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PREFACE .............................................................................................................. (v)
INTRODUCTION........................................................................................................................ (vii)
PART 1: LISTENING AND SPEAKING
Preamble 1
General Aims 1
Specific Objectives:
A. Oral Communication Skills 2
B. Stress and Rhythm 6
C. Sounds 7
PART 2: READING
Preamble 9
General Aims 9
General Scheme of Work 10
Section A: Efficient Reading 11
Section B: Reference Skills 12
Section C: Intensive Reading 17
Section D: Extensive Reading 21
PART 3: COMPOSITION
Preamble 22
General Aims 24
Specific Objectives:
Specific Objectives for the Remedial Syllabus 25
Specific Objectives for the General Syllabus 27
PART 4: STRUCTURE
Preamble 30
General Aim 30
Structures Adequately learnt in Grades 1 – 7 31
Suggested General Teaching Sequence for Grade 8 33
Suggested General Teaching Sequence for Grade 9 35
Specific Objectives:
Part 1: The Verb 37
Part 2: Parts of Speech, etc 47
Part 3: Concepts 58
Part 4: Direct and Reported Speech 64
Part 5: Punctuation 66
PART 5: SUMMARY AND NOTE-MAKING
Preamble 67
General Aim 69
Specific Objectives 69
(v)
PREFACE
The production of this syllabus has, as all times, been carefully monitored by the English
Curriculum Committee. This Committee is made up of teachers, teacher’s trainers, university
lecturer, inspectors, education psychologists, experts in continuing education and educational
broadcasting and, of course, Curriculum specialists. The syllabus has benefitted greatly from
the experience and expertise of the above. Furthermore, an extensive programme of trialling,
evaluation of revision has ensured the fulfilment of an important recommendation of the
Education Reform Document: namely, that ‘teachers in the field should .... participate .... in
the identification of objectives, design of curricula and syllabuses’. (Ch 6, para 11).
The syllabus provides the sound basis required for the effective teaching of English at the
Junior Secondary Level, for the development of teaching materials and for the preparation of
the Junior Secondary School Leaving Examinations (Grade 9) in English). Whilst the general
format of the syllabus is essentially “structural”, the recommended methodological
interpretation is ‘functional’ and ‘communicative’. As a result of Grade 9 graduates should
develop a high level of confidence in English, and be able to use the language effectively in
everyday life, in the world of work and in their further education.
I am confident that this syllabus will be of lasting benefit to pupils and teachers alike.
R.S. ZULU
DIRECTOR
CURRICULUM DEVELOPMENT CENTRE.
(vi)
INTRODUCTION
The evolution of this syllabus began in 1973 when the English Curriculum Committee
recommended the production of a Revised Junior Secondary English Language to supercede
the English Language Interim Syllabus for Secondary Schools, which had been in use since
1969. The revised syllabus was contained in a series of Teachers’ Handbooks, viz:
Composition (1978). Structure (1979), Reading (1980), Summary and Note-making (1982).
In 1982 the Ministry of General Education and Culture decided to structure the secondary
school system in accordance with the recommendations of the Education Reform Document
so that the Junior Secondary Level would comprise Grades 8 and 9, and the Senior Secondary
Level Grade 10 to 12. It therefore, became necessary to amend the existing syllabus
contained in the Teachers’ Handbooks so that work considered essential to Grade 9 Leavers
could be adequately covered. This was done at a specially convened workshop held in
December 1982. In addition, the workshop produced a Listening and Speaking Syllabus.
The outcome of this exercise was the Provisional English Language Syllabus for Grade 8 and
9, which was implemented in all secondary schools from January, 1983.
After the provisional Syllabus had been in use for two years, the English Department at the
Curriculum Development Centre carried out an extensive evaluation exercise. An ad hoc
committee was convened, which examined the data obtained during the evaluation and made
recommendations concerning the final form of the syllabus. These recommendations were
accepted by the English Curriculum Committee at its meeting in September, 1985.
(vii)
The Junior Secondary School English Syllabus is divided into five parts:
Each ‘part’ begins with a statement of the General Aims which should have been achieved by
all pupils by the end of the course. In order to meet these General Aims, Specific Objectives
have been identified. It is these that teachers will use when preparing their schemes of work
and detailed lesson plans.
The General Aims and Specific Objectives are presented in behavioural terms. A behavioural
objective tells the teacher precisely which skill each pupil should have mastered if the
learning experience has been successful. The teacher’s task, therefore, is to provide effective
learning experiences which will enable the pupils to perform the skill identified in the
objective.
The following suggestions are offered to help teachers in preparing lessons based on the
specific objectives.
2. If possible, try, by such means as diagnostic testing, to determine whether or not the
pupils have already mastered the objective.
(viii)
3. If it is feasible, identify related objectives which can be dealt with at the same time.
Similarly, try to integrate objectives, from different aspects of the syllabus (i.e.
‘structure’ and ‘composition’, ‘structure, and .oral work’, ‘summary and note-making’
and ‘reading’ etc)..
4. Plan your teaching method using a series of small, consecutive steps, the last of which
will be the actual performance by the pupils of the skill stated in the objective.
5. Tell the pupils what you are teaching them to do. (It is much more helpful to explain
to someone where he is going before a journey and to help him along the way than to
lead him blindfolded.)
6. Give the pupils plenty of initial practice in the skill and continue practising it from
time to time until has been mastered.
This syllabus is, of necessity, very extensive. It is strongly recommended therefore that,
wherever possible, a minimum of seven teaching periods and two homework periods per
week should be allocated to English in Grade 8 and 9. In order that classroom time is
used most effectively, it is also recommended that teachers should take full advantage of
home-work periods and pupils’ free time-especially for reading and written work. Teaching
time can also be saved by the use of diagnostic tests for structure and composition.
As a general guide the approximate weekly time allocation for the different aspects of
English in Grades 8 and 9 is as follows:-
(ix)
Number of Minutes
PREAMBLE
The general aims of the Listening and Speaking Syllabus will be achieved by mastery of
the specific objectives given below.
C. Sounds
Section A, Oral Communication Skills, should receive more time and emphasis than
Section B and C.
Teachers should spend at least forty minutes a week on listening and speaking activities.
GENERAL AIMS
2. Communicate effectively in the situations they are likely to meet in and out of school.
3. Use the spoken language forms which are appropriate in different social contexts.
4. Recognise that a linguistic form may perform more than one function and that any one
function may be expressed by several linguistic forms (see Footnote on page 7).
- 2–
SPECIFIC OBJECTIVES
i) Communication games
ii) Role-playing activities
iii) Listening comprehension.
e.g. house defects, rodent and pest control, water and sewerage etc.
- 3–
l) Meeting strangers
m) Seeking employment and being interviewed.
n) Possible post-Grade 9 job situations
3. Pupils should be able to perform the following functions using appropriate languages
forms:
Categories
Specific Functions
a) identifying
b) reporting (including describing and narrating)
c) correcting
d) asking
- 4–
a) expressing apology
b) expressing forgiveness
c) expressing approval/disapproval
d) inquiring about approval/disapproval
e) expressing appreciation
f) expressing regret
g) expressing indifference
-6-
vi) Socialising
C. Sounds
The dog, the man, the rubber, the sea, the house,
the witch (Weak – usually before consonants).
-8-
Example: The imperative form can be used to express many functions other than an
order. Hence the following:-
Pass the salt ...................................................... REQUEST
Come to the part on Saturday............................. INVITATION
Say that again and I’ll hit you !.............................. THREAT
Watch out!............................................................. WARNING
Forgive us our trespasses....................................... PLEA
On the other hand, an order or directive can be given without using the
imperative form.
-9-
PART 2: READING
PREAMBLE
These General Aims will be achieved through the specific and Auxiliary Objectives to be
found in each of the four components of the Reading Syllabus:
The General Scheme of work for the Reading Syllabus is provided on the following page.
GENERAL AIMS:
1. understand the different types of reading material which they are likely to meet both
inside and outside school;
2. read efficiently at a speed appropriate to the text and to the purpose of reading;
3. read for enjoyment;
4. read critically and make discriminating judgements.
-10-
Pupils should be able to read a passage with complete understanding and recall
details.
By the end of Grade 9, pupils should e able to read for general understanding
at a speed of at least 200 words per minute with 70 per cent comprehension.
2.3 Skimming
Auxiliary Objective
Given paragraphs or pages from various types of writing, pupils should
be able to find specific information within a brief time limit.
2.4 Scanning
Auxiliary Objective
Given paragraphs or pages from various types of writing, pupils should
be able to find specific information within a brief time limit.
-12-
SECTION B: REFERENCE SKILLS
This is one of the areas where English acts as a service subject and develop skills necessary
for efficient study.
The basic skills (Objectives 1, 2 and 3) are concerned with alphabetical order, skimming and
scanning, and are a necessary foundation for the development of the other reference skills.
They should, therefore, be taught as early as possible in Grade 8. All reference skills should
have been mastered by the end of Grade 9.
The reference material selected for practising these skills should be of practical value to the
pupils both in the school situation and outside school.
Many of the specific objectives given below are followed by auxiliary objectives. These
involve practical activities which will help pupils achieve the specific objectives.
1. Alphabetical Order
Auxiliary Objectives
1.1 Given a list of scrambled letters, pupils should be able to re-arrange them in
alphabetical order.
1.2 Given a list of words beginning with different letter, pupils should be able to
re-arrange them in alphabetical order.
1.3 Given a list of words beginning with the same letters of the alphabet, pupils
should be able to re-arrange them in alphabetical order.
2. Skimming: (See Efficient Reading, Objectives 2.3).
3. Scanning: (See Efficient Reading, Objective 2.4).
4. Using a Telephone Directory
4.1 Pupils should be able to use a telephone directory to find telephone numbers
by employing their knowledge of alphabetical order.
4.2 Pupils should be aware of the various types of information to be found in the
telephone directory, e.g. postal information, residential and postal addresses,
and trade information carried in the yellow pages.
5. Using Textbooks
5.1. Pupils should be able to use the various sections of a text book in order to
obtain information efficiently. (These include the Title Page, publishing
details, the Introduction, the Preface, the Table of Contents and the Index).
Auxiliary Objectives.
5.1.1 Given the Title Page of a textbook, pupils should be able to answer
specific questions about who wrote the book, who published it, when it
was printed and where it was produced etc.
5.1.2 Given the Contents Page of a textbook, pupils should be able to name
the chapter in which a given topic is most likely to be found.
5.1.3 Given the Index of a textbook, pupils should be able to locate specific
information.
-14-
5.3 Pupils should be able to determine why a textbook was written, what main
conclusions it reaches and how it is organised before they begin to read it
through.
6. Using a Dictionary
Auxiliary Objectives
6.1 Given a list of words, pupils should be able to choose those words that would
be placed between two given guide words’ in a dictionary.
6.2 Given a specific word, pupils should be able to find that word in the dictionary
using the guide words.
6.3 Pupils should be able to discover the correct pronunciation of words’ from the
dictionary. (Use of phonetic symbols).
6.4 Pupils should be able to use a dictionary to discover correct syllable stress.
6.5. Pupils should be able to interpret the abbreviations used in dictionaries e.g. n
(noun), adj (adjective). Pl (plural) v.i (verb intransitive), sb (somebody) and
understand the use of the title ( ) to indicate the use of a headword in an entry.
-15-
6.6. Pupils should be able to find the meaning of common prefixes, suffixes and
abbreviations.
Pupils should be able to locate a required volume and section using their knowledge
of alphabetical order.
7.1 Pupils should be able to locate a required volume and section using their
knowledge of alphabetical order.
7.2 Pupils should be able to locate required information using the index.
7.3 Pupils should be able to find information about a given topic and answer
specific questions.
7.4 Pupils should be able to identify key words in a reading passage to locate
additional information in an encyclopaedia.
7.5 Pupils should be able to local information by means of cross-references (use of
‘c.v.’) and bibliographical references.
8. Periodicals
Pupils should be able to read periodicals for information and understand the meaning
of such terms as: editor, author, article, issue, volume, bibliography, footnotes etc.
9. Using Library
Pupils should be able to make full use of a library. They should be able to understand
its borrowing procedure, its general organisation and classification of books so as to
be able to find specific books and information quickly and efficiently.
-16-
Auxiliary Objectives
9.1 Given the Dewey Decimal System of Classification, pupils should be able to identify
the general class category for given subject areas.
9.2 Pupils should be able to identify the subject matter of a book from the reference
number on its cover.
9.3 Pupils should be able to use the subject cards, title cards, author cards and the cross-
reference cards in the school library.
9.3.1 Pupils should be able to identify the type of card to use with the information
available and then find the book.
9.3.2 Pupils should be able to interpret the information given on a reference card.
Given cards containing questions on various topics, pupils should be able to use
reference cards in the school library in order to find books containing the answers to
these questions.
-17-
The chief aim of the intensive reading (or comprehension) lesson is to help the pupils towards
a full understanding of a particular piece of writing. The teacher’s main functions here is not
simply to test but to teach. It is therefore likely that in most intensive reading lessons there
will be a large amount of oral work aimed at developing the reading skills of literal
comprehension and interpretation.
The specific objectives for intensive reading are divided accordingly into these two
categories. It will be found that the passage chosen for intensive reading will determine
which specific objectives are dealt with during a particular lesson. No single passage can
involve all the specific objectives. However, over a period of time, pupils will be exposed to
wide variety of passages for intensive study so that by the end of Grade 9, all the specific
objectives should have been achieved.
The specific and auxiliary objectives will also be reflected in the questions used for testing
pupils’ understanding of the comprehension passage,
By the end of Grade 9, pupils should have achieved the following specific objectives.
-18-
Literal Comprehension.
1. Pupils should be able to locate details and answer factual questions based on a
passage.
1.1 Answer who, what, where, when, how and why questions on a given passage.
1.2 Complete sentences based on a passage.
1.3 Identify true and false statements about a passage.
1.4 List facts about a topic or character in a passage.
1.5 Compile a list using information extracted from a given passage.
2. Pupils should be able to identify and recall in chronological order a series of events in
a passage or story.
Auxiliary Objectives
Pupils should be able to:
2.1 Identify omissions from a series of sequentially stated facts based on a passage
or story.
2.2 re-arrange jumbled sentences into a logical order depicting a series of events
drawn from a passage or story.
2.3 list in chronological order a series of events based on a passage or story.
3. Pupils should be able to identify and express the main idea of a piece of writing.
Auxiliary Objectives
Pupils should be able to:
-19-
Auxiliary Objectives
Pupils should be able to:
7. Pupils should be able to describe the feelings, qualities and motives of a character in a
story.
Auxiliary Objectives
Pupils should be able to:
Extensive Reading involves the reading of Class Readers and Class Library Books. Class
Readers are sets of books and are issued to the whole class at the same time. They are read
by the pupils together inside and outside the classroom.
The Class Library contains books which are read by pupils independently usually outside the
classroom. In these two areas of reading activity the minimum number of books to be read is
as follows:
PREAMBLE
The Composition Syllabus has two parts: The Remedial Syllabus and the General Syllabus.
This is meant to be used only with three classes or possibly individuals who need it. It can be
used as a complete course or in part, depending on the need.
To diagnose whether a particular group of pupils should start with the Remedial Syllabus, the
teacher can provide a simple topic (e.g. ‘My Closest Friend’, ‘My Family’ or ‘How I get to
School’) and ask pupils to write a short composition. No control or guidance should be
provided and there should be no preparatory teaching. When the teacher reads through the
pupils’ work, he should look for the following aspects only:
All other errors should be ignored for the purpose of diagnosis. Inability in any of the three
areas described above will necessitate the use of the Remedial Syllabus.
-23-
As a result of this diagnosis test, the teacher might decide that the whole class needs to follow
the Remedial Syllabus, or that the whole class can move on directly to the General Syllabus.
If, however, the teacher decided to use all or part of the Remedial Syllabus with certain pupils
only, he will need to plan his composition work so that, while these pupils are thus engaged,
the rest of the class will involved in other activities. This will enable the whole class to begin
the General Syllabus at the same time.
Parts of the Remedial Syllabus may be used from time to time as necessary even after pupils
have started the General Syllabus.
The specific objectives of the General Syllabus have been arranged in a logical teaching
sequence. Teachers may, however, wish to change the sequence occasionally to suit their
own needs. (It may also be possible to deal effectively with more than one objective at the
same time.) Ideally the teacher should not move to a new objective without being satisfied
that the previous objective has been mastered.
Once a particular objective has been dealt with it will often be necessary to give the pupils
periodic practice in the required skills so as to develop their confidence and proficiency.
Approximately half of the specific objectives should have been covered by the end of Grade
8 and the remainder by the beginning of the third term in Grade 9.
-24-
GENERAL AIMS
1. produce the kinds of writing which are likely to be required of them when they leave
school after Grade 9 (e.g. all kinds of letter writing, simple reports prepared from
given materials);
2. produce the kinds of writing which will be expected of them in other subjects of the
Junior Secondary Curriculum and attain a level which provides a basis for the further
development of writing skills in the Senior Secondary Curriculum;
3. express in writing their personal ideas, thoughts, opinions, knowledge and feelings
with clarity and fluency;
5. write in an appropriate style 9i.e. suit the written language used to a particular
audience or purpose);
6. select relevant material from given information and organise this effective into a piec
of writing for a particular purpose.
-25-
SPECIFIC OBJECTIVES
Suggestions as to how the specific objectives for the Remedial and General Syllabus may be
achieved are contained in the English Teachers’ Handbook for Grade 8 and 9.
a) rewrite it legibly.
b) write clearly letter with and without tails.
c) write clearly capital and non-capital letters.
2. Given a passage without paragraph indentation, pupils should be able to rewrite it,
indenting the paragraphs and following the margin.
11. Given a passage without full stops or capital letters containing ‘and’ and ‘but’ pupils
be able to rewrite it inserting full stops and capital letters where necessary.
12. Given a skeleton story, pupils should be able to rewrite it adding Relative Clauses
previously practised, and using correct punctuation.
13. Given a skeleton story, pupils should be able to rewrite it adding Time Clauses,
previously practised, and using correct punctuation.
14. Given a skeleton story, pupils should be able to rewrite it adding reason clauses and
using correct punctuation.
-27-
1. Given a passage containing excessive use of ‘and’, pupils should be able to rewrite it
correctly.
3. Given a paragraph of jumbled sentences, pupils should be able to rewrite it putting the
sentences into a logical order (i.e. from the general to the particular or from the
particular to the general, and using cause/effect sequences).
6. Given a passage in note form, pupils should be able to rewrite it in full using
appropriate connectors.
8. Given a picture strip and a series of questions, pupils should be able to write a clear
and precise description.
9. Given notes for expansion, pupils should be able to write a clear, lively and
interesting description.
10 Given notes for expansion, pupils should be able to write a lively, interesting
description and a clear, precise description in accordance with the purpose and
audience.
-28-
11. Given the necessary details in note form, pupils should be able to compose a set of
instructions for a process.
12. Given jumble notes or questions, pupils should be able to rearrange them in the
correct order in paragraphs and write out the composition.
13. Given jumbled notes or questions, pupils should be able to organise them into
paragraphs, and write out a composition with an introductory and a concluding
paragraph.
14. Given a model personal letter, pupils should be able to write a similar letter.
15. Given notes or questions, pupils should be able to write a semi-formal letter.
16. Given a model formal letter, pupils should be able to write a similar letter.
18. Given the first paragraph of a story, pupils should be able to complete the story using
a new paragraph to indicate each new stage in the story.
19. Given the first paragraph of a story, pupils should be able to use Direct Speech, as
well as narrative, to complete the story.
20. Given the first paragraph of a story, pupils should be able to use Reported Speech, as
well as narrative, to complete the story.
-29-
21. Pupils should be able to write a free composition using Reported and Direct Speech as
appropriate.
22. Pupils should be able to write a narrative composition using a plan they have prepared
themselves.
23. Pupils should be able to write a descriptive composition using a plan they have
prepared themselves.
24. Given jumbled notes for expansion, pupils should be able to write a report.
25. Given the necessary notes, pupils should be able to compose a plan for an essay for
another subject.
26. Given a plan, pupils should be able to write an essay for another subject.
27. Pupils should be able to complete application forms and other types of writing of a
similar nature.
-30-
PART 4: STRUCTURE
PREAMBLE
The thirty-fur sections of the Structure Syllabus are presented in five parts : 1. The Verb, 2.
Parts of Speech etc, 3. Concepts, 4. Direct and Reported Speech, and 5. Punctuation.
These sections are not arranged in a teaching sequence. (A general teaching sequence is
suggested on pages 27-30).
Each specific objective is stated in behavioural terms and is followed by an example of the
structure. A distinction has been made between those structure that pupils should be able to
‘use’ and those which they need only to ‘recognise’.
It is not intended that classroom time should be spent on all the structural items contained in
the syllabus. Certain structures will already have been adequately learnt by the end of Grade
7, and some of these can be safely identified (see below). In addition teachers should use
diagnostic tests as a means of identifying those structural items which require special
attention in the classroom.
The Structure Syllabus should be used in conjunction with the Structure Section of the
English Teachers’ Handbook for Grades 8 and 9 which contains more detailed information
and guidance.
GENERAL AIM
By the end of Grade 9, pupils should be able to understand and use correctly, in spoken and
written English, all the structures in the Structure Syllabus.
-31-
Most of the structures in the Structure Syllabus have already been presented to the pupils in
Grades 1 – 7. However, many pupils leaving Grade 7 are unable to use in their speech or
writing many of the structures they have met and some have very little understanding of their
meaning. For this reason a lot of work on structure still has to be covered in Grades 8 and 9.
There are, nevertheless, certain structures, which, because of the frequency of their use in and
outside the language lesson, are known by the majority of pupils entering Grade 8. These
structures are listed overleaf and it is recommended that teachers should not teach these
unless they find that nearly all the pupils in the class do not know them. It is expected,
however, that remedial teaching of these structures will be necessary for a few pupils.
-32-
25 Comparison 1 53
3 39
(except for use for ‘for’ 4 39 26 Reason (because) 1 59
and ‘since’) (because of) 4 60
6 39 27 Purpose 1 60
7 39 4 60
4. Past Perfect Tenses 1 28 Time 1 (a)
(except for use of ‘had’ 40
to’ and form of ‘have’
5 The Future 1
40
2
40
7
40
-33-
SUGGESTED GENERAL TEACHING SEQUENCE FOR GRADE 8
PART 1 : THE VERB PART 2: PARTS OF SPEECH
Sect. Obj. page Sect. Obj page
1. Present Tenses 1 37 14 Nouns 1 (b) 47
3 37 2 47
6 37
15 Countable and 1 47
Un-countable 2 47
Nouns 3 47
4 47
2. Past Simple and 1 38 1 48
Continuous Tenses 3 38 16 Determiners 2 48
4 38 a/an/th 3 48
5 38 4 48
6 (a) 38 5 48
6 (b) 38 6 48
17 Determiners 1.1 49
3. Present Perfect 1 39 1.2 49
Tenses 2 39 1.3 49
5 39 1.4 49
1.5 50
4. Past Perfect 1 40 1.6 50
Tenses 2 40 1.7 50
3 40 1.8 50
3.1 51
3.2 51
4.1 51
4.2 51
5.1 51
5. The Future 3 41
4 41 18 Pronouns 3 52
5 41 4 52
6 41
8 41
6. Auxiliaries 2 42
4 42 23 Intensifiers 1 56
6 42 2 56
7 42 3 56
9 43
10 43
11 43
(Continued on the next page) Continued on the next Page)
-34-
24 Co-ordinators 4 57
26 Comparison 2 59 23 Intensifiers 5 56
3 59 7 56
4 60
28 Time 3 61
29 Result 4 61
31 Condition 3.2 63
33 Reported Speech 2 64
3 65
-37-
SPECIFIC OBJECTIVES
1. Form the affirmative, negative interrogative and negative interrogative forms of the
present simple and continuous tenses. Grades 1 - 7
(including formation of third person singular:
e.g. He smokes a pipe. Grade 8
My dog has five puppies.)
3. Use the present continuous for an action in progress but not necessarily happening
now. Grade 8
e.g. I am studying French at school
4. Use the present simple form of state verbs which cannot be use in the continuous
tenses. Grade 8
e.g. I forget his name.
I smell something burning.
This carpet costs K450.
5. Use the present simple tense to express habitual action or general truths.
Grades 1 - 7
e.g. He eats Kapenta.
It rains in November.
6. Use the present continuous with ‘always’ for an action which occurs often and is
accidental or annoying.
e.g. You are always losing your pen.
I am always falling over the dog.
-38-
1. form affirmative, negative, interrogative and negative interrogative of the past simple
and past continuous Grades 1 – 7
tenses. (including avoidance of the emphatic form ‘did’ when no emphasis is
intended.
e.g. They saw a lion in the game park Grade 8
2. use the past simple for an action which was completed in the past. Grades 1 - 7
e.g. He had an egg for his breakfast this morning.
4. use the past simple for an action that was not continuous Grade 8
e.g. He insulted me so I hit him.
5. use the part continuous to emphasise that an activity was continuous over a certain
period. Grade 8
e.g. I was working hard all last week.
6. (a) use the past simple, ‘used to’ or ‘would’ for repeated actions in the past.
Grade 8
e.g. He often borrowed books from me.
He often used to borrow books from me.
He would often borrow books from me.
(b) use the past continuous for repeated actions in the past to show disapproval.
Grade 8
e.g. He was always borrowing money form me.
-39-
2. use the present perfect with ‘just’ in the correct position. Grade 8
e.g. He has just gone out.
3. use the present perfect when no time is mentioned or the action is not
necessarily completed. Grade 1 - 7
e.g. They have gone to the shop.
5. use the present perfect when the result of the past action is important now. Grade 8
e.g. I have read one book by Ngungi.
6. use the present perfect continuous when it emphasises that the action was
continuous in the recent past. Grades 1 - 7
e.g. I’m very tired. I have been working all day.
7. use the present perfect continuous when it emphasises that the action is continuous up
to now and has not stopped. Grade 1 - 7
e.g. He has been waiting for you for 20 minutes.
-40-
1. form the affirmative, negative, interrogative and negative interrogative of the past
perfect and the past perfect continuous. Grade 1 - 7
(including avoidance of ‘had to’ instead of the past perfect tense: Grade 8
2. use the past perfect simple when a completed action precedes another in the past.
Grade 8
e.g. I had gone before you came.
3. use the past perfect continuous for a repeated or continuous in the past which precedes
a time in the past. Grade 8
e.g He was tired because he had been working all day.
He had been visiting her for a year.
1. form the future and the future perfect simple and continuous, correctly with ‘shall’
and ‘will’. Grades 1 – 7
e.g. I shall go or I will go.
He will have gone.
2. use the simple future tense or the ‘going to’ form for future actions. Grade 1 – 7
e.g. We’ll find him at the market.
He is going to finish the book tonight.
It’s going to rain soon I think.
5. use the future continuous as an alternative to the present continuous (in 4 above) or
the simple future (in 2 above) when the arrangement is more casual. Grade 8
e.g. I’ll be seeing Tom tomorrow.
6. use the future perfect tense for an action which will be completed by a
given time in the future. Grade 8
e.g. By the end of the term, we will have finished the syllabus.
7. use the future continuous tense for an activity or state which starts
before and continues after a future time. Grade 1 - 7
e.g. We’ll be playing football tomorrow at 16.30 hours.
When you arrive, I’ll be waiting for you.
8. use the future perfect continuous for an action which will have been
continuing for a time. Grade 8
e.g. By the end of this term, I will have been teaching English for
ten years.
Pupils should be able to recognise the ‘unreal past’ after ‘It is time’,
‘I wish’ and ‘if only’. Grade 9
SECTION 7:
4. use ‘can’, could’, ‘am able’ and ‘was able’ to express ability. Grade 8
e.g. You can do it.
You could have done it.
He was able to write.
5. use ‘should’, ‘should have’, ‘ought to’, ‘ought to have’, and ‘had better’
to express obligation. Grade 9
e.g. You should go.
You had better go.
You should have gone.
6. use ‘must’, ‘have to’, ‘have got to’, ‘had to’, ‘need to’, ‘am to’,
to express necessity. Grade 8
e.g. You must go.
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6. (continued)
e.g. He needs to practise more often. Grade 8
My shirt needs mending.
You are to stay here.
They all have to finish before they leave.
7. use ‘need not’, ‘do not need to’, ‘need not have’, ‘have not got to’,
‘did not need’, ‘do not have to’ to express the absence of necessity. Grade 8
11. use ‘will’, ‘would’, ‘shall’, ‘can’ ‘could’, ‘may’ and ‘might’
to make polite request. Grade 8
e.g. Will you come with me, please?
Would you come with me?
Can you come with me?
Could you come with me?
Shall I help you?
May I help you?
SECTION 9: PASSIVES
3. use the passive form with ‘by’ to draw attention to the subject
and not the agent. Grade 9
e.g. My friend was bitten by a dog.
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agree, appear (seem), attempt, arrange, be, care, dare, decide, deserve, desire,
determine, expect, fail, guarantee, happen, hesitate, hope, learn, long manage,
mean (intend), neglect, offer, ought, prepare, prefer, promise, refuse, seem,
swear, think threaten, want, wish.
Pupils should be able to use the VERB + ING construction with each
of the following: Grade 9
2. with verbs of sensation: e.g. see, feel, hear, notice, listen to, and with: Grade 9
watch, make, let and bid (which are followed by an OBJECT + INFINITIVE
without ‘TO’).
2. use phrasal verbs formed with adverb particles putting the particle
before or after the object as required. Grade 9
1. Pronoun object.
e.g. He gave it away.
She took them off.
2. Noun object.
e.g. He gave his money away Or He gave away his money.
She took off her shoes Or She took her shoes off.
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SECTION 4: NOUNS
2. use the possessive form of the nouns for animals the people. Grade 8
e.g. The cat’s bowl.
Tom’s books.
All the boys’ books.
1. Some/any, no/none
2. Either/neither
3. Much, many, a lot of, several, etc
4. A few/a little, few/little
5. The whole/all/both
1. Some/any, no/one
2.0. either/neither
3.2 ‘a lot of’, ‘lots of’, plenty of’, and ;a great deal of’ used as Grade 8
alternatives to ‘much’ and’ many’ especially in affirmative
spoken statements.
e.g. He’s got a lot of friends.
There’s plenty of time before the bus leaves.
4. A few/a little
4.3 ‘few’ with countable nouns to mean ‘hardly any’ and suggesting
insufficiency. Grade 9
e.g. There are few people who can sing
as well as you can.
5. The whole/all/both
Pupils should be able to use ‘the whole’, ‘all’ and ‘both’.
e.g. The whole class went to the field.
All the boys went to the field.
My friend and I both want to the field.
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3. use the first person with other nouns and pronouns in the
correct order. Grade 8
e.g. My brother and I attend the same school.
They gave the books to you and me.
6. use ‘you’ ‘or ‘one’ when no actual person is referred to. Grade 9
e.g. You must be careful not to lose your way in the forest
or/ One must be careful not to lose one’s way in the forest.
1.3 ‘whom’, ‘who’, ‘that’ or nothing with objects that are people. Grade 9
e.g. The boy whom (or ‘who’, ‘that’ or nothing)
We caught stealing has been expelled.
1.5 ‘which’, ‘that’ or nothing with objects that are things. Grade 9
e.g. The cake (which or that) you baked was very nice.
7. ‘just’ Grade 9
e.g. The match was just beginning when it started to rain
You are just in time for a cup of tea.
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PART 3: CONCEPTS
2.3 (‘the’ +) superlative to compare more than two persons or things. Grade 8
e.g. This is the longest book I have ever read.
This one is the shortest.
George ran the fastest.
He is the most intelligent man in our village.
1. The Infinitive.
e.g. I went to the shop to buy some bread. Grades 1-7
3. ‘for’ + noun
e.g. I went for a walk Grade 8
2. use the correct tenses in time clauses, i.e. no future or conditional Grade 8
tense in the time clauses.
e.g. When he arrives, he will want a meal.
They were told to do nothing until he arrived.
1. use ‘therefore’, ‘for this reason’ and ‘as a result’ to express result. Grade 8
e.g. He failed the exam. Therefore he couldn’t get a job.
2. ‘but’ and ‘yet’ (see composition General Syllabus, Objectives 4, 5 and 6) Grade 8
e.g. Our teacher is kind yet/but he is very strict.
6. ‘some’ ..........’some/others’.
e.g. Some books are boring and some/others are very interesting.
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1. Pupils should be able to use the three basic conditional sentences patterns.
2. Pupils should be able to use the common variation of the above patterns Grade 8
3.1 ‘unless’
e.g. I will come tomorrow unless I hear from you Grade 8
e.g. D.S. - Mary said, 2The headmaster wants to see you, Tom!”
R.S. - Mary told Tom that the headmaster wanted to see him.
PART : 5: PUNCTUATION
For the use of the full stop see the Composition Syllabus..
For the use of the apostrophe see Nouns.
2. The Semi-colon
3. The Colon
Pupils should be able to use a colon to introduce words which explain what has
already been referred to (The colon is often followed by a dash thus:) Grade 9
4. Capital Letters
7. Quotation Marks
PREAMBLE
The course is divided into six stages, each of which contains teaching units. The course has
been carefully graded. Work should begin with Stage 1 and teachers should work through the
course stage by stage and unit by unit in numerical order. Non of the units should be omitted
as the skills developed during the course will be acquired in a gradual, cumulative way. The
units will require varying amounts of teaching time, ranging from as little as one period to as
many as five periods.
Work on the courses should begin as soon as possible in Grade 8 and, at the rate of one
period per week, should be completed early in the third term of Grade 9. When the course
has been completed, further practice and testing will be necessary.
For further details and suggested teaching materials, please see the Junior Secondary English
Teachers’ Handbook.
GENERAL AIM
By the end of Grade 9, pupils should be able to write a note summary containing specific
information obtained from a given passage.
SPECIFIC OBJECTIVES
In this first stage, the teacher introduces the course and explains the basic
concepts and features of summary and note-making, stressing the usefulness
of these skills at school, in everyday life in many jobs.
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In this stage of the course, pupils will be given graded practice in basic
summary skills. As a result of this they should develop a growing awareness
of the importance of relevance and brevity in summary writing.
Unit 2.1 Given a short passage followed by a list of possible titles, pupils should be
able to choose the best title and explain why the others are inadequate.
Unit 2.2 Given a short passage, pupils should be able to compose a title which
adequately and concisely described the passage.
Unit 2.3 Given a short passage followed by a question asking for specific information,
pupils should be able to identify the sentence in the passage which provides
that information.
Unit 2.4 Given a short passage followed by a list of possible summaries, pupils should
be able to choose the best and explain why the other options are inadequate.
Unit 2.5 Given a short passage followed by sentences containing blanks, pupils should
be able to add the relevant information so as to make as adequate summary
This is the first stage in the development of note-making skills. Pupils will be
taught how to interpret the information contained in tables, charts and
diagrams. They will learn that information is often presented in this way
because it saves time for both the writer and the reader. Pupils will learn that
various formats are possible in presenting only information but that some
formats are better than others.
Unit 3.1 Pupils should be able to obtain specific information from tables, charts and
diagrams.
Unit 3.2 Given the framework of a table, pupils should be able to fill in the details
using information obtained from a passage.
Unit 3.3 Given an appropriate passage, pupils should be able to construct their own
tables which will contain the important information.
Unit 4.1 Pupils should be able to explain how the telegraphic system operates.
Unit 4.2 Given a situation involving telegram messages, pupils should be able to
interpret the message using complete sentences.
Unit 4.3 Given a short message written in complete sentences, pupils should be able to
remove the less important words and, where possible, use more concise
wording so as to produce a good telegram.
Unit 4.4 Given an appropriate situation, pupils should be able to compose a telegram
containing the relevant information.
Unit 4.5 Given an advertisement written in complete sentences, pupils should be able to
compose a newspaper advertisement.
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Unit 4.6 Pupils should be able to write notes by omitting less important words.
STAGE 5: Abbreviations
Unit 5.1 Pupils should be able to interpret and use all the common abbreviations listed
in Appendix 2 of the Summary and Note-making section of the Junior
Secondary English Teachers’ Handbook
Unit 5.3 Pupils should be able to use symbols when making notes.
Unit 5.4 Pupils should be able to use common abbreviations, personal abbreviations
and symbols when making notes.
Unit 6.1 Given a number of sets of notes with different formats, pupils should be able
to explain why one is preferable to the others.
Unit 6.2 Pupils should be able to write a note summary of a passage by completing a
given framework.
Unit 6.3 Pupils should be able to write a note summary containing specific information
obtained from a given passage.