Senior High School 2010

MIN IST RY OF E D U CATION
Republic of Ghana
TEACHING SYLLABUS FOR ENGLISH LANGUAGE

(SENIOR HIGH SCHOOL 1 – 3)
Enquiries and comments on this syllabus should be addressed to:
The Director
Curriculum Research and Development Division (CRDD)
P. O. Box 2739
Accra
Ghana
Tel: 0302-683668
0302-683651
September, 2010
TEACHING SYLLABUS FOR ENGLISH (SHS)
RATIONALE FOR TEACHING ENGLISH
Language 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, English is used as the
official language and medium of instruction in our schools from upper primary school level to all higher levels. The need to study English 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. The Senior High School 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. These skills must be improved considerably to give students the confidence as they
communicate in the language.
GENERAL AIMS
The general aims of teaching English as a subject at the Senior High School level are to:
1. reinforce language skills and competencies acquired at the Junior High School level.
2. develop further the language skills and competencies which were acquired at the Junior High School level.
3. improve the communicative competence of students and give them the confidence to communicate.
4. generate in students the love for reading for pleasure and the development of creative potentials.
5. raise students‘ level of proficiency in English usage and their ability to communicate with other users of English.
6. prepare students to function effectively on their own
a. in offices and other work situations

b. in tertiary institutions
7. develop in students human values for life.
8. enable all Senior High School products to deal effectively with the accumulated knowledge of their chosen fields and be able to communicate such
knowledge through speaking and writing in English.
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SCOPE OF CONTENT
The study of English at this level comprises Language and Literature. The Language component is an integration of both the receptive and productive
skills in English. Emphasis is laid on Speechwork, Grammar, Reading for Comprehension and Summary and Composition Writing. The Literature
Component, on the other hand, introduces students to oral literature and written literature. Students are exposed to the appreciation of literature using
various types of literary techniques and devices studied.
PRE-REQUISITE SKILLS
The English course builds on knowledge and skills already acquired at the Basic Education level. Being a core subject, English is to be studied by all
students irrespective of their other programmes of study.
ORGANIZATION OF THE SYLLABUS
The syllabus is structured to cover three (3) years of Senior High School. Each year‘s work has been divided into sections with each section containing a
number of units. The section and unit topics for the three years‘ course areas are as follow:
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ORGANISATION AND STRUCTURE OF THE SYLLABUS
YEAR 1 YEAR 2 YEAR 3
SECTION 1: LISTENING AND SECTION 1: LISTENING AND SECTION 1: LISTENING AND

SPEAKING (Pg. 1-7) SPEAKING (p.39 – 47) SPEAKING (Pg. 78-80)
Unit 1: Vowel Segments of English Unit 1: Vowels (Review) (Pg. 39) Unit 1: Speechwork – Review
- pure vowels (Pg. 71)
- diphthongs (Pg. 1-2) Unit 2: Consonant Review (Pg. 39-41)
Unit 2: Sentence Stress
Unit 2: Vowel Segments Unit 3: Syllabic Consonants (Pg. 42) - emphatic and
- Details and contrasts (Pg. 3) - contrastive stress
Unit 4: Phonologically (Pg. 72)
Unit 3: Consonant Segments Conditioned Endings
- the plosives ed – t, d, id/ Unit 2: Weak Forms (Pg. 73)
- the affricates s/es – s, z, iz (Pg. 43)
- the fricatives Unit 3: Linking – r, (Pg. 74)
- the nasals Unit 5: Stress Blending
- the laterals - polysyllabic words (Pg. 44) Vowel linkage
- the semi-vowels (Pg 4 – 5)
- Trill (Pg. 4 – 6 ) Unit 6: Intonation Unit 4: Emphatic intonation
- tune 1 and tune 2 - intonation of words in
Unit 4: Consonant clusters (Pg. 6) in sentences (Pg. 45) parenthesis (Pg. 74)
syllable Initial
syllable final
the genitive
the ‗S‘ genitive
the ‗of‘ genitive
Unit 5: Mono and Di-syllabic words (Pg.6)
Unit 6: Intonation
Tune 1 and Tune 2 (Pg. 6)
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SECTION 2: SECTION 2: SECTION 2:

READING READING READING
COMPREHENSION COMPREHENSION COMPREHENSION
AND SUMMARY AND SUMMARY (Pg AND SUMMARY (Pg
(Pg. 8-11) 46-48) 46-48)
Unit 1: Reading Unit 1: Reading Skills

Techniques for Reading Reading Phrases Unit 1: Reading comprehension
Skimming Skipping unessential words - skimming
Reading Comprehension i.e. function words (Pg. 46) - scanning
Recall questions - Appreciative questions
(Pg 8-9) Unit 2: Reading comprehension (Pg. 75)
Derivative/derived
Unit 2: Reading Questions, Grammatical Unit 2: Summary Step III
- Listening comprehension questions, Vocabulary Topic sentence
- Recall questions questions (p. 47) - sentence summary and
(Pg 10) - continuous summary
Unit 3: Summary Step 11 (Pg. 76)
Unit 3: Summary - use of general vocabulary
- reading - use of basic sentences
- identification of functional words - sentence summary
- location of essential points (Pg. 47-48)
- summary (Pg. 10 – 11)
Unit 4: Reading Beyond Class

Texts (p. 11)
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SECTION 3: GRAMMAR SECTION 3: GRAMMAR SECTION 3: GRAMMAR

(Pg. 11-28) (Pg. 49-64) (Pg. 64-78)
Unit 1: Nouns (p. 12-13) Unit 1: The sentence (p. 49-51) Unit 1: Consolidating the phrase
- proper/common Parts of the sentence (Pg. 78)
- count/non-count Types of sentences
- concrete/abstract Unit 2: Comparison of Adjectives
- singular/plural Unit 2: Concord (Pg. 52) and Adverbs (Pg. 79)
- regular/irregular Subject-verb agreement
- the genitive Unit 3: Post-modifiers of nouns
- the ‗S‘ genitive Unit 3: Phrasal verbs (Pg. 52-53) (Pg. 80)
- the ‗of‘ genitive Unit 4: Word formation
Unit 4: Complex Phrasal Verbs (Pg. 81-84)
Unit 2: Pronouns (Pg. 53)
- Forms of Pronouns Unit 5: Sequence of Tenses
(Pg. 14) Unit 5: Idiomatic Expressions (p. 53) (Pg. 86)
Unit 3: Adjectives (Pg. 15) Unit 6: Finite and Non-Finite Verbs Unit 6: Reported speech (Pg. 87)
(Pg. 54) - Direct and indirect
Unit 4: Verb Forms (p. 16)
Regular and irregular Unit 7: Nominal (Noun) Clauses Unit 7: Register (Pg. 86)
Primary Auxiliary (Pg. 56)
Modal Auxiliaries
Unit 8: Adverbial Clauses (Pg. 57)
Unit 5: Tense and Aspect
(Pg. 17-19) Unit 9: Adjective/Relative Clauses
The present tense (Pg. 58)
- simple present
- present continuous Unit 10: Transitive/Intransitive Verbs
- present perfect (Pg. 58)
- present perfect
continuous Unit 11: Voice – Active and Passive
(Pg. 60)
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Unit 6: Tense and Aspect ( Pg.

20-21)
The past tense

- simple past
- past continuous
- past perfect
- past perfect continuous
Unit 7: Future Time (Pg.22)
Unit 8: Adverbs (Pg. 23)
Unit 9: Prepositions (Pg. 24)
Unit 10: Conjunctions (Pg. 25)
Unit 11: Interjection (Pg. 26)
Unit 12: The Phrase (Pg. 26 -27)

- noun phrases
- verb phrase
- Adverb phrase
Unit 13: Clauses (Pg. 28)

-Dependent and Independent
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SECTION 4: WRITING SECTION 4: WRITING SECTION 4: WRITING

(Pg. 29-33) (Pg. 61) (Pg. 90-91)
Unit 1: The structure of an Unit 1: Letter Writing Unit 1: Creative Writing (Pg. 90)
Essay (p. 29) - Formal Letters
Unit 2: Expository Writing
Unit 2: Paragraph Unit 2: Speeches (Pg. 62) (Pg. 91)
Development (p. 30)
Unit 3: Argumentative Essays (Pg. 63) Unit 3: Programme Writing (Pg. 92)
Unit 3: Planning an essay (Pg. 30-31)
Unit 4: Debates (Pg. 63) Unit 4: Report Writing (Pg. 93)
Unit 4: Short Stories and
Narratives (Pg. 32) Unit 5: Writing Minutes (Pg. 94)
Unit 5: Descriptive Writing

(Pg. 32)
Unit 6: Letter Writing (Pg. 33)

- informal/friendly
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SECTION 5: LITERATURE SECTION 5: LITERATURE SECTION 5: LITERATURE

(Pg. 34–39) (63-69) (Pg. 95-102)
Unit 1: Introduction to Literature Unit 1: Prose (Oral) (Pg. 64) Unit 1: Prose (Pg. 95 - 96)
- What is Literature Proverbs Study of a Specific Text:
- Aspects - background and setting
- Importance Unit 2: Prose (Written) (Pg. 65) - subject matter and theme
Study of a Specific Text - plot and characterization
Unit: 2: Oral Literature (Pg. 35) - background and setting - narrative techniques
- the folklore - subject matter and theme
- myths and legends - plot and characterization Unit 2: Literary Terms I: (Pg. 96)
- ambiguity
Unit 3: Written Literature (Pg. 36) Unit 3: Literary Terms (Pg. 66) - paradox
- Non-literary - Rhyme - flashback
- Journalistic - Alliteration - interior monologue
prose/fiction and drama - Assonance
Unit 3: Drama (Pg. 97)
Unit 4: Literary Terms (Pg. 36-37) Unit 4: Poetry Written Study of a prescribed Text -
- subject matter and theme The Ballad (Pg. 67) Tragedy
- background and setting
Unit 5: Poetry (Oral) (Pg.37) Unit 5: Poetry - subject matter and theme
Song Texts: The Epic (P. 67) - plot and characterization
- work, praise and satirical - dramatic techniques
Poems, libation, Unit 6: Drama
appellation. Study of a Specific Text Unit 4: Literary Terms II (Pg. 98)
(Pg 68 -70) - tragi-comedy
Unit 7: Drama - epilogue
Literary Devices - prologue
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YEAR 1
YEAR 2 YEAR 3
Unit 7: Poetry (Written) (Pg. 37-38) Unit 5: Poetry (Written) Unit 5: Poetry (Pg. 100)
- the lyric poem Study of a specific Text Study of selected poems
- Ballads - background and setting
Unit 8: Drama (Oral) (Pg. 38) - subject matter and theme
Festivals Unit 6: Drama (Pg. 68-69) - poetic devices
Concert Parties study of a specific text - sound effects
- Dramatis personae - symbolism, etc.
Unit 9: Drama (Written) (Pg. 38) - Act
- Tragedy - Scene Unit 6: Literary Terms III
- Satire (Pg. 101-102)
- Sarcasm - pun
- Euphemism - apostrophe
- Soliloquy - elegy
- Aside - dirge
- epitaph
- oxymoron
TIME ALLOCATION
The course is designed to be taught in forty weeks for each of the three years. English has five periods of 40 minutes each per week. Four of the periods
should be devoted to English Language while the remaining one period should be used for ―Literature in English‖.
SUGGESTIONS FOR TEACHING THE SYLLABUS
General Objectives
General Objectives have been listed at the beginning of each section of the syllabus, that is, just below the theme of the section. The general objectives
are linked to the general aims for teaching English Language listed on the first page of this syllabus. The general objectives form the basis for the selection
and organization of the themes and their unit topics. Read the general objectives very carefully before you start teaching. After teaching all the units, go
back and read the general aims and general objectives again to be sure you have covered both of them adequately in the course of your teaching.
Sections and Units: The syllabus has been planned on the basis of Sections and Units. Each year‘s work focuses on a number of units of a Section
and each Section deals with a genre. A section consists of a fairly homogenous body of knowledge within the subject. Within each section are units. A
unit consists of a more related and homogeneous body of knowledge and skills.
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The syllabus is structured in five columns: Units, Specific Objectives, Content, Teaching and Learning Activities and Evaluation. A description of the
contents of each column is as follows:
Column 1 - Units: The units in Column 1 are divisions of the major topics of the section. You may to follow the unit topics according to the linear order in
which they have been presented. However, if you find at some point that teaching and learning in your class will be more effective if you branch to another
unit before coming back to the unit in the sequence, you are encouraged to do so.
Column 2 - Specific Objectives: Column 2 shows the Specific Objectives for each unit. The specific objectives begin with numbers such as 1.3.5. or 2.2.1.
These numbers are referred to as "Syllabus Reference Numbers". The first digit in the syllabus reference number refers to the section; the second digit
refers to the unit, while the third digit refers to the rank order of the specific objective. For example, 1.3.5 means: Section 1, Unit 3 (of Section 1) and
Specific Objective 5. In other words, 1.3.5 refers to Specific Objective 5 of Unit 3 of Section 1. Similarly, the syllabus reference number 2.2.1 simply
means Specific Objective number 1 of Unit 2 of Section 2. Using syllabus reference numbers provides an easy way of communication among teachers
and other educators. It further provides an easy way of selecting objectives for test construction. For instance, Unit 2 of Section 2 has five specific
objectives: 2.2.1 -2.2.5. Teachers may want to base their test items/questions on objectives 2.2.3 and 2.2.4 and not use the three other objectives. In this
way, a teacher could sample the objectives within units and within sections to be able to develop a test that accurately reflects the objectives of the various
skills taught in class.
You will note also that specific objectives 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. Hence specific objective starts with the following: "The student will be able to." This, in effect, you have to address the learning problems of
each individual student. It means individualizing your instruction as much as possible such that the majority of students will be able to master the
objectives of each unit of the syllabus.
Column 3 - Content: The content 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 quite exhaustive. In some others, you could add more information to the content presented. Yet In cases the
content space has been left blank for you to develop.
Column 4 - Teaching and Learning Activities (TLA): Teaching and Learning activities that will ensure maximum student participation in the lessons are
presented in column 4. Try 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. You are encouraged to re-order the
suggested teaching and learning activities and also add to them where necessary in order to achieve optimum student learning. As we have implied
already, the major purpose of teaching and learning is to make students able to use their knowledge in Literature-In-English in a variety of ways. There
may be a number of units where you need to re-order specific objectives to achieve such required effects. The emphasis is to encourage students to
develop the skills for critical thinking, and analysis and to appreciate any type of literary work. The activities should also help to unearth and develop their
creative potentials.
Column 5 - Evaluation: Suggestions and exercises for evaluating the lessons of each unit are indicated in Column 5. Evaluation exercises can be in the
form of oral questions, quizzes, class assignments, essays, structured questions, project work role play, dramatization. Try to ask questions and set tasks
and assignments that will challenge your students to develop excellent skills in literary appreciation as a result of having undergone instruction in this
syllabus. You are encouraged to develop other creative evaluation tasks to ensure that students have mastered the instruction and behaviours implied in
the specific objectives of each unit. For evaluation during class lessons, determine the mastery level you want students to achieve in their answers and
responses. If, for instance, you take 80% as the mastery level, ensure that each student's answer to questions asked in class achieve this level of mastery.
This 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.
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PROFILE DIMENSIONS
Profile dimensions describe the underlying behaviours and abilities students are expected to acquire as a result of having gone through a period of
instruction. Each of the specific objectives in this syllabus contains an action verb that specifies the type of learning or skill that the student should acquire
by the end of the instructional period. A specific objective like, ―The student will be able to describe‖ contains an action verb "describe" that indicates what
the student will be able to do after teaching and learning have taken place. Being able to "describe" something after the instruction has been completed
means that the student has acquired "knowledge". Being able to explain, summarise, give examples, etc. means that the student has understood the
lesson taught. Similarly, being able to develop, plan, construct, etc. means that the student can "apply" or use the knowledge acquired in some new
contexts. Each of the action verbs in the specific objectives of the syllabus describe the behaviour the student will be able to demonstrate after the
instruction. "Knowledge", "Application", etc. are dimensions that should be the prime focus of teaching, learning and assessment in schools.
In the case of Literature-In-English, the emphasis is to produce persons who can read widely, understand, appreciate and analyse any type of literature
and communicate their ideas effectively. Read each objective carefully to know the profile dimension towards which you have to teach.
Two profile dimensions and four skills have been specified for teaching, learning and testing in this subject. The profile dimensions are:
Knowledge and Understanding - 40%

Use of knowledge - 60%
The four (4) skills are as follows:
Listening Comprehension - 10%

Reading Comprehension - 30%
Speaking - 30%
Writing - 30%
The profile dimensions and the skills may be combined as follows:
Listening – Knowledge and Understanding

Reading Comprehension - Use of knowledge
Speaking - Use of Knowledge
Writing - Use of Knowledge
Learning English implies the acquisition of two major abilities or behaviours. These are ―Knowledge and Understanding‖, and the ―Use of Knowledge‖.
―Knowledge and Understanding‖ may be taught through ―Listening‖ and ―Reading‖, while ―Use of Knowledge‖ may be taught in ―Speaking‖ and ―Writing‖.
Listening and Reading are ―receptive skills‖ while, Speaking and Writing are ―productive skills‖. Every language and its associated culture have a store of
body language and certain intonations which give particular meaning to spoken words. These are referred to as the ―kinesics‖ and ―paralang‖ of the
language. ―Kinesics‖ refers to the facial expressions and other body language that give meaning to spoken words. ―Paralang‖ refers to the hidden meaning
of spoken words. A simple ―Good Morning‖ from a friend for instance, may be translated to mean that the friend is not happy. These are some of the
perceptive skills that must be taught in ―Listening‖, especially in learning a foreign language such as English. The intonations and body language that go
with learning a language are very important for effective understanding and use of the language. The teacher should try to give attention to these aspects
of the English Language.
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Each 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.
The 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. Combining the dimensions and the four skills in the teaching and learning process will ensure that English is taught and studied
competently in school.
The explanation of the key words involved in each of the profile dimensions is as follows:
Knowledge and Understanding (KU)
knowledge The ability to:

remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge is simply the ability
to remember or recall material already learned and constitutes the lowest level of learning.
understanding The ability to

explain, summarize, translate, rewrite, paraphrase, give examples, generalize, estimate or predict consequences based upon a
trend. Understanding is generally the ability to grasp the meaning of some material that may be verbal, pictorial, or symbolic.
Use of Knowledge (UK)
The ability to use knowledge or apply knowledge, as implied in this syllabus, has a number of learning/behaviour levels. These levels include application,
analysis, innovation or creativity, and evaluation. These may be considered and taught separately, paying attention to reflect each of them equally in your
teaching. The dimension ―Use of Knowledge‖ is a summary dimension for all four learning levels. Details of each of the four levels are as follows:
application The 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 The ability to

break down a piece of material into its component parts; to differentiate, distinguish, outline, separate, identify significant points
etc., recognize unstated assumptions and logical fallacies, recognize inferences from facts etc.
innovation/creativity The ability to:

synthesize or put parts together to form a new whole. It involves the ability to combine, compile, compose, devise, suggest a new
idea or possible ways, plan, revise, design, organize, create, and generate new solutions. The ability to create or innovate is the
highest form of learning. The world becomes more comfortable because some people, based on their learning, bring new ideas,
design and create new things.
evaluation The ability to:

appraise, compare features of different things and make comments or judgments, contrast, criticize, justify, support, discuss,
conclude, make recommendations etc. Evaluation refers to the ability to judge the worth or value of some materials, ideas etc.,
based on some criteria. Evaluation is a constant decision making activity. We generally compare, appraise and select throughout
the day. Every decision we make involves evaluation. Evaluation is a high level ability just as application, analysis and innovation
or creativity since it goes beyond simple knowledge acquisition and understanding.
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You will note from the above that evaluation is generally the highest form of thinking and learning skill and is therefore the most important behaviour. This
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.
Explanation of the meaning of the four skills is as follows:
Listening Comprehension: This is the ability to listen to, understand and follow directions, instructions etc. given in a language.
Reading Comprehension: The ability to read and understand what is conveyed in a piece of writing. The reader must be able to read coherently, and must
be able to answer questions arising from the passage read.
Speaking: Being able to speak a language clearly, and in a way that will be understood by listeners. This is an oral communication skill that pupils should
be encouraged to practise.
Writing: The ability to express one‘s self clearly and comprehensively in writing. Writing 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 objectives in such a way that you will be able to assess a representative sample of the syllabus objectives. Each specific objective in the syllabus
is considered a criterion to be mastered by the students. When you develop a test that consists of items and questions that are based on a representative
sample of the specific objectives taught, the test is referred to as a ―Criterion-Referenced Test‖. It is not possible to test all specific objectives taught in the
term or in the year. The assessment procedure you use i.e. class test, homework, projects etc. must be developed in such a way that it will consist of a
sample of the important objectives taught over the specified period.
End-of-Term Examination
The end-of-term examination is a summative assessment system and should consist of a sample of the knowledge and skills students have acquired in
the term. The end-of-term test for Term 3 should be composed of items/questions based on the specific objectives 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. For example, a teacher may build an
end of Term 3 test in such a way that it would consist of the 20% of the objectives studied in Term 1, 20% of the objectives studied in Term 2, and 60% of
the objectives studied in Term 3.
The diagram below shows a recommended examination structure for end of term examination in Senior High School following the structure of WAEC
examination papers. The structure consists of two examination papers. Paper 1 is the objective test paper essentially testing knowledge and
understanding. The paper may also contain some items that require application of knowledge. Paper 2 will consist of questions that essentially test
―application of knowledge‖. The SBA should be based on both dimensions. The distribution of marks for Paper 1, Paper 2 and the SBA should be in line
with the weights of the profile dimensions as shown in the last column of the table on the next page.
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Distribution of Examination Marks across Profile Dimensions
Receptive Skills Productive Skills Total % Weight of
Profile
Dimensions Marks Dimensions
Listening Reading Writing Speaking
Knowledge and 15 85 - - 100 40

Understanding
Use of knowledge - - 75 75 150 60
Total Marks 15 85 75 75 250
%Contribution of Skills 5 35 30 30 100
The marks in the last column and in the last row are the weights of the profile dimensions and each of the four skills respectively. The dimension
―Knowledge and Understanding‖ is assessed by ―Listening‖ and ―Reading‖. The dimension ―Use of Knowledge‖ is assessed by ―Writing‖ and ―Speaking‖.
The last but one row, shows the marks allocated to each of the four skills. Only about 5% of the marks are allocated to ―listening‖ since it is expected that
at this stage students would have acquired a lot of the skills in listening to spoken English. The last but one column also shows the marks allocated to
each of the profile dimensions. You 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. We have used a total mark of 250 in this example.
GUIDELINES FOR SCHOOL BASED ASSESSMENT
A new School Based Assessment system (SBA) will be introduced into the school system in 2011. The new SBA system is designed to provide schools
with an internal assessment system that will help schools to achieve the following purposes:
o Standardize the practice of internal school-based assessment in all Senior High Schools in the country
o Provide reduced assessment tasks for subjects studied at SHS
o Provide teachers with guidelines for constructing assessment items/questions and other assessment tasks
o Introduce standards of achievement in each subject and in each SHS class
o Provide guidance in marking and grading of test items/questions and other assessment tasks
o Introduce a system of moderation that will ensure accuracy and reliability of teachers‘ marks
o Provide teachers with advice on how to conduct remedial instruction on difficult areas of the syllabus to improve class performance.
The SBA should be used for measuring performance in reading, writing and speaking. SBA may be conducted in schools using the following: Mid-term
test, Group Exercise, End-of-Term Test and Project
1. Project: This will consist of a selected topic to be carried out by groups of students for a year. Segments of the project will be carried out each term
toward the final project completion at the end of the year,
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The projects may include the following:
i) experiment
ii) investigative study (including case study)
iii) practical work assignment
A report must be written for each project undertaken.
2. Mid-Term Test: The mid-term test following a prescribed format will form part of the SBA
3. Group Exercise: This will consist of written assignments or practical work on a topic(s) considered important or complicated in the term‘s syllabus
4. End-of-Tem Test: The end –of-term test is a summative assessment system and should consist of the knowledge and skills students have
acquired in the term. The end-of-term test for Term 3 for example, should be composed of items/questions based on the specific objectives
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. For example, a teacher may build an End-of-Term 3 test in such a way that it would consist of the 20% of the objectives studied in
Term 1, 20% of objectives studied in Term 2 and 60% of the objectives studied in Term 3.
Apart from the SBA, 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.
Marking SBA Tasks
At the SHS level, students will be expected to carry out extended writing as part of their home work assignments and the SBA. The suggested guideline for
marking such assignments and projects is as follows:
1. Introduction 10%
2. Main Text
-Descriptions, analysis, use of charts etc. 50%
3. Conclusion 20%
4. Acknowledgement and references 20%
Students have to practise using charts and other forms of diagrammes in their writing pieces. They have to be taught to start with an introduction and conclude
their writing appropriately. They must also acknowledge the sources of information for their work.
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GRADING PROCEDURE
To improve assessment and grading and also introduce uniformity in schools, it is recommended that schools adopt the following WASSCE grading
structure for assigning grades on students‘ test results.
Grade A1: 80 - 100% - Excellent

Grade B2: 70 - 79% - Very Good
Grade B3: 60 - 69% - Good
Grade C4: 55 - 59% - Credit
Grade D7: 40 - 44% - Pass
Grade D8: 35 - 39% - Pass
Grade F9: 34% and below - Fail
In assigning grades to students‘ test results, you are encouraged to apply the above grade boundaries and the descriptors which indicate the meaning of
each grade. The grade boundaries i.e., 60-69%, 50-54% etc., are the grade cut-off scores. For instance, the grade cut-off score for B2 grade is 70-79% in
the example. When you adopt a fixed cut-off score grading system as in this example, you are using the criterion-referenced grading system. By this
system a student must make a specified score to be awarded the requisite grade. This system of grading challenges students to study harder to earn
better grades. It is hence a very useful system for grading achievement tests.
Always remember to develop and use a marking scheme for marking your class examination scripts. A marking scheme consists of the points for the best
answer you expect for each question, and the marks allocated for each point raised by the student as well as the total marks for the question. For
instance, if a question carries 20 marks and you expect 6 points in the best answer, you could allocate 3 marks or part of it (depending upon the quality of
the points raised by the student) to each point , hence totaling 18 marks, and then give the remaining 2 marks or part of it for organization of answer. For
objective test papers you may develop an answer key to speed up the marking.
NOTES TO THE TEACHER
Integration of Skills
A key concept of the syllabus is the integrated approach to the teaching of skills. It must be remembered that the receptive (listening and reading) and
productive (speaking and writing skills) are interrelated and hence complementary. Thus, for example, a reading lesson must provide ample opportunity
for the practice of related listening, speaking and writing skills. Similarly, it must be borne in mind that grammar is taught to be applied in speech and in
writing. Writing lessons must therefore feature relevant issues of grammar.
Another issue that is worthy of note is the integration of laudable human value. This is not to shift the focus of language lessons to preaching these values.
Small doses of the values have been fused into literature and composition as well as reading and oral work.
1. Oral Work (Listening and Speaking)
This section on Oral Work referred to as ―Listening and Speaking‖ in this syllabus, has the following segments:
xvii
Sounds of the English Language (vowels and consonants), consonant clusters, stress and intonation. The purpose of each of these segments is to
encourage students to listen carefully to the articulation of sounds in English. It is also to encourage the students to articulate the sounds correctly in
context. On the whole students should be able to make meaning from the English Language when it is spoken to them, and be able to speak in a way that
will be understood by other speakers of English. The segments have been developed as complete units, but as activities that should be undertaken in
turns. The teacher must give the segments their due weight, balance and influence in the teaching process. Above all, the teacher must endeavour to get
his/her students to speak English as much as possible for them to be able to acquire effective skills in listening to and speaking the English Language. To
handle the oral section effectively, the teacher is encouraged to use a good dictionary. E.g. Macmillan English Dictionary for Advanced learners,
(International Student Edition) and Longman Dictionary of Contemporary English.
2. Reading Material
To help the teacher to achieve the general and specific objectives of the sections on ―Reading‖ , a list of topics for reading has been provided on the next
page. The topics have been carefully selected to help pupils acquire vital information on general issues including health, entertainment, communication,
politics and current issues of interest. The teacher is further encouraged to use his initiative in improvising and planning new materials. It is a requirement
that each student should read five books on different topics each term.
3. Supplementary Material
The teacher is further encouraged to constantly look for other supplementary material that will enhance the teaching and learning especially of the sections
on ―Listening and Speaking‖ and ―Reading‖. Material that focus on moral ethical and social values such as honesty, diligence, integrity are particularly
recommended.
xviii
THEMES AND VALUES THAT READING PASSAGES SHOULD BE BASED ON
YEAR 1
1. Values: Attitude to work:

Loyalty
Honesty
Courtesy
Assertiveness
Hardwork
Patriotism
Tolerance
2. Water Resources/Bodies
3. Environmental Issues/ Natural Disasters e.g Floods, Bush fires, sanitation etc.
4. Nature: The Natural Environment – Plants, animals, birds
5. Entertainment: Sports, Games, Music & Dance
6. Social Problems e.g. Child Labour, Child Trafficking, Child Abuse.
7. Diseases: AIDS, Malaria
8. Festivals
9. Transportation: Land & Sea
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
1. Values: Attitude to work

Loyalty
Honesty
Courtesy
Assertiveness
Hardwork
Patriotism
xix
2. Environmental Issues:
desertification
air pollution
water pollution
sanitation
3. Tourism - Mt. Afajato, Mt. Everest, Kakum National Park, Paga Crocodile Pond, Water Falls, The Castles, etc.
4. Communication: E-mail, Internet, Print and Electronic Media
5. Inventions
6. Entertainment: Sports and Games, Music and Dance
7. Nature – The Natural Environment
8. Festivals
9. Transportation: Air/Sea
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
1. Values: Attitude to work:

Honesty
Hardwork
Work Ethnics
Environmental Issues
2. Diseases: AIDS, Tuberculosis, Guinea Worm
3. Commerce and Industrialization
4. Communication: E-mail, Internet
5. Tourism
6. Politics and Government: Elections, Arms of Government
7. Rich Nations and Poor Nations
8. Inventions
xx
9. Religions and Forms of Worship
The Problems: 1. The large number.

2. The Fallen standard of English.
3. The media spread.
4. Lack of English teachers.
 Composition
 Testing.
The End Product
 Absorbs
 Train Teachers
 Develop textbooks
 Conducting researches
 Producing the middle level manpower.
xxi
YEAR ONE
SECTION 1
LISTENING AND SPEAKING
General Objectives: Students will be able to:
1. articulate various English speech sounds.

2. listen to, understand and speak English as fluently as possible.
TERM 1
UNIT SPECIFIC CONTENT TEACHING AND EVALUATION
OBJECTIVES LEARNING ACTIVITIES
The student will be able to:

UNIT 1 Identification of the pure Provide model pronunciation as Pairs/individuals work on the
1.1.1 identify pure
vowels. vowels and diphthongs. illustrated in content. articulation and use of the
VOWEL SEGMENTS vowels and diphthongs.
OF ENGLISH: Pure vowels: Oral drill: students
(OVERVIEW) /I:/ as in see, field, eel - read aloud vowels for practice Pairs/individuals articulate
/I/ as in hit, lift, kick sounds and use them in target
/e/ as in let, wet, pet words and sentences.
/æ/ as in mat, ran, bad - listen to tapes and Internet
/a:/ in psalm, harm, part software programmes on ESL
/‫נ‬/ as in got, rot, hot Teaching (where available) for
/‫נ‬:/ as in call, door, law model pronunciation.
/Ʊ/ as in could, pull, look
/u:/ as in food, true, woo - listen to English Language
programmes on TV and radio.
E.g. GBC/TV, BBC, etc.
1
UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION
OBJECTIVES ACTIVITIES

/ Λ / - bun, fun, cut Consult a good pronunciation Use sounds in pairs to read
UNIT 1 /з:/ - fur, girl burl dictionary and other useful on-line sentences that have these
1.1.1 distinguish
(CONTD.) between vowels /∂/ - away, father sound programmes. sounds.
( ^ ) and /∂:/ in
/Λ/ - hut /hΛt/ words.
/з:/ - girl
/gз:l/
/∂/ - doctor
/dɔkt∂/ 1.1.2 identify diphthongs /ei/ - wait /weit/ Look out for non-standard sounds
and produce them /∂u/ - gold /g∂ uld/ resulting from first language (L1)
correctly. /ai/ - why /wai/ interference.
DIPHTHONGS /au/ - town /taun/
/ei/ - page / і/ - boyl /b i/
/peidƷ/ /i∂/ - year /ji∂/
/∂u/ - gold /ɛ∂/ - hair /hɛ∂/
/g∂uld/
/ai/ - my /mai/ /u∂/ - sure /ʃu∂/
/au/ - town
/taun/
/ і/ - boy /b i/
/i∂/ - year /ji∂/
/ɛ∂/ - fair /fɛ∂/
/u∂/ - tour /t℧∂/
2
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES

UNIT 2
1.2.1 contrast the vowel Contrasts in qualities of Use charts to draw attention to Pair/individual work –
VOWEL sounds in paired vowels and diphthongs in vowel contrasts in words. Students pronounce pairs of
SEGMENTS words and sentences. pairs or sets e.g. words bringing out the
seat sit I:/I and /I/ Pronunciation drills: contrasts in them.
Details & Contrasts bell bail /e/ / ei/ - pair students for practice in
cut cart /Λ/ / a:/ pronunciation of paired words in
their context.
heart hurt / a:/ /hз:t/
bout boat / aƱ/ /әƱ/ Students listen to audio software
programmes.
pool pull / υ:/ /Ʊ/
pour poor / u∂/ NB: Teachers‘ own speech pattern
here hare /i∂/ /ɛ∂/ is very important here. There are
pot port as in / / several books that can guide them
to give the needed help to the
students.
1.2.2 determine meaning Determining meaning Students should determine the Students should form
differences resulting difference resulting from meaning of pair words in context. sentences with contrasting
from changes in vowel changes in vowel quality. words that show differences
quality. in meaning.
For example:
1. Here‘s the pot

There is the post
2. I can‘t pull/pul/ the
door open. The ball
fell in a pool/pu:l/ of
water.
3. The hare/he∂/ran very
fast. The boy came
here /hi∂/
3
ACTIVITIES
UNIT 3 The student will be able to:
CONSONANT 1.3.1 identify and produce Drill articulation on the basis of Students identify words that
SEGMENTS the consonants. Production of place, manner and voicing. contain the sounds.
Note: Teacher must consult charts In pairs/groups, produce

- Plosives to locate positions of the words with consonant
/p/ / b/ /t/ /d/ /k/ /g/ consonants in the vocal tract, where sounds and note differences
necessary. between the sounds.
- Affricates
/t∫/ /dƷ/
- Fricatives
/f/ /v/ /s/ /z/ /h/ /∫/ /Ʒ/∂/ /θ/
- Nasals
/m/ /n/ /Ŋ/
- Lateral
/l/
- Semi-vowels
/w/ /j/
- trill
/r/
4
ACTIVITIES
UNIT 3 (CONT‟D) The student will be able to:
1.3.2 distinguish between Voiceless Voiced Construct dialogues using Students produce the sound
voiced and voiceless /p/ /b/ combinations of vowels and in their contexts.
consonants. /t/ /d/ consonants.
/k/ /g/
/t∫/ /dƷ/
/f/ /v/
/s/ /z/
/∫/ /Ʒ/
/θ/ / ∂/
/h/ -
/r/
/m/
/n/
/ Ŋ/
/l/
/w/
/j/
1.3.3 pronounce consonants Using consonants

discriminately in words discriminately in words and in
and in sentences. sentences i.e,
- bit, pit
seal, zeal
The lion fell into the pit.

Serwaa ate a bit.
Say ―thank you‖ to Esinam.

Mother bought a tank.
5
TERM 2
ACTIVITIES
The student will be able to: Syllable initial clusters: Make lists of words with syllable In groups, students compile
UNIT 4 initial and final clusters. a list of words with
1.4.1 determine the syllable - cv top consonant clusters and
CONSONANT initial and syllable final - ccv stop Compare and contrast with clusters practise their pronunciation.
CLUSTERS structure of words and - cccv strive in a Ghanaian language (if
pronounce them possible).
syllable initial correctly. Syllable final clusters Identify problem areas in initial and Conduct oral tests to detect
final clusters for some Ghana common errors and offer
syllable final ….c top speakers of English e.g. appropriate help.
….cc post e.g.
….ccc lumps 1. dropping some
….cccc tempts consonants in the cluster.
i.e.
“ *pos”` instead of“ post“
“ *firs‖ instead of“ first“
2. interchanging positions of
consonants, i.e. ”
“ *deks‖ instead of desk”
“ *aks‖ instead of “ ask”
3. inserting vowels into the
cluster, i.e.
“ *milik‖ instead of “ milk”
“ *filim‖ instead of “ film”
6
ACTIVITIES
UNIT 5 1.5.1 stress mono and

disyllabic words to Syllable stress in Lead students to identify disyllabic Students should look for
distinguish nouns and monosyllabic words. words which change stress to more examples from
MONO AND DI- verbs correctly. Variable stress in disyllabic indicate nouns or verbs dictionaries of words which
SYLLABIC WORDS words. e.g. 'increase in'crease change stress to change
e.g. 1st syllable in nouns, 'contrast con'trast form/ class and those that
2nd syllable in verbs don‘t
e.g. 'mandate: man'date
'convert: con'vert Draw attention to the fact that some In pairs/groups should
'import: im'port, etc words borrowed into English retain practise pronouncing words
1.5.2 determine stress of their foreign stress patterns in with correct stress.
foreign or borrowed Some foreign words retaining English.
words. foreign stress e.g. coup Eg. – coup d‘ etat, esprit de corps
d‘etat, etc Using the dictionary, lead students
to find more of such words.
7
TERM 3
ACTIVITIES
The students will be able to:
1.6.1 use falling intonation

to express statements, Falling intonation in Use falling intonation in dialogue, There should be dialogue
UNIT 6 commands, wh- conversation, etc. between students using the
statements i.e. Kofi is here↘.
questions and intonation pattern.
INTONATION: exclamation‘. Students take turns at making
Tune 1 and Tune 2 commands i.e. Sit down↘ sentences and identifying Tune 1
wh-questions ie.Who is and Tune 2.
there? ↘
1.6.2 use rising intonation in exclamation ie. How funny! ↘
statements with
implications, polite
requests, polar Rising intonation in
questions.
- Statements of doubt, Kofi is
here ↗ ( I thought he had left)
- Sarcasm, surprise.
Mary left home? ↗ (are you
sure?)
-polite requests ie.
Can I take this? ↗
-polar questions ie.
Are you happy? ↗
8
YEAR ONE
SECTION 2
READING COMPREHENSION AND SUMMARY
General Objectives: Students will be able to
1. develop the use of various skills and techniques for effective reading.
2. acquire the skills of answering comprehension questions accurately and appropriately.
3. acquire the skills of summarizing passages/texts.
4. acquire the skills of deriving moral and other values from passages/texts.
TERM 1
ACTIVITIES
READING 2.1.1 read purposefully and Reading purposefully with Provide passages of varying
TECHNIQUES with understanding. understanding short degrees of difficulty for reading.
passages of about 350
words. Discuss which passage is easier to
understand.
Introduce pre-reading
questions to lead into
passage. Students do silent reading.
Read passage before

questions for information
processing: Teacher asks In pairs/groups, students find Students should answer
specific/ general questions factual information from passage. factual/recall questions to
based on passage read. manifest level of
understanding.
9
ACTIVITIES
UNIT 1 (CONT‟D)
READING 2.1.2 read discriminately. Techniques for reading Discuss the merits of the two Students skim given texts
techniques. Identify situations and answer questions.
Skimming – browsing pages when each technique can be used.
of a news-paper or a book to Questions before passage help
see what may be useful or students to focus on what they read
interesting, or to get a general and seek specific information
idea of what it contains required.
Scanning: going through a

text quickly in order to find a Discuss when to apply which
piece of information. technique.
Draw attention to the different

reading techniques a reader
employs for effective reading.
TERM 2
Reading for 2.1.3 read texts purposefully Selected passages from Students read and answer Students scan several
comprehension paying close attention course book or other appreciative and inferential paragraphs from a given text
- answering recall to topic and supporting literature texts. questions. and identify the central idea
questions sentences. as contained in each topic
sentence.
Topic sentence – This is the Guide students to identify the topic
central idea each paragraph sentences in each paragraph.
talks about.
10
ACTIVITIES
READING 2.2.1 listen to texts and Write down questions based Read passage twice in Students listen and write
Listening write answers to on the text to be read on the sense/thought groups (meaningful answers to questions
Comprehension questions. chalkboard. chunks) to enable students get the
essential points.
2.2.2 write essential points Write answers to the Students write down points
from texts/passages questions on the chalkboard. Students answer questions based in passage read.
listened to. on texts listened to.
Students listen to and
summarize stories/passages
2.2.3 identify moral values read aloud in class.
TERM 3 from passage e.g.
honesty, tolerance, In pairs/groups, students listen to a Students mention values
etc. radio programme and write out what derived from passage/text.
READING SKILLS they hear.
- Reading Phrases 2.1.1 read in phrases Short passages for reading Pair/group activity to practise Read short passage to test
Skipping paying attention to practice. reading phrases focusing on faster reading.
unessential essential words. - reading phrases content words. (length of passage
Words i.e. 250 – 300 words)
function words
2.1.2 demonstrate reading - reading passage with
skills such as function words omitted. Pair/group activity to practise
skimming and reading paying attention to function
scanning. words.
2.1.3 sustain the habit of - reading materials E.g. In pairs/groups students read other Individuals review/report on
Reading. library books. materials e.g. magazines, journals, materials read.
extracts from novels.
Students should review and report

on materials read.
11
YEAR ONE
SECTION 3
GRAMMAR
General Objectives: Students will be able to
1. use grammatical forms accurately in speech and writing.

2. identify and state the functions of the various grammatical forms in given contexts.
TERM 1
ACTIVITIES

UNIT 1
3.1.1 identify parts of Define the noun but note the Using appropriate examples,
PARTS OF speech. loopholes in the traditional explain to students that the
SPEECH definition as name of a traditional definition of nouns does
(OVERVIEW) person, place or thing. not hold for nouns such as “beauty”
NOUNS “advice” etc.
3.1.2 identify nouns in Use of determiners in the
Proper/Common sentences. noun phrase e.g. a little boy;
nouns nouns change form to Group students to identify types of
indicate singular/plural. nouns in given passages.
Count/Non-Count
nouns
Concrete/Abstract
nouns
Singular/Plural
nouns
Regular/Irregular
nouns
12
ACTIVITIES
3.1.2 distinguish Concrete Nouns: Use pictures and charts for In pairs/groups, students
between proper Proper Nouns – Kofi, Mary identification and determination of identify types of nouns in
and common Common Nouns–table, tree status and functions of nouns given sentences and
nouns as well as Count Nouns – apples, books passages.
other types of Non – Count – sugar, water
nouns. Students use given nouns to
Abstract Nouns – love, form meaningful sentences.
kindness
3.1.3 use the nouns Regular – boy boys

appropriately in Irregular – sheep sheep
speech and in
writing. Eg.
Physics, Economics, Find other invariable nouns eg.
Mathematics homework, dregs, outskirts etc.
The Genitive:
“s” genitive 3.1.4 identify the forms Identify the forms of the Using appropriate drills, let students Students use the ‗s genitive
of the genitive, Genitive. contrast the ―s‖ genitive and the ―of‖ and the ‗of‟ genitive in
“of” genitive and use them in -Adding „s to a regular noun form e.g. sentences to show contrast.
speech and in e.g. Ousman‘s shirt - The plays of Ama Ata
writing. - Adding „s to the genitive Aidoo/Ama Ata Aidoo‘s
case in regular plural nouns plays.
e.g. the boys‘ book. - The daughter of the
- Adding „s to the girls‘ politician/the politician‘s
dresses a name or simply daughter.
adding the apostrophe to
names ending in [s] e.g.
James‘s book or James‘
Book.
- Adding of to the noun
phrase
e.g.
The name of the girl.
The title of the poem
13
ACTIVITIES
PRONOUNS 3.2.1 identify the various Identification of types and Students work in pairs/groups to Blank-filling exercises using
types of pronouns uses of pronouns: identify types and uses of pronouns varied pronouns. Provide a
Forms of and use them in the in given sentences and passages text for students to replace
Pronouns appropriate - personal– I, you, he, they e.g. personal, possessive, etc. nouns with the appropriate
contexts. - possessive – mine, yours, pronouns.
hers, etc. Explain the possessive forms for
- reflexive – myself, himself, personal and non-personal gender
themselves etc e.g. mine, yours truly, his/hers, its,
- relative – who, which, etc.
whom, that,
whose
- interrogative – who, whom,
what, where etc.
- demonstrative – this, that,
those, these
- indefinite – any, some, all –
All is not lost.
Any will do.
14
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND EVALUATION
LEARNING ACTIVITIES

UNIT 3
3.3.1 identify the different Identification of different types of Identification of adjectives Students should write a short
types of adjectives. adjectives according to type, in given description of a place,
ADJECTIVES - Demonstrative - contexts. person, event, etc. in a few
this, that, these, those sentences making use of the
- Interrogative - Help students to distinguish types of adjectives they have
which, whose, what between the possessive, learnt.
- Possessive - adjectives and possessive,
my, your, his, her, our, their etc. pronouns.
3.3.2 use the various Examples

forms of the adjective 1. This book is interesting.
correctly. 2. Whose pen did you use?
3. Her mother is a baker.
Positive Comparative Identification of adjectives and

Superlative their comparative forms. Use a
short shorter shortest good dictionary.
high higher highest
strong stronger Pairs/groups use substitution Let students give the
strongest table to form sentences using comparative forms of some
beautiful more most the three forms of adjective regular and irregular
beautiful adjectives.
beautiful
hardworking more most
hardworking NOTE
hardworking Use a good dictionary or the
Internet to identify the
appropriate forms of the
NOTE adjective.
Draw attention to other adjective
forms like
―minor to‖
―superior to‖
―inferior to‖, etc.
TERM 2
15
LEARNING ACTIVITIES
VERB FORMS 3.4.1 identify the various Inflection of regular and irregular Use sentence drills/passage to From a given passage
inflections of the verbs present the verb forms. students should identify verbs
Regular and regular and Base form (V) – call, drink (regular or irregular) and their
Irregular irregular verbs. S – form (V + S) – calls, forms.
drinks
3.4.2 use verbs correctly Past (V + ed1) – called, drank In groups, students identify Students should write
in appropriate Participle (V + ing) – calling, irregular forms in given texts. appropriate forms of verbs in
tense forms: drinking sentences/passages
Participle (V + ed2) – called,
3.4.3 distinguish regular drunk
verb forms from the
irregular forms. Regular – talk, want, advise,
weed, etc.
Irregular – come, eat, go, get,

say, write, etc.
3.4.4 identify primary The primary auxiliaries are List primary auxiliaries. Fill in blanks using the
Primary Auxiliaries auxiliaries. do, have, be Construct sentences based on appropriate primary
list and determine shades of auxiliaries.
meaning.
3.4.5 use them appropriately Use of the primary auxiliaries Use sample texts for
in speech and in e.g. to emphasize yes/no identification and analysis of
writing. questions. meaning.
Modal Auxiliaries 3.4.6 identify modal Use modal auxiliaries e.g. List modal auxiliaries. Use In pairs, students should use
auxiliaries and use can/could; will/would, may/might; them to construct sentences. the modals in appropriate
them to express the must, need, etc. situations e.g. an invitation to
right intentions in a party/football match.
speech and in writing. Uses of the modal to express Determine shades of meaning - permission to use
volition, possibility, necessity. using sample texts. the telephone.
Students indicate various
uses of modal auxiliaries in
given sentences.
16
SPECIFIC OBJECTIVES CONTENT TEACHING AND EVALUATION
UNIT LEARNING ACTIVITIES

UNIT 5
3.5.1 distinguish Explanation of relationship Use substitution drills to Students should fill in blanks in
between the between time, tense and aspect. differentiate forms and their sentences/passages with
TENSE AND types of tenses. uses. correct forms of the verb.
ASPECT
The Present Tense 3.5.2 use them correctly Forms of the Present Tense Use demonstration/role play/ Students should convert the
in speech and in Simple Present dialogue to distinguish forms base forms of verbs into other
writing. It uses the base/bare infinitive form and other uses. forms.
Simple Present of the verb
e.g. go, come, write etc.
rd
It changes with the 3 person
singular e.g.
I come We come
You come You come
He/she comes They come
The Simple Present Tense is used
for a number of purposes:
habitual present
This expresses repetitive/repeated
action e.g.
We go to church on Sundays
Kofi drinks a lot
instantaneous present
This expresses an action currently
taking place. It brings the action Use commentaries on sports Students should comment on
alive as in commentary e.g. recorded from the TV, Radio what they watched/listened to.
Kwame passes the ball to George. or the Internet.
George moves with the ball and
takes a shot.
17
LEARNING ACTIVITIES
TENSE AND Adoma raises her head and

ASPECT observes the birds in the sky.
The historic present

This expresses one‘s comment on
what has happened. e.g.
I know he has left.
We hear the banks have raised
interest rates
Premeditated action
This expresses an action that will
happen at a future time but which
is definite.
e.g. Mary leaves for London next
Monday.
I see him tomorrow
Present Continuous
It uses the appropriate‖ To be‖ ―+ – Students construct
Present ing‖ form of the main verb. This is paragraphs using the
Continuous used to express an action in instantaneous present and
progress e.g. the present continuous
The baby is sleeping forms.
The students are waiting for the
English teacher.
18
LEARNING ACTIVITIES
UNIT 5 (CONT‟D)
Present Perfect Present Perfect Select appropriate passages Students should construct
It is made up of Has/Have + Past from literature texts to illustrate paragraphs using the
participle form of the main verb. different tense forms. present perfect tense
This expresses the situation where
an action that has occurred
already is made to relate to the
present e.g.
The workers have gone home.
The lady has flown to London
Students should complete

Present Perfect Present Perfect Continuous sentences using the
Continuous This is made up of Have/Has + present perfect and the
Been + V-ing form of the particular present perfect
verb). continuous forms e.g.
It expresses an action that started He has done the work.
some time ago but which has He has been working
continued over a period of time since morning.
even to the present. e.g.
They have been travelling the
whole night
She has been driving all her life.
She has been working on the
computer the whole day.
19
LEARNING ACTIVITIES

UNIT 6
3.6.1 recognise the main Types of the Past Tense; Use substitution drills to Students fill in blanks in
types. differentiate forms and their sentences/passages with
TENSE AND Simple Past meanings. correct types of the verb.
ASPECT 3.6.2 distinguish shades It uses the – ed or d form of the
of meaning verb for regular verbs but varies in Students convert the base
The Past Tense associated with the irregular verbs. Students form sentences and forms of verbs to other
- Simple Past types of the past It is used to express an action that write short paragraphs using forms.
tense. happened at a certain time in the each structure.
past, is ended and may have no Students write
3.6.3 use the types relationship with the present. sentences/paragraphs using
appropriately in e.g. He finished school in 1980. each of the structures
speech and in The woman went to Accra last studied.
writing. Friday.
Past Continuous
It is made up of was/were + the –
ing form of the particular verb.
It is used to express an action that
continued over a period in the
past.
e.g. The students were studying
- Past Continuous throughout the night.
My mother was working the whole
morning.
20
LEARNING ACTIVITIES
Past Perfect Use substitution drills to enable Students should write
Past Perfect It is made up of had + the past students practise the various sentences to illustrate the
participle form of the verb. structural forms. use of the various types of
It is used to express a situation the past tense.
where two actions occurred in the
past with one occurring before the
other. The first action is put in the
past perfect and the second one is
put in the simple past. e.g.
The robbers had run away when
the police arrived.
When the doctor came the patient
had regained consciousness.
Past Perfect Past Perfect Continuous Students should write

Continuous It is made up of had + been + the – sentences contrasting Past
ing form of the particular verb. Perfect and Past Perfect
It is used just like the Past Perfect Continuous tenses.
Tense but the first action covers a
period of time e.g.
We had been waiting for almost an
hour before the teacher arrived.
21
LEARNING ACTIVITIES

UNIT 7
3.7.1 identify forms used to Forms used to express future time Students practise the use of the Blank-filling exercises using
express future time. (simple) forms which express future the various ways of
FUTURE TIME - will/shall/ ‗ll + infinitive time. expressing future time.
3.7.2 use the correct form in e.g. I will/shall go
the appropriate I‘ll go - use substitution drills to Students should write a
contexts. - will/shall/‗ll be + the re-inforce correct use of paragraph of activity using
progressive forms. various forms expressing
e.g. I‘ll be going soon - identify uses in speech future time.
- be + going + to infinitive and in writing especially
e.g. I‘m going to do it in planning for the future etc.
- The simple present tense - shades of meaning
e.g. Delle leaves for arising from the use of
Accra tomorrow. forms emphasized
- The present progressive through identification drills.
e.g. The match is
starting at 2p.m. Select appropriate passages
- be + to + infinitive from literature texts to illustrate
e.g. He is to quit future time.
- ―be‖ + about to
e.g. Kofi is about to
write a letter.
22
TERMS 3
LEARNING ACTIVITIES

UNIT 8 Write some sentences on the
3.8.1 identify types of Identification and function of Lead students to identify
chalkboard and let students
adverbs and adverbs adverb types in a given identify the adverbs in them.
ADVERBS use them correctly in Adverbs are words which modify passage.
sentences. verbs.
Identification and use of different

types of adverbs –
- Manner - He ran fast.
- The baby cried loudly.
- Time - They left yesterday.
- The boy reported
early.
- Place - She came here.
- We went there.
3.8.2 distinguish between Distinguish between adjectives Write pairs of sentences on the Let students write sentences to
adjectives and and adverbs in context. chalkboard using the same show the difference between
adverbs in context e.g. The car is fast – adjective word first as an adjective and the same word used as an
adjective and then as an
especially those that The boy ran fast – adverb then as an adverb. adverb.
have the same Lead students to see the
structure e.g. fast, Everything is well- adjective difference between the two.
well, hard. The girl did well – adverb
NOTE: Use comprehension
The ball is hard – adjective passages and excerpts from
He kicked the ball hard-adverb literature texts for exercises.
23
LEARNING ACTIVITIES

UNIT 9
3.9.1 identify the two types Explanation of preposition. Use substitution drills to test Students identify prepositions
of prepositions i.e. Identification of simple and complex for correct use of prepositions. and determine their types
PREPOSITIONS simple and complex types. from a given passage.
and relate them
appropriately to the Simple – on, at, from, in etc. Prefer on
words they govern. Complex – due to, with respect to, Hail of
in accordance with, apart from, with Insist to
reference to etc. Depend from
According
Independent
In respect
As a result
3.9.2 use examples to Using examples to determine Students write short

determine meanings meanings of prepositions e.g. time, passages using prepositions.
of prepositions e.g. place, cause, etc.
time, place, cause, e.g. We visited the zoo during the
etc. course of the week – Time
He left the plate on top of
the fridge – place
She quit the job as a result of
the manager‘s harassment-cause.
3.9.3 identify the idiomatic Identifying the idiomatic use of Use dictionaries/Internet/ Students form own sentences
use of prepositions prepositions and their meanings. literature texts to identify other illustrating the idiomatic use
and their meanings in e.g. She can‘t put up with that kind examples of idiomatic use of of prepositions
sentences. of behaviour (can‘t tolerate) prepositions
You must not back out of the

competition (withdraw)
24
LEARNING ACTIVITIES
UNIT 10
CONJUNCTIONS 3.10.1 identify types of Identification of conjunctions. Use a given passage to Students should identify
conjunctions. identify the various conjunctions in a given
Types of conjunctions: conjunctions. passage.
3.10.2 determine 1. Coordinating – and, but,

meanings and or/nor She said her prayers From a literature text/given Students should join pairs of
uses of and went to bed. passage help students to sentences using
conjunctions in identify the various conjunctions.
context. conjunctions and explain them
using their contexts.
3.10.3 use conjunctions 2. Subordinating – if, although
to link sentences etc. e.g. He will pass the
in continuous examination if he studies
writing. hard.
25
LEARNING ACTIVITIES
The students will be able to:

UNIT 11
3.11.1 identify Interjections. Definition of interjection: Pair/Group work to identify Students should identify the
A word or phrase used for examples of interjection in use of interjection in texts
INTERJECTION expressing strong emotions such as texts.
surprise or anger, fear or joy e.g.
ooh!, ah!, etc.
3.11.2 distinguish types Distinguish types of interjections Create situations for use of Students should through
and use them and the emotions they convey. interjection and analyze short sketches/role play
effectively in speech e.g. strong/weak effects. demonstrate the use of
and in writing. Use of interjection with all parts of interjections.
speech.
UNIT 12 3.12.1 identify a phrase. Explanation and identification of the List phrases for identification Students should identify and
phrase i.e. a word/a group of words through head words. underline types of phrases in
THE PHRASE that perform a particular function-- sentences/passages.
e.g. subject, verb, object etc--in a
Types: sentence. In pairs/groups, students Students should use different
identify phrases in texts. types of phrases in sentences
Generally it is the head of the
phrase that gives its name except Use sample sentences for
the prepositional phrase. identification and analysis.
26
LEARNING ACTIVITIES
UNIT 12 (CONT‟D) The students will be able to:
Noun Phrase 3.12.2 identify the Types of Phrases: In pairs/groups students

different types of construct sentences for
phrases and their noun phrase – has a noun or noun analysis using different types
uses. equivalent as head e.g. some of the of phrases in context.
students, the name of the boy.
Some of the students were in the
classroom.
Verb Phrase 3.12.3 use them correctly in A verb phrase is made up of an

speech and in writing. (auxiliary) + a main verb. verb
phrase; is going, has gone, attend.
They attend meeting
Adjective phrase
Adjective phrase: a phrase that has
an adjective as its head e.g. The
flower is extremely beautiful.
Adverb phrase
Adverb phrase—
has an adverb as head-- very
quickly, extremely, early in the
morning, later in the day--He left the
house very quickly. The work was
done rather slowly.
The preposition phrase is one that

begins with a preposition and is
followed by a noun or noun phrase.
E.g. is the room at the long station.
When a prepositional phrase

functions as an adverb i.e. modifies
a verb, it becomes an adverb
phrase, e.g. he came in a hurry; he
came to the house.
27
YEAR ONE
SECTION 4
WRITING
1. develop skills for writing grammatically correct essays.

2. composite pieces of writing on a variety of topics.
3. compose pieces containing human values.
TERM 1
LEARNING ACTIVITIES

UNIT 1
4.1.1 recognize the various Structure in the context refers to Guide students to discover the In pairs/groups, let students
parts of an essay. introduction, body and conclusion. structure of an essay: study sample texts and
THE STRUCTURE introduction, body and identify the parts.
OF AN ESSAY conclusion.
NOTE:
Use appropriate texts for
guidance.
28
LEARNING ACTIVITIES
PARAGRAPH 4.2.1 write a suitable Body

DEVELOPMENT paragraph on a Writing paragraphs beginning with In groups/pairs identify topic In pairs/groups, student
given controlling the sentence that contains the main and supporting sentences. should identify the three
idea. idea – i.e. the topic sentence. positions of the topic
Locating the position of the topic sentence from a given text.
4.2.2 develop sentence – at the beginning Use different texts to illustrate
paragraphs out of - at the end deductive and inductive Students should develop
given topics. -in the middle of paragraph. paragraph development. suitable concluding
Identification of supporting paragraphs on given topics.
sentences or sentences that help to
explain and expand the topic Develop supporting sentences Discussion of students‘ work
sentence. from given topic sentences. in groups, etc.
Develop paragraphs on their
own using the various
positions of the topic sentence.
4.2.3 develop their own Conclusion Identify the major and minor
concluding Strategies for concluding sentences through pair/group
paragraphs on paragraphs in essays include: study of given paragraphs.
given topics. deducing, predicting, reviewing and Compare paragraphs using
TERM 2 summing up main points. the various sentences (Major
and Minor).
UNIT 3
PLANNING AN 4.3.1 generate ideas on Development of ideas on a Students generate ideas on a

ESSAY a given particular topic into one connected given topic. Students should select their
essay topic. and coherent piece. own topics and generate
Use the inductive or deductive ideas on them.
approach to developing the NOTE:
paragraph In dealing with paragraphs
avoid using technical terms
like ―Topic sentence‖,
―supporting sentence‖. etc.
29
LEARNING ACTIVITIES
PLANNING AN 4.3.2. organise ideas on a Developing the points for an essay, Plan an essay on a given Students should develop their
ESSAY given topic. discussing them and using topic. ideas into sentences and then
inter/intra paragraph transitional join them to form one well-knit
devices to link the paragraphs piece.
logically and coherently
4.3.3. use appropriate words Transitional devices/linking words Students should identify the
and phrases to include: In groups/pairs, let students use of the devices in a given
link/connect ideas To support use some transitional devices text.
effectively. Also, in addition, another, again, to link given paragraphs.
etc.
Students should connect
To contrast paragraphs into an essay.
But, on the other hand, however in
contrast, nevertheless, etc.
To exemplify
for instance, for example, etc.
To sum up
Finally, in sum, in conclusion,
eventually
NOTE The list is not exhaustive
30
LEARNING ACTIVITIES

UNIT 4
4.4.1 orally compose Composition of narratives and short Narrating events or activities of In groups/pairs students
interesting stories using appropriate narrative the day, week, etc. compose interesting short
SHORT STORIES and lively short techniques – stories for class discussion.
AND NARRATIVES stories reflecting i.e. dialogue, suspense and based
moral values e.g. on a story about the following: Group/pair work on writing
tolerance, co- tolerance, co-operation, obedience, short stories.
operation, daring or any such value Critique some stories.
obedience.
4.4.2 write episodes and Chronological coherence Students draft individual Students should compose
events in vivid i.e. narrating the events in time stories and narratives. See stories for publication in the
language. sequence. content for aspects of school magazine.
grammar to be considered.
Language use:
Focus on concord, past tense forms Students arrange jumbled
and adjectives work into a logical
Use punctuation story/narrative. Focus on
Guide students to use appropriate appropriate register e.g. linking
punctuation marks in their essays. devices.
E.g. full stop, quotation for
referencing, commas, etc.
TERM 3
4.5.1 orally compose Use descriptive and colourful Use objects, pictures. Students write descriptive
UNIT 5 descriptive essays on vocabulary/expression. Let students write short essays on a given topic e.g. -
given topics. descriptive essays on a An inter-schools‘ sporting
DESCRIPTIVE journey to a town, life in the event, workshops.
WRITING school, city or village. -Describe the teacher you
4.5.2 write descriptive Use spatial/locative expressions e.g would nominate for the Best
essays. on the roof, beyond the river, beside Organise field trips and get Teacher‘s Award.
the board. students to describe things
they saw.
Language use:
Consider concord, idiomatic
expressions, other appropriate
tense forms and adjectives.
31

UNIT 6
4.6.1 write informal Discussion of letter format – Individual work on given topics for Individuals work on a given
letters using the i.e. address, date, salutation, letter writing. topic for letter writing
LETTER WRITING appropriate introduction, body of the Critique of sample letters. observing aspects of
features, tone and letter, conclusion, grammar.
informal, i.e. language. subscription, first name.
Friendly
Composing friendly letters to NOTE: Encourage students to use
siblings, parents, close contractions--don‘t, didn‘t, can‘t--and
friends, relations, etc. vocatives in friendly letters.
(Address the person as if he/she is
right before the writer of the letter).
For aspects of grammar,

consider concord, idiomatic
expressions, appropriate
tense forms and
punctuation.

32
UNIT 1
5.1.1 explain Literature. Explanation of literature— Guide students to discuss the Students should mention
written information on any meaning and forms of literature. forms and genres.
INTRODUCTION TO subject; any work of art, oral
LITERATURE or written, that has form and
(Overview) teaches values.
What Literature is 5.1.2 identify the forms Forms: Give examples of the forms and Students should write down
and genres of -Oral Literature. some elements of Oral Literature some forms of Oral Literature.
Aspects literature. -Written Literature e.g. riddles, proverbs, folksongs,
Genres: folktales.
Prose, Drama, Poetry Show pieces of literary works for
students to identify forms.
5.1.3 state importance Importance: Discuss various uses and Students should study
of literature. enjoyment, entertainment, importance of Literature. various pieces and identify
Importance helps develop the forms and genres.
critical/analytical minds,
teaches moral, social and
cultural values.
33
OBJECTIVES LEARNING
ACTIVITIES
ORAL LITERATURE 5.2. 1 recognize features Features of the folktale: Students listen to Students should write
of the folktale. - Formulaic beginnings oral folktale. versions of folktales
The Folktale - Use of songs Students watch live heard for class
- Simple characterization performances or discussion.
- The trickster hero recorded versions
5.2.2 identify and use - Dialogue, suspense etc. e.g. TV‘s
narrative - Variable narrator i.e. the performer influences programme or ‖Story Group performs folktale
techniques in delivery Time‖ for class discussion of the
writing tales. - Audience participation features.
- Analyze features
of the Folktale
5.2.3 state customs, Customs, beliefs, values expressed in the tale using a sample of
beliefs, etc e.g. marriage rites, puberty rites, parental/ the folktale.
expressed in the paternal control, getting poetic justice, etc. Students should write
tale. - Write or tell their own tales.
versions of
folktale.
5.2.4 distinguish myths Myth: Guide students to

from legends. Story – anonymous identify customs, Students should tell and
Origin- Folk belief systems:- beliefs, etc. in discuss myths and
Features folktales. legends from their
Use of the supernatural as means of interpreting traditional areas.
natural events.
Purpose--to explain people‘s world view.
YEAR ONE
34
SECTION 5
LITERATURE
1. appreciate the forms of oral and written literature.

2. derive ethical values from literary works.
3. cultivate the habit of reading.
4. identify and appreciate literary terms in literary works.
5. apply literary techniques in creative writing.
6. enhance their language skills.
TERM 1

Myths and Legends 5.2.3 determine customs, Legend: Use recorded or written texts and have such
attitudes, beliefs, etc. Features enacted (whenever possible)
expressed in the A legend - group discussion on habits and traditions
forms - has a more historical truth emerging from tales.
- Often exemplifies love of a
people and Students write or narrate myths and legends
expresses their racial and known in the community, nation-wide and
nationalistic spirit world-wide:
e.g. The legend of Yaa

Asantewaa, Tohazi, Achilles.
Protagonist is a person rather
than a supernatural being.
UNIT SPECIFIC CONTENT35 TEACHING AND LEARNING EVALUATION

WRITTEN 5.3.1 identify and use Features of Journalistic: Use suitable texts to illustrate features. Group I reads short
LITERATURE features of good - use of clichés and catchy story or an extract
journalistic prose in phrases; Students read and discuss relevant texts from a novel.
writing. - use of a lot of pre-modifying from newspapers etc. to determine effects.
adjectives; Group II performs a
- use of special vocabulary. Group discussion of texts to identify features. short drama/sketch.
Non-Literary: 5.3.2 identify the
Journalistic intended effects. Extracts to be read aloud or acted. Students should
Prose, Fiction and compare and discuss
Drama Introduce students to prescribed books for their effects.
class discussion
5.3.3 read selected Students read prescribed Students should
literature texts. literature books. answer questions on
text read.
UNIT 4
5.4.1 distinguish between Subject Matter – The overall Students suggest titles for passages or short Pair and group work
subject matter and statement of what a passage stories. to find the subject
LITERARY TERMS 1 theme using the is about. Students read titled texts to find out whether matter/theme of
prescribed texts. Theme – The central idea in a titles are appropriate for texts or summarize passages.
Subject Matter and story/text/ the crucial message of the passages/short
Theme 5.4.2 find the theme(s) of -subject matter contains the stories.
a given theme.
prose/extract.
5.4.3 identify values, e.g. NOTE: Draw students‘ Students read literary texts. Individually, students
hard work attention to language use in identify and write
contained in a literature texts. subject matter, theme
given extract/ text. and any moral value
contained in the
literature texts.
TERM 2

36
LITERARY TERMS 2 5.5.1 identify the terms in Rhyme: When two or more Use relevant extracts to illustrate the terms. In groups/pairs
Rhyme extracts and use words end with the same students identify the
them appropriately sounds e.g. date gate; rate Students should recite tongue twisters that use of some of these
in speech and in fate. illustrate sound devices. literary terms in given
writing. texts and discuss
their effects.
Alliteration: Successive use of Students compose

Alliteration a dominant consonant sound poems using the
in a spoken or written piece devices.
e.g. my most memorable
memories melted away.
Assonance: Repetition of a
dominant vowel sound in
Assonance adjacent words e.g. the fat cat
sat on the mat.
Subject matter & Theme Students should identify and discuss subject
- inference that can be matter, theme(s) and any moral values in the
drawn from the subject given text.
matter form the theme(s)
- A passage can have
more than one theme.
Consider moral values in the
extract(s).

37
DRAMA (ORAL) 5.6.1 identify the Some elements of the festival Field trips to: Students role play
Festivals elements of and the concert party; - observe festivals and concert party some aspects of a
performance. Festivals performances; festival.
Concert Parties - Open air theatre - discuss elements that characterize the
- Fluid roles between above;
performers and spectators. - describe festivals of communities;
- Minimal use of stage props. - determine cultural and moral significance
- Use of costume etc. of festivals and concert parties.
- Use of music and dance
5.6.2 appreciate the Concert Party:

social messages - Comic
and bonds. - Music
- Simple characters
- Impersonation
- Moral ending
Language Use
Dialogue, the present tense
UNIT 7 5.7.1 state the features of Characteristics of stage plays: Students watch and discuss values in a Students should state
tragedy. selected play. the characteristics of
- the stage a tragedy.
DRAMA - the cast
(WRITTEN) - props, act, scene, etc
Tragedy
5.6.2 state characteristics Characteristics of tragedy Students read a selected play for class Students should state
of tragedy. - conflict discussion. moral lessons learnt
- tragic hero from a given tragedy.
- tragic flaws
- sad ending
Moral values e.g. humility, self-

confidence, taking initiative,
honesty.

38
TERM 8 The student will be able to:
Students compose
POETRY (ORAL) 5.8.1 identify features of Song texts, including Use recorded/oral texts for analysis. texts for analysis.
meaning and traditional songs sung at Listen to pieces and identify features of the e.g. A short poem on
Song Texts: Work importance of given leisure times or at traditional performance that recur. contemporary issues.
songs, Praise and poems. social functions. - The Dangers of
Satirical poems, Moral values e.g. dedication, Listen to pieces and point out any values in STDs/HIV/AIDS
Libation discipline, honesty. them. - Drug Abuse.
- Peaceful co-
Appellation existence.
- Natural disaster.
UNIT 9
POETRY (WRITTEN) 5.9.1 analyse the forms Features of a lyric: Usually in Use a short poem e.g. Pepper Clark‘s ―River Students compose
of the lyric. stanzas; Bird‖ to identify features. lyrical poems.
The Lyric Poem - often possessing definite
5.9.2 appreciate the rhyme patterns; In groups/pairs, students analyze theme and Students compose
emotions conveyed - expressing intense other stylistic features. poems parallel to
by the lyric . emotion e.g. love, loss, lyrics which express
etc; emotions/values.
- usually single themes.
NOTE: Focus on subject

matter, theme and value
lessons in lyrics.
YEAR TWO
39
SECTION 1
1. articulate various English speech sounds correctly.

2. speak English as fluently as possible.
3. make use of stress and intonation appropriately in speech.
TERM 1
1.1.1 articulate the Using vowel sounds correctly Drill students individually/groups on the Students pronounce
UNIT 1 vowels. in words to distinguish vowel articulation of vowel sounds to distinguish pairs/groups of words
sound quality (for list of vowel quality. to show differences in
VOWELS vowels, refer Year 1 Unit 2 sound quality.
(Review) Pure Vowels)
1.1.2 use the vowels Articulation of pure vowels. Students read sentences/short paragraphs Orally, students use
correctly in speech. containing target sounds. words that have
sounds in sentences.
Students listen to recorded texts and identify
target sounds.
40

UNIT 2
1.2.1 use the consonants Using the consonants in initial, Drill articulation on the basis of place, In pairs/groups,
correctly in different medial and final positions in manner and voicing. distinguish between
CONSONANTS positions in words. words (for list of consonants, initial/final
(Review) refer Year 1, Sec. 1, Unit 3). Drill students on the pronunciation of consonants that are
consonant clusters. voiced or voiceless.
Articulation of plosives
/p/,/ b/, /t/, /d/, /k/, /g/
e.g.
pig big
tip dip
kick girl
- the affricates
/t∫/ /dƷ/
e.g.
church judge
Students find other
charm jam
words containing
consonant clusters.
- fricatives
/f/, /v/, /s/, /z/, /h/ , /∫/, /Ʒ/, /θ/,
/ð/, /r/
e.g.
fowl
vowel
sip
zip
house
sure
thin
dog
road
41
NOTE:
UNIT 2 (CONT‟D) Identify problem areas in initial Students pronounce
and final clusters for some difficult/problem
Ghanaian speakers of English. clusters correctly.
CONSONANTS Drill students on correct
(Review) articulation of such sounds.
- nasals
/m/ /n/ /ŋ/
e.g.
mat
nut
thing
- lateral
/l/
e.g.
lorry
loud
-roll/trill/flap
/r/
- semi-vowels
/w/ /j/
e.g.
wine
yam
Consonant Clusters: Using Students form

consonant clusters correctly in sentences orally with
the initial, medial and final words containing the
positions of syllables target sounds.
e.g.
/st/ (stay, host)
/p/ (past)
/sk/ (sky, ask)
/skr/screen)
42

UNIT 3
1.3.1 identify words In some English words, the syllabic Pronunciation drill: Students make a list of
that end in syllabic peak is formed with the consonants words ending in syllabic
SYLLABIC consonants and /l/ and /n/. - identify words ending in / n / consonants and articulate
CONSONANTS articulate them. and / l /. them.
Conditions for syllabic consonants:
1.3.2 articulate syllabic -A two syllable word; the first - observe conditions for
consonants. stressed the other unstressed. realizing syllabic consonants
and pronounce words
- The unstressed syllable has /l/ or accordingly.
/n/
Students listen to syllabic consonants
- /n/ and /l/ are pronounced and articulated in context e.g. recorded
heard as vowels, dialogues/sentences.
e.g.
cotton sudden
little middle
rival shuffle Use a good pronunciation In groups students compile
able apple dictionary/Internet to detect syllabic a list of consonant
sounds. clusters. They must
pronounce the words
correctly.
43
UNIT 4
1.4.1 identify endings Conditions for phonological Go through rules for realizing – In pairs students use short
PHONOLOGI- of past tense and realizations ed /t/ /d/ /id/. s/es and –ed. passages for the identification
CALLY present tense –ed is pronounced / t / in verbs of the endings discussed.
CONDITIONED (3rd person singular ending in voiceless consonants. Prepare random lists of words
ENDING forms of verbs and E.g. kick – kicked /kikt/. for students to provide matching
the plurals of nouns) -ed is pronounced /d/ in verbs pronunciation.
and pronounce them ending in vowels and voiced
correctly. consonants e.g. hired, loved, Use short passages for
robed. identification.
-ed pronounced /id/ in verbs
ending in t or d. e.g. wanted, Students listen to recorded texts Students identify sounds in
padded. containing sounds. recorded texts.
s/es s, z, iz NOTE: Use a good dictionary—

-es/s pronounced /s/ in verbs and hardcopy as well as on-line
nouns ending in voiceless ones--as a guide e.g. Longman
consonants e.g. wants, tops, Dictionary of Contemporary
kicks. English.
-es/s is pronounced /z/ in verbs
and nouns ending in vowels and
voiced sounds e.g. boys, goes,
loves, dogs.
-es is pronounced /iz/ in verbs

and nouns ending in /s/ /z/ /∫/ /t∫/
/dƷ/
e.g. houses, buzzes, wishes,

churches, judges.
44
TERM 2
STRESS 1.5.1 identify polysyllabic Stress in polysyllabic words: Students listen to pronunciation of Students should read selected
words and words with three and four syllables. passages using the correct
Polysyllabic pronounce them with Words ending in – ate- stress on words.
Words correct stress. - two-syllable words with stress Students list words, especially, verbs
on 2nd syllable e.g. lo'cate, ending in – ate- nouns ending in -ion-
va'cate, dic'tate.
- three-syllable words with 1st In pairs/groups students practise

syllable stressed. 'allocate, pronunciation of words with the correct
educate, inculcate, etc. stress.
- four-syllable words with 2nd Read passages to practise correct

syllable stressed stress.
a'malgamate, a'ssimilate, etc.
Words ending in – ion-

- two syllable words, place
st
stress on 1 syllable
e.g. 'action, 'diction, 'motion.
- three syllable words, place

nd
stress on 2 syllable
e.g. a‘version, o'ccasion
- four syllable words, with 3rd

syllable stressed e.g
infor'mation, intonation
45
TERM 3
UNIT 6 The student will be able
to:
INTONATION 1.6.1 read compound Tune 1: Falling intonation Students listen to sample sentences Students read out sentences
and complex Tune 2: Rising intonation on Tune 1 and Tune 2. using appropriate intonation,
sentences with Intonation of complex sentences: noting shades of meaning.
the correct When I went to the market, he was Students compare and contrast
intonation. not there. intonation of simple sentences with Form complex sentences from
intonation of complex sentences. e.g. the audio exercises.
Tune 1 and Tune 2 I went to the market.
e.g. Tune 1 Read sentences and identify
- I saw him when he arrived But in: Tune 1 and Tune 2.
from Wa When I went to the market↗.
- Akuba left before the bus Tune 2
arrived Followed by
I saw my friend↘ … Tune 1
- The necklace is faded. Do you
Practise intonation of complex
still like it? sentences noting shades of meaning
resulting in change in Tune.
46
YEAR TWO
SECTION 2
READING COMPREHENSION
General Objectives: Students will
1. acquire the skills of answering comprehension questions accurately and appropriately.

2. acquire the skills of summarizing passages/texts.
3. be able to analyze texts read and draw values from them.


UNIT 1
2.2.1 digest thoroughly Derived/Derivative Questions Students answer questions based on texts Students answer specific
information read These are questions to which in groups and pairs by referring to/inferring questions based on
READING from passage and answers can be found by from given texts. selected passages.
COMPREHENSION make implied referring to /inferring from
deductions based information in the passage. Individually, students are given passages
on given questions. to answer specific questions on.
2.2.2 draw, if any, lessons Grammatical Questions Discussion of answers given by students to
derived from These are questions on questions.
passages read . grammatical items e.g.
identifying parts of speech, Make students aware of the various types
types of clauses and phrases of comprehension questions.
as well as their functions and
figures of speech etc.
2.3.3 identify words with Vocabulary Questions NOTE: Teacher pays attention to aspects
specific meaning in Here the students will have to of grammar studied and ensures students
given texts. replace certain words used in apply them in their writing.
passage/text with other
suitable words.
47
UNIT 3 Students will be able to:
SUMMARY 2.3.1 read and Read and understand Students should use the techniques of Student should summarize
understand orderly orderly presentation of skimming and scanning to identify given passages.
presentation of ideas in a text. functional words and phrases which
ideas in a text. express essential points.
2.3.2 identify themes, Identify themes and In groups and in pairs, students read,
functional words functional words from given passages carefully and mark out
and phrases for given passages. topic sentences. Locate key words and
meaning. phrases which express the main ideas in a
given text.
2.3.3 summarize given Identify main ideas in Write single sentence/continuous In pairs/groups, students
passages and paragraphs. summaries of passages and texts. write essential points from
texts. given passages/texts.
NOTE:
Check inaccuracies, direct lifting,
repetition and unnecessary copying.
Write summaries of given Guide students to find suitable titles for

passages/ texts. passages/texts without titles.
48
UNIT 3 (CONT‟D) 2.3.4 identify the basic Identification of key/main/ In groups/pairs, students identify main and Students identify and
topic sentences that essential words and phrases supporting ideas from given texts. write single topic
SUMMARY summarize each in passages. sentences and
paragraph for writing summaries of given
the summary. passages and texts.
Distinguish between main Students identify the topic sentences from
and supporting ideas from selected paragraphs and state them in
passages. i. utheir own words.
s
eGuide students to write out the summary of
the given texts..
t Class discussion of students work for
cessential ideas and common summary
. errors.
Reducing paragraphs to Guide students to apply certain essential Students write

sentences and sentences to points about writing summary e.g. summaries of given
phrases and words. texts.
- Use only the ideas in the
passage. Students read
summaries in class for
- Express these ideas in their discussion and
own words as much as correction.
possible – no blind lifting.
- Use complete, intelligible

sentences.
- Avoid adding unnecessary

ideas.
- Be brief – brevity of thought

and expression.
49
READING BEYOND THE CLASS TEXT
Each student is expected to read at least five story books of his/her own choice each term. Students make their choice from
recommended titles. One way of encouraging students to read is to select comprehension passages for terminal examinations
and continuous assessment tests/tasks from the recommended story books.
50
YEAR TWO
SECTION 3
GRAMMAR
General Objective: Students will be able to:
1. identify and use the grammatical forms accurately in writing and in speech.
2. identify the functions of the various grammatical forms.
TERM 1
CLAUSES: 3.13.1 describe and Describe a clause—it is a Students describe clauses.

Dependent and identify clauses in construction containing a finite Using literary texts, let pairs/groups identify
Independent given contexts. verb and normally has a types of clauses.
subject and a predicate.
e.g. Seyram ate the food
We went to Accra.
John is a doctor
3.13.2 distinguish Distinguish between Students identify types of clauses in given Students discuss work
between dependent clauses (i.e. passages. identifying appropriate
dependent and clauses beginning with use of both types of
independent subordinate conjunctions and clauses.
clauses. not capable of standing on Students write their own short paragraphs
their own) from independent using clauses.
clauses (i.e. clauses capable
of standing on their own)
e.g. Kwesi saw his friend,
independent clause
when he went to
Accra.
dependent clause
51

UNIT 2
3.13.3 write sentences If Serwaa studies hard,
combining dependent clause Provide clauses and let students Students join
THE SENTENCE dependent and she will pass the exams join them into sentences. appropriate clauses.
independent independent clause
Parts of the Sentence clauses.
Types of sentences 3.1.1 identify the subject Parts of the sentence – subject + Use conversion drills beginning In pairs/groups, students
and predicate of a predicate. with simple sentences. analyze given
sentence. Elements of the sentence. sentences.
S+V+O+C+A
3.1..2 analyze single The lady‘/ bought /a dress Students construct sentences. Students construct
sentences into S V O sentences and identify
their constituent John/is/a/doctor Present simple texts for analysis of constituent elements.
elements. S V C parts. S. V. O. C. A.
3.1.3 identify various Types: Guide students to identify types of Pairs/groups construct
types of sentences. - Simple e.g. This is my house. sentences. sentences and indicate
the types.
3.1.4 use the types - Compound with coordinating
appropriately. conjunction e.g. I came to school late
and I was punished. ii. u
s
e
t
c
.
52
Types of sentences 3. 1.5 identify the Different functions of sentences: Conversion drills e.g. In pairs/groups, students
functions that 1. statements Changing statements into use some of the forms in
different e.g. This bread tastes good. questions. a role play.
sentences 2. questions Identify functions of direct
perform. Distinguish between – sentences in speech and in writing.
(i) Wh question – e.g. Who took my
3.1.6 construct book? Students construct
sentences which (ii) inverted question sentences illustrating the
illustrate the e.g. Are you happy here? various functions of
different functions. sentences.
(iii) question tag
e.g. The book is interesting,
isn‘t it?
(iv) intonation question

e.g. He is eating?
(v) rhetorical question

e.g. Who cares? or What
difference does it make?
3. command
e.g. Come here.
4. interjections
e.g. How lovely!
What a hot weather!
53

UNIT 3
3.2.1 match the Subject-verb agreement involves Completion drills e.g. The boy‘s Individuals complete
appropriate verb matching the appropriate verb form parents is/are here. The man with tables with appropriate
CONCORD: form with its subject with its subject. his wife has/have flown to London. subject＋ verb.
in number and
Subject-Verb person. Where the nouns used refer to the one Use of sample texts for
Agreement and same person, the verb is singular identification and analysis of the
e.g. types of subject-verb agreement
-His boss and friend works hard. discussed.
In groups/pairs, students
Singular subjects joined by or/nor take NOTE: Teacher should give more
identify and analyze
singular verbs e.g. Either my exercises to reinforce the concept.
subject-verb agreement
- brother or my sister has arrived
in given passages.
- When a singular subject and a
plural subject are joined by ―or/nor‖
In groups/pairs students
the verb agrees with the second
correct errors in subject-
subject that is nearer the nor/or
verb agreement in a
e.g. Either the headmaster or the
passage.
teachers are right.
- A singular subject and a plural

subject joined by ―with‖ or ―no
less than‘ takes a singular verb
e.g. The boy with his parents is
attending a seminar on human
relations.
- A collective noun can take either the

singular or plural verb. e.g. The team
is/are on the field.
TERM 2
Contrast classical verbs with Fill in the blank
3.4.1 identify and use Description of phrasal verbs.
phrasal verbs, e.g. exercises with phrasal
the various forms Types of simple phrasal verbs
UNIT 4 She put on her dress (classical). verbs.
of the simple e.g. Verb + Adverb
phrasal verb. look + into She put on a smile (phrasal)
PHRASAL VERBS Students identify and
take + off It is difficult to go up the mountain
(classical)Prices are likely to go up discuss phrasal verbs in
(phrasal). given texts.
54

UNIT 4 (CONT‟D)
The prefect was asked to look into the Use dictionaries/Internet to look for
issue. examples of phrasal verbs and list
PHRASAL VERBS as many as possible for the
Verb + Preposition student to understand the concept.
e.g. put + away
take + up
She put away the dishes.
UNIT 5 3.5.1 identify forms of Students work on types of complex Ask students to identify complex Oral/written exercises on
complex phrasal patterns e.g. phrasal verbs in simple and complex
COMPLEX PHRASAL verbs Verb + Adverbial + Preposition literature/texts/Internet. phrasal verbs in
VERBS i.e.verb + adv.+ prep e.g. I won‘t go in for such expensive sentences.
verb + obj. + prep. 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. We can make room for two more
guests.
3.5.2 identify and use Revise simple/complex phrasal verbs Students use their Students explain phrasal
simple/complex and their meanings. dictionaries/internet to look for verbs in contexts.
phrasal verbs. more examples of phrasal verbs.
V ADV PREP
look up to Individually, students
come up with form sentences with
stand up to complex phrasal verbs.
look up for
55

UNIT 6
3.6.1 identify and use Identify some popular idiomatic Identification of idiomatic
Idiomatic expressions. expressions and their meanings in
IDIOMATIC expressions in isolation and in literary texts.
EXPRESSIONS speech and in Examples of basic types of idiomatic
writing. expressions
3.6.2 explain idiomatic e.g. verb based idiomatic expressions: Using idiomatic expressions in
expressions in ‗eat one‘s words‘ sentences or continuous writing.
specific contexts. ‗ kick the bucket‘,
‗ blow one‘s trumpet‘,
‗throw in the towel‘
Noun based idiomatic expressions: Discussion of idioms and idiomatic Students to fill in the
– ‗spick and span‘ expressions found in blanks exercises.
‗By hook or crook‘. supplementary readers/literature
texts.
Preposition-based idiomatic
expressions.
e.g. With the aid of a Students write short
For and against dictionary/Internet, students find essays on selected
On and off more examples of idiomatic topics using at least two
Determine the meanings and usage. expressions and their meanings idiomatic expressions.
and use them appropriately in
sentences.
56

UNIT 7
3.7.1 identify finite verbs Description of a finite verb - It is a verb Using given texts, students identify Students identify the
in context. whose structure changes according to finite and non-finite verbs e.g. forms in given texts.
FINITE AND the subject with which it goes or the
NON-FINITE VERBS 3.7.2 identify verbs whose time it refers to. He ate (finite) He is eating (non-
forms indicate finite);
tense. Finite forms include:
Hassan studied English (finite);
Hassan is studying (non-finite).
3.7.3 form sentences that Simple Present – go, goes, eats, etc. Students form sentences
distinguish between To study is to succeed (non-finite). using the forms studied.
the use of the two Simple Past Form – went, ate, etc.
forms. Contrast invariable forms of the
NOTE: The Simple Present and non-finite with the variable forms of
Simple Past Forms show the finite.
contrast in tense.
Form sentences with the same
Non – Finite Forms include: verbs to show finite and non-finite
forms.
The bare infinitive – call, go, eat
The infinitive – to go, to eat, etc.
The present participle –

going, eating etc.
The past participle – gone, eaten
Note: The various non-finite forms do

not indicate tense.
57

UNIT 8
3.8.1 identify nominal Identification of a nominal (noun) In groups/pairs: Students list nominal
(noun) clauses. clause – It is a clause which as a result - identify noun clauses as clauses and use them in
NOMINAL (NOUN) of its structure does the work of a noun subject/object/ sentences.
CLAUSES in the sentence in which it is found. complement in given sentences
3.8.2 identify the various Identification of noun clauses as - Construct sentences Students identify and
functions of the subjects, objects, complements: indicating the noun state the functions of
clause in given texts e.g. What you are saying clauses and state their noun clauses in given
and sentences. is right. (subject) functions. statements.
I know (that) I was right

(direct object)
3.8.3 use noun clauses in It seems (that) he will - Discuss effects of the Students construct noun
speech and in do it. (complement) use of noun clauses in clauses and use them in
writing. simple texts. sentences.
58
TERM 3

UNIT 9
3.9.1 identify types of Identification of types and functions of Group/pair work: Students identify types
adverbial clauses adverbial clauses. - identification of types of and state the functions
ADVERBIAL CLAUSES and state their E.g. adverbial clauses and of adverbial clauses in
functions. Time their functions in given context.
Place literary texts.
3.9.2 use the adverbial Condition From given statements
clause effectively in Manner students identify the
speech and in Concession etc. various subordinating
writing. Use of appropriate subordinating conjunctions and the
conjunctions to signal types type of adverbial clauses
e.g. they introduce.
* I saw him when he - construction and analysis
arrived. (Time) of sentences containing
* The sun shines where adverbial clauses. Students use adverbial
you are. (Place) clauses in sentences.
* Although I spoke to him,
he didn‘t listen
(Concession) etc.
Function:
I saw him when he arrived – This
modifies the verb
‗saw‘
3.9.3 identify more Types of complex adverbial clauses— Draw students‘ attention to various Students write
complex proportion, purpose and comparison texts and let students identify sentences using
adverbial clauses e.g some uses of the adverbial adverbial clauses.
and use them Proportion—As time went on so did clauses.
correctly. their hopes begin to rise. Students underline
Purpose—She studies hard so she will adverbial clauses in
pass her examination. texts.
Comparison—I will work as hard as my
friend does.
59
UNIT 10
3.10.1 identify adjectives/ Identification of relative clauses From given statements
relative clauses - antecedent and its type students identify
ADJECTIVAL and also state their of relative pronoun e.g. adjectival/relative clauses and
/RELATIVE functions. who/which/whom/ their types.
CLAUSES whose/that
e.g. This is the lady who
won the national prize
for scientific invention.
I received the money which you
sent me.
Defining Relative Clause: - use sample texts for identification Students write a paragraph of
Describe the preceding noun in and analysis. descriptive essay using
a way as to make it different adjectival/relative clauses.
from other nouns of the same - groups/pairs write clauses for
class. analysis of structure and meaning.
- The students who came
late were punished.
- The person who repairs the
computer is here.
UNIT 11 3.11.1 identify and use Revise relative clauses and Use sample texts to illustrate and Identify and analyze types of
relative clauses in their meanings. discuss the types. relative clauses in given
RELATIVE CLAUSES appropriate sentences.
contexts. Relative Clauses: They Identification/analysis of types.
Defining and Non- Describe their preceding noun
Defining Clauses in a way as to make it the same
(Restrictive &Non class e.g
Restrictive) The man who reported the
crime was praised. This implies
there was one man among
many men.
60
UNIT 11 (CONT‟D)
RELATIVE CLAUSES 3.3.2 differentiate between Non-defining Relative Clauses Formation of sentences containing Students should write texts
defining and non- are placed after nouns which relative clauses. using defining and non-
Defining and Non- defining relative are definite already. They do defining relative clauses.
Defining Clauses clauses. not define the nouns but merely
(Restrictive &Non add information to them. They
Restrictive) can be omitted from such i. u
clauses e.g. Dede, who had s
been driving all day, suggested e
stopping at the next village.
Determine choice of relative t
pronoun: c
Who-human beings .
The boy who ate the food
Which-animals/things
The cat which caught the
mouse.
That-neutral/objective
antecedent.
The letters that I received are
from my friend.
61
The Student will be able to:

UNIT 12
3.12.1 identify verbs that Transitive Verbs – Those that Conversion drill for transitive verbs Blank-filling exercises using
are transitive. take direct objects. as well as intransitive verbs e.g. the appropriate verb form
TRANSITIVE/ (transitive/
INTRANSITIVE e.g. The woman sells rice. Seima drives a Toyota-- (transitive) intransitive/neutral)
VERBS The boy repaired the
radio.
3.12.2. identify verbs that Intransitive Verbs – Those that Seima drives--(intransitive)
are intransitive do not take direct objects.
- Structure drills to determine
e.g. The baby cried. appropriate verb use.
We all ran.
- Sample texts for discussion and
analysis.
3.12.3 identify verbs that Neutral Verbs – Those that Write a paragraph using
are neutral. function both as transitive and transitive, intransitive and
intransitive. neutral verbs.
3.12.4 identify types of e.g. Nartey sings gospel

verbs in context and songs (transitive)
use them in speech
and in writing. Nartey sings.
(intransitive)
Agyemang reads
( intransitive)
Fenyiwa reads books about

computers (transitive)
62

UNIT 13
3.13.1 distinguish Distinguish between active and Use pair conversation drill to help
between the form passive voice: students practise the use of
VOICE of active and active/passive voice.
Active and Passive passive voice. Active – S V O
e.g. The girl swept the room. Provide passages for students to
identify active/passive voice.
3.13.2 use active/passive Passive – Verb be + past Analyze samples of texts to note
voice in speech participle of main verb differences in the use of the passive
and in writing. e.g. The room was swept in formal writing.
by the girl.
The passive voice is used when Teacher discusses various uses of
the agent is not mentioned the passive voice with students.
My book has been stolen-
- Some expressions are always
in the passive. E.g. I was born
in 1960.-
- Kwame Nkrumah was born at
Nkroful
3.13.3 change active to Conversion of active voice into Students change active voice
passive voice and passive voice. into passive and vice versa.
vice versa.
- active subject becomes
passive agent.
Pearl sewed the dress.
- active object becomes
passive subject.
The dress was sewn by
Pearl.
- the preposition ‗by‘ is
introduced before the
agent. Organise short field trips for
Use of passive for writing groups of students. Let
reports, minutes .etc. secretary write report for
class discussion.
63
YEAR TWO
SECTION 4
WRITING
1. acquire and develop skills for creative writing.
2. be able to write composition pieces on a variety of topics.
3. develop the ability to make critical, analytical and logical reasoning in discourse.
TERM 1
PARAGRPH 4.2.1 write a suitable Body In groups/pairs identify topic and In pairs/groups student
DEVELOPMENT paragraph on a Writing paragraphs beginning supporting sentences. identify the three positions of
(Review) given controlling with the sentence that contains the topic sentence from a
idea. the main idea – i.e. the topic given text.
sentence. Use different texts to illustrate
4.2.2 develop paragraphs Locating the position of the deductive and inductive paragraph Develop suitable concluding
out of given topics. topic sentence – at the development. paragraphs on given topics.
beginning
- at the end Discussion of students‘ work
-in the middle of paragraph. Develop supporting sentences from in groups, etc.
Identification of supporting given topic sentences.
sentences or sentences that Develop paragraphs on their own
help to explain and expand the using the various positions of the
topic sentence. topic sentence.
4.2.3 develop their own Conclusion Identify the major and minor
concluding Strategies for concluding sentences through pair/group study
paragraphs on given paragraphs in essays include: of given paragraphs.
topics. deducing, predicting, reviewing Compare paragraphs using the
and summing up main points. various sentences (Major and
Minor).
64
CREATIVE WRITING 4.2.1 write and tell their Use of vivid imagination. Discuss possible themes for writing. Students choose from a
own poems, stories number of themes and write a
and plays. Use of appropriate and varied Discuss features of creative writing. poem, a story or a play.
language (diction).
Look at literary work and identify the
Use of literary devices. features e.g. A Forest of Flowers by
Ken Saro Wiwa.
4.2.2 orally compose Use of literary techniques e.g.
interesting and plot, characterization, setting,
lively short stories. dialogue, suspense, flashback,
humour.
Language use NOTE: Teacher encourages

Focus on concord, adjectives, students to be critical observers of
adverbs, figurative expressions. the environment to enable them
gather material for writing.
65
TERM 2
UNIT 3
4.3.1 use correct Discuss format of formal Students study samples of formal Provide a scenario for
LETTER WRITING features in writing letters: letters e.g. students to write letters using
Formal Letters formal letters. Writer‘s address (without - letter of application the features discussed.
name), date, recipient‘s/ - letter to the head of an
receiver‘s addresses, institution
salutation, title of letter, - letter to a government official
subscription, signature, full - letter to the editor of a
name. newspaper.
Structure of formal letters: In pairs/groups, students write

introduction, body of letter, letters to be analyzed.
conclusion.
4.3.2 write formal letters Language of formal letters Students write formal letters on
using appropriate - polite, formal selected topics.
tone. - no use of slang and
contractions.
-no pleasantries i. u
s
Language use: Focus on e
tenses, appropriate diction,
adverbs and modals. t
c
.
66
SPEECH WRITING 4.4.1 identify features that Format of informal speech Expose students to some occasions In groups/pairs, students
characterize informal - addressing the audience for informal speech. Speech prepare speeches on given
Informal speech. (not as elaborate as delivered at: topics for discussion e.g.
formal) - a birthday party speech to a group of new
- briefly re-stating the - a family reunion students on life in your
topic. - a students‘ meeting school.
- a class meeting
4.4.2 use appropriate Language use in informal
language in informal speech: Read/play back and discuss
speech. - use of contracted form excerpts of informal speeches as
- use of repetition models e.g campaign speech,
4.4.3 write an informal - use of rhetorical question speech delivered at a birthday
speech using - controlled use of jokes party. Students deliver speeches
appropriate and humour. extemporaneously.
language. In groups/pairs, students practise
writing informal speeches on some
Formal 4.4.4 identify features that Discussion of format for formal topics for oral/written delivery. In groups/pairs, students
characterize formal speech – prepare speeches on given
speech. - addressing the audience Expose students to some occasions topics for discussion e.g.
- stating the topic for formal speech. Speech delivered Child Abuse, Teenage
- taking the main points at Pregnancy, Achievements of
of the speech in turns - School Speech and Prize- the school. Preservation of
- conclusion Giving Day Water Bodies, Peaceful Co-
- expressing gratitude to - Founder‘s Day existence, etc.
audience for listening to - Any other official
you. Gathering
4.4.5 use appropriate Language used in formal Read excerpts of speeches as

language in formal speech. models.
speech. - use of polite language
- use of quotations
- use of rhetorical questions In groups/pairs students practise
- use of repetition writing formal speeches on some
- controlled use of humour topics for oral/written delivery.
67
TERM 3
4.5.1 identify features of Three types of argumentative In pairs/groups, students discuss Students write argumentative
ARGUMENTATIV argumentative essay. essays: features of all three argumentative essays on a given topic
essays.
E ESSAYS 1. Those that require the Students discuss essays
4.5.2 write argumentative student to propose the Teacher divides class into two paying attention to features.
essays. point. opposing groups to argue on the
stand taken on a given topic.
2. Those that require the
student to express
opinion.
3. Those that require the

student to consider both
sides of an issue and
give judgment.
4.6.1 identify features of Exposition: Explanation/ Use sample essays for analysis. Students write on given topics
expository writing. Description, Presentation of the using features of exposition.
processes involved in making of
4.6.2 write expository an item or how something Select topics for discussion.
essays. operates e.g preparation of
one‘s favourite local dish,
playing a particular game,
manufacturing a product or
giving of direction to a place.
Structure/Features
Title
Introduction
Body—well-structured and co-
ordinated paragraphs.
UNIT 6 conclusion
Language use
EXPOSITORY Focus on the active and
WRITING passive voice, present simple
and habitual tense forms.
68
YEAR TWO
SECTION 5
LITERATURE
1. see the relevance of, and appreciate various forms of oral and written literature.
2. understand and appreciate the use of literary terms in literary works.
3. develop love for creative writing.
TERM 1
5.1.1 appreciate the Examples of proverbs.

PROSE (Oral) beauty of the
Proverbs language of A stitch in time saves nine. Students take turns in identifying In groups, students should
proverbs in A friend in need is a friend proverbs in English and other local collect a number of proverbs
contexts. indeed. languages and state their meanings in English and provide their
The crab does not give birth to in context. meaning in context.
a bird.
The goat that delights in soiling In groups/pairs, students translate
the town soils its own tail. local proverbs within contexts into
English.
5.1.2 explain the Functions of proverbs Select extracts of proverbs and

functions of - they enrich the language. state their relevance and meaning
proverbs. - they excite the mind in the context in which they are
- they are thematic used.
statements
69
5.1.3 translate proverbs Translate equivalents in English Students look for equivalent English
from one language and Ghanaian or African proverbs to local ones.
into another. Languages.
Create scenarios that illustrate the Individual should write short
5.1.4 use proverbs appropriate use of proverbs. paragraphs on a given
appropriately in proverb to illustrate its
speech and in meaning.
writing.
5.2.1 identify background Using specific text find: Students read passages, identify
and setting of the and discuss elements of
text. - Background and setting background and setting.
5.2.2 determine subject - Subject matter and Read selected passages

matter and theme. theme embodying subject matter and
theme.
UNIT 2 5.2.3 analyze plot and Plot or the storyline: Identify and discuss theme(s) of a In group/pairs students
PROSE (Written) show how the sequence of events in a text relating it to the action/plot. should read a short text and
Study of a Specific writer uses it story/play. discuss it.
Text: effectively in a - setting
given text. - plot
Background and - subject matter/theme
Setting 5.2.4 show how Characterization: In groups/pairs, examine passages - characterization, etc.
characters are -presenting characters in a that deal with characterization and
Subject Matter and portrayed. story or play through style. Students should write short
Theme -what they say and do imaginative stories.
Plot and -what is said about them Discuss effectiveness of the
Characterization -their reactions to situations. language used, etc.
70
TERM 2
UNIT 4
5.4.1 identify and Features of a ballad In groups, students identify the Individually, students should
appreciate the -usually in stanzas features of a given ballad. compose poems parallel to a
POETRY (Written) features of the - often has rhyme patterns ballad.
The Ballad ballad. - expresses intense emotion -
e.g. love, loss, sadness
-usually has a single theme
-long and sung
5.4.2 identify the values
in a given ballad.
The epic
UNIT 5 5.5.1 recognize the form - long narrative poem Use extracts from an epic poem. Students should do an Oral
of the epic, - uses elevated language Identify features and other devices. appreciation of an Epic
POETRY (Oral) identify its - characters usually high Explain effect of devices used in Poem.
theme(s) and ranking and socially characterizing the epic.
The Epic comment on important
features and - deals with their impact on
impact of the epic. the history of a nation or
a race
- describes brave feats
and heroic achievements
71
DRAMA 5.6.1 identify Background and setting. Read extracts, identify and discuss Students should identify and
background and elements of background and discuss theme(s) in a specific
Study of a Specific setting. setting. text relating them to the
Text: action or plot and
5.6.2 determine subject Subject matter and theme. characterization
matter and Read selected passages
theme(s). embodying subject matter and
theme(s).
5.9.3 analyse plot and Plot and characterization
show how the
writer uses it Identify and discuss themes relating
effectively. them to the action, plot and
characterization.
5.9.4 identify and Dramatic techniques e.g. irony, In pairs/groups, students examine Students should identify the
comment on suspense. the effective use of dramatic use of dramatic techniques in
aspects of the techniques used in the text. given contexts and discuss
dramatic their effects.
techniques used. Discuss the effectiveness of the
language used in the text.
72
TERM 3
DRAMA
The Study of a 5.7.1 explain the terms. Dramatis Personae/Cast Use text to identify and explain Students should identify and
Specific Text II - characters in a play terms. discuss the effectiveness of
5.7.2 identify them in novel or poem any two of the devices used
texts. - list of characters in the Students look for other examples in a given text
progamme of a play, at from other sources for class
Dramatis 5.7.3 show how they are the beginning of the discussion. Students should perform the
Personae/Cast used to achieve printed version of a play play studied
special effects. Pairs/groups discuss the
effectiveness of terms as used in a
- Act: major division of a given text.
Act play.
Scene:
Scene - minor division of a play
- piece of action which is
self-contained and
primarily visual.
Satire - Work of art that

Satire criticizes human foibles or
frailties with a combination of
wit and humour
Sarcasm speaker pretending to

be precise when he actually
Sarcasm means the opposite e.g. Mark
Anthony‘s speech in Julius
Caesar: ―For Brutus is an
honourable man‖
73
Euphemism Euphemism presenting an

unpleasant thing or experience
in a more pleasing way e.g. ―He
has passed away‖ – died.
- Soliloquy: speech
Soliloquy delivered by a character
(in a play) 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 Aside: a character directly

addresses the audience without
being heard by other actors on
stage.
74
YEAR THREE
SECTION 1

1. speak English accurately and fluently.

2. make use of appropriate stress and intonation in their reading and speech.
TERM 1
UNIT1 The student will be able to:
SPEECH WORK
Review of Years 1 & 2 (Refer to Years 1 and 2) NOTE: Teacher should identify Refer to previous years‘ work.
work aspects of speech work in
Years 1 and 2 that require
remedial work
Concentrate on problem
sounds.
75
UNIT 2 From a given dialogue assess
1.2.1 read and speak Emphatic and Contrastive Provide extracts to give practice in
students‘ knowledge of the
using the correct Stress. the use of emphatic and contrastive use of stress and how stress
SENTENCE STRESS sentence stress stress. affects the meaning of a
and intonation. Stress content words sentence.
Emphatic stress - nouns, adjectives, verbs, Discuss differences between
Contrastive stress adverbs, etc. observing sentence stress in Create scenes for dialogue
reading and reading flat. and conversation or ‗news
Stress function words, reading‘ to practise
prepositions, articles, auxiliary sentence stress.
verbs, pronouns, etc. for
emphasis. Test students with a
recorded material and
identify examples of
Emphatic/Contrastive stress is emphatic and contrastive
used to bring out different stress.
shades of meaning.
76
UNIT 3 Students should read short
1.3. 1 identify weak forms. Weak forms: unstressed Note differences between weak
syllables in utterances forms and strong forms of words passages/texts taking note
1.3.1 determine when to listed in content. of weak forms.
WEAK FORMS use weak or Identification of weak forms in
stressed forms. - articles
- pronouns
1.3.3 use weak forms - conjunctions Let students read extracts/texts in
appropriately in - prepositions which they pronounce weak forms
utterances. - auxiliary verbs for practice.
e.g. a / æ / /∂/
has / hæz / / h∂z /
and /ænd / /(∂)n(d)/

to /tƱ/ / t∂/
e.g I‘ve got to do it.
Note:
-weak forms are
often employed in
ordinary speech
-strong forms, used for

particular emphasis.
Note that strong forms are often

used in citation.
77
TERM 2
UNIT 4
1.4.1 determine the onset Linking r is used when a word Provide extracts for practice in Students read short
of linking r in ending in r is followed by one using linking r, blending and vowel passages/texts containing the
LINKING – r, blending and vowel beginning with a vowel. linkage. linking – r and elements of
Blending linkage. e.g. over and over, or ever and blending and vowel linkages.
Vowel Linkage ever, etc. Using sentences, practice
pronunciation of linking r, blending,
1.4.2 enrich speech Blending and vowel linked phrases.
delivery using the When a word ends with a
features. strong consonant and the next
word begins with a vowel, both
words are pronounced together.
e.g. stand out
stand up
Vowel Linkage
When the article an/the
precedes a noun that begin with
a vowel, both words are
pronounced together – e.g. an /
æn/ orange –
The [∂i] orange.
UNIT 5 1.5.1 identify features of Use of Tune 1 or 2 for words in Tune 1 falling intonation( ) Students engage in dialogues
tune I and tune 2, parenthesis depending on main Tune 2–rising intonation( ) to practise Tune 1 and 2.
EMPHATIC and use them utterance. Provide extracts for practice in
INTONATION appropriately. intonation patterns.
e.g. ―Get out,‖ she shouted
Intonation of Words in ―angrily‖. Tune 1, Tune 1 Students listen to good speech for
Parenthesis but: models and practice.
―Are you alright,‖ he said
―anxiously‖. Tune 2, Tune 2
78
YEAR THREE
SECTION 2
READING/LISTENING COMPREHENSION
1. develop further, the skills of reading and answering comprehension questions accurately and appropriately.
2. develop further, the skills of summarizing passages/texts.

READING 2.1.1 use skimming and Skimming and Scanning different Use given passages and texts for Students read short
scanning techniques texts for different purposes. practice exercises on skimming and passages to test faster
COMPREHENSION in studying any scanning, paying particular attention to reading using the
given text. Length of passage: 350-400 words. essential points and supportive ideas. techniques of skimming
and scanning.
(Length of Passage
Appreciative Questions 350 – 400 words)
2.1.2 answer questions Recall & Derivative questions Group discussion and questions based
based on writer‘s Questions based on writer‘s diction, on passages of about 350-400 words.
language and style. mood/attitudes portrayed by the
choice of words, figurative and
idiomatic expressions.
Language use Written comprehension

Focus on punctuation—comma, exercises based on given
apostrophe, full stop—tense passages/texts.
sequence.
2.1.3 read and answer a Recall questions, derivative Draw students‘ attention to various
variety of questions, appreciative questions, types of comprehension questions.
comprehension Grammatical questions
questions. vocabulary questions.
79
UNIT SPECIFIC CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION
OBJECTIVES

UNIT 2
2.2.1 use summary Passages from textbooks Ask questions based on given passages of about
techniques in and journals for summary 350-400 words.
SUMMARY III reducing passages work.
Topic Sentence into sentences,
Sentence phrases and words Revision of the various
Summary and effectively. steps and techniques of Students do revision
Continuous summarising. exercises on summary
Summary writing.
2.2.2 identify topic Listen to news and Students summarize notes written on other
sentences and write dictated passages for subjects for general class discussion.
out paragraphs using summary.
only essential points.
2.2.3 answer summary

questions based on
given texts.
Language use Revise various steps and techniques for Students do several
Focus on phrases, summarizing texts. written summary
sentence construction or exercises on passages/
needy area(s). texts.
READING BEYOND THE CLASS TEXT
Each student is expected to read at least five story books of his/her own choice each term. Students make their choice
from recommended titles. One way of encouraging students to read is to select comprehension passages for terminal
examinations and continuous assessment tests/tasks from the recommended story books (contact CRDD for the list of
approved books)
80
YEAR THREE
SECTION 3
GRAMMAR
General Objective: Students will be able to:
1. identify and use grammatical forms accurately in writing and in speech.

2. observe the functions of the various grammatical forms in given contexts.
TERM 1
CONSOLIDATING 3.1.1 identify the different Types of phrases: Discuss the functions of phrases using Students should identify
THE PHRASE types of phrases and -Noun phrase appropriate texts drawn from various phrases in given
their functions. - Verb Phrase sources including selected literary texts sentences/passages.
-Prepositional Phrase and comprehension passages.
-Adjective Phrase
-Adverbial Phrase
3.1.2 use them correctly in Functions of the phrase: Give sample sentences/ passages for Students should state
sentences. e.g. A noun phrase students to identify phrases and state their functions of the identified
functions as a Subject, functions. phrases.
Object, Complement
81

UNIT 2
3.2.1 identify Pre-determiners: Pair/group work: Students should identify the
predetermines of Type of predetermines different types in given
PRE-MODIFIERS/PRE- nouns Indefinite: all, both, etc - identification of the different sentences.
DETERMINERS OF The article: a/an/the types of pre-modifiers/pre-
THE NOUN 3.2.2 determine the pre- Quantifiers: Ordinals –first, second determiners from a given list. Students should use different
modifiers of the Cardinals – one, two premodifiers/predeterminers
noun. - Re-ordering of the modifiers. in their own sentences.
3.2.3 establish the order Premodifiers: - Use of the different pre-

in which they occur Adjectives that talk about e.g. modifiers in continuous
and use them shape, size, colour of objects etc. writing.
correctly. - students identify pre-modifiers
and pre-determiners in
3.2.4 use pre-modifiers Nouns/Nominals e.g. sentences.
and pre- Ghanaian, stone (house), stony
determiners (house), wooden (house)
appropriately in e.g. She bought a new,
context. beautiful, purple,
Ghanaian, kente stole
NOTE: Encourage students to
We met a tall, young,
read enough to get the
smart-looking, naval
arrangement/ordering of
officer.
adjectives in English
Several variations in ordering
adjectives are possible but a fairly
usual order is:
(a) Adjectives of size (except
Little)
(b) Adjectives that describe
generally
(c) Adjective of age (and the
adjective little)
(d) Adjective of shape
82
(e) Adjective of colour

UNIT 2 (CONT‟D) (f) Adjective of material
(g) Adjective of origin
(h) Adjective of purpose
For example: I have a long
sharp knife.
Our school bought blue velvet
curtains.
3.3.1 identify the The post-modifier normally List the different post-modifiers for Students should identify the
different post comes after the word/noun it group study. different types of post-
UNIT 3 modifiers. describes. It may be a/an: modifiers in given
- Substitution drill on the use of sentences/texts.
3.3.2 establish the order - Adverb modifiers.
POST-MODIFIERS OF
in which they occur The boy behind (post Students should use different
THE NOUN
and use them modifier) - Students replace one type types of post-modifiers in given
appropriately. of post modifier with sentences.
The heir apparent another to determine
The secretary general effects.
Phrase - Sample texts for

- Infinitive: analysis/students writing.
The man to imitate …………
- Prepositional phrase
A woman of substance
- Participial:
The car being towed away.
83
The student will be able to: Clause:

UNIT 3 Relative which/who/that:
The boy who came here.
(CONT‟D) The cat which I bought….
Adverbial
The day when I first went to school
………..
3.4.1 identify and use the The use of various degrees of Provide scenarios for students to form Students should provide
UNIT 4 comparative comparison—regular, irregular and sentences using the adjectives and correct forms of
forms of adjectives adverbial forms of adjectives/adverbs. adverbs of various degrees of adjectives and adverbs in
COMPARISON OF and adverbs comparison. given sentences and
ADJECTIVES AND correctly. passages.
ADVERBS
Students should write
short texts using various
degrees of adverbs and
adjectives.
3.5.1 identify Nominalization Students change given adjectives into
UNIT 5 nominalized forms Simple Nominalizations nouns and vice versa.
of adjectives. Adjective to noun Students should change
Word Formation long length the functions of words in
wide width given sentences.
poor poor
Suffixes that convert adjectives into

nouns e.g.
- ness mean→meaness
- ity sincere→sincerity
Suffixes that convert adjectives into

adverbs e.g.
- ly quick→ quickly
84
UNIT 5 (CONT‟D) The student will be able to: Prefix
a fresh – afresh
Word Formation
Words which function either as verbs
or nouns without change in their
forms e.g
N V
‗extract - ex‘tract
‗convert - con‘vert
‗contact - con‘tact
‗balance - ba‘lance
3.5.2 recognise words When the word is a noun the stress is Provide recorded speeches with such
which can function on 1st syllable; when the word is a sounds for students to notice changes
either as verbs or verb the stress is on the 2nd syllable. in stress patterns and vowel quality.
nouns without
change in their mis inform → misinform
written forms. dis allow → disallow
In groups, students provide more
Prefixes that are used for negation of examples using dictionaries.
verbs:
un do → undo
85
Word Formation 3.5.3 distinguish Acronyms

between acronyms e.g UNESCO, ECOWAS, WHO, Students use dictionary/internet to find
and abbreviations. TOEFEL, BECE, WAEC out differences between acronyms and
abbreviations.
Abbreviations: GES, JSS, BOG etc
Synonyms
3.5.4 identify words that tired - exhausted Analysis of texts with words underlined In groups, students make
have nearly the aid - help for substitution with: a list of examples of:
same meaning. whisper - murmur Synonyms. - Synonyms
Antonyms; - Antonyms
- Homonyms
Antonyms Homonyms; - Homophones
3.5.5 identify words that up - down Hyponyms; - Hyponyms
are nearly opposite on - under Students supply their own examples. using the
in meaning. healthy - sick Use the words to form sentences. dictionary/internet.
withdraw - advance
polite - insolent
3.5.6 identify words that Homonyms

have the same bow - bow
forms but have sow - sow
different minute - minute
meanings and/or refuse - refuse
pronunciation.
86
UNIT 5 (CONT‟D) Students will be able to:
Word Formation 3.5.7 identify words that Homophones

are related in see - sea
meaning through a die - dye
specific aid or a phase - face
more general term. formally - formerly
Hyponyms
Bird - eagle, vulture, crow
Flower - hibiscus, lily, daisy
Building - house, hut, chalet
Vehicle - car, bus, cart
87
TERM 2
UNIT 6
3.6.1 state the different Revision of tense forms: Present, Read short texts and identify the tense Students should complete
tense forms. past, and their perfect forms. usage. given sentences using
SEQUENCE OF Use substitution tables to re-inforce correct tenses.
TENSES use of tense
3.6.2 use forms
consistently in Writing short stories to practise tense
compound/complex sequencing.
sentences.
3.6.3 use forms Maintain the same tense forms in In groups/pairs, students
consistently in complex, co-ordinate and in should write short texts
sentences and in continuous (across sentence) writing: using the appropriate
continuous writing tense sequence for
e.g. narratives. e.g. (Simple Present) discussion.
The boy says he knows the stranger.
The students think the questions are
difficult.
(Simple Past)
He said he would come.
The old lady asked if I could help her.
(Simple Present/Present Perfect)
We know the boy has run away.
I am happy you have passed the
exams.
(Simple Past/Past Perfect)
He realized he had made a mistake.
The girl found out someone had
taken her pen.
88
REPORTED 3.7.1 determine direct Direct speech form: Conversion drills. Students should change
SPEECH and indirect Students dialogue converting direct direct
speech forms. Use of punctuation speech to indirect speech e.g. statements/questions into
Direct & Indirect e.g. quotation marks. Razak: I‘m tired. indirect forms and vice
3.7.2 use the forms in He said, ―I am tired.‖ Sharika: Razak says he is tired. versa.
their appropriate Razak said he was tired.
contexts. Form of indirect speech.
- Use of reporting clause Use of material from journalism and
3.7.3 report direct He said that ………….. literature for analysis.
speech He enquired ………….
appropriately In pairs/groups, students change
using suitable - Shift in pre-nominal samples of direct speech into
nd
tense forms. forms e.g. 1st, 2 , 3rd, indirect/reported speech.
persons etc.
Back shift of tense forms e.g.

He said, ‗I like it‘
He said he liked it.
Back shift of adverbs e.g.

now then
today that day
yesterday the day before
tomorrow the next day
Note: The choice depends on the

time of reporting.
89
REGISTER 3.8 .1 identify and use Definition of Register – Provide suitable passages/texts to help Students fill in blanks
correctly register Registers refer to vocabulary students study register of various fields using appropriate
associated with associated with specific fields. and professions. register.
specific fields. e.g. family, kinship and inheritance.
3.8.2 use appropriate Vocations – farming, dentistry

register to Weaving, sports and games, the
compose specific judiciary, etc.
texts in particular e.g Judiciary – bench, bar, counsel,
fields. client, plaintiff, accused, defendant,
acquitted, discharged, bailed, warrant,
plea, jump bail, etc.
Students write a short
Register for: essay/report based on
Advertising a field trip, using the
Journalism appropriate register.
Commerce
Professions – medical, The Clergy Provide texts for class analysis
e.g. Journalism:
the media – print/electronic, Field trips to various places of specific
reporters, transmission, the press, professions and workshops.
presenters, frequency, studio,
metre band, newsroom, air-time, Students should discuss and practise
newspapers, editorials, different registers learnt.
antenna/aerial, features,
rejoinders, articles, crew,
programmes, announcement. In groups, students use dictionaries, Students write essays
Internet and journals to collect on any field of their
registers. choice, using the
appropriate register.
Students discuss/practise different
forms of register learnt in exercises. Students fill in blanks.
90
YEAR THREE
SECTION 4
WRITING
1. develop further writing skills acquired and use them accurately.

2. write essays on a variety of topics.
3. practise creative writing.
TERM 1
DEBATES 4.4.1 4.1.1 identify features of Features characterizing debates: Organize debates Organize a class debate
4.4.2 debates. -address audience on given motion e.g.
-introductory remarks stating the Students listen to debates e.g. Radio - Child waywardness,
motion etc. debates or real model debates. parents are to blame.
-refutal/rebuttal – stating one‘s
4.1.2 compose debate for position/arguments. Let students practise features of Students should write
oral/written delivery -use of l and rhetorical questions, debates in class: arguments for their
using effective repetitive expressions, etc. -special introduction debates.
debating language. -use of contrasts and comparisons. -stating the motion
-concluding statements, often -rebuttal
summative. -contrast and comparison—concluding
statement
91
ARTICLE WRITING 4.2.1 write articles using Ref Year 2 Unit 5 p. 67 Analyze and discuss sample articles Students should write
appropriate from newspapers articles on given topics
features.
UNIT 3
PROGRAMME 4.3.1 learn the structure Features of a programme Use sample programmes to illustrate Students should write a
WRITING of a programme. - Title types and identify features. programme essay on any
- Chronological arrangement of event or given activity
events through use of a variety of Pair/group activity. from given topics e.g.
phrases and clauses indicating time. Funfair.
Inter-house Sports
Activities.
4.3.2 identify types of Types of programmes. Write base programmes for birthday Your School‘s
programmes. party-school event. etc. Silver/Golden Jubilee.
- The base programme – i.e.
schedules of activities and
events. Convert base programme into essay
form and note the changes.
- Essay form where
programme is developed
into continuous prose.
4.3.3 write a programme Language use Discuss the uses of programmes.

based on features Focus on variety of phrases and
identified. clauses indicating tense, future time
and adverbs.
92

UNIT 4
4.4.1 identify features of a Features of report writing Analyze samples of reports to identify
report and use them - appropriate title features.
REPORT WRITING effectively in writing. - signature
- full name Dramatize scenes of situations, this
- address should be followed by group writing and
- date (could be on top/ presentation of reports.
bottom)
- chronological ordering of Brainstorm session for writing reports Students write reports
events through use of e.g. a field trip, club activities, research on given topics using
* tense and time project, etc. the features identified
adverbials. e.g.
* use of passive structures
compound and complex -A Speech and Prize-
Giving Day
Structure Activities of the Peer
-Introduction—state purpose of Counsellor‘s Group.
report
-Body—in paragraphs—can use
sub-headings
-Conclusion/recommendation
Teach students to appreciate the need Students should
Reference(s): to document information gathered. gather information –
Documenting information gathered, Use a novel style and be consistent. on a topic or project
e.g. Author‘s name, date, publisher, and do proper
place of publication, page referencing.
numbers, etc.
93
TERM 2
UNIT SPECIFIC CONTENT TEACHING AND LEARNAING EVALUATION
UNIT 5
4.5.1 write minutes using Definition of Minutes (Record of Use of sample texts for identification
the appropriate deliberations at a meeting of a/an of features.
WRITING OF features. association, club, class, society)
MINUTES Analyse samples of minutes.
Features and structure Students should write
- opening – i.e. time Organise mock meetings for students minutes of mock
- attendance to write the minutes for class meetings.
- minutes of previous meeting discussion.
- matters arising
- new business
- any other business (AOB)
Language use
- use of reported speech forms
- use of summary devices
- variation in use of active/
passive constructions.
UNIT 6 4.6.1 explain the concepts Explanation of notices and Take students round school/city/ Students should discuss
behind notices and advertisements. town/village to see notices. notices/advertisements
NOTICES/ advertisements. they hear and see.
ADVERTISEMENTS Functions of notices and Produce newspapers, magazines that
advertisements: contain notices and advertisements Students write notices
4.6.2 write good notices for students‘ perusal and advertisements on
and advertisements. Notices 1: Give information i.e given information.
direction, warning. Students listen to radio/television
Advertisements are used to: notices/ advertisements.
- sell products (goods and
services) Discuss these notices/
- persuade others to change advertisements in class, paying
behaviour in one way or attention to language.
another
- convey information to the Students correct captions e.g.
general public. Cars for hiring
Chairs for hiring fowls for sale
94
NARRATIVE AND 4.7.1 write short narratives Reference: Year 1 Unit 4 p.34 Revise features and techniques for Students should narrate
CREATIVE WRITING using appropriate narrative and creative writing. events of the week and
REVIEW I features. Year 3 Unit 1 p.89 write short stories on
given topics.
UNIT 8
REPORT 4.8.1 write reports and Structure and features Revise features and format for writing Students should write
AND letters using Ref: Year 3 Unit 5 p. 92 reports and letters. Students write reports and letters on
LETTER WRITING appropriate features. reports of class projects. given topics using the
REVIEW II Ref: year 1 Unit 6 p35 features studied.
----- year 2 unit 1 p. 62
95
YEAR THREE
SECTION 5
LITERATURE
1. understand and appreciate various genres of written literature (prose, drama, poetry).
2. understand and appreciate the use of literary terms.
3. develop the love for creative writing using the appropriate literary techniques.
TERM 1
PROSE, 5.1.1 identify background Background and setting. Read portions of the prescribed text in Students should discuss
Study of a Specific and setting of prose class. theme(s), plot, etc and
Text text. bring out their effects in
their contexts and on the
text as a whole.
Background and 5.1.2 determine the Subject matter and theme(s). In groups/pairs, discuss theme(s),
Setting subject matter and plot, etc. and bring out their effects in
Subject Matter and theme(s). their contexts and on the text as a
Theme. Plot and characterization. whole.
Plot and
Characterization 5.1.3 analyze plot and
Narrative Techniques show how the
writer uses it
effectively.
5.1.4 show how

characters are
portrayed.
96
5.1.5 make meaningful Narrative techniques.

comments on eg. suspense, plot, flashback, etc.
aspects of the
narrative
techniques.
UNIT 2
5.2.1 define the given Ambiguity where a word or an Use suitable passages from prose Students identify the use
literary terms. expression has more than one and poetry to illustrate uses of literary of these terms in a text
LITERARY TERMS I interpretation. terms and their meanings. and comment on their
Ambiguity effects.
Paradox 5.2.2 identify them in Paradox expression which appears to Students identify literary terms in
Flashback passages, prose or be absurd or false, but which is true, passages and explain their functions.
Interior Monologue poetry. upon reflection, or in a larger context.
e.g. More haste, less speed
The child is the father of the man.
5.2.3 comment on the Flashback presentation of scenes or

effect of the terms incidents that occur prior to the
in contexts. opening scene of a play or a novel.
Interior monologue way of

representing the thoughts of a
character without the intrusion of the
writer.
97

UNIT 3
5.3.1 identify background Background and setting. Read parts of the text in class. Students should identify
and setting of In groups/pairs, discuss issues of the theme(s) of a text and
DRAMA: prescribed text. theme(s), plot, characterization, etc., discuss how elements
pointing out their effects in their like setting, plot,
Study of a Prescribed contexts and on the play as a whole. characterization, etc. help
Text to enhance the theme(s).
5.3.2 determine the Subject matter and theme. Dramatize parts of the play to In pairs/group, students
subject matter and highlight features. should identify other
theme(s). values and comment on
them.
5.3.3 analyse plot. Plot Discuss some values in the text.
5.3.4 show how Characterization.

characters are
portrayed.
5.3.5 identify values in Values

text.
Language use:
Focus on adjectives,
dramatic techniques,
dramatic dialogue and structure.
98
TERM 2

UNIT 4
5.4.1 define literary Tragi-comedy: A play that seems to Students learn the meaning of terms Students should identify
terms. lead to a tragic catastrophe but in context. the use of these terms in
LITERARY TERMS II unexpectedly ends happily.. a given text and discuss
5.4.2 identify them in Use suitable extracts to: their effects.
relevant extracts. Epilogue: The final remarks of an - identify features that describe the
actor addressed to the audience at terms.
5.4.3 determine their the close of the play.
effects in their
contexts. Prologue: The preface or introductory - discuss their effectiveness in their
remarks, usually delivered by an actor contexts.
in a play
Litotes: The use of an understatement Students look for examples from other
or double negative. sources and comment on their
e.g. This is no mean achievement. effects.
I was not in the least surprised
that he passed.
Epigram short, witty and amusing

statement.
Transferred Epithet
A word or phrase borrowed to
describe someone or something.
e.g. Iron Lady – used to refer to a
strong – willed and hardworking
woman.
99
100
UNIT 5
5.5.1 determine the Study of background and setting of
background and selected poems. Read poems aloud in class or use Students should write a
POETRY: setting. recorded cassettes. short appreciation of a
given poem making use
Study of Selected of the devices learnt as a
Poems 5.5.2 determine the Study of subject matter and theme(s) In groups/pairs, discuss issues of guide.
subject matter and of given poems background and setting, theme(s),
theme(s). poetic devices used etc pointing out
their effects in their contexts.
5.5.3 comment on the Analysis of poetic devices, e.g. Students relate poems to others they
poetic devices alliteration, paradox, assonance, have read and share experiences.
Poetic Devices; used, e.g. onomatopoeia, etc. Students should compose
Sound effects, alliteration, their own poems
rhythm paradox, etc. incorporating values in
Symbolism, etc. their themes
5.5.4 identify values in Values in selected poems. Discuss some values in text
the poem.
Oxymoron: a combination of words

which contradict each other e.g.
poisonous pleasure
Bittersweet,
open secret.
Disturbing silence
Eulogy: a poem in praise of someone

Oxymoron or his qualities.
Eulogy
REFERENCES
1. Florence Abena Dolphyne : A Course in Oral English

101
2. A.B.K. Dadzie and N. Grant : New Gateway to English for Senior High Schools, Students‘ Book 1, 2 and
3
3. Sampson Kobla Ezuh : English Language for Senior High Schools
4. Kwesi Delata : Oral English for Senior High Schools
5. T.J. Fitikides : Common Mistakes in English
6. E. Fei-Donkor : English for Senior High Schools
7. Prof. S.K. Nduom and M.O. Agyare : West African Schools & Colleges
8. Anthony Gyampo : Understanding Core Literature in English
9. Seth Amoako : Functional English for Senior High Schools
10. Philip Arthur Gborsong : A Comprehensive Guide to Comprehension and Summary
11. Naa Afarley Sackeyfio : Morally Speaking
12. Naa Afarley Sackeyfio : Comprehension Plus
13. Kaakyire Akosommo Nyantakyi : Practical English Day 1- 360
14. Hellen Amartey Quarcoo Eta-al : English for Senior High Schools
102

Senior High School 2010

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MIN IST RY OF E D U CATION

TEACHING SYLLABUS FOR ENGLISH LANGUAGE

Enquiries and comments on this syllabus should be addressed to:

RATIONALE FOR TEACHING ENGLISH

6. prepare students to function effectively on their own

a. in offices and other work situations

7. develop in students human values for life.

ORGANIZATION OF THE SYLLABUS

YEAR 1 YEAR 2 YEAR 3

SECTION 1: LISTENING AND SECTION 1: LISTENING AND SECTION 1: LISTENING AND

Unit 5: Mono and Di-syllabic words (Pg.6)

SECTION 2: SECTION 2: SECTION 2:

Unit 1: Reading Unit 1: Reading Skills

Unit 4: Reading Beyond Class

SECTION 3: GRAMMAR SECTION 3: GRAMMAR SECTION 3: GRAMMAR

Unit 6: Tense and Aspect ( Pg.

The past tense

Unit 7: Future Time (Pg.22)

Unit 8: Adverbs (Pg. 23)

Unit 9: Prepositions (Pg. 24)

Unit 10: Conjunctions (Pg. 25)

Unit 11: Interjection (Pg. 26)

Unit 12: The Phrase (Pg. 26 -27)

Unit 13: Clauses (Pg. 28)

SECTION 4: WRITING SECTION 4: WRITING SECTION 4: WRITING

Unit 5: Descriptive Writing

Unit 6: Letter Writing (Pg. 33)

SECTION 5: LITERATURE SECTION 5: LITERATURE SECTION 5: LITERATURE

SUGGESTIONS FOR TEACHING THE SYLLABUS

Knowledge and Understanding - 40%

The four (4) skills are as follows:

Listening Comprehension - 10%

The profile dimensions and the skills may be combined as follows:

Listening – Knowledge and Understanding

Knowledge and Understanding (KU)

knowledge The ability to:

understanding The ability to

Use of Knowledge (UK)

application The ability to

analysis The ability to

innovation/creativity The ability to:

evaluation The ability to:

Explanation of the meaning of the four skills is as follows:

Knowledge and 15 85 - - 100 40

Use of knowledge - - 75 75 150 60

Total Marks 15 85 75 75 250

%Contribution of Skills 5 35 30 30 100

GUIDELINES FOR SCHOOL BASED ASSESSMENT

A report must be written for each project undertaken.

Marking SBA Tasks

Grade A1: 80 - 100% - Excellent

NOTES TO THE TEACHER

1. Oral Work (Listening and Speaking)

1. Values: Attitude to work:

4. Nature: The Natural Environment – Plants, animals, birds

5. Entertainment: Sports, Games, Music & Dance

6. Social Problems e.g. Child Labour, Child Trafficking, Child Abuse.

7. Diseases: AIDS, Malaria

9. Transportation: Land & Sea

1. Values: Attitude to work

4. Communication: E-mail, Internet, Print and Electronic Media

6. Entertainment: Sports and Games, Music and Dance

7. Nature – The Natural Environment

1. Values: Attitude to work: