, were punished.
; !he armed robber, who
attacked the woman,
has been $ailed.
; use sample texts for identification
and analysis.
; groupsBpairs write clauses for
analysis of structure and meaning.
Drom given statements
students identify
ad$ectivalBrelative clauses and
their types.
"tudents write a paragraph of
descriptive essay using
ad$ectivalBrelative clauses.
57
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 1M
TRANSITI8E<
INTRANSITI8E
8ERBS
!he "tudent will be able to%
*.&C.& identify verbs that
are transitive.
*.&C.). identify verbs that
are intransitive
*.&C.* identify verbs that
are neutral.
*.&C.+ identify types of
verbs in context and
use them in speech
and in writing.
!ransitive =erbs > !hose that
take direct ob$ects.
e.g. !he woman sells rice.
!he boy repaired the
radio.
Intransitive =erbs > !hose
that do not take direct ob$ects.
e.g. !he baby cried.
3e all ran.
7eutral =erbs > !hose that
function both as transitive and
intransitive.
e.g. 7artey sings gospel
songs 5transitive6
7artey sings.
5intransitive6
Agyemang reads well
5 intransitive6
Denyiwa reads books about
computers 5transitive6
2onversion drill for transitive verbs
as well as intransitive verbs e.g.
"eima drives a !oyota;; 5!ransitive6

"eima drives;;5intransitive6
; "tructure drills to determine
appropriate verb use.
; "ample texts for
discussion and analysis.
4lank;filling exercises using the
appropriate verb form
5transitiveB intransitiveBneutral6
3rite a paragraph using
transitive, intransitive and
neutral verbs.
UNIT SPECIFIC CONTENT TEACHING AND LEARNING E8ALUATION
58
OB;ECTI8ES ACTI8ITIES
UNIT 11
8OICE
A3+,9% (!& P(**,9%
*.&&.& distinguish
between the form
of active and
passive voice.
*.&&.) use activeBpassive
voice in speech
and in writing.
*.&&.* change active to
passive voice and
vice versa.
8istinguish between active
and passive voice%
Active > " = E
e.g. !he girl swept the
room.
9assive > =erb be a past
participle of main verb
e.g. !he room was swept
by the girl.
!he passive voice is used
when the agent is not
mentioned
@y book has been stolen;
; "ome expressions are
always in the possive. .g
I was born in &A.C.;
; :wame 7krumah was
born at 7kroful
2onversion of active voice
into passive voice.
; active sub$ect becomes
passive agent.
9earl sewed the dress.
; active ob$ect becomes
passive sub$ect.
!he dress was sewn by
9earl.
; the preposition ?by- is
introduced before the
agent.
<se of passive for writing
reports, minutes .etc.
<se pair conversation drill to help
students practise the use of activeBpassive
voice.
9rovide passages for students to identify
activeBpassive voice.
Analyze samples of texts to note
differences in the use of the passive in
formal writing.
!eacher discusses various uses of the
passive voice with students.
"tudents change active voice
into passive and vice versa.
Erganise short field trips for
groups of students. Let
secretary write report for
class discussion.
59
FA1 !3E
SECTION 4
5RITING
G%!%)($ O0:%3+,9%*% "tudents will
&. ac'uire and develop skills for creative writing.
). be able to write composition pieces on a variety of topics.
*. develop the ability to make critical, analytical and logical reasoning in discourse.
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 1
LETTER 5RITING
F").($ L%++%)*
+.&.& use correct
features in writing
formal letters.
+.&.) write formal letters
using appropriate
tone.

8iscuss format of formal
letters%
3riter-s address 5without
name6, date, recipient-s P
receiver-s addresses,
salutation, title of letter,
subscription, signature, full
name.
"tructure of formal letters%
introduction, body of letter,
conclusion.
Language of formal letters
; polite, formal
; no use of slang and
contractions.
;no pleasantries
Language use% Docus on
tenses, appropriate diction
and adverbs and modals.
"tudents study samples of formal letters
e.g.
; letter of application
; letter to the head of an
institution
; letter to a government official
; letter to the editor of a newspaper.
In pairsBgroups, students write letters to
be analyzed.
"tudents write formal letters on selected
topics.
9rovide a scenario for
students to write letters
using the features
discussed.
60
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 2
SPEECHES
I!-").($
F").($

+.).& identify features that
characterize informal
speech.
+.).) use appropriate
language in informal
speech.
+.).* write an informal
speech using
appropriate
language.
+.).+ identify features
that characterize
formal speech.
+.)., use appropriate
language in formal
speechB writing.
Dormat of informal speech
; addressing the audience
5not as elaborate as
formal6
; briefly re;stating the
topic.
Language use in informal
speech%
; use of contracted form
; use of repetition
; use of rhetorical 'uestion
; controlled use of $okes
and humour.
8iscussion of format for
formal speech >
; addressing the audience
; stating the topic
; taking the main points
of the speech in turns
; conclusion
; expressing gratitude to
audience for listening to
you.
Language used in formal
speech.
; use of polite language
; use of 'uotations
; use of rhetorical 'uestions
; use of repetition
; controlled use of $okes
and humour.
xpose students to some occasions for
informal speech. "peech delivered at%
; a birthday party
; a family reunion
; a students- meeting
; a class meeting
1eadBplay back and discuss excerpts of
informal speeches as models e.g
campaign speech, speech delivered at a
birthday party.
In groupsBpairs, students practise writing
informal speeches on some topics for
oralBwritten delivery.
xpose students to some occasions for
formal speech. "peech delivered at
; "chool "peech and 9rize;
Giving 8ay
; Dounder-s 8ay
; Any other official
Gathering
1ead excerpts of speeches as models.
In groupsBpairs students practise writing
formal speeches on some topics for
oralBwritten delivery.
In groupsBpairs, students
prepare speeches on given
topics for discussion e.g.
speech to a group of new
students on life in your
school.
"tudents deliver speeches
extemporaneously.
In groupsBpairs, students
prepare speeches on given
topics for discussion e.g.
2hild Abuse, !eenage
9regnancy, Achievements of
the school. 9reservation of
3ater 4odies, 9eaceful 2o;
existence, etc.
61
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 3
ARGUMENTATI8E
ESSAYS
UNIT 4
DEBATES
+.*.& identify features of
argumentative
essay.
+.*.) write
argumentative
essays.
+.+.& identify features of
debates.
+.+.) compose debate
for oralBwritten
delivery using
effective debating
language.
!hree types of
argumentative essays%
&. !hose that re'uire the
student to propose the
point.
). !hose that re'uire the
student to express
opinion.
*. !hose that re'uire the
student to consider both
sides of an issue and
give $udgment.
Deatures characterizing
debates
;address audience
;introductory remarks
stating the motion etc.
;refutalBrebuttal > stating
one-s positionBarguments.
;use of $ and rhetorical
'uestions, repetitive
expressions, etc.
;use of contrasts and
comparisons.
;concluding statements,
often summative.
In pairsBgroups, students discuss
features of all three argumentative
essays
!eacher divides class into two opposing
groups to argue on the stand taken in a
given topic.
Erganize debates
"tudents listen to debates e.g. 1adio
8ebates or real model debate.
Let students practise features of
debates in class%
;special introduction
;stating the motion
;rebuttal
;contrast and comparisonbconcluding
statement
"tudents write argumentative
essays on a given topic
"tudents discuss essays
paying attention to features.
Erganize a class debate on
given motion e.g.
; 2hild waywardness,
parents are to blame.
62
YEAR T5O
SECTION
LITERATURE
G%!%)($ O0:%3+,9%*: "tudents will
&. see the relevance of, and appreciate various forms of oral and written literature.
). understand and appreciate the use of literary terms in literary works.
*. develop love for creative writing.
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 1
PROSE (O)($)
P)"9%)0*
,.&.& appreciate the
beauty of the
language of
proverbs in
contexts.
,.&.) explain the
functions of
proverbs.
xamples of proverbs.
A stitch in time saves nine.
A friend in need is a friend
indeed.
!he crab does not give birth
to a bird.
!he goat that delights in
soiling the town soils its own
tail.
Dunctions of proverbs
; they enrich the language.
; they excite the mind
; they are thematic
statements
"tudents take turns in identifying proverbs
in nglish and other local languages and
state their meaning in context.
In groupsBpairs, students translate local
proverbs within context into nglish.
"elect extracts of proverbs and state their
relevance and meaning in the context in
which they are used
In groups, students locate
a number of proverbs in
nglish and provide their
meaning in context.
63
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 1 (CONTID)
UNIT 2
PROSE (5),++%!)
S+1&7 "- ( S6%3,-,3
T%/+:
B(32')"1!& (!&
S%++,!'
S10:%3+ M(++%) (!&
T>%.%
P$"+ (!&
C>()(3+%),B(+,"!
,.&.* translate proverbs
from one language
into another.
,.&.+ use proverbs
appropriately in
speech and in
writing.
,.).& identify
background and
setting of the text
,.).) determine sub$ect
matter and theme.
,.).* analyze plot and
show how the
writer uses it
effectively in a
given text.
,.).+ show how
characters are
portrayed.
!ranslate e'uivalents in
nglish and Ghanaian or
African Languages.
<sing specific text find%
; 4ackground and setting
; "ub$ect matter and
theme
9lot or the storyline%
se'uence of events in a
storyBplay
2haracterization%
;presenting characters in a
story or play through
;what they say and do
;what is said about them
;their reactions to
situations
"tudents look for e'uivalent nglish
proverbs to local ones.
2reate scenarios that illustrate the
appropriate use of proverbs.
"tudents read passages, identify and
discuss elements of background and
setting.
1ead selected passages embodying
sub$ect matter and theme.
Identify and discuss theme5s6 of a text
relating it to the actionBplot.
In groupsBpairs, examine passages that
deal with characterization and style.
8iscuss effectiveness of the language
used, etc.
Individual write short
paragraphs on a given
proverb to illustrate its
meaning.
In groupBpairs students read
a short text and discuss
; setting
; plot
; sub$ect matterBtheme
; characterization, etc.
64
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 3
LITERARY TERMS 2
R>7.%
A$$,+%)(+,"!
A**"!(!3%
,.*.& identify the terms
in extracts and use
them appropriately
in speech and in
writing.
1hyme% 3hen two or
more words end with the
same sounds e.g. date
gateJ rate fate.
Alliteration% "uccessive
use of a dominant
consonant sound in a
spoken or written piece
e.g. my most memorable
memories melted away.
Assonance% 1epetition of a
dominant vowel sounds in
ad$acent words e.g. the fat
cat sat on the mat.
<se relevant extracts to illustrate the
terms.
"tudents recite tongue twisters that
illustrate sound devices.
identify the use of some of
these literary terms in given
texts and discuss their
effects.
"tudents compose poems
using the devices.
65
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 4
POETRY (5),++%!)
T>% B($$(&
UNIT
POETRY (O)($)
!he pic
,.+.& identify and
appreciate the
features of the
ballad.
,.+.) identify the values
in a given ballad.
,.,.& recognize the form
of the epic,
identify its
theme5s6 and
comment on
features and
impact of the epic.
Deatures of a ballad%
;usually in stanzas
; often has rhyme patterns
; expresses intense
emotion ;e.g. love, loss,
sadness
;usually has a single
theme
;long and sung
!he epic
; long narrative poem
; uses elevated language
; characters usually high
ranking and socially
important
; deals with their impact on
the history of a nation or
a race
; describes brave feats
and heroic achievements
In groups, students identify the features of
a given ballad.
<se extracts from an epic poem.
Identify features and other devices.
xplain effect of devices used in
characterizing the epic.
Individually, students
compose poems parallel to a
ballad.
Eral appreciation of an pic
9oem.
66
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT D
DRAMA
S+1&7 "- ( S6%3,-,3
T%/+:
,...& identify
background and
setting.
,...) determine sub$ect
matter and
theme5s6.
,...* analyse plot and
show how the
writer uses it
effectively.
,...+ identify and
comment on
aspects of the
dramatic
techni'ues used.
4ackground and setting.
"ub$ect matter and theme.
9lot and characterization e.g.
irony, lighting etc.
1efer to Fear ) "ection , <nit )
Eb$ective ,..).&, ,.).) and
,.*.+.
8ramatic techni'ues e.g. irony,
suspense.
1ead extracts, identify and discuss
elements of background and setting.
1ead selected passages embodying
sub$ect matter and theme5s6.
Identify and discuss themes relating
them to the action, plot and
characterization.
In pairsBgroups, students examine the
effective use of dramatic techni'ue used
in the text.
8iscuss the effectiveness of the
language.
discuss theme5s6 in a
specific text relating them
to the action or plot and
characterization
"tudents identify the use
of dramatic techni'ues in
given contexts and
discuss their effects.
67
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT J
DRAMA
T>% S+1&7 "- (
S6%3,-,3 T%/+ II
D)(.(+,*
P%)*"!(%<C(*+
A3+
S3%!%
S(+,)%
S()3(*.
,./.& explain the terms.
,./.) identify them in
texts.
,./.* show how they are
used to achieve
special effects.
8ramatis 9ersonaeB2ast
; characters in a play
novel or poem
; list of characters in the
progamme of a play, at
the beginning of the
printed version of a play
; Act% ma$or division of a
play.
"cene%
; minor division of a play
; piece of action which is
self;contained and
primarily visual.
"atire ; 3ork of art that
criticizes human foibles or
frailties with a combination
of wit and humour
"arcasm speaker
pretending to be precise
when he actually means
the opposite e.g. @ark
Anthony-s speech in (ulius
2aesar% HDor 4rutus is an
honourabale manI
<se text to identify and explain terms.
"tudents look for other examples from
other sources for class discussion.
9airsBgroups discuss the effectiveness of
terms as used in a given text.
"tudents identify and discuss
the effectiveness of any two
of the devices used in a
given text
"tudents perform the play
studied
68
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT J (CONTID)
E16>%.,*.
S"$,$"O17
A*,&%
uphemism presenting an
unpleasant thing or
experience in a more
pleasing way e.g. H#e has
passed awayI > died.
; "olilo'uy% speech
delivered by a character
5in a play6 while alone
which informs the reader
or audience what is on
the character-s mind, or
gives information about
other characters in the
play.
Aside% a character directly
addresses the audience
without being heard by
other actors on stage.
69
YEAR THREE
SECTION 1
G%!%)($ O0:%3+,9%*: "tudents will
1. be able to speak nglish accurately and fluently.
2. make use of appropriate stress and intonation in their reading and speech.
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT1
SPEECH 5ORK
R%9,%# "- Y%()* 1 @ 2
#")2
51efer to Fears & and )6 1efer to previous years- work. NOTE: !eacher should
identify aspects of speech
work in Fears & and ) that
re'uire remedial work
2oncentrate on problem
sounds.
70
UNIT SPECIFIC
OB;ECTI8ES
LEARNING ACTI8ITIES
E8ALUATION
UNIT 2
SENTENCE STRESS
E.6>(+,3 *+)%**
C"!+)(*+,9% *+)%**
&.).& read and speak
using the correct
sentence stress
and intonation.
mphatic and 2ontrastive "tress
"tress content words
; nouns, ad$ectives, verbs,
adverbs, etc.
"tress function words,
prepositions, articles, auxiliary
verbs, pronouns, etc. for
emphasis.
mphaticB2ontrastive stress is
used to bring out different shades
of meaning.
9rovide extracts to give practice
in the use of emphatic and
contrastive stress.
8iscuss differences between
observing sentence stress in
reading and reading flat.
Drom a given dialogue
assess students- knowledge
of the use of stress and how
stress affects the meaning
of a sentence.
2reate scenes for
dialogue and
conversation or ?news
reading- to practise
sentence stress.
!est students with a
recorded material and
identify examples of
emphatic and contrastive
stress.
71
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 3
5EAK FORMS
&.*. & identify weak forms.
&.*.& determine when to
use weak or
stressed forms.
&.*.* use weak forms
correctly in
utterances.
3eak forms% unstressed
syllables in utterances
Identification of weak forms in
; articles
; pronouns
; con$unctions
; prepositions
; auxiliary verbs
e.g. a B Q B B . B
has B hQz B B h.: ,
and BQnd B B5V6n5d6B
to Bt+, B tVB
e.g I-ve got to do it.
N"+%%
-weak forms are
often employed in
ordinary speech
;strong forms, used for
particular emphasis.
7ote that strong forms are
often used in citation.
7ote differences between weak forms
and strong forms of words listed in
content.
Let students read extractsBtexts in which
they pronounce weak forms for practice.
1eading short passages
taking note of weak forms.
72
UNIT SPECIFIC
OB;ECTI8ES
LEARNING ACTI8ITIES
E8ALUATION
UNIT 4
LINKING P )N
B$%!&,!'
8"#%$ L,!2('%
UNIT
EMPHATIC
INTONATION
I!+"!(+,"! "-
5")&* ,!
P()%!+>%*,*
&.+.& determine the onset
of linking ) in
blending and vowel
linkage.
&.+.) enrich speech
delivery using the
features.
&.,.& identify features of
tune I and tune ),
and use them
appropriately.
Linking ) is used when a word
ending in r is followed by one
beginning with a vowel.
e.g. over and over, or ever and
ever, etc.
4lending
3ord ends with strong
consonant and next word
begins with a vowel.
e.g. stand out
stand up
=owel Linkage
3hen the article anBthe precede
nouns that begin with a vowel >
e.g. an B QnB orange >
!he _ di%` orange.
<se of !une & or ) for words in
parenthesis depending on main
utterance.

e.g. HGet out,I she shouted
HangrilyI. !une &, !une &
but%
HAre you alright,I he said
HanxiouslyI. !une ), !une &
9rovide extracts for practice in
linking r, blending and vowel
linkage.
<sing sentences practice
pronunciation of linking r, blended,
and vowel linked phrases.
!une & falling intonation5 6
!une )>rising intonation5 6
intonation patterns.
"tudents listen to good speech for
models and practice.
"tudents read short
passagesBtexts containing the
linking > ) and elements of
blending and vowel linkages.
"tudents engage in dialogues
to practise !une & and ).
73
FA1 !#1
SECTION 2
READING<LISTENING COMPREHENSION
G%!%)($ O0:%3+,9%*: "tudents will
1. develop further, the skills of reading and answering comprehension 'uestions accurately and appropriately.
). develop further, the skills of summarizing passagesBtexts.
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 1
READING
COMPREHENSION
).&.& use skimming and
scanning techni'ues
appropriately in
studying any given
text.
).&.) answer 'uestions
based on writer-s
language and style.
"kimming and "canning
different texts for different
purposes.
Length of passage% *,C;+CC
words.
Appreciative Guestions
1ecall P 8erivative
O1%*+,"!*
Guestions based on writer-s
diction, moodBattitudes
portrayed by the choice of
words, figurative and
idiomatic expressions.
Language use%
Docus on punctuationb
comma, apostrophe, full stop
btense se'uence.
<se given passages and texts for
practice exercises on skimming and
scanning, paying particular attention
to essential points and supportive
ideas.
Group discussion and 'uestions from
passages of about +CC;+,C words.
"pecific 'uestions from passage on
diction and use of language.
"tudents read short
passages to test
faster reading using
the techni'ues of
skimming and
scanning.
5Length of 9assage
*,C > +CC words6
3ritten
comprehension
exercises based on
a given
passageBtext.
UNIT SPECIFIC CONTENT TEACHING AND LEARNING E8ALUATION
74
OB;ECTI8ES ACTI8ITIES
UNIT 2
SUMMARY III
T"6,3 S%!+%!3%
S%!+%!3% S1..()7
(!& C"!+,!1"1*
S1..()7
).).& use summary
techni'ues in
reducing passages
into sentences,
phrases and words
effectively.
).).) identify topic
sentences and write
out paragraphs using
only essential points.
).).* answer summary
'uestions based on
given texts.
9assages from textbooks
and $ournals for summary
work.
1evision of the various
steps and techni'ues of
summarising.
Listen to news and
dictated passages for
summary.
Language use
Docus on phrases,
sentence construction or
needy area5s6.
Ask 'uestions based on given passages
of about +CC;+,C words.
"tudents summarize notes written on
other sub$ects for general class
discussion.
1evision exercises on
summary writing.
recommended titles. Ene way of encouraging students to read is to select comprehension passages for terminal examinations and
continuous assessment testsBtasks from the recommended story books.
75
YEAR THREE
SECTION 3
GRAMMAR
G%!%)($ O0:%3+,9%: "tudents will
&. identify and use grammatical forms accurately in writing and in speech.
). observe the functions of the various grammatical forms in given contexts.
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 1
CONSOLIDATING
THE PHRASE
*.&.& identify the different
types of phrases and
their functions.
*.&.) use them correctly in
sentences.

!ypes of phrases%
;7oun phrase
; =erb 9hrase
;9repositional 9hrase
;Ad$ective 9hrase
;Adverbial 9hrase
Dunctions of the phrase%
e.g. A noun phrase
functioning as a "ub$ect,
Eb$ect, 2omplement
8iscuss the functions of phrases using
appropriate texts drawn from various
sources including selected literary texts
and comprehension passages.
Give sample sentencesB passages for
students to identify phrases and state their
functions.
"tudents identify phrases in
given sentencesBpassages.
"tudents state functions of
the identified phrases.
UNIT SPECIFIC CONTENT TEACHING AND E8ALUATION
76
OB;ECTI8ES LEARNING ACTI8ITIES
UNIT 2
PRE-MODIFIERS<PRE-
DETERMINERS OF
THE NOUN
*.).& determine the pre;
modifiers of the
noun.
*.).) establish the order
in which they occur
and use them
correctly.
*.).* use pre;modifiers
and
pre; determiners
appropriately in
context.
9re;modifiersB9re;determiners%
Indefinite% all, both
!he article% aBanBthe
Guantifiers% Erdinals >first
2ardinals > one
9remodifiers
Ad$ectives e.g. shape, size,
colour etc.
7ounsB7ominals e.g.
Ghanaian, stone 5house6,
stony 5house6, wooden
5house6
e.g. "he bought a new,
beautiful purple,
Ghanaian, kente stole .
3e met a tall, young,
smart;looking, naval
officer.
"everal variations in ordering
ad$ectives are possible but a
fairly usual order is%
5a6 Ad$ectives of size 5except
Little6
5b6 Ad$ectives that describe
generally
5c6 Ad$ective of age 5and the
ad$ective little6
5d6 Ad$ective of shape
5e6 Ad$ective of colour
5f6 Ad$ective of material
5g6 Ad$ective of origin
5h6 Ad$ective of purpose
Dor example%
I have a long sharp knife- Eur
school bought blue velvet
curtains.
9airBgroup work%
; identification of the different
types of pre;modifiersBpre;
determiners from a given list.
; 1e;ordering of the modifiers.
; <se of the different pre;
modifiers in continuous
writin.
;students identify pre;modifiers
and pre;determiners in
sentences.
"tudents identify the different
types in given sentences.
"tudents use different
premodifiersBpredeterminers in
own sentences.
7E!% ncourage students to
read enough to get the
arrangementBordering of
ad$ectives in nglish
77
UNIT SPECIFIC
OB;ECTI8ES
LEARNING ACTI8ITIES
E8ALUATION
UNIT 3
POST-MODIFIERS OF
THE NOUN
*.*.& identify the
different post
modifiers.
*.*.) establish the order
in which they occur
and use them
correctly.
!he post;modifier normally
comes after the wordBnoun it
describes. It may be aBan%
; Adverb
!he boy behind 5post
modifier6
!he heir apparent
!he secretary general
9hrase >
; Infinitive%
!he man to imitate MMMM
9repositional
A woman of substance
9articipial%
!he car being towed away.
2lause%
1elative whichBwhoBthat%
!he boy who came here.
!he cat which I boughtM.
Adverbial
!he day when I first went to
school MMM..
List the different post;modifiers for
group study.
; "ubstitution drill on the use of
modifiers.
; "tudents replace one type
of post modifier with
another to determine
effects.
; "ample texts for
analysisBstudents writing.
"tudents identify the different
types of post;
modifiers in given
sentencesBtexts.
"tudents use different types of
post;modifiers in given
sentences.
78
UNIT SPECIFIC
OB;ECTI8ES
LEARNING ACTI8ITIES
E8ALUATION
UNIT 4
5")& F").(+,"!
*.+.& expand their
vocabulary through
the use of affixes
to form ?new- words
and use them
correctly in
sentences.

Affixes > A word or letter added at
the beginning or end of an original
word to form a completely new
word.
!here are two types of affixes
namely%
"uffixes > a word or letter added
at the end of a word to form a
new word.
e.g. >ness good goodness
;ment improve improvement
;r drive driver
9refixes > a word or letter added
at the beginning of a word to form
a new word.
e.g. un; tidy untidy
in; active inactive
il; logical illogical
"uffixes that convert verb stems
into nouns, e.g.
;r make maker
;ment amend amendment
;tion attend attention
;er labour labourer
<se given affixes to form new
words.
<se new words in sentences
3ritten exercises using
appropriate words.
7ote changes in spelling and
pronunciation.
2onversion of words from one
word class into another using
affixes.
"tudent fill in the blanks using
words formed.
79
UNIT SPECIFIC
OB;ECTI8ES
LEARNING ACTI8ITIES
E8ALUATION
UNIT 4 (CONTD)
5")& F").(+,"!
*.+.) identify
nominalized forms
of ad$ectives.
*.+.* recognise words
which can function
either as verbs or
nouns without
change in their
written forms.
7ominalization
"imple 7ominalizations
Ad$ective to noun
long length
wide width
poor poor
"uffixes that convert ad$ectives
into nouns e.g.
ness meanmeaness
ity sinceredsincerity
"uffixes that convert ad$ectives
into adverbs e.g.
ly 'uickd 'uickly
9refix
a fresh > afresh
3ords which function either as
verbs or nouns without change in
their forms e.g
7 =
?extract ; ex-tract
?convert ; con-vert
?contact ; con-tact
?balance ; ba-lance
3hen the word is a noun the
stress is on &st syllableJ when the
word is a verb the stress is on the
)nd syllable.
9refixes that are used for
negation of verbs%
un do d undo
mis form misinform
dis allow d disallow
"tudents change given ad$ectives
into nouns and vice versa.
9rovide recorded speeches with
such sounds for students to notice
changes in stress patterns and
vowel 'uality.
"tudents provide more examples
through use of dictionaries.
"tudents change the functions
of words in given sentences.
80
UNIT SPECIFIC
OB;ECTI8ES
LEARNING ACTI8ITIES
E8ALUATION
UNIT 4
5")& F").(+,"!
*.+.+ distinguish
between acronyms
and abbreviations.
*.+., identify words that
have nearly the
same meaning.
*.+.. identify words are
nearly opposite in
meaning.
*.+./ identify words that
have the same forms
but have different
meanings andBor
pronunciation.
Acronyms
e.g <7"2E, 2E3A", 3#E,
!EDL, 42, 3A2
Abbreviations% G", ("", 4EG
etc
"ynonyms
tired ; exhausted
aid ; help
whisper ; murmur
Antonyms
up ; down
on ; under
healthy ; sick
withdraw ; advance
polite ; insolent
#omonyms
bow ; bow
sow ; sow
minute ; minute
refuse ; refuse
"tudents use dictionaryBinternet to
find out difference between
acronyms and abbreviations.
Analysis of texts with words
underlined for substitution with%
"ynonyms.
AntonymsJ
#omonymsJ
#yponymsJ
"tudents supply their own
examples.
<se the words to form sentences.
In groups students make a list
of examples of%
; "ynonyms
; Antonyms
; #omonyms
; #omophones
; #yponyms
using the dictionaryBinternet.
81
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 4 (CONTD)
5")& F").(+,"!
*.+.0 identify words that
are related in
meaning through a
specific aid or a
more general term.
#omophones
see ; sea
die ; dye
phase ; face
formally ; formerly
#yponyms
4ird ; eagle, vulture, crow
Dlower ; hibiscus, lily, daisy
4uilding ; house, hut, chalet
=ehicle ; car, bus, cart
recommended titles. Ene way of encouraging students to read is to select comprehension passages for terminal examinations and
continuous assessment testsBtasks from the recommended story books.
82
UNIT SPECIFIC
OB;ECTI8ES
LEARNING
ACTI8ITIES
E8ALUATION
UNIT
SEQUENCE OF
TENSES
*...& state the different
tense forms.
*...) use forms
consistently in
compoundBcomplex
sentences.
*...* use forms
consistently in
sentences and in
continuous writing
e.g. narratives.
1evision of tense forms%
9resent, past, and their
perfect forms.
@aintain the same tense
forms in complex, co;
ordinate and in continuous
5across sentence6 writing%
e.g. 5"imple 9resent6
!he boy says he knows the
stranger.
!he students think the
'uestions are difficult.
5"imple 9ast6
#e said he would come.
!he old lady asked if I
could help her.
5"imple 9resentB9resent
9erfect6
3e know the boy has run
away.
I am happy you have
passed the exams.
5"imple 9astB9ast 9erfect6
#e realized he had made a
mistake.
!he girl found out someone
had taken her pen.
1ead short texts and
identify the tense usage.
<se substitution tables to
re;inforce use of tense
3riting short stories to
practise tense se'uencing.
2omplete given sentences using correct
tenses.
In groupsBpairs students write short texts
using the appropriate tense se'uence for
discussion.
83
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT J
REPORTED SPEECH
D,)%3+ @ I!&,)%3+
*./.& determine direct
and indirect
speech forms.
*./.) use the forms in
their appropriate
2ontexts.
*./.* report direct speech
appropriately using
suitable tense forms.
8irect speech form%
<se of punctuation
e.g. 'uotation marks.
#e said, HI am tiredI.
Dorm of indirect speech.
; <se of reporting clause
#e said MMMMMM.
#e en'uired MMMM.
; "hift in pre;nominal
forms e.g. &st, )
nd
, *rd,
persons etc.
4ack shift of tense forms e.g.
#e said, ?I like it-
#e said he liked it.
4ack shift of adverbs e.g.
now then
today that day
yesterday the day before
tomorrow the next day
N"+%% !he choice depends on
the time of reporting.
2onversion drills.
"tudents dialogue converting direct
speech to indirect speech
e.g.
1azak% I-m tired.
"harika% 1azak says he is tired.
1azak said he was tired.
<se of material from $ournalism and
literature for analysis.
In pairsBgroups, students change samples
of direct speech into indirectBreported
speech.
"tudents change direct
statementsB'uestions into
indirect forms and vice
versa.
84
SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT K
REGISTER
*.0 .& identify and use
correctly register
associated with
specific fields.
*.0.) use appropriate
register to
compose specific
texts in particular
fields.
.
8efinition of 1egister >
1egisters refer to vocabulary
associated with specific fields.
e.g. family, kinship and inheritance.
=ocations > farming, dentistry
3eaving, sports and games, the
$udiciary, etc.
e.g (udiciary > bench, bar, counsel,
client, plaintiff, accused, defendant,
ac'uitted,
discharged, bailed, warrant, plea, $ump
bail, etc.
1egister for%
Advertising
(ournalism
2ommerce
9rofessions > medical
!he 2lergy
e.g. (ournalism
the media > printBelectronic,
reporters, transmission, the press,
presenters, fre'uency, studio,
metre band, newsroom, air;time,
newspapers, editorials,
antennaBaerial, features,
re$oinders, articles, crew,
programmes, announcement.
9rovide suitable passagesBtexts to
help students study register of
various fields and professions.
9rovide texts for class analysis
Dield trips to various places of
specific professions and workshops.
"tudents to discuss and practise
different registers learnt.
"tudents fill in blanks
using appropriate
register.
essayBreport based on a
field trip, using the
appropriate register.
85
YEAR THREE
SECTION 4
5RITING
G%!%)($ O0:%3+,9%*: "tudents will
&. develop further writing skills ac'uired and use them accurately.
). be able to write essays on a variety of topics.
*. be able to practise creative writing.
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 1
CREATI8E 5RITING
+.&.& write and tell
their own
poems, stories
and plays.
+.&.) orally compose
interesting and
lively short
stories.
<se of vivid imagination
<se of appropriate and varied
language 5diction6
<se of literary devices
<se of literary techni'ues e.g.
plot, characterization, setting,
suspense, flashback, humour,
dialogue
Language use
Docus on concord, ad$ectives,
adverbs, figurative expressions.
8iscuss possible themes for writing
8iscuss features of creative writing
Look at literary work and identify the
features e.g. A Dorest of Dlowers by :en
"aro 3iwa.
"tudents choose from a
number of themes and write
a poem, a story or a play.
NOTE: !eacher encourages students to
be critical observers of the environment to
enable them gather material for writing.
86
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 2
EEPOSITORY
5RITING
+.).& identify features of
expository writing.
+.).) write expository
essays.
xposition% xplanation,
description, presentation of
the processes involved in
making of an item or how
something operates e.g
preparation of one-s
favourite local dish, playing a
particular game,
manufacturing a product or
giving of direction to a place.
"tructureBDeatures
!itle
Introduction
4odybwell;structured and
co;ordinated paragraphs.
conclusion
Language use
Docus on the active and
passive voice, present
simple and habitual tense
forms.

<se sample essays for analysis.
"elect topics for discussion.
"tudents write given topics
using features of exposition.
87
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 3
PROGRAMME
5RITING
+.*.& learn the structure of
a programme.
+.*.& identify types of
programmes.
+.*.) write a programme
based on features
identified.
Deatures of a programme
; !itle
; 2hronological
arrangement of events
through use of a variety of
phrases and clauses
indicating time.
!ypes of programmes.
; !he base programme > i.e.
schedules of activities and
events.
; ssay form where
programme is developed
into continuous prose.
Language use
Docus on variety of phrases
and clauses indicating tense,
future time and adverbs.
<se sample programmes to illustrate
types and identify features.
9airBgroup activity.
3rite base programmes for birthday party;
school event. etc.
2onvert base programme into essay form
and note the changes.
8iscuss the uses of programmes.
"tudents write a programme
essay on any event or given
activity from given topics e.g.
Dunfair.
Inter;houses "ports
Activities.
Four "chool-s "ilverBGolden
(ubilee.
88
UNIT SPECIFIC OB;ECTI8ES CONTENT TEACHING AND
LEARNING ACTI8ITIES
E8ALUATION
UNIT 4
REPORT
5RITING
+.+.& identify features of a report
and use them effectively in
writing.
Deatures of report writing
; appropriate title
; signature
; full name
; address
; date 5could be on topB
bottom6
; chronological ordering of
events through use of
Q tense and time
adverbials.
Q use of passive structures
compound and complex
"tructure
;Introductionbstate purpose
of report
;4odybin paragraphsbcan
use sub;headings
;2onclusionBrecommendation
QLanguage use
Analyze samples of reports to
identify features.
8ramatize scenes of situations,
this should be followed by group
writing and presentation of
reports.
4rainstorm session for writing
reports e.g. a field trip, club
activities, research pro$ect etc.
"tudents write reports on given
topics using the features identified
e.g.
;A "peech and 9rize;Giving 8ay
Activities of the 9eer 2ounsellor-s
Group.
89
UNIT SPECIFIC
OB;ECTI8ES
LEARNAING ACTI8ITIES
E8ALUATION
UNIT D
5RITING OF MINUTES
UNIT D
NOTICES<AD8ERTISE-
MENT
+.,.& write minutes using the
appropriate features.
+...& explain the concepts
behind notices and
advertisements.

+...) write good notices
and advertisements.
8efinition of @inutes 51ecord of
deliberations at a meeting of aBan
association, club, class, society6
Deatures and structure
; opening > i.e. time
; attendance
; minutes of previous meeting
; matters arising
; new business
; any other business 5AE46
Language
; use of reported speech forms
; use of summary devices
; variation in use of activeB
passive constructions.
xplanation of notices and
advertisements.
Dunctions of notices and
advertisements%
7otices &% Give information i.e
direction, warning.
Advertisements are used to%
! sell products 5goods and
services6
! persuade others to change
behaviour in one way or
another
! convey information to the
general public.
<se of sample texts for
identification of features.
Analyse samples of minutes.
Erganise mock meetings for
students to write the minutes for
class discussion.
!ake students round schoolB
2ityBtownBvillage to see notices.
9roduce newspapers,
magazines that contain notices
and advertisements for
students- perusal
"tudents listen to radio
television noticesB
advertisements.
8iscuss these noticesB
advertisements in class, paying
attention to language.
"tudents correct captions e.g.
2ars for hiring
2hairs for hiring
Dowls for sale
"tudents write minutes of
mock meetings.
"tudents discuss
noticesBadvertisements they
hear and see.
"tudents write notices and
advertisements on given
information.
90
YEAR THREE
SECTION
LITERATURE
G%!%)($ O0:%3+,9%*: "tudents will
&. understand and appreciate various genres of written literature 5prose, drama, poetry6.
). understand and appreciate the use of literary terms.
*. develop the love for creative writing using the appropriate literary techni'ues.
ACTI8ITIES
E8ALUATION
UNIT 1
PROSEN
S+1&7 "- (
S6%3,-,3 T%/+4
B(32')"1!& (!&
S%++,!'
S10:%3+ M(++%)
(!&
T>%.%4
P$"+ (!&
C>()(3+%),B(+,"!
N())(+,9%
T%3>!,O1%*
,.&.& identify background
and setting of prose
text.
,.&.) determine the sub$ect
matter and theme5s6.
,.&.* analyze plot and show
how the writer uses it
effectively.
,.&.+ show how characters
are portrayed.
"ub$ect matter and
theme5s6.
9lot and characterization.
1ead portions of the text in class.
In groupsBpairs, discuss theme5s6, plot, etc.
and bring out their effects in their contexts and
on the text as a whole.
"tudents discuss theme5s6,
plot, etc and bring out their
effects in their contexts and
on the text as a whole.
91
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 1 (CONTID)
UNIT 2
LITERARY TERMS I
A.0,'1,+7
P()(&"/
F$(*>0(32
I!+%),") M"!"$"'1%
,.&., make meaningful
comments on
aspects of the
narrative
techni'ues.
,.).& define literary
terms.
,.).) identify them in
passages, prose
or poetry.
,.).* comment on the
effects of terms in
contexts.
7arrative techni'ues.
eg. "uspense, plot, flash
back, etc.
Ambiguity where a word or
an expression
has more than
one
interpretation.
9aradox expression which
appears to be absurd or
false, but which is true,
upon reflection, or in a
larger context.
e.g. @ore haste, less
speed
!he child is the father of
the man.
Dlashback presentation of
scenes or incidents that
occur prior to the opening
scene of a play or a novel.
Interior monologue way of
representing the thoughts
of a character without the
intrusion of the writer.
<se suitable passages from prose and
poetry to illustrate uses of literary terms
and their meanings.
"tudents identify literary terms in
passages and explain their functions.
"tudents identify the use of
these terms in a text and
comment on their effects.
92
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 3
DRAMA:
S+1&7 "- ( P)%*3),0%&
T%/+
,.*.& identify
background and
setting of
prescribed text.
,.*.) determine the
sub$ect matter and
theme5s6.
,.*.* analyse plot.
,.*.+ show how
characters are
portrayed.
,.*., identify values in
text.
"ub$ect matter and theme.
9lot
2haracterization.
=alues
Language use%
Docus on ad$ectives,
dramatic techni'ues,
dramatic dialogue and
structure.
1ead parts of the text in class.
In groupsBpairs, discuss issues of
theme5s6, plot, characterization, etc.,
pointing out their effects in their contexts
and on the play as a whole.
8ramatize parts of the play to highlight
features.
8iscuss some values in the text.
"tudents identify the theme5s6
of a text and discuss how
elements like setting, plot,
characterization, etc. help to
enhance the theme5s6.

In pairsBgroup, students
identify other values and
comment on them.
93
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 4
LITERARY TERMS II
,.+.& define literary
terms.
,.+.) identify them in
relevant extracts.
,.+.* determine their
effects in their
contexts.
!ragi;comedy% play that
seems to lead to a tragic
catastrophe but
unexpectedly ends
happily..
pilogue% final remarks of
an actor
addressed to the
audience at the
close of the play.
9rologue% preface or
introductory remarks,
usually delivered by an
actor in a play
Litotes% !he use of an
understatement
or double
negative. e.g.
!his is no mean
achievement.
I was not in the least
surprised that he passed.
pigram short, witty and
amusing statement.
!ransferred pithet ; A
word or phrase borrowed
to describe someone or
something.
e.g. Iron Lady > used to
refer to a strong >willed
and hardworking woman.
"tudents learn the meaning of terms in
context.
<se suitable extracts to%
; identify features that
describe the terms.
; discuss their
effectiveness in their
contexts.
"tudents look for examples from other
sources and comment on their effects.
"tudents identify the use of
these terms in a given text
and discuss their effects.
94
UNIT SPECIFIC
OB;ECTI8ES
LEARNING ACTI8ITIES
E8ALUATION
UNIT
POETRY:
S+1&7 "- S%$%3+%& P"%.*
P"%+,3 D%9,3%*R
S"1!& %--%3+*N )>7+>.
S7.0"$,*.N %+34
,.,.& determine the
background and
setting.
,.,.) determine the sub$ect
matter and theme5s6.
,.,.* comment on the
poetic devices used,
e.g. alliteration,
paradox, etc.
,.,.+ identify values in the
poem.
"tudy of background and
setting of selected poems.
"tudy of sub$ect matter and
theme5s6 of given poems
Analysis of poetic devices,
e.g. alliteration, paradox,
assonance, onomatopoeia,
etc.
=alues in selected poems.
1ead poems aloud in class or
use recorded cassettes.
In groupsBpairs, discuss issues
of background and setting,
theme5s6, poetic devices used
etc pointing out their effects in
their contexts.
"tudents relate poems to
others they have read and
share experiences.
8iscuss some values in text
appreciation of a given poem
making use of the devices learnt
as a guide.
"tudents compose own poems
incorporating values in their
themes
95
96
LEARNING ACTI8ITIES
E8ALUATION
UNIT D
LITERARY TERMS III
,...& define literary terms.
,...) identify literary terms
in extracts.
,...* comment on the
effects of literary terms
in given contexts.
9un% play on words, based on
similarity of sound between two
words with different meanings
e.g. #e tolled the bell when I
told him to do so.
Is this 1ome indeed and room
enough.
Apostrophe% an address or
invocation to an absent person,
a dead person, or a concrete
or an abstract thing e.g. Eh
death, where is thy sting]
legy% poem that meditates on
death often occasioned by a
particular person e.g. Gray-s
Hlegy on a country church;
yardI
8irge% a wailing song sung at
a funeral or in commemoration
of the death of someone.
pitaph a poem or piece of
writing usually inscribed on the
gravestone of a dead person.
Assist students to learn the
meaning and use of the literary
terms in context.
<se suitable extracts to
illustrate uses of the terms and
their effects.
"tudents produce more examples
from other sources and in real life
and explain their effects.
"tudents mention occasions when
dirges, epitaphs and eulogy are
used.
"tudents identify the use of these
terms and their effects.
LEARNING ACTI8ITIES
E8ALUATION
97
UNIT D (CONTID)
O/7.")"!
E1$"'7
Exymoron% a combination of
words which contradict each
other e.g.
poisonous pleasure
4ittersweet,
open secret.
8isturbing silence
ulogy% a poem in praise of
someone or his 'ualities.
98
YEAR FOUR
SECTION 1
G%!%)($ O0:%3+,9%*: "tudents will
& be able to speak nglish accurately and fluently.
) demonstrate mastery of appropriate sounds, stress and intonation patterns.
ACTI8ITIES
E8ALUATION
UNIT 1
8O5EL @
CONSONANT
SEGMENTS
RE8IE5 1
&.&.& articulate vowels
correctly in speech.
&.&.) produce consonants
and consonant clusters
correctly in different
word positions.
&.&.* speak and read
nglish using the
appropriate
stress and intonation
51efer Fears &, ) P *
"ections &6.

=owel "ounds e.g.
Bi%B as in see Bsi%B
BeB% as in ten BtenB
BQB as in hat Bh;tB
,<, as in to BtuB
2onsonant "ounds e.g.
p as in pen BpenB
b as in bad Bb;dB
k as in cat Bc;tB
2lusters
ccvbstop
cccv;;strive
"tudents read selected passages
8rill students on the right pronunciation of
vowels.
"tudents listen to recorded dialogues.
List words with syllable initials and final
clusters.
2ompare and contrast vowels and consonants
in nglish with those of Ghanaian languages
e.g.

"tudents listen to tapes
and practise articulation of
sounds.
Individuals work on
articulation and use of
vowelsBdiphthongs in
contexts.
In groups, students
compile a list of consonant
clusters,
Identify problem areas and
work at correcting them.
7E!% #elp students who
have pronunciation and
speech problems
99
ACTI8ITIES
E8ALUATION
UNIT 2
STRESS AND
INTONATION

RE8IE5 11
&.).& identify features of
tune & and tune ) use
them appropriately.
&.).) 9ronounce or articulate
various nglish sounds
appropriately.
<se tune & or tune ) for
words in parenthesis
depending on the main
utterance
e.g
HGet out. I"he shouted
angrily. !une & !une &
"Are you all rightI, he asked
anxiously. !une )#
!une )
!une & falling intonation.
!une ) rising intonation.
intonation patterns.
"tudents listen to tapes and good
speech for models.

"tudents listen to tapes
and practise articulation
of sounds.
"tudents engage in
dialogues to practise
!une & and !une ).
100
YEAR FOUR
SECTION 2
COMPREHENSION AND SUMMARY
G%!%)($ O0:%3+,9%*: "tudents will
&. enhance the skills of reading and answering comprehension 'uestions accurately and appropriately.
). enhance the skills of summarizing passagesBtexts.
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 1
READING
COMPREHENSION
SUMMARY:
).&. & use skimming and
scanning
techni'ues
appropriately in
studying given
texts.
).&.) read and answer a
variety of
comprehension
'uestions.
).&.) answer summary
'uestions based
on given texts.
"kimming and scanning different
texts for different purposes.
1eference% Fear & section )% <nit
) Eb$ective )
1ecall 'uestions, derivative
'uestions, appreciative 'uestions,
Grammatical 'uestions
vocabulary 'uestions.
1efer% Fear ), "ection )J <nit *
Eb$ective ).*.)
"tudents read and discuss given
passagesBtexts.
8raw students- attention to various
types of comprehension 'uestions.
1evise various steps and techni'ues
for summarizing texts.
Individuals read given
passages and answer
'uestions.
"tudents do written
comprehension exercises.
"everal written summary
exercises on passages and
other texts.
101
YEAR FOUR
SECTION 3
GRAMMAR
G%!%)($ O0:%3+,9%*: "tudents will
& identify and use grammatical forms accurately in writing and in speech.
) identify the functions of the various grammatical forms in given texts.
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 1
COMPARISON OF
AD;ECTI8ES AND
AD8ERBS
UNIT 2
AD8ERBIAL
CLAUSES
*.&.& identify and use the
comparative
forms of ad$ectives
and adverbs
correctly.

*.) .& identify more
complex
adverbial clauses
and use them
correctly.
!he use of various degrees of
comparisonbregular, irregular
and adverbial forms of
ad$ectivesBadverbs.
1eference% Fear * "ection *J
<nit ) Eb$ective *.&.&
!ypes of complex adverbial
clausesbproportion, purpose
and comparison e.g
9roportionbas time went on so
did their hopes begin to rise.
9urposeb"he studies hard so
she will pass her examination.
2omparisonbI will work as
hard as my friend does.
9rovide scenarios for students to form
sentences using the ad$ectives and
adverbs of various degrees of
comparison.
8raw students- attention to various
texts and let students identify some
uses of the adverbial clauses.
"tudents provide correct
forms of ad$ectives and
adverbs in given sentences
and passages.
"tudents write short texts
using various degrees of
adverbs and ad$ectives.
"tudents write sentences
using adverbial clauses.
"tudents underline
adverbial clauses in texts.
102
UNIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 3
RELATI8E CLAUSES
D%-,!,!' (!& N"!-
D%-,!,!' C$(1*%*
(R%*+),3+,9% @N"!
R%*+),3+,9%)
*.*.& identify and use
relative clauses in
appropriate contexts.
*.*.) differentiate between
defining and
non; defining relative
clauses.
1evise relative clauses and
their meanings
1eference% Fear ) "ection
*J<nit 0 Eb$ective
1elative 2lauses% !hey
8escribe their preceding noun
in a way as to make it different
from other nouns in the same
class e.g
!he man who reported the
crime was praised. !his implies
there was one man among
many men.
7on;defining clauses are
placed after nouns which are
definite already. !hey do not
define the nouns but merely
add information to them. !hey
can be omitted from such
clauses e.g. 8ede, who had
been driving all day, suggested
stopping at the next village.
8etermine choice of relative
pronoun%
3hobhuman beings
!he boy who ate the food
3hichbanimalBthings
!he cat which caught the
mouse.
!hatbneutralBob$ective
antecedent.
!he letter that I received was
from my friend.
<se sample texts to illustrate and
discuss the types.
IdentificationBanalysis of types.
Dormation of sentences containing
relative clauses.
Identify and analyze types
of relative clauses in given
sentences.
"tudents write texts using
defining and non;defining
relative clauses

103
UZIT SPECIFIC
OB;ECTI8ES
ACTI8ITIES
E8ALUATION
UNIT 4
COMPLEE
PHRASAL 8ERBS
UNIT
REGISTER
*.+.& identify and use
simpleBcomplex
phrasal verbs.
,.*.& identify register for
various vocations.
5.3.2 use the appropriate
register to complete
exercises in
specific fields.
i.
use tc.
1evise simpleBcomplex
phrasal verbs and their
meanings.
1eference Fear ) "ection *J
<nit ) Eb$ective *.&..&
= A8= 919
look up to
come up with
stand up to
look up for
1eference% Fear ) "ection *J
<nit ) Eb$ective *.*.&
1egister for%
Advertising
2ommerce
Aviation
1ef% Fear * <nit 0
"tudents use their dictionariesBinternet
to look for more examples of phrasal
verbs.
In groups, students use dictionaries,
Internet and $ournals to collect registers.
"tudents discussBpractise different
forms of register learnt in exercises.
"tudents explain phrasal
verbs in contexts.
Individually, students form
sentences with complex
phrasal verbs.
"tudents write essays on
any field of their choice,
using the appropriate
register.
"tudents fill in blanks using
appropriate register.
104
YEAR FOUR
SECTION 4
5RITING
G%!%)($ O0:%3+,9%*: "tudents will
& improve upon and use ac'uired writing skills.
). be able to write essays on a variety of topics.
ACTI8ITIES
E8ALUATION
UNIT 1
RE8IE5 I
NARRATI8E
AND
CREATI8E
5RITING
UNIT 2
RE8IE5 II
REPORT
AND
LETTER 5RITING
+.&.& write short narratives
using appropriate
features.
+.&.) write reports and
letters using
1eference% Fear & <nit +
p.*+
Fear * <nit & p.0A
"tructure and features
1ef% Fear * <nit , p. A)
1ef% year & <nit . p*,
;;;;; year ) unit & p. .)
1evise features and techni'ues for narrative
and creative writing.
1evise features and format for writing reports
and letters. "tudents write reports of class
pro$ects.
"tudents narrate events of
the week and write short
stories on given topics.
"tudents write reports and
letters on given topics
using the features studied.
105
ACTI8ITIES
E8ALUATION
UNIT 1 (CNTD)
SPEECH
AND
DEBATE
D
UNIT 3
ARTICLE
5RITING
+.&.* write speeches and
debate using
+.*.& write articles using

1ef Fear ) <nit ) p. .,
;;;;; Fear ) <nit + p. ./
1ef Fear ) <nit , p. ./
Erganise class debates.
"tudents write speeches and debates on given
topics.
Analyze and discuss sample articles from
newspapers
"tudents write and deliver
speeches on given topics.
Erganise class debates on
current issues.
"tudents write articles on
given topics
106
FOUR YEAR
SECTION
LITERATURE
G%!%)($ O0:%3+,9%*: "tudents will
& understand the relevance of and appreciate various genres of written Literature.
) appreciate and use of literary terms appropriately.
* Apply their skills in creative writing.
ACTI8ITIES
E8ALUATION
UNIT 1
PROSESSTUDY
OF A SPECIFIC
TEET
UNIT 2
DRAMA: STUDY
OF A SPECIFIC
TEET
,.&.& make meaningful
comments on the
background and
setting , sub$ect
matter and theme,
plot and
characterization.
,.).& appreciate various
aspects of drama.
4ackground and setting
;sub$ect matter and theme
;plot and characterization
;narrative techni'ues
sub$ect matter, theme, plot,
characterization and
dramatic techni'ues
"tudents discuss theme5s6 background
and setting etc in class and bring out their
effectiveness in the text under consideration.
!eacher discusses techni'ues of drama and
their effects in the text.
based on the text.
on the drama text studied.
107
LEARNING ACTI8ITIES
E8ALUATION
UNIT 3
POETRY
STUDY OF SELECTED
POEMS
UNIT 4
LITERARY TERMS
,.*.& appreciate poems studied.
,.+.& identify, use literary
terms, and assess
their effects in their
contexts 5drama,
prose, poetry6.
;sub$ect matter and theme
;poetic devices, sound
devices, rhythm.
9aradox, irony, pun, prologue
apostrophe, oxymoron,
transferred epithet
"tudents discuss issues of
background, theme, poetic
devices, pointing out their effects
in the poems.
"tudents relate poems to others
they have studied.
"tudents discuss literary terms
and their effects in certain
contexts.
"tudents write short essays using
irony, pun, oxymoron and
transferred epithet.
"tudents appreciate given
poems making use of
devices studied.

on the various texts studied.
108
109

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TEACHING SYLLABUS FOR ENGLISH LANGUAGE

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