BaAno general Sigar

FORM 1: ENGLISH LANGUAGE SCHEME: COMPRESSED VERSION

Sigauke R P EC No: 2010341C

Eagles View Academy

TERM 1: 2024

PERSONAL DETAILS

QUALIFICATION:

Diploma in Education

Mutare teachers'tertiary

SOURCES/ REFERENCES:

STEP-AHEAD BOOK

ENGLISH FOR ZIMBABWE BOOK

CAMBRIDGE ADVANCED LEARNERS’ DICTIONARY

AIMS:

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The aims of the syllabus are to promote in pupils an awareness of:

- The usefulness of the English Language as a medium of National and international communication.
- The values of effective language command and use for personal and National development.
- develop reading abilities and skills that:-
- are useful for everyday life such as reading instructions, newspapers, reports;
- motivate pupils to develop a lifelong reading habit for enjoyment and knowledge;
- become effective users of English in a place of work;
- write different kinds of letters, notes and reports

Among other things, the NATIONAL English Syllabus also aims to:

1. Enhance the pupils’ skills of listening, speaking, reading and writing so as to enable them to meaningfully and
creatively take part in the social, political and economic spheres of their country.
2. Equip pupils with linguistic to help them advance themselves in the acquisition of vocational skills as well as make them
linguistically relevant in society.
3. Empower pupils with creative writing prowess.
4. Expose pupils to diverse values of their society as well as those of other societies.
5. Develop reading abilities to enhance a thorough understanding of various texts for purposes of responding to
comprehension passages.

1.Wk/Ending TOPIC Content OBJECTIVES S.O.M Teacher and pupil Activities

By the end of the
lesson, pupils should
be able to:
Lesson 1 Simple sentences Countable Write common and Teacher’s notes and Word roots
their plurals personal insight. Ante = before
ICT Tools Antenatal, Ante-nuptial contract, etc

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Spelling:
Advise Affair Forbid Adventitious Affable
Affirmative Agape Fair Promptly Reply

Students give common nouns in their

classroom and write their plurals.
A sentence is a group of words that make a
complete sense. It begins with a capital letter
and ends with a full stop, question mark or
an exclamation mark, depending on the
nnumber and meaning of the sentence.
It must contain a subject and a predicate (it
begins with a finite verb).
Construct five simple sentences using the
common nouns in their classroom.
Lesson 2 Simple sentences Uncountable Write uncountable Teacher’s notes and Spelling:
nouns nouns and their plurals personal insight. Believe Gorgeous Achieve Receive Belief
ICT Tools Ingenious Perceive Mischievous Conceive
Zealous
Students study words on the board such as
luggage, furniture and so on. Construct
simple sentences using the uncountable
nouns, paying particular attention to subject
and verb agreement.
Lesson 3 Comparatives and Adjectives Construct sentences NATIONAL Spelling
superlatives using the adjectives. Syllabus page Absence Accidentally Announce Answered
ICT Tools Approximate Acquaint Argument Athlete
Benefit Business
Study the sentences on the board and
construct simple sentences using the
adjectives such as tall, taller, tallest, and
careless.
For longer adjectives, use more: more

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careless and most careless.

Lesson 4 Comparatives and Adverbs Construct sentences NATIONAL Spelling: Changeable, Character,
superlatives using the adverbs. Syllabus page Committee, Conscious, Convenient,
ICT Tools Descend, Definitely, Dependable,
Desperate, Development
-study the sentences on the board and
construct simple sentences using the
adverbs: Slowly – more slowly, Quickly –
more quickly, for example,
Tendai shivered uncontrollably as she
stood by the street.
She arranged her shawl securely round her
neck before moving to a more prominent
spot in the street.
Lesson 5 Comprehension Give contextual Define given words National Syllabus Spelling: Dictionary, Different, Dining,
Vocabulary meanings of contextually 4005/1Pg 4 Disappear, Disappoint, Eligible,
words Teacher’s Resource Embarrass, Enormous, Equator,
Book Exaggerate.
Class discussion on the techniques on giving
word meaning.
Construct five simple sentences using the
learnt vocabulary.
Lesson 6 Sentence So + adjective + Tell that in speech, the NATIONAL Spelling: Hazardous, Verge, Sufficient,
construction that word so may show Syllabus p Item Nothing for it, Eventually, Instantly,
strength of feeling Word Web Online Glimpse, Regularly, Withstand, Single out,
when an emphasis is Dictionary. Panted, Barely
placed on the word. In ICT Tools In speech: ‘I am so pleased that you could
writing so carries no come.’
emphasis and the so in In writing: He was very pleased that she
so very is redundant. could come.
The bus was full. It could not take any more
passengers.
The bus was so full that it could not take

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any more passengers.

Construct five similar sentences using the
given adjectives.
2.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Sentence too plus Construct simple NATIONAL Word roots
construction adjectives plus sentences using too. Syllabus p Item Anti = against
to Word Web Online Antibiotics, anticlockwise, etc
Dictionary. Spelling: Therefore, Tragedy,
Unnecessary, Valuable, Wooden,
Absolutely, Access, Adjust, Affect,
Agencies.
Sentence construction
Too + adjective + to (Expresses an
impossibility)
The bus was full. It could not take any more
passengers.
The bus was too full to take any more
passengers.
Construct five similar sentences using the
given adjectives.
Lesson 3 Sentence Using very Construct simple NATIONAL Spelling: Excellence, Exercise, Forecast,
construction Using much sentences using very. Syllabus p Item Guarantee, Government, Grammar,
Construct simple Word Web Online Grievous, Handkerchief, Humorous,
sentences using much. Dictionary. Illegible
Teacher explains the concept.
Pupils study sentences on the board and
construct simple sentences using very.
Construct simple sentences using much.
Lesson 4 Punctuation Capital letters Punctuate sentences NATIONAL Spelling: Imaginary, Independence, Instal,
using the capital letter Syllabus Interesting, Irrelevant, Irresistible,

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where appropriate. 4005/1 Pg 5 Knowledge, Library, Lovable, Mechanic

Teacher’s Resource Use capital letters to begin days of the week,
Book months of the year, days of special events
Focus on English such as the Christmas day, Easter and so on.
Book 3 Pp84-85
Lesson 5 Comprehension Give contextual Define given words National Syllabus Spelling
Vocabulary meanings of contextually 4005/1Pg 4 Agreeable Alien Assess Attachment Auction
words Teacher’s Resource Author Autograph Awesome Allergic
Book Amuse

Class discussion on the techniques on giving

word meaning.
Construct five simple sentences using the
learnt vocabulary.
Lesson 6 Types of essays Gender To acquaint pupils National Syllabus Spelling: Stifling heat, Signified, Scowling,
Free with the types of Page iv Baffled, Took in, Ingenious, Receded,
Compositions. essays they are Teacher’s notes. Remote, Infested with, Dilapidated
expected to have Step Ahead Gender
mastered by the end of Book In what ways can schools promote equal
the two-year course, on opportunities for boys and girls?
gender. ‘Women should be restricted to work
connected with the home and children. They
should not engage in politics, commerce or
industry.’ How far do you agree with this
statement?
Discuss ways in which women contribute to
society.
‘Boys are lazier than girls.’ Do you agree?
Do you consider that the lives of women in
your country could be improved?
3.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the

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lesson, pupils should

be able to:
Lesson 1&2 Pronouns Use of Pronouns Complete the blank Teacher’s Resource Word roots
spaces with the Book Step Ahead Aqua = water
appropriate pronouns. Book Aquarium, aquamarine, etc

Spelling: Beautiful, Behaviours, Beware,

Bough (firm branch of a tree), Boulder,
Boundary, Brake, Break, Breathless,
Brethren
Study the sentences on the board. Complete
the blank spaces with the appropriate
pronouns.
Lesson 3 Sentence Using some and Use the words some NATIONAL Spelling: Brief, Burglar, Calm, Carriage,
construction others and others correctly in Syllabus Category, Celebration, Certain, Cheques,
complex Using one and sentences of their own. Chocolate, Circuit
sentences another Use the words one and Construct five simple sentences using some
another correctly in and others. For example: Some wear
sentences of their own. trousers while others wear shorts.

Construct five complex sentences using one

and another. for example:
I saw one on Wednesday and another on
Thursday.
Lesson 4 Sentence Using otherwise Construct simple Teacher’s Resource Spelling: College, Community,
construction Using perhaps sentences using Book Competition, Complaining, Complete,
otherwise. Concerned, Confidence, Consider,
Construct simple Considerate, Continued
sentences using Construct two simple sentences using
perhaps. otherwise.
For examples:
Leave me alone, otherwise I will scream!
We must water the flowers, otherwise they

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will die.
Construct three simple sentences using
perhaps.
Perhaps it will rain tomorrow.
Lesson 5 Comprehension Give contextual Define given words National Syllabus Spelling: Practically, Principally,
Vocabulary meanings of contextually 4005/1Pg 4 3. To shoot cleanly
words Teacher’s Resource 4. Immortality
Book 5. Carnivorous
6. Genuinely
7. Chief
8. Appreciating
9. Obviously
10. Merely - simply
Class discussion on the techniques on giving
word meaning.
Construct five simple sentences using the
learnt vocabulary.
Sentence Using maybe Construct simple Teacher’s Resource Spelling
Construction Using sentences using Book 1. Convince
sometimes maybe. ICT Tools 2. Coordinator
Lesson 6 Construct simple 3. Corpses
sentences using 4. Creature
sometimes. 5. Crevice
6. Criminal
7. Crystal
8. Curious
9. Damage
10. Dangerous
Construct two simple sentences using
maybe.
Construct three simple sentences using
sometimes. For example:
Sometimes I walk and sometimes I go by

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bicycle.
4.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Time phrases Using the last Construct simple NATIONAL Word roots
Complex time, the first sentences using the Syllabus Auto = self
sentence time, the next last time, the first Teacher’s Resource Automobile, autograph, automatic, etc
construction time, when, and time, the next time, Book Spelling
so on. when, and so on. ICT Tools 1. Decided
2. Decision
3. Decorate
4. Defence
5. Delicious
6. Demolished
7. Demonstrate
8. Depot
9. Depression
10. Deprived
Construct five complex sentences using the
last time, the first time, the next time,
when, and so on. For example:
The last time I arrived there, there was
nobody home. I arrived in time for
assembly.
I got there on time at exactly seven in the
evening.
Lesson 3 Reasons and Using because Construct sentences NATIONAL Spelling
purpose and in order for using because, in Syllabus 1. Deserts
Complex or in order to order to and in order 4005/1 2. Dessert
sentence for Pg 4-5 3. Designed
construction Teacher’s notes 4. Detective
Internet Sources 5. Digest

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6. Disappear
7. Discover
8. Drawer
9. Drought
10. Dye
-Teacher’s exposition
-Group discussion
- Construct five complex sentences using
because, in order to and in order for. For
example: I got there late because the bus
broke down.
He spoke up in order for everyone to hear
him.
Lesson 4 Contrast and Using bigger, Construct simple NATIONAL Spelling
comparison smaller, and so sentences using bigger Syllabus 1. Senseless
Comparatives on. Teacher’s Resource 2. Rich
Book 3. Drovers
ICT Tools 4. Swamps
5. Bog down
6. Foraging
7. Highly-coloured tales
8. Grazing
9. Set up
10. Offend

Construct five simple sentences using

bigger. For example: The black cow is
bigger but the brown cow gives more milk.
Lesson 5 Comprehension Give contextual Define given words National Syllabus Spelling
Vocabulary meanings of contextually 4005/1Pg 4
words Teacher’s Resource 1. Easiest
Book 2. Edible
3. Educational

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4. Eerie
5. Effect
6. Effective
7. Emerged
8. Endangered
9. Energy
10. Engage

Class discussion on the techniques on giving

word meaning.
Construct five simple sentences using the
learnt vocabulary.
Lesson 6 Disaster Risk Speech write a speech National Syllabus Spelling (Instead of very)
Management 4005/1
(Guided) Pg v 1. Deafening (very noisy)
compositions. Teacher’s notes 2. Frequently (very often)
Step Ahead 3. Ancient (very old)
Book 4. Archaic (very old-fashioned)
5. Transparent (very open)
6. Excruciating (very painful)
7. Ashen (very pale)
8. Flawless (very perfect)
9. Destitute (very poor)
10. Compelling (very powerful)
Disaster Risk Management
What are the causes of road accidents?
Discuss ways to stop road carnages.
Write a story beginning with, ‘The tour bus
suddenly hurtled headlong over a precipice!’
Dangers on the road.
Imagine you were involved in a car accident.
Describe how you were rescued.

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Safety on our roads.

5.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Frequency Expressing Make correct use of NATIONAL Word roots
frequency using words that express how Syllabus pg Bene = good (well)
modifiers such frequently something Item (h) Benefactor, beneficial, benefit, etc
as sometimes, happens. Step Ahead Spelling (Instead of very)
seldom, Book
normally, every Construct simple Pg 94-95 1. Beautiful (very pretty)
now and then, sentences using Teacher’s Resource
2. Rapid (very quick)
always, occasionally, often Book 3. Hushed (very quiet)
occasionally, and rarely 4. pouring (very rainy)
often and rarely 5. Wealthy (very rich)
6. Sorrowful (very sad)
7. Petrified (very scared)
8. chilling (very scary)
9. Grave (very serious)
10. Keen (very sharp)
Construct eight simple sentences using
sometimes, seldom, normally, every now
and then, always, occasionally, often and
rarely. For example:
Sometimes I travel to Harare alone.
He comes here every now and then.
Father often does the work.
He rarely visits us.
She always goes to Namibia.
Lesson 3 Quantity Using modifiers Construct simple NATIONAL Spelling
such as many sentences using many Syllabus 1. Engine
and most and most Teacher’s Resource 2. Enjoyable
Book 3. Enormous

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4. Ensure
5. Episode
6. Especially
7. Esteem
8. Except
9. Exciting
10. Exert
Construct five simple sentences using many
and most. For example:
He went to Bulawayo many times.
Most of the times he will be reading books.
Lesson 4 Degree Using modifiers Construct simple NATIONAL Spelling:
such as quite, sentences using quite, Syllabus 1. Abandoned
rather, very and rather, very and fairly Teacher’s Resource 2. Abased
fairly Book 3. Abashed
4. Abated
5. Abate
6. Immaculate
7. Spotless
8. Abandoned all hope
9. Abide by
10. No fixed abode
Construct five simple sentences using quite,
rather, very and fairly
Lesson 5 Comprehension Give contextual Define given words National Syllabus Spelling
Vocabulary meanings of contextually 4005/1Pg 4 1. Expensive
words Teacher’s Resource 2. Experience
Book 3. Explosion
4. Extremely
5. Famous
6. Favourite
7. Features
8. February

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9. Fellowship
10. Fete
Class discussion on the techniques on giving
word meaning.
Construct five simple sentences using the
learnt vocabulary.
Lesson 6 Complex The perfect Put various verbs into Spelling
sentences tense. their correct tense
construction forms. 1. Fibre
2. Fiction
3. Field
4. Fierce
5. Formal
6. Fractures
7. Fragile
8. Frenzied
9. Frightened
10. Furniture
Construct five compound sentences such as:
We had just entered the house when it
started raining.
We were just entering the house when it
started raining. Itai’s bag was stolen last
night.
I had thought it was over, but then I
realised there was more.
6.Wk/Ending TOPIC OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Giving Modal verbs Give directions and NATIONAL Word roots
Lesson 1&2 directions and advice. Syllabus Bi - two
advice 4005/1 Bicycle, binocular, etc

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Pg 4-5 Spelling
Teacher’s notes
Step Ahead 1. Further
Book 2. Galaxy
3. Generation
4. Gesture
5. Gigantic
6. Glacier
7. Global
8. Gnawed
9. Goblet
10. Government
Give directions and advice. Use I think you
should…
In my opinion, you ought to…
One possibility is that you could…
Modal verbs
He won’t be able to see you today.
I should be able to finish by nine o’clock in
the evening.
Make similar sentences.
Lesson 3 Prepositions Using on, to, in, Construct simple Step Ahead Spelling
sentences using Book2
prepositions. Pg 1. Graphics
2. Grumble
3. Guess
4. Hammock
5. Haphazard
6. Haste
7. Haul
8. Health
9. Heir
10. Herd

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Sit on; listen to, on the way, in my opinion,

in the shade, on the radio,
Make sentences using these prepositions.
Lesson 4 Phrasal verbs Using down, Make sentences using English Today Spelling:
up, after, on, the prepositions down, Students’ Book EC 1. Above and beyond
and so on up, after, on, and so Machingaidze pg 115 2. Abstract
on 3. Abundantly
4. Accommodation
5. Accompaniment
6. Accord
7. Account for
8. Accustomed to
9. Acknowledgment
10. Acquaint oneself
Phrasal verbs are verbs which change their
meaning in some way by adding particles.
For example: down, up, after, on, and so
on.
Make sentences using: knock down, operate
on, pick up, look after, put out, return (no
back), discuss (no about), cope (no up),
and dress (normally no up), come across
meet, fill in, turn down, speak up, speak
out, down, up, after, on, and so on
Speak out, keep on, hold up, take off, take
away, catch up with, cope with, and turn
out, and so on.
Lesson 5 Test 3 Give contextual Define given words NATIONAL Spelling
Comprehension meanings of contextually Syllabus
Vocabulary words 4005/1 1. Receive
Pg 4 2. Recent
Teacher’s Resource 3. Recognise
Book 4. Recommend

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5. Rectangular
6. Relationships
7. Relevant
8. Reliving
9. Reluctant
10. Remnant
Class discussion on the techniques on giving
word meaning.
Construct five simple sentences using the
learnt vocabulary.
Lesson 6 Essay writing Enterprise Discuss how people National Syllabus pg Spelling
Guided from your area earn v
composition their living and how 1. Hesitated
various jobs affect 2. Hilarious
family life. 3. History
4. Hoarse
5. Honest
6. Horrified
7. Hostel
8. Humorous
9. Hurriedly
10. Hygiene
Enterprise
Write a letter to the editor of your school
magazine describing a project which has
been done by you and your class.
Write about how people from your area earn
their living and how various jobs affect
family life.
The importance of (piggery, pottery,
swimming, soccer, and so on)
The importance of technical and vocational

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subjects.
7.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Sentence Conjunctions Use only one Word roots
construction and ways of conjunction to join two Explore and Write 2, Circum - around
joining clauses. Use difficult by John Jennings, pg Circumference, circumstances, etc
sentences conjunctions such as: 6 Spelling
every time (often Step Ahead New
incorrectly used as an Secondary English 1. Illegal
adjective); otherwise; Learner’s Book, 2. Imagination
because, and so on. Chinodya S, pg 7 3. Imaginative
4. Implicate
5. Improvement
6. Including
7. Inexpert
8. Information
9. Informative
10. Insane
Study these sentences: ‘He went up to the
door.’ ‘He did not knock.’
Become ‘He went up to the door but he
did not knock.’
Join different sentences using ‘and, yet, or’,
and so on.
You can go to the farm by bus. You can go
to the farm by train.
The early maize crop did very well. The
tobacco did not do so well.
The passengers shouted for him to stop. He
proceeded past the station.
She claims to love children. Her own are

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looked after by her mother.

He wrote two novels on country life. He
wrote many language textbooks.
Old Jari likes to chew bones. He has never
broken a tooth.
Lesson 3 Direct and Reported Correct the punctuation NATIONAL Spelling
indirect speech speech (indirect in direct speech; Syllabus
speech) use ‘that’ in indirect 4005/1 1. Insolent
speech; Pg 5 2. Insurance
Switch from direct to 3. Intelligent
indirect, particularly New Secondary 4. Intention
with negative Step Ahead 5. Interesting
statements, English Book 4 6. Interrupt
exclamations, Pg. 125 7. Invisible
imperatives and all 8. Irrational
kinds of questions. 9. Issue
10. Jeopardy

Report what was said

‘Don’t be late!’ she said. She told me not to
be late.
‘Why haven’t you finished?’ she asked me
why I had not finished.
‘Be quiet!’ she shouted. The teacher told us
to be quiet.
‘Sh-h-h!’ The teacher told us to be quiet.
Lesson 4 Verbs Compound Use the future perfect, NATIONAL 1. Jettison
verbs and future continuous and Syllabus 2. Journey
constructions other compound tenses Pg 3. Kidnapped
in various sentences. New Step Ahead 4. Kiosk

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English Book 5. Knowledge

6. Language
7. League
8. Library
9. Lightning
10. Litany
By this time next month I will have
finished building my house. (We, you, he,
she, it, they)
I will have done my work by the time you
arrive home.
I will be boarding the train at seven in the
morning.
I would like to have met her.
I am pleased to have been able to help
Make similar sentences of your own.
Lesson 5 Comprehension Give contextual Define given words National Syllabus Spelling
Vocabulary meanings of contextually 4005/1Pg 4
words Teacher’s Resource 1. Literacy
Book 2. Lullaby
3. Lunar
4. Lyrebird
5. Majestic
6. Malt
7. Martial
8. Matted
9. Mayor
10. Measured
Class discussion on the techniques on giving
word meaning.
Construct five simple sentences using the
learnt vocabulary.
Lesson 6 Complex The use of the Construct sentences NATIONAL Spelling

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sentences subjunctive using the subjunctive Syllabus 1. Medicine

were in (if) ‘were’. Pg 2. Medieval
clauses English Today 3. Minerals
Students’ Book EC 4. Molecule
Machingaidze pg 4 5. Molten
6. Moult
7. Mucous
8. Muscle
9. Muscular
10. Museum
Use the subjunctive ‘were’ in formal
conversation only. Use if to say that
something will happen only after something
else happens or becomes true.
Use the subjunctive ‘were’ in the ‘if’ clause
to show that the meaning is conditional.
Construct five complex sentences such as:
If I were a queen, I would remove all
beggars from the streets.
If I were/was taller, I could be a policeman.
If I were you, I would think twice before
bringing up the issue again.
8.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Register and Character Precisely and correctly NATIONAL Word roots
communication Attitude answer questions on Syllabus p Co - with, together
register. Focus on English Co-pilot, cooperate, etc
Book pg Spelling
‘O’ 4005/2 Syllabus
pg 9 1. Mysterious
Step Ahead 2. Mystery

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 BaAno general Sigar

Book pg 3. Music
4. Myth
5. Natural
6. Negligent
7. Neighbour
8. Niece
9. Normality
10. Nutrition
Class discussion on comprehension
answering skills.
Written exercise.
Lesson 3 Discourse Emphasis words Use discourse markers NATIONAL Spelling:
markers Addition words in essay writing Syllabus 1. Advise
Change of correctly. Teacher’s notes 2. Affair
direction words Step Ahead 3. Forbid
Illustration 4. Adventitious
words 5. Affable
6. Affirmative
7. Agape
8. Fair
9. Promptly
10. Reply
Copy all the discourse markers on the board.
Use them correctly in essay writing.
Lesson 4 Ways to begin Participial Construct sentences Teacher’s notes Spelling
sentences phrases: beginning with Step Ahead
participial phrases: Book 1. Notice
2. Oblige
3. Observe
4. Occur
5. Ogre
6. Omit
7. Opportunity

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8. Optical
9. Option
10. Organize
The way you begin your sentences makes
your writing good or boring to the reader.
Beginning your sentences in a variety of
ways adds high interest value to your
writing as it breaks monotony.
Searching round for evidence, they found
two footprints.
With her husband living, she ran the farm
herself.
Lesson 5 Comprehension Give contextual Define given words National Syllabus Spelling
Vocabulary meanings of contextually 4005/1Pg 4 1. Origami
words Teacher’s Resource 2. Oxygen
Book 3. Parallel
4. Pedestal
5. Personalities
6. Pincer
7. Plait
8. Pleasure
9. Prankster
10. Pray
Class discussion on the techniques on giving
word meaning.
Construct five simple sentences using the
learnt vocabulary.
Lesson 6 Essay writing Health issues Write a speech on what NATIONAL Spelling
(Guided) such as HIV people should do to Syllabus
compositions. and AIDS and control the spread of 4005/1 1. Precious
other chronic AIDS. Pg v 2. Predators
diseases Step Ahead 3. Present

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Book 4. Prey
5. Principal
6. Principle
7. Professor
8. Pumpkin
9. Punctual
10. Pure
Health issues such as HIV and AIDS and
other chronic diseases

The importance of HIV testing.

What, in your opinion, should people do to
control the spread of AIDS?
The challenges being faced by people living
with disabilities in my community (in the
world).
How should the youth fight against HIV and
AIDS?
The spread of HIV and AIDS can be
prevented. Do you agree?
A doctor who seriously neglected his
patients.
Describe an occasion when you were ill and
spent a week or more at home.
9. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Complex Clauses Construct complex NATIONAL Word roots
sentences beginning with sentences using As Syllabus Contra - against
Ways to begin conjunctions: long as… Teacher’s notes Contradict, contravene, etc
As long as… Provided that… Step Ahead Spelling

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sentences Provided
that… 1. Pursuit
2. Quaint
3. Quay
4. Quench
5. Query
6. Queue
7. Radial
8. Ravine
9. Razor
10. Realistic
The way you begin your sentences makes
your writing good or boring to the reader.
Beginning your sentences in a variety of
ways adds high interest value to your
writing as it breaks monotony.
Construct complex sentences such as:
As long as you are there, I do not mind what
happens.
Provided that it rains within two weeks,
this will be an excellent crop.
Lesson 3 Sentence Unfortunately, Construct sentences NATIONAL Spelling:
modifiers and Reluctantly, To using modifiers and Syllabus
connectors: be frank, What connectors Teacher’s notes 1. Aiding
is more, Step Ahead 2. Abetting
3. Sound/raise alarm
4. Ajar
5. on alert
6. Alight
7. Alive and kicking
8. All of a sudden
9. Alluding to

25
 BaAno general Sigar

10. Altogether
11. Always
Unfortunately, the news is bad.
Reluctantly, I carried out her orders.
To be frank, I wish I had never cone.
What is more, he did not tell me he was
leaving.
Lesson 4 Preposition and Complex Construct sentences NATIONAL Spelling
gerund sentences using using Syllabus
constructions prepositions and Pg 1. Remorse
verbs with an – Focus on English 2. Replenish
ing such as: Book 3. Replenish
respecting, Pg 4. Require
going, and so 5. Responsible
on. 6. Rhyme
7. Ridiculous
8. Rogue
9. Saxophone
10. Scavenger
Running in the sun makes Jane feel dizzy.
Reading many books gives you knowledge.
‘Running in the sun’ and ‘Reading many
books’ stand for nouns or subjects and help
you break away from the simple sentence
construction.
They are also called verbal nouns.
Construct sentences such as: On hearing the
news, she decided to go home.
By respecting our elders, we uphold our
culture.
For all the work you have done, the
company is going to pay you.

26
 BaAno general Sigar

I came straight her without going home

first.
Lesson 5 Comprehension Give contextual Define given words National Syllabus Spelling
Vocabulary meanings of contextually 4005/1Pg 4
words Teacher’s Resource 1. Scene
Book 2. Skeptical
3. Schnitzel
4. Scientific
5. Seize
6. Sewage
7. Sewerage
8. Shoulder
9. Shrieked
10. Signal
Class discussion on the techniques on giving
word meaning.
Construct five simple sentences using the
learnt vocabulary.
Lesson 6 Indefinite Using whatever, Construct complex NATIONAL Spelling
constructions however, sentences such as: Syllabus
wherever, Wherever you go, I Pg 1. Skeleton
whoever, and so will always think of 2. Slaughter
3. Society
on you. Whatever I do, it
4. Sought
seems I am doing the
5. Spectacular
wrong thing. 6. Stammered
Whenever it rains, 7. Stomach
Whenever the 8. Submarine
employer calls, To me, 9. Subside
10. Success
Construct complex sentences such as:
Wherever you go, I will always think of
you.

27
 BaAno general Sigar

Whatever I do, it seems I am doing the

wrong thing. Whatever happened, she
Whenever she arrives at the gate,
Much to my annoyance,
However much I tried,
Whatever John does,

10.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities

By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Sentence Comment Construct complex NATIONAL Word roots
construction clauses sentences using as you Syllabus Counter - against
know, as far as I Teacher’s notes Counteract, counterattack, etc
understand, and I Step Ahead Spelling
suppose.
1. Summoned
2. Supervision
3. Surround
4. Survive
5. System
6. Taffeta
7. Talons
8. Tarantula
9. Taught
10. Technique
Construct five complex sentences using as
you know, as far as I understand, and I
suppose.
For example:
As you know, I detest smoking.
The problem – as far as I understand – has

28
 BaAno general Sigar

to do with the method of drying the leaves.

What we need, I suppose, is a new valve.
Lesson 3 Relative clauses Using Join sentences using NATIONAL Spelling
(with Relative clauses ‘at which’, ‘in whose’, Syllabus 1. Attempting
prepositions) (with ‘in whom’, ‘on Teacher’s notes 2. Amulet
prepositions) which’, ‘by which’, Step Ahead 3. Anticipate
‘through whom’ 4. Keep up appearances
depending on the level 5. Apple of an eye
of intimacy between 6. Arduous
you and the person to 7. Apart from
whom you are writing. 8. Bleary-eye
9. Turn a new leaf
10. Unorthodox behaviour
Construct five sentences using ‘at which’,
‘in whose’, ‘in whom’, ‘on which’, ‘by
which’, ‘through whom’

That is the man to whom I sold the cow.

The relative clause ‘to whom’ links the
subject ‘the man’ and the object ‘the cow’.
Without the relative clause you would have
two sentences.
That is the man.
I sold my cow to him.
The prepositions are joined to pronouns, for
example which, whom, and so on.
Lesson 4 Sentence Compound Construct sentences NATIONAL Spelling
construction sentences with two or more Syllabus 1. Maintenance
verbs, joined using and Teacher’s notes 2. Mischievous
and but Step Ahead 3. Misspell
4. Necessary
5. Nervous
6. Occasion

29
 BaAno general Sigar

7. Outrageous
8. Parallel
9. Particular
10. Personal
Construct sentences with two or more verbs,
joined using and and but.
Avoid mixing tenses, that is, past and
present tenses.
Lesson 5 Comprehension Give contextual Define given words National Syllabus Spelling
Vocabulary meanings of contextually 4005/1Pg 4 1. Personnel
words Teacher’s Resource 2. Permanent
Book 3. Pursue
4. Popular
5. Population
6. Privilege
7. Procedure
8. Professor
9. Pronunciation
10. Recommend
Class discussion on the techniques on giving
word meaning.
Construct five simple sentences using the
learnt vocabulary.
Lesson 6 Essay writing Heritage Argue whether school NATIONAL Spelling
Studies subjects and activities Syllabus
are supposed to be Pg v 1. Ridiculous
compulsory or not. 2. Referring
3. Rhyme
4. Separate
5. Seize
6. Similar
7. Slippery
8. Steadily

30
BaAno general Sigar

9. Successful
10. Temporary
Heritage Studies
Should all school subjects and activities be
compulsory or should you have a choice?
‘Schools are not strict enough’. What do you
think?
Superstitions.
The importance of our national monuments.

Sigauke R P EC No: 2010341C

FORM 1 ENGLISH LANGUAGE SCHEME

Qualifications:

Diploma in Education

Mutare teachers'tertiary

TERM 2: 2024

31
BaAno general Sigar

SOURCES/ REFERENCES

1. STEP AHEAD BOOK

2. ENGLISH FOR ZIMBABWE BOOK
3. STRUCTURES AND SKILLS BOOK

AIMS:

The aims of the syllabus are to promote in pupils an awareness of:

- The usefulness of the English Language as a medium of National and international communication.
- The values of effective language command and use for personal and National development.
- develop reading abilities and skills that:-
- are useful for everyday life such as reading instructions, newspapers, reports;
- motivate pupils to develop a lifelong reading habit for enjoyment and knowledge;
- become effective users of English in a place of work;
- write different kinds of letters, notes and reports

Among other things, the NATIONAL English Syllabus also aims to:

Enhance the pupils’ skills of listening, speaking, reading and writing so as to enable them to meaningfully and creatively take
part in the social, political and economic spheres of their country.

32
 BaAno general Sigar

Equip pupils with linguistic to help them advance themselves in the acquisition of vocational skills as well as make them
linguistically relevant in society.

Empower pupils with creative writing prowess.

Expose pupils to diverse values of their society as well as those of other societies.

Develop reading abilities to enhance a thorough understanding of various texts for purposes of responding to comprehension
passages.

1.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities

By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Sentence Relative Join sentences using to NATIONAL Syllabus Word roots
construction clauses (with Teacher’s notes De = away, down, remove
contact Step Ahead Decent, decompose, etc
clauses): Spelling

1. Tension
2. Tentacles
3. Terrance
4. Terrible
5. Terribly
6. Territory
7. Thermonuclear
8. Travelled
9. Treasure
10. Uncomfortable
That is the man I sold my cow to.

33
 BaAno general Sigar

That is the bus I boarded to Mutare

last week.
Two sentences can be joined with a
contact clause, but no relative
pronoun, which, whose, and so on.
The two sentences are:
That is the bus.
I boarded it to Mutare last week.
Now construct five sentences using
to.
Lesson 3 Comprehension Give contextual Define given words NATIONAL Syllabus Spelling:
Vocabulary meanings of contextually 4005/1 1. Scheme
words Pg 4 2. Secure
Teacher’s Resource 3. Litmus
Book 4. Odious
5. Insidious
6. Insipid
7. Insolent
8. Pell-mell
9. Muster
10. Tumult
Class discussion on the techniques
on giving word meaning.
Construct five simple sentences
using the learnt vocabulary.
Lesson 4 Sentence What clauses Construct sentences NATIONAL Syllabus 1. Unexpectedly
construction as subjects using What clauses as Teacher’s notes 2. Unfortunately
subjects Step Ahead 3. Unique
4. Unnatural
5. Upholsterer
6. Urban
7. Urgency
8. Useless

34
 BaAno general Sigar

9. Valuable
10. Vegetables

Construct five sentences using what

clauses as subjects.
For example:
What I do at home is my own
business.
What I do outside school is my
own business.
What annoys me is that he denies
it.
Lesson 5 The infinitive of Using the Use the infinitive of NATIONAL Syllabus Spelling
result infinitive of result ‘to’ Teacher’s notes p. 28
result ‘to’ Step Ahead 1. Able
2. Aboard
3. Above
4. Actor
5. Adventure
6. Although
7. Always
8. Another
9. Anybody
10. Anyone
Join sentences using the infinitive of
result.
For example:
I returned home after school. I found
the house in total disaster.
I returned home after school to find
the house in total disaster.

I arrived early. I discovered he had

35
 BaAno general Sigar

not got out of the bed.

I arrived early, only to discover he
had not got out of the bed.
Lesson 6 Children’s Problems faced Bring out the problem NATIONAL Syllabus Spelling
rights and by youths. he or she can face and Pg v
responsibilities who he or she can 1. Anywhere
confide in for advice. 2. Appear
3. Around
4. Arrive
5. Asleep
6. Attach
7. Baby
8. Backyard
9. Bare
10. Beach
Children’s rights and
responsibilities

If you had a problem, to whom

would you turn for advice and why?
Describe some ways in which young
people of your community seem to
offend their elders.
What problems are faced by young
people today?
Are rich children always happier
than those who come from poorer
families?
Parents.
Is it important that young people
should know about the history of
their country?

36
BaAno general Sigar

Young people have more problems

than adults. Do you agree?
Teenagers sometimes complain that
they are treated like children. What
are your opinions about this?
‘Teenagers should not be sold
cigarettes by shopkeepers’. What do
you think?
‘Young people should not be
allowed into cinemas’. What do you
think?
Write a story about a boy who
suffered from cancer as a result of
cigarette smoking.
‘Young become bored during their
free time’. What do you think?
Too many young people are ill-
mannered’. What do you think?
The dangers of smoking.
The problems of alcohol abuse.
What were you afraid of when you
were a small child?
What dangers should young people
guard against when they leave
school?
It is said that young people should
always respect and obey those older
than themselves. What are your
feelings about this?
Describe an occasion when you said

37
BaAno general Sigar

or did something that you later

regretted very much.
The most popular student in my
class
Write about ways in which students
can conserve the community while
at school.
‘Between the ages of 16 and 21 all
young people should be required to
give one year of service to the
community.’ What is your opinion
about this?
What I wish my parents could do to
their children.
Parents should have no control over
a child when that child becomes
eighteen years old.
Young people owe their parents at
all. What are your views?
Should parents be blamed if their
children behave badly?
Waiting for the results?
Parent: I know what life is like. If
you have any sense of you’ll take
my advice.
Young Person: The world has
changed since you were young. You
don’t understand our problems
today. Besides, we ought to be free
to do what we like.
What are your views on this

38
 BaAno general Sigar

argument?
2.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Impersonal Impersonal ‘it’ Construct sentences NATIONAL Syllabus Word roots
clauses + ‘that’ using impersonal Teacher’s notes p. 28 Dis = not
clauses clauses Step Ahead Discourage, disembark, etc
Spelling

1. Beaks
2. Behind
3. Being
4. Belly
5. Below
6. Birthday
7. Bleed
8. Blind
9. Bodies
10. Bought
Construct five sentences using
impersonal clauses. For example:
It is strange that she should want to
leave so suddenly.
It is important that we finish before
it rains.
Lesson 3 Sentence Construction Construct sentences NATIONAL Syllabus Spelling:
construction with ‘such’ using ‘such’ Teacher’s notes p. 28
1. Attracted
2. Constantly
3. Frequent
4. In progress
5. Conscious

39
 BaAno general Sigar

6. Fading
7. Domesticated
8. Guarantee
9. Enjoy comfort
10. Accept confinement
Construct five sentences using
‘such’.
For example:
It fell with such force that it
shattered into tiny pieces.
It was such a long way that we
decided to leave early.
Lesson 4 Adverbs and Using adverbs Construct sentences NATIONAL Syllabus Spelling
‘enough’ together with using adverbs and Teacher’s notes p. 28
‘enough’ ‘enough’ 1. Verdant
2. Vessel
3. Victory
4. Villages
5. Violence
6. Vision
7. Voyage
8. Vultures
9. Wary
10. Weary
Construct five sentences using
adverbs together with ‘enough’.
For example: I could not run fast
enough to catch him.
I did not start quickly enough to
win the race.
Lesson 5 Comprehension Give contextual Define given words NATIONAL Syllabus Spelling
Vocabulary meanings of contextually 4005/1
words Pg 4 1. Wearisome

40
 BaAno general Sigar

Teacher’s Resource 2. Weighed

Book 3. Weight
4. Weird
5. Wholly
6. Witchery
7. Women
8. Wonderful
9. Wrapped
10. Wrinkle
Class discussion on the techniques
on giving word meaning.
Construct five simple sentences
using the learnt vocabulary.
Lesson 6 Sentence Using ‘so as Construct sentences NATIONAL Syllabus Spelling
construction to’, ‘so that’ using ‘So as to’, ‘so Teacher’s notes p. 29 1. Written
that’ 2. Yacht
3. Yearn
4. Yield
5. Youngster
6. Youthful
7. Zany
8. Zenith
9. Zodiac
10. Zoology
Construct five sentences using so as
to and so that.
For example: She climbed the tree
so as to have a better view.
She climbed the tree so that she
would have a better view.
3.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should

41
 BaAno general Sigar

be able to:
Lesson 1&2 Sentence ‘Except’ Construct sentences NATIONAL Syllabus Word roots
construction using ‘Except’ Teacher’s notes p. 30 E = out of
Emit, emigration, etc
Spelling

1. Accelerating
2. Accidentally
3. Accommodation
4. Accumulate
5. Acquainted
6. Acquire
7. Adrenaline
8. Aisle
9. Annihilate
10. Annoyance
Construct five sentences using
except and except that.
For example:
It was a wonderful idea, except that
there was not enough money.
Everyone was cheerful except
Susan.
Lesson 3 Sentence Using whether Construct sentences NATIONAL Syllabus Spelling:
construction or not using whether or not. Teacher’s notes p. 30
1. Nomadic
2. Diminished
3. Gradually
4. Predators
5. Initially in the beginning
6. Annually
7. Detect

42
 BaAno general Sigar

8. Flee
9. Acute
10. Instances
11. Camouflage
Construct five sentences using
whether or not.
For example:
Whether or not it rains, we will go
out.
Whether it rains or not, we will go
out.
Lesson 4 Verbs: Using Construct sentences NATIONAL Syllabus Spelling
progressive using progressive tenses Teacher’s notes p. 30
tenses and and ‘always’ to denote 1. Appearance
‘always’ to disappointment 2. Appreciated
3. Appropriate
denote
4. Archeology
disappointment
5. Awkwardly
6. Baulk
7. Beige
8. Belligerence
9. Benefited
10. Benevolent
Construct five sentences using the
progressive and ‘always’ to denote
disappointment.
For example:
You are always breaking things.
He is always telling lies.
Lesson 5 Comprehension Give contextual Define given words NATIONAL Syllabus Spelling
Vocabulary meanings of contextually 4005/1 Pg 4 1. Blase
words Teacher’s Resource 2. Brevity

43
 BaAno general Sigar

Book 3. Brilliance
4. Brusque
5. Buoy
6. Camouflage
7. Carcasses
8. Changeable
9. Climatic
10. Colloquial
Class discussion on the techniques
on giving word meaning.
Construct five simple sentences
using the learnt vocabulary.
Lesson 6 Essay writing Environmenta Describe the results of NATIONAL Syllabus Spelling
l issues unusual weather 4005/1
conditions in Pg v and 2 1. Colossal
Zimbabwe. 2. Column
3. Competence
4. Complementary
5. Complimentary
6. Conscience
7. Conscious
8. Consequently
9. Correspond
10. Courageous
Environmental Issues
Describe the results of unusual
weather conditions in your
community (Zimbabwe).
The effects of water shortage.
Communities should contribute to
protecting the environment. How far
do you agree?

44
 BaAno general Sigar

Land.
Food.
Drought followed by famine is
almost always a problem somehow
in the world. What are your views
on this subject?
Describe a place of great natural
beauty, or a place of great local or
national importance.
Discuss the importance of wildlife in
your country.

The beauty of wood.

The importance of plants and
animals to human life.
The pleasure of gardening.
Imagine that someone from abroad
has visited your home. Describe
what you showed him (or her) to
introduce him (or her) to everyday in
your area.
4.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Sentence Using ‘So’ + Construct five sentences NATIONAL Syllabus Word roots
construction ‘do’ to replace using ‘So’ + ‘do’ to Teacher’s notes p. 30 En = take in
a verb group replace a verb group Encourage, engulf, enjoy, etc
Spelling

1. Cylinder

45
 BaAno general Sigar

2. Debris
3. Decomposed
4. Deficient
5. Definitely
6. Delicious
7. Dependence
8. Desiccate
9. Desperate
10. Desperation
Construct five sentences using ‘So’
+ ‘do’ to replace a verb group.
For example:
John drives a lorry. Thomas drives a
lorry.
John drives a lorry. So does
Thomas.

He promised to finish spreading the

manure. He did not finish spreading
manure.
He promised to finish spreading the
manure, but he did not do so.
Lesson 3 Negatives Double Construct five sentences NATIONAL Syllabus Spelling:
negatives: using double negatives Teacher’s notes p. 31
1. Intact
2. Minor
3. Baffled
4. Regularly
5. Withstand
6. Singled out
7. Annual
8. Obvious
9. Seriously

46
 BaAno general Sigar

10. Accelerates
Construct five sentences using
double negatives.
For example:
His statement cannot go
unchallenged.
Lesson 4 Questions Negative Construct five sentences NATIONAL Syllabus Spelling
questions using negative questions Teacher’s notes p. 31
1. Dominant
2. Draught
3. Dungeon
4. Effervescent
5. Efficient
6. Embarrassed
7. Environment
8. Esteem
9. Euphoric
10. Exaggerate
Construct five sentences using
negative questions.
For example:
Don’t you know where the bursar
is?
Lesson 5 Comprehension Give contextual Define given words NATIONAL Syllabus Spelling
Vocabulary meanings of contextually 4005/1 Pg 4 1. Exhilarating
words Teacher’s Resource 2. Explanatory
Book 3. Facilities
4. Fascinating
5. Fluorescent
6. Fuchsia
7. Gauge
8. Ghoul
9. Grandeur

47
 BaAno general Sigar

10. Guaranteed
Class discussion on the techniques
on giving word meaning.
Construct five simple sentences
using the learnt vocabulary.
Lesson 6 Sentence Using neither Construct five sentences NATIONAL Syllabus Spelling
construction nor: using neither nor. Teacher’s notes p. 31
1. Guillotine
2. Gynecology
3. Hemoglobin
4. Hallucinate
5. Humanitarian
6. Imaginable
7. Incandescent
8. Incompetent
9. Inconsequential
10. Inconsolable

Construct five sentences using

neither nor.
For example:
Neither Tom nor Jerry was paying
attention.
5.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Quasi–negatives Little Construct five sentences NATIONAL Syllabus Word roots
(Seemingly but Few using Little Teacher’s notes p. 32 Ex = out of, previous, from
not really Only Few Extract, exploit, exodus, etc
negative) hardly/barely/ Only Spelling
scarcely hardly/barely/ scarcely 1. Incorporate
rarely/seldom rarely/seldom 2. Indecipherable

48
 BaAno general Sigar

3. Insanity
4. Interrogate
5. Intrigue
6. Intriguing
7. Iridescent
8. Irrelevant
9. Irresponsible
10. Judicial
Construct five sentences using
words such as: We rarely/seldom
visit our aunt.
Scarcely any were left.
I can hardly/barely/ scarcely hear
him.
Only on times of severe drought
does the river dry up.
Few people succeed without hard
work.
Little rain means a small harvest.
Lesson 3 Sentence Negative Construct five sentences NATIONAL Syllabus Spelling:
construction constructions using negative Teacher’s notes p. 32 1. Will - desire
constructions 2. Forced - compelled
3. Offer - present
4. Fresh - new
5. in time - in the future (one day)
6. Popular appeal - it pleases many
people
7. Inhabited place - a place where
there are people living
8. All but impossible - it was so
difficult that it was almost
impossible to ...

49
 BaAno general Sigar

9. Invasion - attack by other people,

animals etc
10. Apparitions - sight of ghosts etc
Construct five sentences using such
as:
Why don’t you ask the teacher?
I think so, not that I am an expert.
Lesson 4 Appropriate Word Give meaning to NATIONAL Syllabus Spelling
words and their contraction It’s contracted words. Teacher’s notes p. 32
meaning Its 1. Kaleidoscope
Theirs 2. Kayaking
There’s 3. Lacerate
Whose 4. Leisure
Who’s 5. Lieutenant
We’re 6. Liquefy
You’re 7. Litigious
Yours 8. Longevity
9. Luminescent
10. Magnificent
Give meaning to contracted words
such as:
It’s = it is
Its = of it (belong(s) to it)
Theirs = of them (belong(s) to them)
There’s = there is
Whose = of who (belong(s) to who)
Who’s = who is
We’re = we are
You’re = you are
Yours = of you (belong(s) to you)
Lesson 5 Comprehension Give contextual Define given words NATIONAL Syllabus Spelling
Vocabulary meanings of contextually 4005/1 Pg 4
words Teacher’s Resource 1. Malaria

50
 BaAno general Sigar

Book 2. Mandible
3. Manoeuvre
4. Mathematician
5. Mediaeval (medieval)
6. Miniature
7. Minions
8. Mischievous
9. Misconstrue
10. Misogyny
Class discussion on the techniques
on giving word meaning.
Construct five simple sentences
using the learnt vocabulary.
Lesson 6 Essay writing Financial State the importance of NATIONAL Syllabus Spelling
literacy developing a country Pg v
through agriculture or 1. Naivety
manufacturing 2. Narcissist
industries. 3. Necessary
4. Nonchalant
5. Noticeable
6. Notoriety
7. Nuisance
8. Obedient
9. Obnoxious
10. Obscure
Financial literacy
Which is more important to develop
in your country, agriculture or
manufacturing industries?
The importance of technical and
vocational subjects.
The importance of (piggery, pottery,
swimming, soccer, and so on).

51
 BaAno general Sigar

Money is the key to happiness. Do

you agree?
‘Advertisements are boring, useless,
and often misleading.’ How far do
you agree with this opinion?
Cheap things are ‘expensive’.
Discuss.
Is it more important to enjoy your
job than to earn a great deal of
money?
6.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Sentence Precise Construct five sentences NATIONAL Syllabus Word roots
construction references to using phrases such as: Teacher’s notes p. 33 Fore = in front, before
day and times Every other Monday, Foreground, foresee, etc
The first Tuesday of Spelling
every month 1. Observation
The day before 2. Obsessed
yesterday; 3. Obsessive
The day after tomorrow; 4. Occasionally
and so on 5. Occasions
6. Occurrence
7. Opaque
8. Oscillate
9. Peculiar
10. Personally
Phrases such as:
Every other Monday,
The first Tuesday of every month
The day before yesterday;

52
 BaAno general Sigar

The day after tomorrow; and so on

The twenty-four hour clock

Seventeen hundred hours; and so on
Lesson 3 Directions Using Construct five sentences NATIONAL Syllabus Spelling:
expressions using expressions such Teacher’s notes p. 33
such as: as: On the left/right 1. Mass hysteria
On the To the left/right 2. Civil strife
left/right The second turning 3. Entire
To the left/right By the left/right 4. Keen
The second When you come to the 5. Astounding
turning Right at the end of the; 6. Apparent
By the left/right and so on. 7. Scarcely
When you 8. Concentration
come to the 9. Mystified
Right at the end 10. Deduced
of the; and so Construct five sentences using
on expressions such as: On the left/right
To the left/right
The second turning
By the left/right
When you come to the
Right at the end of the; and so on
Lesson 4 Using prefer… to What do you Construct sentences 1. Mass hysteria - mental illness of
prefer? using expressions such many people
as: 2. Civil strife - fighting among
themselves
3. Entire - whole
4. Keen - eager, interested, anxious
5. Astounding - amazing, surprising,
6. Apparent - obvious
7. Scarcely - hardly
8. Concentration - grouping,

53
 BaAno general Sigar

assembly, collection
9. Mystified - baffled, awed
10. Deduced - concluded, came to a
conclusion
Construct five sentences using
expressions such as:
Lesson 5 Comprehension Give contextual Define given words NATIONAL Syllabus Spelling
Vocabulary meanings of contextually 4005/1 Pg 4
words Teacher’s Resource 1. Persuade
Book 2. Persuasive
3. Pessimistic
4. Phosphorescent
5. Physically
6. Plateau
7. Population
8. Precise
9. Privileged
10. Proposition
Class discussion on the techniques
on giving word meaning.
Construct five simple sentences
using the learnt vocabulary.
Lesson 6 Word formation Opposites Form word using Spelling
Using prefixes prefixes such as un-
dis- im- in- ir- 1. Psychiatrist
2. Psychic
3. Psychology
4. Purest
5. Purist
6. Quiescent
7. Racquet
8. Rancour (rancor)
9. Realistically

54
 BaAno general Sigar

10. Recognisable
Prefixes are syllables put in front of
a word to give a different meaning.
For example, a bicycle (two wheels)
is different from a tricycle (three
wheels); an adverb is quite different
from a proverb.
Happy – unhappy
Correct – incorrect
Agree – disagree
Kindness - unkindness
Prefixes you should know are: un-
dis- im- in- ir-
We also know the prefix re-
meaning ‘again’.
7.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Language Correcting Correct errors in given Explore and Write 2, Word roots
errors in given sentences by John Jennings, pg Hyper = extreme, exaggerated
sentences 6 Hypersensitive, hypermarket, etc
Spelling

1. Redemption
2. Reign
3. Rein
4. Reminiscent
5. Responsibility
6. Resurrect
7. Resuscitate
8. Rhythm
9. Ricochet

55
 BaAno general Sigar

10. Rigorous
Correct errors in the following
sentences:
They were all dressed very tidy for
the event.
I am after doing all my exercises.
I have permission for to go home.
Lesson 3 Punctuation Capital letters Punctuate sentences NATIONAL Syllabus Spelling
and other using the capital letter 4005/1
marks where appropriate. Pg 5 1. Sabotage
2. Scimitar
Explore and Write 2, 3. Scintillate
by John Jennings, pg 4. Separate
6 5. Silhouette
6. Skulduggery
7. Sovereign
8. Stationary
9. Sufficient
10. Telekinesis
Punctuate and insert capital letters in
the following sentences:
Have you seen the film you only die
once I asked if you arent doing
anything after 8 tonight you should
go to see it I said.
Lesson 4 Technicalities Clauses and Define a clause. Explore and Write 2, Spelling
adverbs Tell the function of a by John Jennings, pg 1. Temperamental
clause. 6 2. Temporary
Give examples of 3. Therapeutic
clauses. 4. Thoroughly
5. Tournament
6. Tsunami
7. Ubiquitous
56
 BaAno general Sigar

8. Unconscious
9. Unnecessary
10. Vertebrates
A clause is part of a sentence.
Subordinate clauses do the work of a
Grammar Analyse the components noun, adjective or adverb.
of the given sentence Explore and Write 2, Examples:
by John Jennings, pg Noun clauses: John said that he was
38 late for school.
Adjective clauses: I do not know the
boys who are coming to the party.
Adverb clauses: We can begin the
work when everyone is ready.
An adverb clause can be introduced
by the following words: when,
while, where, because, in order
that, though
They lost their way because the
snow had covered their pathway.
Write out separately the clauses in
this sentence.
Say what kind the subordinate is and
what its function is.
Write out separately the subject and
predicate of the principal clause.
Say what part of speech each of the
words in bold is.
Lesson 5 Comprehension Give contextual Define given words NATIONAL Syllabus Spelling:
Vocabulary meanings of contextually 4005/1 Pg 4 1. Vicious
words Teacher’s Resource 2. Voila
Book 3. Vulnerable
4. Waive
5. Wilful or willful

57
 BaAno general Sigar

6. Wondrous
7. Wraith
8. Wrought
9. Wrath
10. Zephyr
Class discussion on the techniques
on giving word meaning.
Construct five simple sentences
using the learnt vocabulary.
Lesson 6 Essay writing Digital literacy Describe the advantages NATIONAL Syllabus Spelling
and disadvantages of 4005/1
using cell phones. Pg v 1. Cake
2. Carries
3. Catch
4. Chain
5. Chalk
6. Change
7. Chase
8. Chest
9. Child
10. City
Digital literacy
Has life been improved by the
widespread use of cell phones?
Explain how new scientific
knowledge or a new process has
helped one of the following in recent
years: farmers; manufacturers;
doctors; engineers; road congestion;
astronomy; and navigation; physics,
and chemistry. (Explore and Write 2,
by John Jennings, Westgate

58
 BaAno general Sigar

Educational Publishing Limited,

Walintown1976) Pg 81
Computers. (Explore and Write 2, by
John Jennings, Westgate
Educational Publishing Limited,
Walintown1976) Pg 81
The use of cell phones has destroyed
the reading habit.
What would you consider to be
attributes of a good community
library?
Success depends on academic
qualifications. Do you agree?
8.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Technicalities Punctuation Use the capital letter, NATIONAL Syllabus Word roots
marks comma and the question 4005/1 In, Im, ir, il = not
mark where appropriate. Pg 5 Insufficient, improper, irregular,
Explore and Write 2, illegal, etc
by John Jennings, pg Spelling:
6 1. tending
2. pocketed
3. deserted
4. unwary
5. retrieve
6. fragments
7. extended
8. penetrating
9. appallingly
10. wound

59
 BaAno general Sigar

11. dense
Put a full stop at the end of a
sentence (.)
Put a comma whenever there is a list
of items, a pause, after a quotation
mark and after direct speech (,). Put
a question mark after a question (?).
Lesson 3 Words at work Longer word Form longer words. Explore and Write 2, Spelling: class, claw, clean, climb,
formation by John Jennings, pg click, close, colour, contains, cough,
6 could,
Select words from line 1 and join
them with words from line 2 to form
longer words.
1. Wall, work, card, fire, toy,
foot, super, rail.
2. Ball, shop, market, book,
way, board, paper, brigade.
Wallpaper, workshop, cardboard,
fire brigade, toy book, football,
supermarket, railway.
Lesson 4 Compound Joining Make sentences longer Explore and Write 2, Spelling: couple, cracked, crime,
sentences sentences by joining them by John Jennings, pg crowd, calm, carriage, category,
6 celebration, Certain, character
Step Ahead New Join the following sentences:
Secondary English James came home. He ate his dinner.
Learner’s Book Form I saw the girl. She has blonde hair.
1, Chinodya S, pg 7 The book is on the shelf. I had it.
I was at school. The visitors came.
The boy sat down. His mother
entered the room.
You can go to the farm by bus. You
can go to the farm by train.
The early maize crop did very well.

60
 BaAno general Sigar

The tobacco did not do so well.

The passengers shouted for him to
stop. He proceeded past the station.
She claims to love children. Her own
are looked after by her mother. He
wrote two novels on country life. He
wrote many language textbooks.
Old Jari likes to chew bones. He has
never broken a tooth.
Lesson 5 Comprehension Give contextual Define given words NATIONAL Syllabus Spelling:
Vocabulary meanings of contextually 4005/1 Class discussion on the techniques
words Pg 4 on giving word meaning.
Teacher’s Resource Construct five simple sentences
Book using the learnt vocabulary.
Lesson 6 Punctuation Capital letters Punctuate sentences NATIONAL Syllabus Spelling:
and other using the capital letter 4005/1 Pg 5 1. Acquaintance
marks where appropriate. Explore and Write 2, 2. Acquit
by John Jennings, pg 3. Reconcile
9 4. Balancing
5. Actuality
6. Fuel
7. Adhere
8. Adjourn
9. Adrift
10. Advance
Punctuate and insert capital letters in
the following sentences:
Cork city is located on the south
coast of Ireland the river lee flows
through it.
9.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should

61
 BaAno general Sigar

be able to:
Lesson 1&2 Grammar Sentence Analyse the components Explore and Write 2, Word roots
construction of the given sentence by John Jennings, pg Mal = bad
9 Malfunction, malnutrition, etc
An adverb clause can be introduced
by the following words: when,
while, where, because, in order
that, though

He told me that I must play much

better in the next game. Write out
separately the clauses in this
sentence.
Say what kind the subordinate is and
what its function is.
Write out separately the subject and
predicate of the principal clause.
Say what part of speech each of the
words in bold is.
Lesson 3 Language Correcting Correct errors in given Explore and Write 2, Correct errors in the following
errors in given sentences by John Jennings, pg sentences:
sentences 9 He has being on holidays for two
weeks.
I think he past his driving test.
They do not know to who you are
referring.
Lesson 4 Technicalities Nouns and Pick out five nouns Explore and Write 2, A noun is a word which names
verbs within their vicinity by John Jennings, pg something (boy, girl, teacher, desk).
9 A verb is a word which describes an
action (write, talk, play, and laugh).
Pick out five nouns in the classroom.
Lesson 5 Comprehension Give contextual Define given words NATIONAL Syllabus Class discussion on the techniques
Vocabulary meanings of contextually 4005/1 Pg 4 on giving word meaning.

62
 BaAno general Sigar

words Teacher’s Resource Construct five simple sentences

Book using the learnt vocabulary.
Lesson 6 Essay writing Collaboration Enumerate what is being NATIONAL Syllabus Collaboration
done to help poor people 4005/1 What is being done to help poor
in their community. Pg v people in your community?
What should be done to improve the
living conditions in your area?
Write a magazine article suggesting
ways in which you think your school
could help starving children in the
poor nations.
You have accidentally broken the
window of a neighbour’s house.
Write a letter of apology explaining
the circumstances which led to the
breaking of the window.
Write about your neighbours and the
way they behave.
‘A fool who has got himself into
danger shouldn’t expect to be
helped. It is ridiculous for a brave
person to risk death helping a fool.
What do you think of this opinion?
Describe an incident that angered
everyone in your neighbourhood.
Describe an incident when you
helped a friend who was in trouble.
What qualities will you look for in
your future husband or wife?
How important is it that people

63
 BaAno general Sigar

should marry and remain living

together permanently?
10.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Word game Words at play Fill in the missing Explore and Write 2, Word roots
letters. by John Jennings, pg Mid = middle
9 Midway, midrib, etc
Given the following clues fill in the
missing letters:
A single man BAC
To mislead someone DEC
Stops a ship from moving ANC
A disagreement DIS
To hold a view OP
Lesson 3 Noun formation Form nouns Add –ion to the given Explore and Write 2, By adding –ion to the word examine
from the given verbs by John Jennings, pg you get the word examination. Add
verbs 9 –ion to the following words:
Construct, Satisfy, Correct, Invent,
destroy, receive, deceive, educate,
enumerate, inscribe, describe,
confront
Lesson 4 Sentence Vocabulary Construct sentences NATIONAL Syllabus Write sentences using each of the
construction using each of the given 4005/1 following words: Construct, Satisfy,
words Pg 4 Correct, Invent, destroy, receive,
Explore and Write 2, deceive, educate, enumerate,
by John Jennings, pg inscribe, describe, confront
9
Lesson 5 Comprehension Give contextual Define given words NATIONAL Syllabus Class discussion on the techniques
Vocabulary meanings of contextually 4005/1 on giving word meaning.
words Pg 4 Construct five simple sentences
Teacher’s Resource using the learnt vocabulary.

64
 BaAno general Sigar

Book
Lesson 6 Grammar Sentence Analyse the components Explore and Write 2, When he arrived, he came to see
construction of the given sentence by John Jennings, pg me.
12 Write out separately the clauses in
this sentence.
Say what kind the subordinate is and
what its function is.
Write out separately the subject and
predicate of the principal clause.
Say what part of speech each of the
words in bold is.

65
 BaAno general Sigar

FORM 1 ENGLSH LANGUAGE SCHEME

Sigauke R P EC No:2010341C

Eagles View Academy

TERM 3: 2024

PERSONAL DETAILS

QUALIFICATION:
Diploma in Education
Mutare teachers' tertiary

SOURCES/ REFERENCES

1. STEP AHEAD BOOK

2. FOCUS ON COMMUNICATION AND REGISTER
3. CAMBRIDGE ADVANCED LEARNERS’ DICTIONARY

66
 BaAno general Sigar

AIMS:
The aims of the syllabus are to promote in pupils an awareness of:
- the usefulness of the English Language as a medium of National and international communication.
- the values of effective language command and use for personal and National development.
- develop reading abilities and skills that:-
- are useful for everyday life such as reading instructions, newspapers, reports;
- motivate pupils to develop a lifelong reading habit for enjoyment and knowledge;
- become effective users of English in a place of work;
- write different kinds of letters, notes and reports
Among other things, the NATIONAL English Syllabus also aims to:
Enhance the pupils’ skills of listening, speaking, reading and writing so as to enable them to meaningfully and creatively take part in the
social, political and economic spheres of their country.

Equip pupils with linguistic to help them advance themselves in the acquisition of vocational skills as well as make them linguistically
relevant in society.

Empower pupils with creative writing prowess.

Expose pupils to diverse values of their society as well as those of other societies.

Develop reading abilities to enhance a thorough understanding of various texts for purposes of responding to comprehension passages.

1.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities

By the end of the
lesson, pupils
should be able to:
Lesson 1&2 Punctuation Capital letters and Punctuate sentences NATIONAL Syllabus Word roots

67
 BaAno general Sigar

other marks using the capital 4005/1 Mis = not, incorrect

letter where Pg 5 Misinformation, misguided, etc
appropriate. Explore and Write 2, Punctuate and insert capital letters in
by John Jennings, pg the following sentences:
12 That mans coat was most unusual
having a red collar blue buttons a
yellow belt and reaching to his
ankles.
Lesson 3 Language Correcting errors Correct errors in Explore and Write 2, There has being no sunshine this.
in given sentences given sentences by John Jennings, pg Its a beautiful day for a drive.
12 He was decieved by the girl’s face.
Lesson 4 Technicalities The apostrophe Use the apostrophe Explore and Write 2, An apostrophe is used in the
where it is necessary by John Jennings, pg following cases: to indicate
12 possession (Genitive case).
Examples: the girl’s book; Jack’s
house.
To show that letters are left out.
Examples: we’ll; you’re; it’s (it is).
Note: its; belonging to it (no
apostrophe).
It’s; it is (apostrophe).
Lesson 5 Comprehension Give contextual Define given words NATIONAL Syllabus Class discussion on the techniques
Vocabulary meanings of words contextually 4005/1 Pg 4 on giving word meaning.
Teacher’s Resource Construct five simple sentences
Book using the learnt vocabulary.
Lesson 6 Essay writing Cross cultural Explain how gossip, NATIONAL Syllabus Cross cultural issues
issues though natural and 4005/1 Explain how gossip, though natural
often harmless, can Pg v and often harmless, can be a source
be a source of of irritation and even danger.
irritation and even The advantages and disadvantages
danger. of leaving school.
Write about customs of hospitality in

68
 BaAno general Sigar

your community.
‘It’s better to be fat and jolly than
thin and miserable.’ What are your
views on this statement?
Write a letter to an embassy
requesting information for a
geography project. (Give some
details about the project)
World peace.
Is population control necessary?
2.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils
should be able to:
Lesson 1&2 Sentence Contracted forms Write sentences Explore and Write 2, Word roots
construction using contracted by John Jennings, pg Mono = one
forms. 12 Monogamous, monotheistic, etc
Step Ahead New Write sentences using the following
Secondary English words: we’re, were, its, it’s, we’ll,
Learner’s Book Form well, o’clock, James’, your, you’re,
1, Chinodya S, pg 26 I’ll, ill, theirs, there’s, book’s,
women’s, school’s, student’s,
town’s, man’s
Lesson 3 Comparisons Adjectives Fill in the missing Explore and Write 2, Fill in the missing words in the
words in the given by John Jennings, pg given comparisons of the following
comparisons 12 adjectives:
Good, great, bad, little, plentiful,
big, small, fine, late, much
Lesson 4 Grammar Sentence Analyse the Explore and Write 2, She could not do her homework,
construction components of the by John Jennings, pg because he was watching television.
given sentence 15 Write out separately the clauses in
this sentence.

69
 BaAno general Sigar

Say what kind the subordinate is and

what its function is.
Write out separately the subject and
predicate of the principal clause.
Say what part of speech each of the
words in bold is.
Lesson 5 Comprehension Give contextual Define given words NATIONAL Syllabus Class discussion on the techniques
Vocabulary meanings of words contextually 4005/1 on giving word meaning.
Pg 4 Construct five simple sentences
Teacher’s Resource using the learnt vocabulary.
Book
Lesson 6 Language Correcting errors Correct errors in Explore and Write 2, Correct errors in the following
in given sentences given sentences by John Jennings, sentences:
pg15 I do not know who done it.
There is six chairs in the dining
room.
Jack is the biggest of the two boys.
3.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils
should be able to:
Lesson 1&2 Punctuation Capital letters and Punctuate and insert NATIONAL Syllabus Word roots
other marks capital letters in the 4005/1 Multi = many
given sentences: Pg 5 Multimedia, multimillion, etc
Punctuate and insert capital letters in
Explore and Write 2, the following sentences:
by John Jennings, pg He had tried to tease her but she
15 ignored him next tie she would get
her own back on him boys are so
boring she said to herself.
Lesson 3 Technicalities Adjectives Add full to a word Explore and Write 2, When you add full to a word you
by John Jennings, pg drop one l (beautiful, careful). Make
15 your own list of words ending with

70
 BaAno general Sigar

‘ful’. Check the spelling in your

dictionary and so avoid mistakes.
Bucketful, useful, mouthful, hateful,
cheerful, restful, sorrowful, fearful,
playful, thoughtful, delightful.
Lesson 4 Nouns Singular and Write the singular or Explore and Write 2, Write the singular or plural of the
plural nouns plural of the given by John Jennings, pg following words: boy, girl, city,
words. 15 field, army, lorry, bully, penny,
country, tables.
Lesson 5 Comprehension Give contextual Define given words NATIONAL Syllabus Class discussion on the techniques
Vocabulary meanings of words contextually 4005/1 on giving word meaning.
Pg 4 Construct five simple sentences
Teacher’s Resource using the learnt vocabulary.
Book
Lesson 6 Conflict NATIONAL Syllabus Conflict management
management 4005/1 What part does religion play in your
Pg v daily life?
Write a letter to your teacher
explaining why you were absent
from school during your English
test.
What would you consider to be the
attributes of a good neighbour?
What do you think are some of the
joys and sorrows of teaching?
4.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils
should be able to:
Lesson 1&2 Punctuation Capital letters and Punctuate and insert NATIONAL Syllabus Word roots
other marks capital letters in the 4005/1 Non = not
given sentences: Pg 5 Nontoxic, nonstop, etc

71
 BaAno general Sigar

Punctuate and insert capital letters in

Explore and Write 2, the following sentences:
by John Jennings, pg Ring the bell as it is time for the
18 morning break the principal said the
bell rang and the students thundered
from the classrooms
Lesson 3 Language Correcting errors Correct errors in Explore and Write 2, Correct errors in the following
in given sentences given sentences by John Jennings, pg sentences:
He had neither a book or a copy.
There were a big team playing
against us.
Our teacher learned us our poetry.
Lesson 4 Grammar Sentence Analyse the Explore and Write 2, An adverb clause can be introduced
construction components of the by John Jennings, pg by the following words: when,
given sentence 18 while, where, because, in order
that, though
The boy said that he forgot to bring
his book.
Write out separately the clauses in
this sentence.
Say what kind the subordinate is and
what its function is.
Write out separately the subject and
predicate of the principal clause.
Say what part of speech each of the
words in bold is.
Lesson 5 Comprehension Give contextual Define given words NATIONAL Syllabus Class discussion on the techniques
Vocabulary meanings of words contextually 4005/1 on giving word meaning.
Pg 4 Construct five simple sentences
Teacher’s Resource using the learnt vocabulary.
Book
Lesson 6 Adjectives Constructing Construct sentences Explore and Write 2, An adjective tells one more about

72
 BaAno general Sigar

sentences using using different by John Jennings, pg the noun, (the big boy, the good
different adjectives. 18 student, the hungry child), (It shone
adjectives. brightly, The dog barked loudly. He
shouted angrily).
Construct five sentences using
different adjectives.
Underline the adjective and adverb
in this sentence:
‘The blue biro writes beautifully.’
5.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils
should be able to:
Lesson 1&2 Spelling Putting ‘i’ before Spell difficult words NATIONAL Syllabus Word roots
‘e’ except after ‘c’ correctly 4005/1 Pg 5 Poly = many
Explore and Write 2, Polygamous, poly clinic, etc
by John Jennings, pg Put ‘i’ before ‘e’ except after ‘c’
18 (believe; receive; relieve; deceive).
Lesson 3 Word formation Words at work Form verbs, nouns, Explore and Write 2, Form nouns from the following
adjectives, and by John Jennings, pg verbs: Move, amuse, choose, judge,
adverbs from the 18 explain.
given words. Form adverbs from the following
adjectives: bright, beautiful, instant,
annual, and accidental.
Construct sentences using the words
from the completed list.
Lesson 4 Word game Words at play Fill in the missing Explore and Write 2, Given the following clues fill in the
letters. by John Jennings, pg missing letters:
19 A man who rides horses JO….
It travels on rails T….
A bird with long legs CR…
A type of necktie CR….
Lesson 5 Comprehension Give contextual Define given words NATIONAL Syllabus Class discussion on the techniques

73
 BaAno general Sigar

Vocabulary meanings of words contextually 4005/1 Pg 4 on giving word meaning.

Teacher’s Resource Construct five simple sentences
Book using the learnt vocabulary.
Lesson 6 Entertainment The advantages Enumerate the NATIONAL Syllabus Entertainment
and disadvantages advantages and 4005/1 The advantages and disadvantages
of being an only disadvantages of Pg v of being an only child.
child. being an only child. Write a paragraph describing how
you would fee after a
disappointment.
Write a paragraph describing a
derelict house.
Write a paragraph, describing the
demolition, of a building. (Words to
use: crash, thunder, collapse,
machine, heap, rubble.)
Imagine you have been lost in a
forest for three days. Describe some
experiences while you were lost.
Write a paragraph which accurately
describes the view from your
bedroom window.
Write an imaginative paragraph
describing how you feel as you stand
outside the school gate at quarter
past four on Friday afternoon.
6.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils
should be able to:
Lesson 1&2 Language Correcting errors Correct errors in Explore and Write 2, Word roots
in given sentences given sentences by John Jennings, pg Post = after

74
 BaAno general Sigar

22 Postwar, postpone, etc

Correct errors in the following
sentences:
Them have never read a book.
Everyone are happy during the
holidays.
He laid on the beach for two hours.
Lesson 3 Grammar Sentence Analyse the Explore and Write 2, An adverb clause can be introduced
construction components of the by John Jennings, pg by the following words: when,
given sentence 22 while, where, because, in order
that, though

When he came home, he read the

newspaper.
Write out separately the clauses in
this sentence.
Say what kind the subordinate is and
what its function is.
Write out separately the subject and
predicate of the principal clause.
Say what part of speech each of the
words in bold is.
Lesson 4 Punctuation Capital letters and Punctuate sentences NATIONAL Syllabus Punctuate and insert capital letters
other marks using the capital 4005/1 in the following sentences:
letter where Pg 5 I read a book recently entitled the
appropriate. rise and fall of a teenager which was
Explore and Write 2, a most interesting study of the life of
by John Jennings, pg a young man the speaker said.
22
Sentence Subject and Underline the subject Explore and Write 2, The subject of a sentence (or clause)
construction predicate and predicate in each by John Jennings, pg is the word which something is said.
sentence. 22 For example: ‘The girl goes to

75
 BaAno general Sigar

school’.
In this sentence something is said
about the girl (subject).
The predicate in a sentence (or
clause) tells us what is said about the
subject. For example: ‘The girl goes
to school’. The underlined predicate
tells us something about the girl.
Lesson 5 Comprehension Give contextual Define given words NATIONAL Syllabus Class discussion on the techniques
Vocabulary meanings of words contextually 4005/1 on giving word meaning.
Pg 4 Construct five simple sentences
Teacher’s Resource using the learnt vocabulary.
Book
Lesson 6 Word game Words at play Fill in the missing Explore and Write 2, Given the following clues fill in the
letters. by John Jennings, pg missing letters:
22 Found between programmes on TV
ADV……….
In memory of someone. REM……..
Standing on your own two feet.
IND……..
A group of people at a meeting.
COM……
7.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils
should be able to:
Lesson 1&2 Nouns Plurals of nouns Put nouns into their Explore and Write 2, Word roots
plurals by John Jennings, pg Pre = before
23 Pre-marital, premature, etc
Put the following nouns into their
plurals: goose, woman, calf, sign,
man, mouse, half, life

76
 BaAno general Sigar

Lesson 3 Language Correcting errors Correct errors in Explore and Write 2, Correct errors in the following
in given sentences given sentences by John Jennings, pg sentences:
24 He took the book of the shelf.
The team are in the football field.
There books are in the desks.
Lesson 4 Punctuation Capital letters and Punctuate sentences NATIONAL Syllabus Punctuate and insert capital letters in
other marks using the capital 4005/1 the following sentences:
letter where Pg 5 The town has its advantages and
appropriate. disadvantages the mayor said I
Explore and Write 2, believe there is a great economic
by John Jennings, pg future for this area he continued.
25
Lesson 5 Comprehension Give contextual Define given words NATIONAL Syllabus Class discussion on the techniques
Vocabulary meanings of words contextually 4005/1 on giving word meaning.
Pg 4 Construct five simple sentences
Teacher’s Resource using the learnt vocabulary.
Book
Lesson 6 Gender Women in politics, Argue whether Gender
commerce or women should not In what ways can schools promote
industry.’ engage in politics, equal opportunities for boys and
commerce or girls?
industry. ‘Women should be restricted to
work connected with the home and
children. They should not engage in
politics, commerce or industry.’
How far do you agree with this
statement?
Discuss ways in which women
contribute to society.
‘Boys are lazier than girls.’ Do you
agree?

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 BaAno general Sigar

Do you consider that the lives of

women in your country could be
improved?
8.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils
should be able to:
Lesson 1&2 Grammar Sentence Analyse the Explore and Write 2, Word roots
construction components of the by John Jennings, pg Re = again
given sentence 25 Rewind, reopen, etc
An adverb clause can be introduced
by the following words: when,
while, where, because, in order
that, though

The boy said that he had done his

homework.
Write out separately the clauses in
this sentence.
Say what kind the subordinate is and
what its function is.
Write out separately the subject and
predicate of the principal clause.
Say what part of speech each of the
words in bold is.
Lesson 3 Pronouns Personal pronouns Identify and Howard Sargeant A pronoun is a word used instead of
used as subjects. underling the (2007), Basic English a noun. For example:
different pronouns in Grammar: For John (noun) is absent today. He
each sentence. English Language (pronoun) is absent today.
Learners. Saddleback Underline the pronouns in each of
Educational the given sentences. My name is
Publishing, 3 Watson, Michael. I am fourteen.
Irvine. Book 2, pg 24

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 BaAno general Sigar

My father works hard. He works in a

Explore and Write 2, factory.
by John Jennings, pg My sister is older than me. She is
25 fifteen.
Our dog is very naughty. It likes to
chase cats.
Bob, you are a bad dog!
David and I are playing football. We
like sports.
Jim and Jeff are my brothers. They
are older than I am.
Adjectives Descriptive words Use descriptive Explore and Write 2, Using descriptive words complete
words complete the by John Jennings, pg the following sentences.
given sentences. 25 During the springtime the
The sun shone on the
He was fourteen years of age
There were some magnificent scenes
which showed
Lesson 4 Word formation Adverbs Form adverbs from Explore and Write 2, The word kindly is formed from the
the given adjectives. by John Jennings, pg word kind: (kindly) adverb; kind –
25 adjective.
Complete the following by filling in
the missing words.
Kind, busy, careful, beautiful, actual,
happy, practical, fortune
Lesson 5 Comprehension Give contextual Define given words NATIONAL Syllabus Class discussion on the techniques
Vocabulary meanings of words contextually 4005/1 on giving word meaning.
Pg 4 Construct five simple sentences
Teacher’s Resource using the learnt vocabulary.
Book
Lesson 6 Grammar Sentence Analyse the Explore and Write 2, She went into the supermarket while

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construction components of the by John Jennings, pg her husband waited in the car.
given sentence 28 Write out separately the clauses in
this sentence.
Say what kind the subordinate is and
what its function is.
Write out separately the subject and
predicate of the principal clause.
Say what part of speech each of the
words in bold is.
9.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils
should be able to:
Lesson 1&2 Language Correcting errors Correct errors in Explore and Write 2, Word roots
in given sentences given sentences by John Jennings, pg Semi/hemi = half
28 Semicolon, semicircle, hemisphere,
Correct errors in the following
sentences:
The captain as well as the players
were late for the game.
I was in the principle’s office.
They have not got no understanding
of what they are studying.
Lesson 3 Punctuation Capital letters Punctuate sentences NATIONAL Syllabus Mr o neil is in the street I will call
using the capital 4005/1 Pg 5 him in for you said the receptionist
letter where Teacher’s Resource mr o neil there is someone to see
appropriate. Book you.
Focus on English
Book 3 Pp84-85
Explore and Write 2,
by John Jennings, pg
28

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Lesson 4 Technicalities Prepositions Construct sentences Explore and Write 2, A preposition is a word that governs
Conjunctions using prepositions at by John Jennings, pg
a noun or pronoun (on, at, in, to).
and to and the 28 For example: ‘’ The book is on the
conjunction and. desk’.
A conjunction is a word that joins
sentences or words.
The most commonly used
conjunction is and.
Construct two sentences using
prepositions at and to.
Construct three sentences using the
conjunction and.
Lesson 5 Comprehension Give contextual Define given words NATIONAL Syllabus Class discussion on the techniques
Vocabulary meanings of words contextually 4005/1 Pg 4 on giving word meaning.
Teacher’s Resource Construct five simple sentences
Book using the learnt vocabulary.
Lesson 6 Essay writing Disaster Risk Discuss ways to stop NATIONAL Syllabus Disaster Risk Management
Management road carnages. 4005/1 What are the causes of road
Pg v accidents?
Discuss ways to stop road carnages.
Write a story beginning with, ‘The
tour bus suddenly hurtled headlong
over a precipice!’
Dangers on the road.
Imagine you were involved in a car
accident. Describe how you were
rescued.
Safety on our roads.
10.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.fM Teacher and pupil Activities
By the end of the
lesson, pupils
should be able to:

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 BaAno general Sigar

Lesson 1&2 Words at work Noun formation Form nouns from the Explore and Write 2, Word roots
given verbs words. by John Jennings, pg Sub = under
28 Submarine, subdivision, etc
Form nouns from the words inform,
imply, imitate, divide, conclude,
multiply, destroy, and educate.
Lesson 3 Sentence Tenses Write out sentences Explore and Write 2, Write out sentences using the past
construction using the past tense by John Jennings, pg tense of the verbs in the following
of the given verbs. 28 list: imply, imitate, divide, conclude,
multiply, destroy, and educate. For
example: ‘I informed the police
about the accident.’
Lesson 4 Sentence Nouns Write out sentences Explore and Write 2, Write out sentences using the nouns
construction using the nouns of by John Jennings, pg of the verbs in the following list:
the given verbs. 28 imply, imitate, divide, conclude,
multiply, destroy, and educate. For
example: ‘One can get the
information about the library
services by contacting the librarian.’
Lesson 5 Comprehension Give contextual Define given words NATIONAL Syllabus Class discussion on the techniques
Vocabulary meanings of words contextually 4005/1 Pg 4 on giving word meaning.
Teacher’s Resource Construct five simple sentences
Book using the learnt vocabulary.
Lesson 6 Grammar Sentence Analyse the Explore and Write 2, When they arrived, they were
construction components of the by John Jennings, pg introduced to the teachers.
given sentence 31 Write out separately the clauses in
this sentence.
Say what kind the subordinate is and
what its function is.
Write out separately the subject and
predicate of the principal clause.
Say what part of speech each of the

82
BaAno general Sigar

words in bold is.

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 BaAno general Sigar

Sigauke R P EC No: 2010341C

FORM 2

ENGLISH LANGUAGE SCHEME

Eagles View Academy

TERM 1: 2024

PERSONAL DETAILS

QUALIFICATION: Diploma in Education

Mutare Teachers' tertiary

84
 BaAno general Sigar

SOURCES/ REFERENCES

1. STEP AHEAD BOOK

2. ENGLISH FOR ZIMBABWE BOOK
3. BASIC ENGLISH GRAMMAR FOR ENGLISH LANGUAGE LEARNERS BOOK 2, HOWARD SARGEANT, 2007
4. CAMBRIDGE ADVANCED LEARNERS’ DICTIONARY

AIMS:
The aims of the syllabus are to promote in pupils an awareness of:
- the usefulness of the English Language as a medium of National and interNational communication.
- the values of effective language command and use for personal and National development.
- develop reading abilities and skills that:-
- are useful for everyday life such as reading instructions, newspapers, reports;
- motivate pupils to develop a lifelong reading habit for enjoyment and knowledge;
- become effective users of English in a place of work;
- write different kinds of letters, notes and reports
Among other things, the NATIONAL English Syllabus also aims to:
Enhance the pupils’ skills of listening, speaking, reading and writing so as to enable them to meaningfully and creatively take part in the
social, political and economic spheres of their country.

Equip pupils with linguistic to help them advance themselves in the acquisition of vocational skills as well as make them linguistically
relevant in society.

Empower pupils with creative writing prowess.

Expose pupils to diverse values of their society as well as those of other societies.

Develop reading abilities to enhance a thorough understanding of various texts for purposes of responding to comprehension passages.

1.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities

By the end of the

85
 BaAno general Sigar

lesson, pupils
should be able to:
Lesson 1&2 Punctuation Capital letters and Punctuate sentences NATIONAL Syllabus Tele = at a distance
other marks using the capital 4005/1 Telephone, television, etc
letter where Pg 5 Punctuate and insert capital letters in
appropriate. the following sentences:
Explore and Write 2, Where are you going I asked the boy
by John Jennings, pg continued on his way ignoring my
30 question and taking with him his
fathers umbrella
Lesson 3 Language Correcting errors Correct errors in Explore and Write 2, Correct errors in the following
in given sentences given sentences by John Jennings, pg sentences:
31 None of us are going with him.
He liked the book, it was very good.
They have being friends for a long
time.
Lesson 4 Technicalities Sentences Define a sentence. Explore and Write 2, A sentence is a group of words
Phrases Define a phrase. by John Jennings, pg which makes complete sense but a
Identify phrases in 31 phrase does not.
the different Sentence: I am going home.
sentences. Phrase: in the afternoon.
Lesson 5 Comprehension Give contextual Define given words NATIONAL Syllabus Class discussion on the techniques
Vocabulary meanings of words contextually 4005/1 Pg 4 on giving word meaning.
Teacher’s Resource Construct five simple sentences
Book using the learnt vocabulary.
Lesson 6 Essay writing Enterprise Describing a project NATIONAL Syllabus Enterprise
which has been done 4005/1 Write a letter to the editor of your
by you and your Pg v school magazine describing a project
class. which has been done by you and
your class.
Write about how people from your
area earn their living and how

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 BaAno general Sigar

various jobs affect family life.

The importance of (piggery, pottery,
swimming, soccer, and so on)
The importance of technical and
vocational subjects.
2.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils
should be able to:
Lesson 1&2 Words at work Writing contracted Write the following Explore and Write 2, Word roots
words in full. words in full: It’s, by John Jennings, pg Trans = across
There’s, Who’s, 31 Transport, translate, etc
We’re, You’re, Write the following words in full:
here’s, I’m, we’ve It’s,
There’s, Who’s, We’re, You’re,
here’s, I’m, we’ve
Lesson 3 Language Correcting errors Correct errors in Explore and Write 2, Correct errors in the following
in given sentences given sentences by John Jennings, pg sentences:
34 The teacher with all her pupils were
lost in Africa.
Neither John or Mary are in class
today.
I think I will go their tomorrow.
Lesson 4 Punctuation Capital letters and Punctuate sentences NATIONAL Syllabus Punctuate and insert capital letters in
other marks using the capital 4005/1 Pg 5 the following sentences:
letter where Accidents happen despite many
appropriate. Explore and Write 2, attempts to stop them the minister
by John Jennings, pg said he also condemned those who
34 exceed the speed limits
Lesson 5 Comprehension Give contextual Define given words NATIONAL Syllabus Class discussion on the techniques
Vocabulary meanings of words contextually 4005/1 Pg 4 on giving word meaning.
Teacher’s Resource Construct five simple sentences

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 BaAno general Sigar

Book using the learnt vocabulary.

Lesson 6 Technicalities Prefixes Use the prefixes dis, NATIONAL Syllabus Add prefixes to the original word.
un, mis, in and so on 4005/1 Do not double the letter at the
well, especially in Pg 5 beginning of the original word and
spelling the words do not drop a letter in the original
where they are used. Explore and Write 2, word.
by John Jennings, For example: dis – similar –
pg34 dissimilar
Dis – satisfy – dissatisfy
Un – named – unnamed
In – correct – incorrect
Mis – use – misuse
3.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils
should be able to:
Lesson 1&2 Grammar Sentence Analyse the Explore and Write 2, Word roots
construction components of the by John Jennings, Ultra = extreme
given sentence pg34 Ultra-sensive, ltrasonic, etc
They hid the treasure where they
could easily find it again.
Write out separately the clauses in
this sentence.
Say what kind the subordinate is and
what its function is.
Write out separately the subject and
predicate of the principal clause.
Say what part of speech each of the
words in bold is.
Lesson 3 Words at work Opposites Write out the Explore and Write 2, Write out the opposite of the
opposite of the given by John Jennings, following words: For example
words. pg34 satisfy – dissatisfy
Allow Honest Just Possible Approve

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 BaAno general Sigar

Connect Balance Grateful Distinct

Regular
Lesson 4 Word game Words at play Fill in the missing Explore and Write 2, Given the following clues fill in the
letters. by John Jennings, pg missing letters:
35 A big group of musicians
ORCxxxxxx
Another word for suggest
INSIxxxxx
The result of an action
CONSxxxxxx
The opposite to modern ANxxxxx
Lesson 5 Essay writing Health issues Describe the NATIONAL Syllabus Health issues such as HIV and
such as HIV and challenges being 4005/1 AIDS and other chronic diseases
AIDS and other faced by people Pg v
chronic diseases living with The importance of HIV testing.
disabilities in their What, in your opinion, should
community people do to control the spread of
AIDS?
The challenges being faced by
people living with disabilities in my
community (in the world).
How should the youth fight against
HIV and AIDS?
The spread of HIV and AIDS can be
prevented. Do you agree?
A doctor who seriously neglected his
patients.
Describe an occasion when you were
ill and spent a week or more at
home.
Lesson 6 Comprehension Give contextual Define given words NATIONAL Syllabus Class discussion on the techniques
Vocabulary meanings of words contextually 4005/1 on giving word meaning.

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 BaAno general Sigar

Pg 4 Construct five simple sentences

Teacher’s Resource using the learnt vocabulary.
Book
4.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils
should be able to:
Lesson 1&2 Language Correcting errors Correct errors in Explore and Write 2, Word roots
in given sentences given sentences by John Jennings, pg Un = not
38 Unnecessary, unexpected, etc
Correct errors in the following
sentences:
I was there as they are arriving.
It is me who is the oldest in the
class.
The bigger of the three boys live in
the country.
Lesson 3 Punctuation Capital letters and Punctuate sentences NATIONAL Syllabus Punctuate and insert capital letters in
other marks using the capital 4005/1 the following sentences:
letter where Pg 5 Give it to me immediately he said in
appropriate. a commanding tone youre always
Explore and Write 2, keeping other peoples belongings
by John Jennings, pg
38
Lesson 4 Grammar Sentence Analyse the Explore and Write 2, An adverb clause can be introduced
construction components of the by John Jennings, pg by the following words: when,
given sentence 38 while, where, because, in order
that, though

I wish that I could go to the moon.

Write out separately the clauses in
this sentence.

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 BaAno general Sigar

Say what kind the subordinate is and

what its function is.
Write out separately the subject and
predicate of the principal clause.
Say what part of speech each of the
words in bold is.
Lesson 5 Technicalities Clauses Define a clause. Explore and Write 2, A clause is part of a sentence.
Tell the function of a by John Jennings, pg Subordinate clauses do the work of a
clause. 38 noun, adjective or adverb.
Give examples of Examples:
clauses. Noun clauses: John said that he was
late for school.
Adjective clauses: I do not know the
boys who are coming to the party.
Adverb clauses: We can begin the
work when everyone is ready.
An adverb clause can be introduced
by the following words: when,
while, where, because, in order
that, though
Lesson 6 Comprehension Give contextual Define given words NATIONAL Syllabus Class discussion on the techniques
Vocabulary meanings of words contextually 4005/1Pg 4 on giving word meaning.
Teacher’s Resource Construct five simple sentences
Book using the learnt vocabulary.
5.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils
should be able to:
Lesson 1&2 Sentence Words at work Write out separate Explore and Write 2, Write out separate sentences using
construction sentences using each by John Jennings, pg each of the following words:
of the given words: 38 Ceiling, disgrace, highlight,
beginning, grumble, gloomy,
frequently, marvelous business.

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 BaAno general Sigar

Lesson 3 Spelling Completing Put in the correct NATIONAL Syllabus Put in the correct word in the
sentences using word in the given 4005/1 following sentences:
the correct words. sentences Pg 5 I would like to eat a ripe (pair, pear)
He kept (stairing, staring) at me.
Explore and Write 2, They put (their, there) books over
by John Jennings, pg (their, there).
38 – 39 I bought my coat at the (sails, sales).
He could not (bear, bare) to look at
it.
Lesson 4 Grammar Clauses and Define a clause. Explore and Write 2, An adverb clause can be introduced
Technicalities Adverbs Tell the function of a by John Jennings, by the following words: when,
clause. pg41 while, where, because, in order
Give examples of that, though
clauses.
Analyse the I am going now so that I will not be
components of the late for the bus.
given sentence Write out separately the clauses in
this sentence.
Say what kind the subordinate is and
what its function is.
Write out separately the subject and
predicate of the principal clause.
Say what part of speech each of the
words in bold is.
Lesson 5 Comprehension Give contextual Define given words NATIONAL Syllabus Class discussion on the techniques
Vocabulary meanings of words contextually 4005/1 Pg 4 on giving word meaning.
Teacher’s Resource Construct five simple sentences
Book using the learnt vocabulary.
Lesson 6 Heritage Studies School rules What they think NATIONAL Syllabus Heritage Studies
schools rules. 4005/1 Pg v Should all school subjects and
activities be compulsory or should
you have a choice?
‘Schools are not strict enough’.

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 BaAno general Sigar

What do you think?

Superstitions.
The importance of our national
monuments.
6.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils
should be able to:
Lesson 1&2 Language Correcting errors Correct errors in Explore and Write 2, Correct errors in the following
in given sentences given sentences by John Jennings, pg sentences:
41 The class are studying for
examinations.
I taught that we had no homework.
The pupil read the book instead of
the teacher.
Lesson 3 Punctuation Capital letters and Punctuate sentences NATIONAL Syllabus Punctuate and insert capital letters in
other marks using the capital 4005/1 Pg 5 the following sentences:
letter where The teachers book is on the desk he
appropriate. Explore and Write 2, said we were all surprised because
by John Jennings, pg none of us had seen it there.
41
Lesson 4 Word game Words at play Fill in the missing Explore and Write 2, Given the following clues fill in the
letters. by John Jennings, pg missing letters:
41 To make bigger ENLxxxx
To meet ENCxxxxxx
To join the army ENxxxx
Something is certain DEFxxxxx
Lesson 5 Comprehension Give contextual Define given words NATIONAL Syllabus Class discussion on the techniques
Vocabulary meanings of words contextually 4005/1 on giving word meaning.
Pg 4 Construct five simple sentences
Teacher’s Resource using the learnt vocabulary.
Book

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 BaAno general Sigar

Lesson 6 Verbs Tenses Put in the correct form of the verb in

the following sentences:
The army (fight) bravely during the
first battle.
I (speak) to him yesterday.
Were the prisoners (catch)?
He (sing) in the choir before he
(join) the army.
The woman (pay) the shop assistant
when she (buy) the groceries.
He (accompany) her on the journey.
They were very (worry) before their
examinations.
7.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils
should be able to:
Lesson 1&2 Language Correcting errors Correct errors in Explore and Write 2, Correct errors in the following
in given sentences given sentences by John Jennings, pg sentences:
44 None of them were able to do their
homework.
Each of them made their own
contribution to the project.
Whenever he does anything, he
doesn’t do it good.
Lesson 3 Punctuation Capital letters and Punctuate sentences NATIONAL Syllabus Punctuate and insert capital letters in
other marks using the capital 4005/1 Pg 5 the following sentences:
letter where James book is most interesting I
appropriate. Explore and Write 2, think I will get it from the library
by John Jennings, pg when he returns I must ask him what
44 its library number is
Lesson 4 Grammar Sentence Analyse the Explore and Write 2, He continued playing even though

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 BaAno general Sigar

construction components of the by John Jennings, pg he had broken his index finger.
given sentence 44 Write out separately the clauses in
this sentence.
Say what kind the subordinate is and
what its function is.
Write out separately the subject and
predicate of the principal clause.
Say what part of speech each of the
words in bold is.
Lesson 5 Comprehension Give contextual Define given words NATIONAL Syllabus Class discussion on the techniques
Vocabulary meanings of words contextually 4005/1 Pg 4 on giving word meaning.
Teacher’s Resource Construct five simple sentences
Book using the learnt vocabulary.
Lesson 6 Essay writing Children’s rights Describe some ways NATIONAL Syllabus Children’s rights and
and in which young 4005/1 responsibilities
responsibilities people of your Pg v
community seem to If you had a problem, to whom
offend their elders. would you turn for advice and why?
Describe some ways in which young
people of your community seem to
offend their elders.
What problems are faced by young
people today?
Are rich children always happier
than those who come from poorer
families?
Parents.
Is it important that young people
should know about the history of
their country?
Young people have more problems
than adults. Do you agree?

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BaAno general Sigar

Teenagers sometimes complain that

they are treated like children. What
are your opinions about this?
‘Teenagers should not be sold
cigarettes by shopkeepers’. What do
you think?
‘Young people should not be
allowed into cinemas’. What do you
think?
Write a story about a boy who
suffered from cancer as a result of
cigarette smoking.
‘Young become bored during their
free time’. What do you think?
Too many young people are ill-
mannered’. What do you think?
The dangers of smoking.
The problems of alcohol abuse.
What were you afraid of when you
were a small child?
What dangers should young people
guard against when they leave
school?
It is said that young people should
always respect and obey those older
than themselves. What are your
feelings about this?
Describe an occasion when you said
or did something that you later
regretted very much.

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 BaAno general Sigar

The most popular student in my

class
Write about ways in which students
can conserve the community while
at school.
‘Between the ages of 16 and 21 all
young people should be required to
give one year of service to the
community.’ What is your opinion
about this?
What I wish my parents could do to
their children.
Parents should have no control over
a child when that child becomes
eighteen years old.
Young people owe their parents at
all. What are your views?
Should parents be blamed if their
children behave badly?
Waiting for the results?
Parent: I know what life is like. If
you have any sense of you’ll take
my advice.
Young Person: The world has
changed since you were young. You
don’t understand our problems
today. Besides, we ought to be free
to do what we like.
What are your views on this
argument?
8.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
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 BaAno general Sigar

By the end of the

lesson, pupils
should be able to:
Lesson 1&2 Technicalities Reported speech Write out the given Explore and Write 2, Reported or indirect speech means
sentences as reported by John Jennings, pg that the actual words spoken are
speech 44 recorded or reported indirectly by
another person.

Inverted commas are used when you

are writing the exact words spoken
by someone (‘’)
Write out the following sentences as
reported speech: for example: ‘The
chalk is in the box,’ Mary said.
Mary said that the chalk was in the
box.
‘We are all in the same boat,’ he
said.
‘He has no chance of getting home
before five o’clock,’ the boy said.
‘Cigarette smoking is dangerous,’
said the advertisement.
‘What is wrong?’ asked John.
‘I will swop desks with you,’ she
said.
‘Can you help me across the road?’
the blind man asked.
Lesson 3 Grammar Sentence Analyse the Explore and Write 2, An adverb clause can be introduced
construction components of the by John Jennings, pg by the following words: when,
given sentence 47 while, where, because, in order
that, though
I saw the man who captured the
lion.

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 BaAno general Sigar

Write out separately the clauses in

this sentence.
Say what kind the subordinate is and
what its function is.
Write out separately the subject and
predicate of the principal clause.
Say what part of speech each of the
words in bold is.
Lesson 4 Punctuation Capital letters and Punctuate sentencesNATIONAL Syllabus Punctuate and insert capital letters in
other marks using the capital 4005/1 the following sentences:
letter where Pg 5 Weren’t you here yesterday I asked
appropriate. Explore and Write 2, he gave me no reply but the
by John Jennings, pg suspicious look in his eyes was
47 sufficient reply for me
Lesson 5 Comprehension Give contextual Define given words NATIONAL Syllabus Class discussion on the techniques
Vocabulary meanings of words contextually 4005/1 Pg 4 on giving word meaning.
Teacher’s Resource Construct five simple sentences
Book using the learnt vocabulary.
Lesson 6 Language Correcting errors Correct errors in Explore and Write 2, Correct errors in the following
in given sentences given sentences by John Jennings, pg sentences:
47 None of the boys are fit enough for
the match.
Did you recieve that my letter
yesterday?
She was as weak that the wind could
blow her away.
9.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils
should be able to:
Lesson 1&2 Technicalities Singular and Give plurals words of Explore and Write 2, Singular means one, plural means
plural nouns the given nouns. by John Jennings, pg more one. For example teacher

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 BaAno general Sigar

47 (singular) – teachers (plural).

Some words ending in ‘y’ have ‘ies’
in the plural. For example: body,
bodies; factory, factories.
If there is a vowel before the ‘y’ add
‘s’ for the plural. For example: day,
days; way, ways; boy, boys.
Give the plurals of the following
nouns:
Cargo, motto, hero, potato, hobby,
pony, knife, wife, leaf, himself,
rally, dolly.
Lesson 3 Sentence Completing Complete the given Explore and Write 2, Complete the following sentences:
construction sentences sentences. by John Jennings, pg He said that
48 I go to school because
People save money in order that
No one knows where
I will blow my top (get angry) unless
I people read so that
Do you know the famous man who
Lesson 4 Language Correcting errors Correct errors in Explore and Write 2, Correct errors in the following
in given sentences given sentences by John Jennings, pg sentences:
50 The town is very quite.
A motor cycle is very different than
a scooter.
He said that he will be in the club-
house yesterday.
Lesson 5 Comprehension Give contextual Define given words NATIONAL Syllabus Class discussion on the techniques
Vocabulary meanings of words contextually 4005/1 Pg 4 on giving word meaning.
Teacher’s Resource Construct five simple sentences
Book using the learnt vocabulary.

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Lesson 6 Essay writing Environmental Discuss how NATIONAL Syllabus Environmental Issues
Issues communities should 4005/1 Describe the results of unusual
contribute to Pg v and 2 weather conditions in your
protecting the community (Zimbabwe).
environment. The effects of water shortage.
Communities should contribute to
protecting the environment. How far
do you agree?
Land.
Food.
Drought followed by famine is
almost always a problem somehow
in the world. What are your views
on this subject?
Describe a place of great natural
beauty, or a place of great local or
national importance.
Discuss the importance of wildlife in
your country.

The beauty of wood.

The importance of plants and
animals to human life.
The pleasure of gardening.
Imagine that someone from abroad
has visited your home. Describe
what you showed him (or her) to
introduce him (or her) to everyday in
your area.
10.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the

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lesson, pupils
should be able to:
Lesson 1&2 Punctuation Capital letters and Punctuate sentences
NATIONAL Syllabus Punctuate and insert capital letters in
other marks using the capital 4005/1 the following sentences:
letter where
Pg 5 Ill see to it that youre given a place
appropriate. Explore and Write 2, on the team for the Olympic game
by John Jennings, pg we will be picking the team next
50 week
Lesson 3 Grammar Sentence Analyse the Explore and Write 2, Did you hear the girl who came into
construction components of the by John Jennings, pg the classroom yesterday?
given sentence 50 Write out separately the clauses in
this sentence.
Say what kind the subordinate is and
what its function is.
Write out separately the subject and
predicate of the principal clause.
Say what part of speech each of the
words in bold is.
Lesson 4 Technicalities Prefixes and suffix Fill in the blank Explore and Write 2, A prefix is placed at the beginning of
spaces in the given by John Jennings, pg a word. For example: disagree,
list of words. 50 disorder.
A suffix is added to the end of a
word. For example: beautiful,
manhood.
Fill in the blank spaces in the
following list of words: Obey, order,
honest, satisfy, pleasure, service,
danger, list, slave, large, circle,
close.
Lesson 5 Word game Words beginning Write as many words Explore and Write 2, Write as many words as you can
with ‘trans’. as they can which by John Jennings, pg which begin with ‘trans’. For
begin with ‘trans’. 50 example: transport, translate.
Lesson 6 Write a paragraph Explore and Write 2, Write a paragraph beginning with

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BaAno general Sigar

beginning with the by John Jennings, pg

the following: ‘The creaking noise
given words. 50 of the door gave me a shock.’
Sentence Making sentences Write interesting Explore and Write 2,
Write interesting sentences
construction using the given sentences beginning by John Jennings, pg
beginning with the following words:
words. with the given words. 51 The dead man
It is futile to
The flowers were
We jumped with joy
The autumn leaves
Grammar Sentence Analyse the Explore and Write 2, I will give you an expensive present
construction components of the by John Jennings, pg although you do not deserve it.
given sentence 54 Write out separately the clauses in
this sentence.
Say what kind the subordinate is and
what its function is.
Write out separately the subject and
predicate of the principal clause.
Say what part of speech each of the
words in bold is.

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Sigauke R P EC No: 2010341C

FORM 2 ENGLISH LANGUAGE SCHEME

TERM 2: 2024

PERSONAL DETAILS

QUALIFICATION: Diploma in Education

Mutare teachers' tertiary

SOURCES/ REFERENCES

1. STEP AHEAD BOOK

2. ENGLISH FOR ZIMBABWE BOOK
3. BASIC ENGLISH GRAMMAR FOR ENGLISH LANGUAGE LEARNERS BOOK 2, HOWARD SARGEANT, 2007
4. CAMBRIDGE ADVANCED LEARNERS’ DICTIONARY

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 BaAno general Sigar

AIMS:
The aims of the syllabus are to promote in pupils an awareness of:
- The usefulness of the English Language as a medium of National and international communication.
- The values of effective language command and use for personal and National development.
- develop reading abilities and skills that:-
- are useful for everyday life such as reading instructions, newspapers, reports;
- motivate pupils to develop a lifelong reading habit for enjoyment and knowledge;
- become effective users of English in a place of work;
- write different kinds of letters, notes and reports
Among other things, the NATIONAL English Syllabus also aims to:
Enhance the pupils’ skills of listening, speaking, reading and writing so as to enable them to meaningfully and creatively take part in the
social, political and economic spheres of their country.

Equip pupils with linguistic to help them advance themselves in the acquisition of vocational skills as well as make them linguistically
relevant in society.

Empower pupils with creative writing prowess.

Expose pupils to diverse values of their society as well as those of other societies.

Develop reading abilities to enhance a thorough understanding of various texts for purposes of responding to comprehension passages.

1.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities

By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Punctuation Capital letters Punctuate sentences NATIONAL Syllabus Punctuate and insert capital letters in
and other marks using the capital letter 4005/1 Pg 5 the following sentences:
where appropriate. It’s a well known proverb that too

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 BaAno general Sigar

Explore and Write 2, many cooks spoil the broth but I do

by John Jennings, pg not know what it means
54
Lesson 3 Language Correcting errors Correct errors in given Explore and Write 2, Correct errors in the following
in given sentences by John Jennings, pg sentences:
sentences 54 He was gone for three days before
he was mist.
There is to much emphasis on
materialism.
‘Where did you spend your
holidays’, he say.
Lesson 4 Technicalities Suffix Suffixing words. Explore and Write 2, Many words drop the final ‘e’ when
by John Jennings, pg ‘ing’ is added. For example: Come,
54 coming; drive, driving; make,
making; write, writing.
Lesson 5 Comprehension Give contextual Define given words NATIONAL Syllabus Class discussion on the techniques
Vocabulary meanings of contextually 4005/1 on giving word meaning.
words Pg 4 Construct five simple sentences
Teacher’s Resource using the learnt vocabulary.
Book
Lesson 6 Essay writing Financial Discuss the NATIONAL Syllabus Financial literacy
literacy importance of 4005/1 Which is more important to develop
technical and Pg v in your country, agriculture or
vocational subjects. manufacturing industries?
The importance of technical and
vocational subjects.
The importance of (piggery, pottery,
swimming, soccer, and so on).
Money is the key to happiness. Do
you agree?
‘Advertisements are boring, useless,

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 BaAno general Sigar

and often misleading.’ How far do

you agree with this opinion?
Cheap things are ‘expensive’.
Discuss.
Is it more important to enjoy your
job than to earn a great deal of
money?
2.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Word game Words at play Fill in the missing Explore and Write 2, Given the following clues fill in the
letters. by John Jennings, pg missing letters:
54 A place for young children
NURxxxx
Where a doctor works SURxxxx
Used instead of cash CHExxx
Very big in size ENOxxxxx
Lesson 3 Sentence Completing Write out the given Explore and Write 2, Write out the following sentences,
construction sentences sentences, inserting by John Jennings, pg inserting the correct form of the
the correct form of the 54 word in brackets.
word in brackets. I like (been, being) a student at this
school.
I have (been, being) attending school
for almost two years.
It has (been, being) raining for the
past month.
What do you like most about (been,
being) a teenager?
They have always (been, being) very
friendly to me.
It (been, being) a nice day we went

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 BaAno general Sigar

to the seaside.
Lesson 4 Language Correcting errors Correct errors in given Explore and Write 2, Correct errors in the following
in given sentences by John Jennings, pg sentences:
sentences 57 There are twenty five in my class.
Singing as a career is much different
than acting.
Neither the boy or the girl called
today.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource -Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus -construct five simple sentences
4005/1 using the learnt vocabulary.
Pg 4
ICT Tools
Lesson 6 Punctuation Capital letters Punctuate sentences NATIONAL Syllabus Punctuate and insert capital letters in
and other marks using the capital letter 4005/1 the following sentences:
where appropriate. Pg 5 There is no future for young people
without some basic education the
Explore and Write 2, minister said he concluded his
by John Jennings, pg speech by saying that he would like
57 to see a young persons education
continue until he was about eighteen
years of age
3.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Grammar Sentence Analyse the Explore and Write 2, An adverb clause can be introduced
construction components of the by John Jennings, pg by the following words: when,
given sentence 57 while, where, because, in order
that, though

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The boy asked me where I had left

my new books.
Write out separately the clauses in
this sentence.
Say what kind the subordinate is and
what its function is.
Write out separately the subject and
predicate of the principal clause.
Say what part of speech each of the
words in bold is.
Lesson 3 Technicalities Tenses Name the tenses of the Explore and Write 2, The tense of a verb tells you whether
verb used in the given by John Jennings, pg the action described is in the past,
sentence. 57 present or future. For example:
present – I like; future – I will like;
present perfect – I have liked.
Name the tenses of the verb used in
this sentence:
‘I liked him before he changed his
hairstyle but since the change I don’t
like him, however, I will probably
like him again since I have liked him
before.’
Lesson 4 Word game Words at play Fill in the missing Explore and Write 2, Given the following clues fill in the
letters. by John Jennings, pg missing letters:
57 Something which is necessary. ESS
To sneer or make fun of. SAR
Lives next door. NE
The opposite to noisy. QU
The people elect representatives to
it. PARL
Lesson 5 Comprehension - define given words Teacher’s Resource -Class discussion on the techniques
Vocabulary contextually Book on giving word meaning.
NATIONAL Syllabus -construct five simple sentences

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 BaAno general Sigar

4005/1 using the learnt vocabulary.

Pg 4
ICT Tools
Lesson 6 Essay writing Digital literacy Explain how new Syllabus 4005/1 Pg v Digital literacy
scientific knowledge (Explore and Write 2, Has life been improved by the
or a new process has by John Jennings, widespread use of cell phones?
helped one of the Westgate Educational Explain how new scientific
following in recent Publishing Limited, knowledge or a new process has
years alintown1976) Pg 81 helped one of the following in recent
years: farmers; manufacturers;
doctors; engineers; road congestion;
astronomy; and navigation; physics,
and chemistry. (Explore and Write 2,
by John Jennings, Westgate
Educational Publishing Limited,
Walintown1976) Pg 81
Computers. (Explore and Write 2, by
John Jennings, Westgate
Educational Publishing Limited,
Walintown1976) Pg 81
The use of cell phones has destroyed
the reading habit.
What would you consider to be
attributes of a good community
library?
Success depends on academic
qualifications. Do you agree?
4.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:

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Lesson 1&2 Verbs Tenses Fill in the missing Explore and Write 2, Fill in the missing words.
words. by John Jennings, pg I love – I loved – I have loved
58 It is
We sing
You run
She goes
I eat
They are
He imagines
I drive
He drinks
Lesson 3 Grammar Sentence Analyse the Explore and Write 2, When the match was over, the
construction components of the by John Jennings, pg winning team attended a victory
given sentence 60 celebration.
Write out separately the clauses in
this sentence.
Say what kind the subordinate is and
what its function is.
Write out separately the subject and
predicate of the principal clause.
Say what part of speech each of the
words in bold is.
Lesson 4 Language Correcting errors Correct errors in given Explore and Write 2, Correct errors in the following
in given sentences by John Jennings, pg sentences:
sentences 60 I should have went to the dentist
before now.
He and me are planning a school
concert.
We have no school yesterday.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource -Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus -construct five simple sentences

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 BaAno general Sigar

4005/1 Pg 4 ICT using the learnt vocabulary.

Tools
Lesson 6 Punctuation Capital letters Punctuate sentences NATIONAL Syllabus Punctuate and insert capital letters in
and other marks using the capital letter 4005/1 the following sentences:
where appropriate. Pg 5 You appear to be a much travelled
man I said where do you intend to
Explore and Write 2, go next year its surprising to learn
by John Jennings, pg how well travelled some of ones
60 friends are.
5.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Technicalities Using the Look up in your Explore and Write 2, In a dictionary the following
dictionary dictionary five words by John Jennings, pg abbreviations are used for words
from any passage of 60 derived from the original or
their choice and write headword: adjective – adj; adverb –
down any words adv; verb – v.
derived from them Look up in your dictionary five
which are in your words from any passage of your
dictionary. choice and write down any words
derived from them which are in your
dictionary.
Lesson 3 Words at work Use the given list of Explore and Write 2, Using the following list of words
words writes tenby John Jennings, pg write ten sentences describing
sentences describing 61 interesting experiences which you
interesting had or could have: shiver, scramble,
experiences which dart, collapse, frantic, disrepute,
you had or could distress, group, shock, faint.
have.
Lesson 4 Sentence Completing Complete the given Explore and Write 2, Complete the following sentences:
construction sentences sentences by John Jennings, pg The laneway was colourful
61 It was a most beautiful picture

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The dawn is
The dull boring
Sounds were rarely heard except
In the cold empty atmosphere of the
room
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource -Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words National Syllabus -construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 Essay writing Collaboration Discuss what should NATIONAL Syllabus Collaboration
be done to improve 4005/1 What is being done to help poor
the living conditions Pg v people in your community?
in their area. What should be done to improve the
living conditions in your area?
What should be done to improve the
living conditions in your area?
Write a magazine article suggesting
ways in which you think your school
could help starving children in the
poor nations.
You have accidentally broken the
window of a neighbour’s house.
Write a letter of apology explaining
the circumstances which led to the
breaking of the window.
Write about your neighbours and the
way they behave.
‘A fool who has got himself into
danger shouldn’t expect to be
helped. It is ridiculous for a brave

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 BaAno general Sigar

person to risk death helping a fool.

What do you think of this opinion?
Describe an incident that angered
everyone in your neighbourhood.
Describe an incident when you
helped a friend who was in trouble.
What qualities will you look for in
your future husband or wife?
How important is it that people
should marry and remain living
together permanently?
6.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Language Correcting errors Correct errors in given Explore and Write 2, Correct errors in the following
in given sentences by John Jennings, pg sentences:
sentences 63 The countries valleys are very
beautiful.
You should not never leave your
desk in an untidy condition.
They took off their coats.
Lesson 3 Punctuation Capital letters Punctuate sentences NATIONAL Syllabus Punctuate and insert capital letters in
and other marks using the capital letter 4005/1 the following sentences:
where appropriate. Pg 5 The books are in my desk she said
the teacher asked her to take them
Explore and Write 2, out there was great confusion when
by John Jennings, pg she found that her desk was empty
63
Lesson 4 Grammar Sentence Analyse the Explore and Write 2, An adverb clause can be introduced
construction components of the by John Jennings, pg by the following words: when,

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given sentence 63 while, where, because, in order

that, though

I do not know when the battle of

Waterloo took place.
Write out separately the clauses in
this sentence.
Say what kind the subordinate is and
what its function is.
Write out separately the subject and
predicate of the principal clause.
Say what part of speech each of the
words in bold is.
Lesson 5 Comprehension Give contextual Define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words National Syllabus -construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 Technicalities Relative Construct sentences Explore and Write 2, A pronoun is a word that takes the
pronouns: who, using the relative by John Jennings, pg place of a noun. Who, which and
which and that pronouns. 63 that are relative pronouns.
Who is used of persons only, and
stands in place of the subject of the
sentence.
Which refers to everything except
people. That may also be used in the
same way.
That is used of persons and things.
Examples:
Where is the girl who owns the car?’
This is the boy who won the prize.
I lost the book which I bought
yesterday.

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 BaAno general Sigar

This is the vase which I bought for

you.
This is the vase that was thrown
through the window.
NB: The part of the sentence which
starts with a relative pronoun must
be placed as close as possible to the
noun to which it refers.
The girl, who wore a red dress, sang
beautifully.
This is the girl who wore a red dress.
Construct five sentences using the
relative pronouns.
7.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Fill in the gaps with who, whose,
that or which
Whom did you discuss this with?
Who prevented you from phoning
us?
Whom did mother complain about?
Who did you meet at church?
I have two varieties. Which do you
wish to buy?
Whose books are these? They do not
belong to me.
Lesson 3 Test Pronouns Fill in the gaps with he, she, or it.
Jane is my sister. She is older than I.
His brother is ill. He is in bed.
Mrs. Zwane lives here. She is my
aunt.

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 BaAno general Sigar

I saw a horse. It was black.

That is the man. He shot at me.
Lesson 4 The pronoun one One can also be used as a pronoun.
It is used when people in general are
being referred to and when the
writing is too formal for ‘you’ to be
used. For instance, a mother would
say to her family:
‘You must remember to say your
prayers before you go to bed.’
However, a pastor, giving a sermon,
will say to the audience:
‘One must remember to say one’s
prayers before one goes to bed.’

When the general pronoun one is

used, it must not be changed to I or
we or any other pronoun later in the
sentence.
It is wrong to say:
When one enters an exhibition hall,
he is full of anticipation.
When one enters an exhibition hall,
one is full of anticipation. (correct)
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource -Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus -construct five simple sentences
4005/1 using the learnt vocabulary.
Pg 4
ICT Tools
Lesson 6 Essay writing Cross cultural Discuss what should NATIONAL Syllabus Cross cultural issues
issues be done to improve 4005/1 Explain how gossip, though natural
the living conditions Pg v and often harmless, can be a source

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 BaAno general Sigar

in their area. of irritation and even danger.

The advantages and disadvantages
of leaving school.
Write about customs of hospitality in
your community.
‘It’s better to be fat and jolly than
thin and miserable.’ What are your
views on this statement?
Write a letter to an embassy
requesting information for a
geography project. (Give some
details about the project)
World peace.
Is population control necessary?
8.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Self of selves I cut (me) with a sharp blade. myself
She looked at (her) in the mirror.
herself
The bird killed (it) when it flew
against the window. itself
We enjoyed (us) on the farm.
Ourselves
They found (them) in the wrong
train. Themselves
Lesson 3 Peter and (I/me) will stay home.
Anne and (she/her) are sisters.
We as well as (they/them) are
coming home.
Neither I nor (he/him) was invited.

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 BaAno general Sigar

I can assure you it was not (I/me)

who answered.
It is she/her who will have to do the
work.
Lesson 4 They said it was we/us who had
stolen the grapes.
James is older than they/them.
We are poorer than them/they.
All are going next week except
they/them.
Everyone but he/him has read the
document.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words National Syllabus -construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 Prepositions A preposition is a word connecting a
noun or noun substitute to some
other word or part of the sentence.
For example:
The cushion is on the chair.
I will meet you at five o’clock.
The preposition is generally found in
front of a noun, or substitute or noun
phrase. Most prepositions are short
words:
For example:
On, in, at, of, by, to, for, to, from,
with, into, up, down, and so on.

There are also compound

prepositions, consisting of several

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 BaAno general Sigar

words.
For example: instead of, on to, with
regard to, in connection with, out of,
as regards, in respect of.
There are not more than forty
prepositions in common use, but
they cause much difficulty, because
there is no easy way to decide which
prepositions should be used in many
particular cases. Even English
speakers frequently use the ‘wrong’
preposition in sentences. This is
because the most common
prepositions have a number of
meanings and are used in
combination with other words in
ways which must be gradually
learnt.
9.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Prepositions Prepositions and The noun that follows a preposition
nouns that follow is regarded an object. The object of
them a preposition cannot be the subject
of a verb. If we use a personal
pronoun after a preposition we must
remember to use the form which
shows that it is an object.

By him/by he
For her/for she
With me/with I

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 BaAno general Sigar

Among us/among we
Lesson 3 A frequent mistake is found in the
following sentence:
Between you and I…
‘You’ and ‘I’ are both objects of
between; they must be in the object
form. The correct phrase is:
Between you and me…
The pronoun I never comes after a
preposition.
For example: with her and me; to
him and me
The same rule applies to who.
The form used as an object must
follow a preposition.
For example: of whom, to whom
and by whom
Lesson 4 prepositions Some meanings Some meanings of most common
of most common prepositions:
prepositions: In refers to a position inside of
something (not necessarily to do
with place: in can also refer to time
or manner).
They are in the tent.
I will join you in an hour.
You are in a good mood.

Into refers to movement towards the

inside something.
He fell into a pit.
He drove into the tree.
He fell into a mood of sadness.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques

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 BaAno general Sigar

Vocabulary meanings of contextually Book on giving word meaning.

words National Syllabus -construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 Essay writing Conflict NATIONAL Syllabus Conflict management
management 4005/1 What part does religion play in your
Pg v daily life?
Write a letter to your teacher
explaining why you were absent
from school during your English
test.
What would you consider to be the
attributes of a good neighbour?
What do you think are some of the
joys and sorrows of teaching?
10.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 With refers to close relationship.
He always argues with strangers.
She is living with her parents.
He spoke with a sorrowful voice.
I will never part with my books.
She is popular with her friends.
Lesson 3 At refers to nearness of direction
towards.
I met him at home.
I will meet you at one o’clock.
He felt at home.
Petrol is sold here at thirty cents a
litre.

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 BaAno general Sigar

He had a good try at it.

Lesson 4 By refers to nearness or to being in
the cause of.
He is travelling by train.
They followed the path by
moonlight.
I was helped by him.
He won the race by ten metres.
I will get it done by half past two.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource -Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words National Syllabus -construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 From refers to direction out of
something.
These eggs are from the farm.
The show will be open from today.
The patient is now free from
headaches.
The first gift was from his father.
They suffer from bad eyesight.
From the drop in temperature, I
would say it might rain.

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 BaAno general Sigar

Sigauke R P EC No: 2010341C

FORM 2 ENGLISH LANGUAGE SCHEME

TERM 3: 2024

PERSONAL DETAILS

QUALIFICATION: Diploma in Education

SOURCES/ REFERENCES

5. STEP AHEAD BOOK

6. ENGLISH FOR ZIMBABWE BOOK
7. BASIC ENGLISH GRAMMAR FOR ENGLISH LANGUAGE LEARNERS BOOK 2, HOWARD SARGEANT, 2007
8. CAMBRIDGE ADVANCED LEARNERS’ DICTIONARY

124
 BaAno general Sigar

AIMS:
The aims of the syllabus are to promote in pupils an awareness of:
- The usefulness of the English Language as a medium of National and international communication.
- The values of effective language command and use for personal and National development.
- develop reading abilities and skills that:-
- are useful for everyday life such as reading instructions, newspapers, reports;
- motivate pupils to develop a lifelong reading habit for enjoyment and knowledge;
- become effective users of English in a place of work;
- write different kinds of letters, notes and reports
Among other things, the NATIONAL English Syllabus also aims to:
Enhance the pupils’ skills of listening, speaking, reading and writing so as to enable them to meaningfully and creatively take part in the
social, political and economic spheres of their country.

Equip pupils with linguistic to help them advance themselves in the acquisition of vocational skills as well as make them linguistically
relevant in society.

Empower pupils with creative writing prowess.

Expose pupils to diverse values of their society as well as those of other societies.

Develop reading abilities to enhance a thorough understanding of various texts for purposes of responding to comprehension passages.

1.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities

By the end of the
lesson, pupils should
be able to:
Lesson 1&2 For refers to representing of, or
because of.
He did it for me.
He did it for ten dollars.

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 BaAno general Sigar

They have left for the sea.

He was punished for his late arrival.
They lived here for twelve months.
Lesson 3 Of refers to removal from, source, or
quality.
Their farm is north of the village.
She was robbed of her clothes. He
came of peasant stock.
I expect it of him.
She is a woman of fine character.
I bought a ball of wool.
They are the most loyal of friends.
Lesson 4 On refers to attachment or covering.
They stood on the tabled.
I expect her on Sunday.
He is an authority on firearms.
The acrobat stood on his hands.
The book is based on fact.
The men are on strike.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource -Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words National Syllabus -construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 Entertainment The advantages Enumerate the NATIONAL Syllabus Entertainment
and advantages and 4005/1 Write a paragraph describing how
disadvantages of disadvantages of Pg v you feel when you have been
being an only being an only child. rebuked by your parents or teacher.
child. Write a paragraph describing your
feelings as you enter school before
the first lesson in Monday morning.
‘The engine stalled and stuttered as I

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 BaAno general Sigar

feverishly pressed the accelerator

while turning the starter’. Write a
paragraph beginning with this
sentence.
‘She was a pampered, spoiled child
who was shocked and upset by the
way she was now treated’. Write a
story beginning with that statement.
Find out about the history of your
school. When was it opened? How
many pupils attended it when it
opened? Has your school any
distinguished past pupils?
Have you ever heard of a
premonition? Ask your parents
about stories they have heard about
people who knew beforehand that
something terrible was going to
happen.
‘While millions of people starve, the
rich spend millions of dollars on cats
and other pets.’ What are your
opinions on this statement?
2.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 To refers to a leading towards or
affecting or purpose.
I am going to bed.
I gave it to his brother.

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 BaAno general Sigar

He was faithfully to the end.

She had a duty to her parents.
He does it to annoy.
Add a teaspoon to every litre.
My hat is similar to hers.
Lesson 3 Prepositions We could see the fish beneath the
sometimes surface of the water.
confused She saw her friend disappear
beneath the waves.
The cat lay under/underneath the
table.
My father works on the floor below
this one.
We do not often have temperatures
below zero.
The foreman has fifteen workers
under him.
The foregoing (previous) examples
illustrate only some of the meanings
of the prepositions under discussion.
A fuller list of the uses of these
prepositions may be found if you
look them up in a good dictionary.
Lesson 4 (Me) was given the letter by (he). I,
him
(him) will share the money between
you and (I). he, me
An invitation was sent to (they)
them and (we). Us
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource -Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words National Syllabus -construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.

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 BaAno general Sigar

Tools
Lesson 6 Fill in the gaps with the appropriate
preposition.
The door of the house was ripped
off/ from its hinges.
If you come to/with me, I will see
that you are back at/by two o’clock.
Come at once and get into the car!
She is a person of considerable
courage in the face of danger.
When you come for your injection,
the doctor will give it to you on the
left arm.
3.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Relative whom and whose Whom is used to refer only to
pronouns: people, and stands in place of the
subject of the sentences, after a
preposition, after another pronoun,
or after a noun.
This is the boy whom I told you
about. (before another pronoun)
This is the boy whom I gave the
prize. (after a preposition)
This is the boy whom Sheila is
going to marry. (After another noun)
Whose is used to show that a person
possesses something.
For example:
This is the boy whose book I
borrowed.

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 BaAno general Sigar

Lesson 3 Sentence Homophones Write sentences to Explore and Write 2, Write sentences to show the
construction show the different by John Jennings, pg different meanings of the following
meanings of the given 63 words:
words. Pale, pail, veil, vale, steal, steel, sale,
sail, tale, tail, pain, rain, reign, grate,
great, breath, breadth, hair, hare,
been, being, their, there, bear, bare,
lie, lay, alone, a loan, loose, lose.
Lesson 4 Sentence Completing Complete the given Explore and Write 2, Complete the following sentences by
construction sentences sentences by making by John Jennings, pg making them as interesting as you
them interesting 64 can:
The house went on fire because
The flames were
With the coming of summer the
Whenever I hear the of
The animals moved gracefully along
The screeching cry
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource -Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words National Syllabus -construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 Types of essays Gender To acquaint pupils National Syllabus Gender
Free with the types of Page iv In what ways can schools promote
Compositions. essays they are Teacher’s notes. equal opportunities for boys and
expected to have Step Ahead girls?
mastered by the end of Book ‘Women should be restricted to
the two-year course, work connected with the home and
on gender.
children. They should not engage in
politics, commerce or industry.’
How far do you agree with this
statement?

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 BaAno general Sigar

Discuss ways in which women

contribute to society.
‘Boys are lazier than girls.’ Do you
agree?
Do you consider that the lives of
women in your country could be
improved?
4.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Language Correcting errors Correct errors in given Explore and Write 2, Correct errors in the following
in given sentences by John Jennings, pg sentences:
sentences 66 It was the most frightening seen he
ever seen.
Each of the students are very
conscientious.
I have being eating beans.
Lesson 3 Grammar Sentence Analyse the Explore and Write 2, An adverb clause can be introduced
construction components of the by John Jennings, pg by the following words: when,
given sentence 66 while, where, because, in order
that, though
The area where I live is highly
populated.
Write out separately the clauses in
this sentence.
Say what kind the subordinate is and
what its function is.
Write out separately the subject and
predicate of the principal clause.
Say what part of speech each of the
words in bold is.

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 BaAno general Sigar

Lesson 4 Punctuation Capital letters Punctuate sentences NATIONAL Syllabus Punctuate and insert capital letters in
and other marks using the capital letter 4005/1 the following sentences:
where appropriate. Pg 5 Are you coming home now I asked
Explore and Write 2, or will I see you later he answered
by John Jennings, pg saying that he would be home within
66 an hour
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource -Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus -construct five simple sentences
4005/1 using the learnt vocabulary.
Pg 4
ICT Tools
Lesson 6 Technicalities The apostrophe Construct sentences Explore and Write 2, The apostrophe s is added to the
using the apostrophe by John Jennings, pg singular of the noun to indicate
to indicate possession 66 possession or belonging to, for
or belonging to. example, the boy’s book; the girl’s
copy. The apostrophe is put after the
‘s’ for the plural, for example, the
boys’ books; the girls’ copies.
5.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Words at work Opposites Fill in the blank Explore and Write 2, Fill in the blank spaces in the list by
spaces in the list by
by John Jennings, pg putting in words with the opposite
putting in words with
66 meaning.
the opposite meaning. Lead mislead; able unable; behave
---; employed --; --- misfortune;
concerned ---; continue --; ---
inactive; --- disobedient; convenient
---; grace ---; visible ---.
Lesson 3 Punctuation The apostrophe Write the shortened NATIONAL Syllabus Look at the two examples and then
form of the given 4005/1 write the shortened form of the

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 BaAno general Sigar

sentences. Pg 5 following:
Explore and Write 2,
The coat belonging to the woman;
by John Jennings, pg
the woman’s coat. The class in
66 which the boys are; the boys’ class.
a) The bicycle belonging to
Mary.
b) The school where the infants
go.
c) The chair made by the boys.
d) The victory won by the team.
e) The car belonging to my
father.
f) The desks where the girls sit.
g) The ball belonging to the
class.
h) The game played by the
team.
Lesson 4 Grammar Sentence Analyse the Explore and Write 2, An adverb clause can be introduced
construction components of the by John Jennings, pg by the following words: when,
given sentence 69 while, where, because, in order
that, though
The man said that I had done the
job excellently.
Write out separately the clauses in
this sentence.
Say what kind the subordinate is and
what its function is.
Write out separately the subject and
predicate of the principal clause.
Say what part of speech each of the
words in bold is.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource -Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.

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 BaAno general Sigar

words NATIONAL Syllabus -construct five simple sentences

4005/1 using the learnt vocabulary.
Pg 4
ICT Tools
Lesson 6 Disaster Risk Speech write a speech National Syllabus Disaster Risk Management
Management 4005/1 What are the causes of road
(Guided) Pg v accidents?
compositions. Teacher’s notes Discuss ways to stop road carnages.
Step Ahead Write a story beginning with, ‘The
Book tour bus suddenly hurtled headlong
over a precipice!’
Dangers on the road.
Imagine you were involved in a car
accident. Describe how you were
rescued.
Safety on our roads.
6.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Punctuation Capital letters Punctuate sentences NATIONAL Syllabus Punctuate and insert capital letters in
and other marks using the capital letter
4005/1 the following sentences:
where appropriate. Pg 5 I saw john in the city on Wednesday
Explore and Write 2, and I don’t expect that ill see him
by John Jennings, pg again until the beginning of may
69
Lesson 3 Language Correcting errors Correct errors in given Explore and Write 2, Correct errors in the following
in given sentences by John Jennings, pg sentences:
sentences 69 I and she travelled on the bus
together.
Some of the boys is very rough.

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 BaAno general Sigar

Them is the ones who stole the

diamond.
Lesson 4 Technicalities Nouns Kinds of nouns Explore and Write 2, There are different kinds of nouns.
by John Jennings, pg A proper noun names particular
69 persons, places, or things and has a
capital letter, for example: James,
Harare, Domboshava.
A common noun names persons,
places, or things, for example: boy,
city, door.
A collective noun names a group or
collection, for example, a team, an
army.
What kinds of nouns are in the
following sentence?
Jack and the boy saw a big crowd
walking down First Street.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource -Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus -construct five simple sentences
4005/1 using the learnt vocabulary.
Pg 4
ICT Tools
Lesson 6 Words at work Spelling Find the correct Explore and Write 2, Find the correct spelling of each of
spelling of each of the by John Jennings, pg the word in your dictionary and then
word in your 69 rewrite the list.
dictionary and then Sereous, loveing, receive,
rewrite the list. personally, referance, independent,
television, privilege, beleive, correct,
beautyful, comfortable, ordinary,
diging, thankful, entermediate, ofen,
onely, misspell, distaste, dissalow,
plentiful, tabernacle, drier, refered,

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 BaAno general Sigar

deterred, conect, confuse.

7.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Proverbs Meaning of Briefly explain the Explore and Write 2, Briefly explain the following
proverbs given proverbs by John Jennings, pg proverbs:
70 Look before you leap.
A friend in need is a friend indeed.
Dead men tell no tales.
A rolling stone gathers no moss.
Far-away hills look green.
Lesson 3 Punctuation Capital letters Punctuate sentences NATIONAL Syllabus Punctuate and insert capital letters in
and other marks using the capital letter 4005/1 the following sentences:
where appropriate. Pg 5 Its very boring to have sit inside and
Explore and Write 2, watch the rain especially when one
by John Jennings, has been looking forward to a free
pg73 day out in the sunshine it always
seems to rain when theres a day off
school
Lesson 4 Language Correcting errors Correct errors in given Explore and Write 2, Correct errors in the following
in given sentences by John Jennings, pg sentences:
sentences 73 The children are very quite today.
I didnt think that it was that big.
‘With who are you travelling?,’ I
asked.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus Construct five simple sentences
4005/1 using the learnt vocabulary.
Pg 4
ICT Tools

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Lesson 6 Essay writing Enterprise Discuss how people National Syllabus pg Enterprise
Guided from your area earn v Write a letter to the editor of your
composition their living and how school magazine describing a project
various jobs affect which has been done by you and
family life. your class.
Write about how people from your
area earn their living and how
various jobs affect family life.
The importance of (piggery, pottery,
swimming, soccer, and so on)
The importance of technical and
vocational subjects.

8.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities

By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Grammar Sentence Analyse the Explore and Write 2, An adverb clause can be introduced
construction components of the by John Jennings, pg by the following words: when,
given sentence 73 while, where, because, in order
that, though
I look after your beautiful dog
while you are away..
Write out separately the clauses in
this sentence.
Say what kind the subordinate is and
what its function is.
Write out separately the subject and
predicate of the principal clause.
Say what part of speech each of the
words in bold is.
Lesson 3 Words at work Spelling Fill in the blank Explore and Write 2, Fill in the blank spaces below.

137
 BaAno general Sigar

spaces with the by John Jennings, pg He is a very------------ man. (descent,

correct word in 73 decent)
parenthesis. I must -------------- my speech for the
debate. (practice, practise)
He ------------ the alarm when he saw
the bank robbers. (raised, rose)
There are sixty -------------- in an
hour. (minuets, minutes)
The mystery is still -------------.
(dissolved, unsolved)
Lesson 4 Adjectives Adding -ous to Add -ous to the given Explore and Write 2, Add ous to the following words:
the given words. words. by John Jennings, pg Danger, fame, ridicule, beauty,
73 industry, poison, outrage, joy.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource -Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus -construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 Language Correcting errors Correct errors in given Explore and Write 2, Correct errors in the following
in given sentences by John Jennings, pg sentences:
sentences 76 It was always them who did the
damage.
My friends are the people which I
like best.
He must have drove the car to town.
9.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Punctuation Capital letters Punctuate sentences NATIONAL Syllabus Punctuate and insert capital letters in
and other marks using the capital letter 4005/1 the following sentences:
where appropriate. Pg 5 Jamess friend and I are going to the

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 BaAno general Sigar

Explore and Write 2, concert I said my mother then asked

by John Jennings, me at what time I would be home I
pg76 will be at nine o clock I said
Lesson 3 Grammar Sentence Analyse the Explore and Write 2, An adverb clause can be introduced
construction components of the by John Jennings, pg by the following words: when,
given sentence 76 while, where, because, in order
that, though
I saw the play which was
beautifully presented by the senior
students.
Write out separately the clauses in
this sentence.
Say what kind the subordinate is and
what its function is.
Write out separately the subject and
predicate of the principal clause.
Say what part of speech each of the
words in bold is.
Lesson 4 Technicalities Auxiliary verbs Construct sentences Explore and Write 2, The word auxiliary means to help or
using auxiliary verb by John Jennings, pg assist, for example, auxiliary nurse.
76 An auxiliary verb helps to make
meaning of the main verb clearer.
Example: ‘I do whatever I like
doing’; but with the auxiliary verb
may put in, the meaning changes; ‘I
may do whatever I like doing:
a) I shall go with you.
b) I have eaten my breakfast.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource -Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus -construct five simple sentences
4005/1 using the learnt vocabulary.
Pg 4

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ICT Tools
Lesson 6 Essay writing Health issues Write a speech on NATIONAL Syllabus Health issues such as HIV and
(Guided) such as HIV and what people should do 4005/1 AIDS and other chronic diseases
compositions. AIDS and other to control the spread Pg v
chronic diseases of AIDS. Step Ahead The importance of HIV testing.
Book What, in your opinion, should
people do to control the spread of
AIDS?
The challenges being faced by
people living with disabilities in my
community (in the world).
How should the youth fight against
HIV and AIDS?
The spread of HIV and AIDS can be
prevented. Do you agree?
A doctor who seriously neglected his
patients.
Describe an occasion when you were
ill and spent a week or more at
home.
10.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Words at work Poem Write a short Explore and Write 2, Write a short paragraph or poem
paragraph or poem by John Jennings, pg about two of the following phrases:
about two of the given 76 1. A bird in flight.
phrases. 2. The window of a flower
shop.
3. A guard dog.
4. A lazy horse.

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 BaAno general Sigar

5. A falling star.
6. The street at night.
Lesson 3 Sentence Vocabulary Write interesting Explore and Write 2, Write interesting sentences using the
construction sentences using the by John Jennings, pg following words: rough, slither,
given words: 76 horrifying, smooth, swoop, eerie,
desperate, squeeze, untamed
Lesson 4 Word game Words at play Fill in the missing Explore and Write 2, Given the following clues fill in the
letters. by John Jennings, pg missing letters:
76 Rhymes with ‘seen’ (in a play).
SCxxx
A noun formed from verb ‘know’.
KNOxxxxxx
It is a common market. EURxxx
Worth a lot of money. VALxxxxx
The opposite of ‘service’.
DISxxxxxxx
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource -Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus -construct five simple sentences
4005/1 using the learnt vocabulary.
Pg 4
ICT Tools
Lesson 6 Grammar Sentence Analyse the Explore and Write 2, An adverb clause can be introduced
construction components of the by John Jennings, pg by the following words: when,
given sentence 79 while, where, because, in order
that, though
As soon as the others arrive, I will
go home.
Write out separately the clauses in
this sentence.
Say what kind the subordinate is and
what its function is.
Write out separately the subject and

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 BaAno general Sigar

predicate of the principal clause.

Say what part of speech each of the
words in bold is.

Sigauke R P EC No: 2010341C

FORM 3 ENGLISH LANGUAGE SCHEME

Eagles View Academy

TERM 1: 2024

PERSONAL DETAILS

QUALIFICATION: Diploma in Education

Mutare Teachers' tertiary

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 BaAno general Sigar

SOURCES/ REFERENCES

STEP AHEAD BOOK

ENGLISH FOR ZIMBABWE BOOK
BASIC ENGLISH GRAMMAR FOR ENGLISH LANGUAGE LEARNERS BOOK 2, HOWARD SARGEANT, 2007
CAMBRIDGE ADVANCED LEARNERS’ DICTIONARY

AIMS:
The aims of the syllabus are to promote in pupils an awareness of:
- The usefulness of the English Language as a medium of National and international communication.
- The values of effective language command and use for personal and National development.
- develop reading abilities and skills that:-
- are useful for everyday life such as reading instructions, newspapers, reports;
- motivate pupils to develop a lifelong reading habit for enjoyment and knowledge;
- become effective users of English in a place of work;
- write different kinds of letters, notes and reports
Among other things, the NATIONAL English Syllabus also aims to:
Enhance the pupils’ skills of listening, speaking, reading and writing so as to enable them to meaningfully and creatively take part in the
social, political and economic spheres of their country.

Equip pupils with linguistic to help them advance themselves in the acquisition of vocational skills as well as make them linguistically
relevant in society.

Empower pupils with creative writing prowess.

Expose pupils to diverse values of their society as well as those of other societies.

Develop reading abilities to enhance a thorough understanding of various texts for purposes of responding to comprehension passages.

143
 BaAno general Sigar

1.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities

By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Punctuation Capital letters Punctuate sentences NATIONAL Syllabus Punctuate and insert capital letters in
and other marks using the capital letter 4005/1 the following sentences:
where appropriate. Pg 5 A bird in the hand is worth two in
the bush is a well known saying
Explore and Write 2, which could be applied to annes
by John Jennings, pg situation now that she has lost
79 everything despite all her hard work
Lesson 3 Language Correcting errors Correct errors in given Explore and Write 2, Correct errors in the following
in given sentences by John Jennings, pg sentences:
sentences 79 There essays are very poorly wrote.
There exercises are will done.
Theres no rest for the wicked.
Lesson 4 Technicalities Homophones Explore and Write 2, Words which are pronounced alike
by John Jennings, pg may be spelled differently, for
79 example: plane, plain; threw,
through; so, sew.
Write out ten words which are
pronounced alike but spelled
differently.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource -Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus -construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.

144
 BaAno general Sigar

Tools
Lesson 6 Essay writing Heritage Studies Argue whether school NATIONAL Syllabus Heritage Studies
subjects and activities Pg v Should all school subjects and
are supposed to be activities be compulsory or should
compulsory or not. you have a choice?
‘Schools are not strict enough’.
What do you think?
Superstitions.
The importance of our national
monuments.
2.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Words at work Homophones Fill in the blank Explore and Write 2, Fill in the blank spaces in the
spaces in the given by John Jennings, pg following sentences by selecting
sentences by selecting 79 words from the list: alter, altar,
words from the list. bridal, bridle, made, maid, check,
cheque, principal, principle, prophet,
profit, seem, seam, been, being.
I did not ----------- the desks in the
classroom.
She got her ----------- bouquet from
the florist.
A scientific ----------- is not easily
proven by students.
She doesn’t ------ to be a very
attractive person.
There is a beautiful -------- in the
church.
We have studied about the -------- in
the Old Testament.

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 BaAno general Sigar

Did you ------ your money at the

cash desk?
The head of a school is called the
-------.
The horse had a ----- on his head.
She worked as a ------- in the
mansion.
I wrote a --------- in payment for the
goods.
Some companies make a good -----
from the sale of their products.
I do not like -------- deceived.
The girl is learning how to sew a
-------.
I ------ no mistake in this exercise.
He has never ------- absent from
school.
Lesson 3 Sentence Homophones Write sentences of Explore and Write 2, Write sixteen sentences of your own
construction their own using the by John Jennings, pg using the words which you have
words which they 80 inserted in the blank spaces in the
have inserted in the previous lesson.
blank spaces in the
previous lesson.
Lesson 4 Language Correcting errors Correct errors in given Explore and Write 2, Correct errors in the following
in given sentences by John Jennings, pg sentences:
sentences 82 Mary said that it was not her who
was responsible for what happened.
They had no sooner gone out when it
began to rain.
I am going to the shop for to get a
copy.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource -Class discussion on the techniques

146
 BaAno general Sigar

Vocabulary meanings of contextually Book on giving word meaning.

words NATIONAL Syllabus -construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 Grammar Sentence Analyse the Explore and Write 2, An adverb clause can be introduced
construction components of the by John Jennings, pg by the following words: when,
given sentence 82 while, where, because, in order
that, though
She said that the animal was
brutally killed by the dogs.
Write out separately the clauses in
this sentence.
Say what kind the subordinate is and
what its function is.
Write out separately the subject and
predicate of the principal clause.
Say what part of speech each of the
words in bold is.
3.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Punctuation Capital letters Punctuate sentences NATIONAL Syllabus Punctuate and insert capital letters in
and other marks using the capital letter 4005/1 the following sentences:
where appropriate. Pg 5 Where are the boys the teacher
asked he did not realise that they had
Explore and Write 2, gone to the principal’s office to
by John Jennings, pg discuss the publication of outlook
82 the school magazine.
Lesson 3 Technicalities Conjunctions and Construct sentences Explore and Write 2, A conjunction joins words and parts
exclamation using conjunctions by John Jennings, pg of a sentence (and). An exclamation
marks and exclamation 82 mark is put at the end of a command
marks. or exclamation (!), for example:

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 BaAno general Sigar

Go to the door!
Oh!
Hello!
Write two sentences using the
conjunction ‘and’ and ‘but’.
Write three sentences using the
above exclamation marks above.
Lesson 4 Word game Words at play Fill in the missing Explore and Write 2, Given the following clues fill in the
letters. by John Jennings, pg missing letters:
82 The opposite depth. HExxxx
It rhymes with paid. TRxxx
Used for cutting cloth. SCxxxxxx
An animal with a trunk. ELxxxxx
Happens easily to shy people.
EMAxxxxxxxxx
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource -Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus -construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 Children’s Problems faced Bring out the problem NATIONAL Syllabus Children’s rights and
rights and by youths. he or she can face and Pg v responsibilities
responsibilities who he or she can
confide in for advice. If you had a problem, to whom
would you turn for advice and why?
Describe some ways in which young
people of your community seem to
offend their elders.
What problems are faced by young
people today?
Are rich children always happier
than those who come from poorer

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BaAno general Sigar

families?
Parents.
Is it important that young people
should know about the history of
their country?
Young people have more problems
than adults. Do you agree?
Teenagers sometimes complain that
they are treated like children. What
are your opinions about this?
‘Teenagers should not be sold
cigarettes by shopkeepers’. What do
you think?
‘Young people should not be
allowed into cinemas’. What do you
think?
Write a story about a boy who
suffered from cancer as a result of
cigarette smoking.
‘Young become bored during their
free time’. What do you think?
Too many young people are ill-
mannered’. What do you think?
The dangers of smoking.
The problems of alcohol abuse.
What were you afraid of when you
were a small child?
What dangers should young people
guard against when they leave
school?

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BaAno general Sigar

It is said that young people should

always respect and obey those older
than themselves. What are your
feelings about this?
Describe an occasion when you said
or did something that you later
regretted very much.
The most popular student in my
class
Write about ways in which students
can conserve the community while
at school.
‘Between the ages of 16 and 21 all
young people should be required to
give one year of service to the
community.’ What is your opinion
about this?
What I wish my parents could do to
their children.
Parents should have no control over
a child when that child becomes
eighteen years old.
Young people owe their parents at
all. What are your views?
Should parents be blamed if their
children behave badly?
Waiting for the results?
Parent: I know what life is like. If
you have any sense of you’ll take
my advice.

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 BaAno general Sigar

Young Person: The world has

changed since you were young. You
don’t understand our problems
today. Besides, we ought to be free
to do what we like.
What are your views on this
argument?
4.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Adjectives Comparisons Put words into the Explore and Write 2, Put the following words into the
comparative and by John Jennings, pg comparative and superlative forms:
superlative forms. 83 Sad, fat, thin, hot.
Lesson 3 Word formation Suffixes Suffix the given Explore and Write 2, Suffix the following words correctly
words correctly using by John Jennings, pg using -ing:
-ing: 83 Drive, make, bake, come, take,
write, bite, ride, close, love.
Lesson 4 Word formation Suffixes Suffix the given Explore and Write 2, Suffix the following words correctly
words correctly using by John Jennings, pg using -ing:
-ing: 83 Dot, rot, run, get, stop, put, hop,
slap.
Lesson 5 Comprehension Give contextual Define given words Teacher’s Resource -Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus -construct five simple sentences
4005/1 using the learnt vocabulary.
Pg 4
ICT Tools
Lesson 6 Punctuation Capital letters Punctuate sentences NATIONAL Syllabus Punctuate and insert capital letters in
and other marks using the capital letter 4005/1 the following sentences:
where appropriate. Pg 5 Has mary read the novel the land of
Explore and Write 2, wonder I asked he answered saying
by John Jennings, pg that he had given it to her but that he
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 BaAno general Sigar

86 didn’t know whether or not she had

read it
5.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Language Correcting errors Correct errors in given Explore and Write 2, Correct errors in the following
in given sentences by John Jennings, pg sentences:
sentences 86 It was the worst film I seen.
The city was so crowded that you
could not get nowhere.
Either Mary nor john have got any
money.
Lesson 3 Grammar Sentence Analyse the Explore and Write 2, An adverb clause can be introduced
construction components of the by John Jennings, pg by the following words: when,
given sentence 86 while, where, because, in order
that, though
All the older boys in the class who
sat for the examination were
successful.
Write out separately the clauses in
this sentence.
Say what kind the subordinate is and
what its function is.
Write out separately the subject and
predicate of the principal clause.
Say what part of speech each of the
words in bold is.
Lesson 4 Word play Abbreviations Say out the Explore and Write 2, R.S.V.P. These letters are usually
abbreviations of the by John Jennings, pg printed on invitation cards and
given letters. 86 indicate that a reply is requested.
(Respondez s’il vous plait)

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 BaAno general Sigar

P.T.O. Found at the bottom of a

page in documents indicating that
you should please turn over the
page.
P O Box 45. Often found on
business addresses. The letters are
deposited in a special box in the Post
Office and are collected by the
owner.
Give the abbreviations that you
know.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource -Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus -construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 Essay writing Environmental Describe the results of NATIONAL Syllabus Environmental Issues
issues unusual weather 4005/1 Describe the results of unusual
conditions in Pg v and 2 weather conditions in your
Zimbabwe. community (Zimbabwe).
The effects of water shortage.
Communities should contribute to
protecting the environment. How far
do you agree?
Land.
Food.
Drought followed by famine is
almost always a problem somehow
in the world. What are your views
on this subject?
Describe a place of great natural
beauty, or a place of great local or

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 BaAno general Sigar

national importance.
Discuss the importance of wildlife in
your country.

The beauty of wood.

The importance of plants and
animals to human life.
The pleasure of gardening.
Imagine that someone from abroad
has visited your home. Describe
what you showed him (or her) to
introduce him (or her) to everyday in
your area.
6.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Words at work Completing Make longer Explore and Write 2, Make longer sentences from the
sentences sentences from the by John Jennings, pg pairs of single sentences below using
pairs of single86 the words: when, so, who, but,
sentences given using because.
the words: when, so, We did not play the match. It was
who, but, because. raining.
We were very tired. We did not go
to the cinema.
They went to class. They were late.
The man was driving the car. He
was drunk.
The sun was shining. We arrived at
the resort.
Lesson 3 Sentence Expressing Write sentences which Explore and Write 2, Write sentences which accurately
construction sorrow, accurately describe by John Jennings, pg describe the feeling of sorrow,

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 BaAno general Sigar

disappointment the feeling of sorrow, 87 disappointment and joy using:

and joy. disappointment and gloomy, ecstasy, depression,
joy using: gloomy, enthralls, grief, agony, and so on.
ecstasy, depression,
enthralls, grief, agony,
and so on.
Lesson 4 Language Opposites Find a word that Eileen Sanders Find a word that would give the
structures would give the Book 4, pg 3 opposite meaning to each of the
opposite meaning to following:
each of the given Appeared, deep, broad, always,
words. before, under.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource -Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus -construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 Rhyming words Write six sentences Eileen Sanders Write six sentences using one of the
using one of the words Book 4, pg 3 words each pair.
each pair. Step Ahead New Higher, hire, heard, herd, groan and
Secondary English grown; ship, sheep; slip, sleep; rich,
Learner’s Book Form reach; live, leave, fit, feet; steel,
1, Chinodya S, pg 17 steal, still; wheel, will;

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 BaAno general Sigar

7. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities

By the end of the
lesson, pupils should
be able to:

Lesson 1&2 Reading Pronunciation Find the words that Eileen Sanders Repeat the words ink, ank, unk, ing,
are pronounced as ink, Book 4, pg 4 ang, ung. Find more difficult words
ank, unk, ing, ang, like:
ung. Think, trinket, ankle, plank, sprinkle,
trunk, swung, bangle, hung, sprang,
jungle, single.
Lesson 3 Grammar Kinds of Use adjectives in Basic English Adjectives
Adjectives sentences of their Grammar for English Adjectives describe nouns and
own. Language Learners pronouns. They give you more
Book 2, Howard information about people, places,
Sargeant, 2007, pg 32 and things.
- 43 Some adjectives tell about the size
of people or things: a big house; a
long bridge; tiny feet; a large army;
a high mountain; big hands; a huge
ship; a short man; a short skirt; a
tall building; a thin boy; long
trousers.
The dark clouds seemed to forecast
an impending heavy downpour.
The strong biting wind seemed to
penetrate into her bones.

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 BaAno general Sigar

Lesson 4 Indefinite articles A, AN Use and abuse of A and AN are called the indefinite
English (Including
articles. The decision whether to use
Common Errors), Ma or an depends upon the first sound
D Sharman, Harare pg
of word that follows the indefinite
10 article, not upon the first letter of
that word.
The general rule is: use a before a
word that begins with a consonant
sound. For example: a goat, a young
cow, a free country.
Use an before a word that begins
with a vowel sound. For example:
an animal, an old ox, an oppressed
country.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource -Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus -construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 Poem Let’s pretend

I am reading a book, snug by the

fireside
When my young child enters.

Let’s pretend you are mouse and I

am an eagle.
Arms lifted in the air,
Out, grow his enormous claws, wing
and sharp beak
And on tippy toes he prances and
shrieks eagle cries
As I cower and quiver.

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 BaAno general Sigar

And then, without warning, his

shape begins to change.

Let’s pretend you are a buck and I

am a lion.
On all fours, growling and stalking
he closes in on me,
Trapped in fright in the far corner of
the room.
And as he pounces, laughter fills the
room as we roll
On the floor
In our love-filled moment.
8.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Punctuation Using commas Put commas where Step Ahead New Rewrite the sentences by putting in
they are needed. Secondary English commas where they are needed.
Learner’s Book Form Life in Bhakubha was happy
1, Chinodya S, pg 27 peaceful and pleasant.
Nomlambo was tall strong and
brave.
After war broke out the villagers
were no longer happy.
The farmers’ cattle sheep goats and
chickens were stolen.
The chief was a brave man but the
war made him very sad.
If Mthunzi had not learned to play
the drum the war would not have
ended.
The villagers sang danced ululated

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 BaAno general Sigar

and shouted happily at Mthunzi and

Nomlambo’s wedding.
Even though the chief was very ill
he recovered with the help of the
medicine that Nomlambo gave him.
The soldiers melted their spears and
knives and turned them into spoons
plates basins and bowls.
Lesson 4 Language Correcting errors Correct errors in given Explore and Write 2, The following sentences contain
in given sentences by John Jennings, pg errors, which are indicated by the
sentences 6 italicised words. Rewrite the
sentences, correcting the error in
each case.
The most thing I hate is punishment.
The library’s books got burnt in the
fire.
The shop could not cope up with
demands for sugar.
There was no rain since 2001 to
2002.
The child did not do nothing wrong.
I have stayed in Gweru all my life.
Please borrow me two dollars. This
bus is for Zupco.
There are many schools in town than
in the rural areas.
An aeroplane is very fast than a
train.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource -Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus -construct five simple sentences

159
 BaAno general Sigar

4005/1 Pg 4 ICT using the learnt vocabulary.

Tools
Lesson 6 Sentence Improving your Add variety to Step Ahead New Jessie carefully peeled the onions.
construction sentences sentence construction Secondary English Subject + adverb + verb + object
through the use of Learner’s Book Form We can change this sentence like
adverbs 1, Chinodya S, pg 27 this:
Carefully, Jessie peeled the onions.
Adverb + subject + verb + object
The contents of the beaker suddenly
began to form.
Subject + adverb + verb
We can change this sentence like
this:
Suddenly, the contents of the beaker
began to form.
Adverb + subject + verb

Notice that a comma usually follows

an adverb that introduces a sentence.
However, adverbs of time – often,
now, always, sometimes, never, and
seldom – do not always require a
comma.
As a general rule, use a comma if
you want the reader to pause briefly.
9. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Sentence Beginning Rewrite the following Step Ahead New Rewrite the following sentences by
construction sentences with sentences by shifting Secondary English shifting the adverbs to the
adverbs. the adverbs to the Learner’s Book Form beginning. First identify the adverb.
beginning. 1, Chinodya S, pg 28 Make sure you punctuate correctly.

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 BaAno general Sigar

He skilfully prepared his bicycle for

the race.
Two stewardesses briskly welcomed
her onto the plane.
The Governor occasionally visits the
school.
Revise your composition always.
Martha foolishly lied to her mother.
Hoarding petrol can sometimes be
dangers.
Lesson 3 Sentence Beginning Construct sentences Step Ahead New Construct six sentences of your own
construction sentences with that begin with the Secondary English that begin with the following
adverbs. given adverbs: Learner’s Book Form adverbs:
1, Chinodya S, pg 27 Cheerfully, lazily, often, absent-
mindedly, surprisingly, sometimes.
Lesson 4 Complete Complete and Identify the five Step Ahead New Five of the sentences below are
sentences incomplete complete sentences Secondary English complete and are meaningful while
sentences and write them down. Learner’s Book Form the others are not. Identify the five
1, Chinodya S, pg 50 complete sentences and write them
down.

As the telephone kept ringing.

Sam laughed.
Without any desks or books.
How foolish I was!
Hardly a day passes without
somebody dying.
I hope he comes tomorrow.
Having been one of the judges in the
competition.
It is no secret that the manager stole
the money.
All the magazines that I have read.

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 BaAno general Sigar

Last year just before Christmas

Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource -Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus -construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 Essay writing Financial State the importance NATIONAL Syllabus Financial literacy
literacy of developing a Pg v Which is more important to develop
country through in your country, agriculture or
agriculture or manufacturing industries?
manufacturing The importance of technical and
industries. vocational subjects.
The importance of (piggery, pottery,
swimming, soccer, and so on).
Money is the key to happiness. Do
you agree?
‘Advertisements are boring, useless,
and often misleading.’ How far do
you agree with this opinion?
Cheap things are ‘expensive’.
Discuss.
Is it more important to enjoy your
job than to earn a great deal of
money?
10. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Sentence Improving your Join ideas using –ing Form five sentences by beginning
construction sentences modifiers. with a verb with an –ing.
Lesson 3 Language Correcting errors Correct errors in given Students’ written Correct errors in the following

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 BaAno general Sigar

in given sentences essays: remedial. sentences:

sentences My grandfather he always goes to
town.
My grandmother she went to Harare.
His brother he is a doctor.
His husband is a wealthy business
men.
Her wife had gone to Bulawayo for a
trip.
Lesson 4 Sentence The present tense Use ‘I am, we are, you Use ‘I am, we are, you are, he is, she
construction (to be) are, he is, she is, it is, is, it is, and they are in sentence
and they are in construction
sentence construction
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource -Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus -construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 Adjectives The Order of Use adjectives to Sometimes several adjectives are
Adjectives describe nouns and used to describe a single noun or
pronoun. When you use two or more
For example: a adjectives, the usual order is: size,
small (size) green quality, colour, origin, substance
(colour) plastic (SQCOS).
(substance) box;
a stylish (quality)
red (colour) Here are more examples: a large
Italian (origin) Indian temple; a tall white stone
car building; a colourful cotton shirt; a
long Chinese silk robe; delicious
Spanish food; an old graceful
Japanese lady; crunchy Australian
apples; a short handsome English

163
BaAno general Sigar

man

Adjectives of quality sometimes

come before adjectives of size.
For example: beautiful long hair;
elegant short hair;

But adjectives of size always come

before adjectives of colour.
For example: beautiful long black
hair; elegant short red hair;

If you use any adjective of

substance, it comes after the
colour adjective.
For example: a beautiful long black
silk dress

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 BaAno general Sigar

Sigauke R P
Eagles View Academy

FORM 3 ENGLISH LANGUAGE SCHEME

TERM 2: 2024

PERSONAL DETAILS

QUALIFICATION: Diploma in Education

Mutare teachers' tertiary

SOURCES/ REFERENCES

ENGLISH BRIDGING COURSE

English O level study pack

165
 BaAno general Sigar

Step ahead

AIMS:
The aims of the syllabus are to promote in pupils an awareness of:
- The usefulness of the English Language as a medium of National and international communication.
- The values of effective language command and use for personal and National development.
- develop reading abilities and skills that:-
- are useful for everyday life such as reading instructions, newspapers, reports;
- motivate pupils to develop a lifelong reading habit for enjoyment and knowledge;
- become effective users of English in a place of work;
- write different kinds of letters, notes and reports
Among other things, the NATIONAL English Syllabus also aims to:
Enhance the pupils’ skills of listening, speaking, reading and writing so as to enable them to meaningfully and creatively take part in the
social, political and economic spheres of their country.

Equip pupils with linguistic to help them advance themselves in the acquisition of vocational skills as well as make them linguistically
relevant in society.

Empower pupils with creative writing prowess.

Expose pupils to diverse values of their society as well as those of other societies.

Develop reading abilities to enhance a thorough understanding of various texts for purposes of responding to comprehension passages.

1.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities

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 BaAno general Sigar

By the end of the

lesson, pupils should
be able to:
Lesson 1&2 Grammar Correcting errors Correct the given Correct the following
sentences. The doctor removed the glass from
the boy’s foot and bathed it.
She divided the cake between
Collin, Dan and Ian.
We was in the playground when it
started raining.
‘Who done that?’ he asked.
We all went to the childrens’ party.
‘I’ve forgot my pencil,’ he said.
I agreed with the suggestion.
We could not get nothing else in the
case.
Lesson 3 Phrasal verbs Completing Complete the given Complete the following sentences
sentences sentences using the using the correct phrasal verbs.
correct phrasal verbs. Showed off, stand up for, make
up, broke up, talked into, stand
for,
My mother used to… stories to tell
us at bedtime.
The salesman talked me into buying
the expensive shoes although I
hadn’t planned to spend that much
money.
The whole family went to the station
to… their brother when he went
away to Zambia.

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 BaAno general Sigar

She … with her boyfriend because

he was not faithful.

Lesson 4 Verbs Transitive verbs Verbs are transitive when they can
have objects to complete their
meaning.
If the questions who Or what asked
after the verb receives a direct
answer, then that sentence contains
an object.
For example: The ball hit the fence.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus Construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 Essay writing Digital literacy Describe the NATIONAL Syllabus Digital literacy
advantages and 4005/1 Has life been improved by the
disadvantages of using Pg v widespread use of cell phones?
cell phones. Explain how new scientific
knowledge or a new process has
helped one of the following in recent
years: farmers; manufacturers;
doctors; engineers; road congestion;
astronomy; and navigation; physics,
and chemistry. (Explore and Write 2,
by John Jennings, Westgate
Educational Publishing Limited,
Walintown1976) Pg 81
Computers. (Explore and Write 2, by
John Jennings, Westgate

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 BaAno general Sigar

Educational Publishing Limited,

Walintown1976) Pg 81
The use of cell phones has destroyed
the reading habit.
What would you consider to be
attributes of a good community
library?
Success depends on academic
qualifications. Do you agree?
2.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Active and Verbs can have voice. In the active
passive voice voice, the action is done by the
subject of the sentence.
In the passive voice, the action is
done to the subject.
For example: Paul eats the apple.
(active)
Subject + verb + object
The apple is eaten by Paul. (passive)
Subject + verb + indirect object
Construct five sentences in the
passive voice.
Lesson 3 Mood When we speak about the mood of a
verb, we refer to the manner in
which a verb is expressed.
Indicative mood:
Expresses or states a fact:

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 BaAno general Sigar

For example: He reads every night.

Imperative mood:
Expresses a command:
For example: Go home.
Or a request: Please call me at nine
in the morning.
Subjunctive mood:
Expresses a wish or a possibility:
For example: I wish I were a
millionaire.
If he were to become Principal, we
might see drastic changes.
The verb ‘were’ is used for the
present and the future tenses for all
persons (I, we, you, he, she, it, they)
Lesson 4 Write down the correct form of the
verb in brackets.
The bully tried (hit) the little boy. to
hit
(play) in the final, the winner scored
a goal.
I want you (clean) your shoes.
(trap) by the fire, the old woman
began to scream.
She does seem (like) her new job.
(catch) fish you must have much
patience.
She has earned great praise for her
(sing).
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques

170
 BaAno general Sigar

Vocabulary meanings of contextually Book on giving word meaning.

words NATIONAL Syllabus Construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 Say whether the verbs in these
sentences are used transitively or
intransitively.
She reads hundreds of books every
year.
Yesterday he told me that his car
was stolen.
The bridal couple walked up the
aisle.
The wagon was cut out of wood.
The artist mixed his paints on a
pallet.
3. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Understanding Characteristics of Characteristics of verbs
parts of speech verbs A verb describes an action or a state
of being.
It describes when the action has
taken place, by means of tenses
(past, present, future and so on).
Verbs indicate person and number
– I do, we do, you do, they do, he
does, she does, it does.
Singular has s the end of the verb.
To buy and to be are verbs.

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 BaAno general Sigar

To be has many forms, depending on

the tense for which it is used.
Forms for to be
I am, was, shall be
We are, were, shall be
You (singular or plural) are, were,
will be
He, she, it, Paul, the dog is, was, will
be
We are, were, shall be
They, Jim and Peter, these/those
boys are, were will
Lesson 3 Main types of verbs
There are two main types of verbs:
Finite verbs
Finite verbs are always linked to
subjects are expressed in tenses. A
finite verb, then, will change
according to the person or persons
performing the action described and
according to when the action
happened.
I eat my food.
He eats his food.
He ate his food.

Non-finite verbs
Non-finite verbs have no subject or
tense. They are not limited by time
or person.

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 BaAno general Sigar

Lesson 4 Adverbs An adverb tells us about a verb. It

tells us about how, when, where,
how often, and why something done.
Adverbs are formed in the following
ways:
By adding - ly to adjectives:
Careful – carefully, certain –
certainly, wise – wisely
When a word ends in – e, the – e is
kept and – ly is added:
Sore - sorely
When a word ends in – y, the – y
changes to – i:
Gay – gaily
When a word ends in –y which is
preceded by a consonant, the –y is
dropped and it is replaced by –ily:
Heavy – heavily, funny – funnily
When adjective ends –ible or –
able, the final – e is dropped and –y
is added:
Miserable – miserably, possible –
possibly
When adjective ends in a vowel plus
- l, - ly is added:
Wonderful – Wonderfully
By adding –s:
Upward – upwards, southward –
southwards
By adding –wise to the end of the

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 BaAno general Sigar

word:
Like – likewise, other – otherwise
By changing the word completely
Good – well
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus Construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 Essay writing Collaboration Enumerate what is NATIONAL Syllabus Collaboration
being done to help 4005/1 What is being done to help poor
poor people in their Pg v people in your community?
community. What should be done to improve the
living conditions in your area?
Write a magazine article suggesting
ways in which you think your school
could help starving children in the
poor nations.
You have accidentally broken the
window of a neighbour’s house.
Write a letter of apology explaining
the circumstances which led to the
breaking of the window.
Write about your neighbours and the
way they behave.
‘A fool who has got himself into
danger shouldn’t expect to be
helped. It is ridiculous for a brave
person to risk death helping a fool.
What do you think of this opinion?
Describe an incident that angered

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 BaAno general Sigar

everyone in your neighbourhood.

Describe an incident when you
helped a friend who was in trouble.
What qualities will you look for in
your future husband or wife?
How important is it that people
should marry and remain living
together permanently?
4.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Adverbs Summary Words showing time, such as:
always, usually, yesterday, last
month, tomorrow, often, before,
already, ago, are all adverbs.
Words such as high, low, far, fast,
early, late, much, little, and enough,
can be used as adjectives as well as
adverbs.
Sometimes adverbs do not have the
same meaning as their
corresponding adverbs:
‘Nearly’ means ‘almost’ and not
something that is close by.
‘lately’ means ‘recently’
‘warmly’, ‘hotly’, coolly’ and
‘coldly’ are used emotionally and
not literally:
She stared at me coldly means that

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 BaAno general Sigar

she was unfriendly, not that she was

cold.
Not all words ending in ‘ly’ are
adverbs. The following words are
adjectives: friendly, miserly, kindly,
and womanly.
For example:
She had a friendly smile.
Only is a word that can be used in
many positions in a sentence. It must
be placed as near as possible to the
word it modifies:
He only encouraged his wife. (Did
not force her to do anything.)
Only he encouraged his wife. (No
one else did)
He encouraged only his wife. (No
one else)
He encouraged his only wife. (He
had only one)
Lesson 3 Other adverbs and their position
in the sentence
The following come before the
verb, but after the auxiliary if there
is one.
I seldom go to town.
We never leave late.
She hardly greeted me.
I sincerely hope so.
You surely do not mean that!

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 BaAno general Sigar

Father generally catches the eight

o’clock train.
We nearly died of fright.
They definitely said no.
They always visit us in winter.
Fane often comes here.
He really swims well.
I scarcely knew her.
He still remembers me.
She probably misunderstood me.
Lesson 4 Adverbs Adverbs of place Adverbs of place and manner come
and manner after the verb:
I looked everywhere for him.
The soldiers fought bravely.
We stayed there for a time.
The moon was shining brightly.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus Construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 Adverbs of time come at the end or
the beginning of the sentence.
Suddenly we heard the boom of
cannon.
We left the farm yesterday.
5.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Comparison of Comparison of adverbs
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 BaAno general Sigar

adverbs
Positive Fast, comparative faster,
superlative the fastest
Long longer longest

Most adverbs with two or more

syllables form the comparative and
superlative degrees by using more
and most.
Beautifully more beautifully most
beautifully
Slowly more slowly most slowly
Fairly more Fairly most Fairly

Exception: early earlier earliest

Lesson 3 Adjectives Sentences consisting only of nouns
and verbs can be boring.
Mary eats an apple.
To make this statement mote
interesting, we could say:
Mary eats a juicy apple.
The word juicy is an adjective.
Adjectives are words which describe
and tell us more about nouns.
The brave man stood on the
burning bridge.
The words brave and burning are
adjectives.
Lesson 4 Placing of Placing of adjectives
adjectives The adjective is usually placed

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 BaAno general Sigar

before the noun: a sunny day, a

pretty girl.
If a noun is described by more than
one adjective, a comma separates the
two: a tall, thin girl.
If a noun is described by an
adjective as well as a phrase (a
group of words), it is placed after the
noun: it was a day too wet for a
picnic.
Sometimes an adjective is placed
after the verb: The girl was shy.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus Construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 Essay writing Cross cultural Explain how gossip, NATIONAL Syllabus Cross cultural issues
issues though natural and 4005/1 Explain how gossip, though natural
often harmless, can be Pg v and often harmless, can be a source
a source of irritation of irritation and even danger.
and even danger. The advantages and disadvantages
of leaving school.
Write about customs of hospitality in
your community.
‘It’s better to be fat and jolly than
thin and miserable.’ What are your
views on this statement?
Write a letter to an embassy
requesting information for a
geography project. (Give some

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 BaAno general Sigar

details about the project)

World peace.
Is population control necessary?
6. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Comparison of Comparison of adjectives
adjectives Adjectives can describe nouns by
degrees (certain amounts). There are
three degrees of comparison:
positive (relating to one)
The tall thin girl.
Comparative (relating to two only)
add –er, but when the positive ends
in –e only –r is added:
The taller, thinner girl.
But when the positive ends in –e
only –r is added, brave – braver.
When the positive ends in –y,
preceded by a consonant, the –y
changes to -i before –er of –est is
added: tiny – tinier, tiniest, happy,
happier, happier.
Superlative (relating to more than
two) add –est
The tallest, thinnest girl.
When the adjective has more than
two syllables, more is added for the
comparative and most for the

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 BaAno general Sigar

superlative: beautiful, more

beautiful, most beautiful
Lesson 3 Irregular Irregular adjectives
adjectives Some adjectives have irregular
degree of comparison. Memorise the
following: bad, worse, worst
Good, better, best
Late, later, latest
Little, less, least
Many, more, most
Near, nearer, nearest
Old, older, oldest
Old, elder, eldest
Far, farther, farthest
Far, further, furthest
Lesson 4 Word formation Adjectives Add -able, -al, -ous, Using the given suffixes, form
-en, -full, -like, -ish, adjectives from the following
-ic, -ve, -y, -some, -ly, words:
-aneous, Accident Attract Autumn Bible
Child Courage Favour Honour
Danger Enthusiasm Father Fool
Habit Humour
Instant Joy Life Magnet Mercy
Metal Mischief Mountain Music
Nation Notice Occasion Parent
Plenty energy Prophet Prosper
Quarrel Respect Skill Talk Tire Wit
Wood Wool
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.

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 BaAno general Sigar

words NATIONAL Syllabus Construct five simple sentences

4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 Test Adjectives and Rewrite the sentences, choosing
Adverbs the correct word each time.
The singer has a (clear; clearly)
voice.
He is checking the list (careful;
carefully).
She is (glad; gladly) that she has
practised playing the (difficult;
difficulty) parts.
He knows very (good; well) that
while he is negotiating, he will have
to think (quick; quickly).
During an exciting match, he
sometimes shouts (loud; loudly)
when a player stops (sudden;
suddenly).
7. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Give the correct form of the word
in brackets or fill in a suitable
word, or choose the correct word.
The president was not serious
injured.
The food smells (good, well).
We hope he will be (successful,

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 BaAno general Sigar

successfully).
We did it (voluntary, voluntarily).
He has a (temporary, temporarily)
appointment.
Nomsa was appointed (temporary,
temporarily).
We visited a near town.
He wants to go to the (far) town.
The new machine works (bad,
badly).
Lesson 3 Adjectives Comparative or Use the correct comparative or
superlative form superlative form of each adjective
in brackets.
My cousin, Louis is (old) than I, and
my cousin, Sean, is the (old) of us
all.
It was the (courageous) deed I have
ever seen.
We were afraid to venture (far) into
the water.
She is the (shy) girl in our office.
We have far (few) books than our
neighbours.
Have you ever heard of a (noble)
deed?
The sick child is not any (bad) than
he was yesterday.
Anne is the (intelligent) of the two
sisters.
With (much) application and (little)

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 BaAno general Sigar

indolence, you should do better at

school.
Lesson 4 Pronouns Personal I, we, you, he, she, it, Words that are used in the place of
pronouns they nouns to save repetition are called
pronouns.

Peter told Ellen to bring the bag to

Peter but Ellen replied that the bag
was too heavy for Ellen to carry and
besides the bag did not belong to
Peter.

This sounds much better:

Peter told Ellen to bring the bag to
him but she replied that it was too
heavy for her to carry and besides it
did not belong to him.
A noun can be the subject the
person or thing doing the action
described by the verb), or the object
(the person or thing to whom the
action of the verb is directed) of a
sentence.

The subject forms of pronouns are:

I, we, you, he, she, it, they
The object forms of pronouns are:
me, us, you, him, her, it and them.
Subject: I will attend the lessons.
David and I shall attend the lessons.

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 BaAno general Sigar

Object: John will help her.

John will help Peter and me.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus Construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 Conflict NATIONAL Syllabus Conflict management
management 4005/1 What part does religion play in your
Pg v daily life?
Write a letter to your teacher
explaining why you were absent
from school during your English
test.
What would you consider to be the
attributes of a good neighbour?
What do you think are some of the
joys and sorrows of teaching?
8. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Be careful to use a pronoun only
when it is clear to which noun it
refers:
John told Allan that he did not
understand.
It is not clear to which of the two
boys the he refers.
It would be better to say:

185
 BaAno general Sigar

John told Allan that Allan did not

understand.

When two or more pronouns are

used together and one of them is in
the first person, the first person
pronoun is always used placed last.
Lesson 3 Pronouns Possessive The possessive is used when we
Pronouns want to show that something belongs
to someone.
It belongs to me = it is mine
It belongs to you = it is yours
It belongs to him = it is his
It belongs to her = it is hers
It belongs to us = it is ours
It belongs to them = it is theirs
Notice that no apostrophes are
used.
Take care not to use ‘its’
(belonging to it) with an
apostrophe.
Lesson 4 A pronoun is a word that takes the
place of a noun. Who, which and
that are relative pronouns
Who is used of persons only, and
stands in place of the subject of the
sentence.
Which refers to everything except
people
That may also be used in the same
way.

186
 BaAno general Sigar

That is used of persons and things.

Examples:
Where is the girl who owns the car?’
This is the boy who won the prize.
I lost the book which I bought
yesterday.
This is the vase which I bought for
you.
This is the vase that was thrown
through the window.
NB: The part of the sentence which
starts with a relative pronoun must
be placed as close as possible to the
noun to which it refers.
The girl, who wore a red dress, sang
beautifully.
This is the girl who wore a red dress.
Construct five sentences using the
relative pronouns.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus Construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 One can also be used as a pronoun.
It is used when people in general are
being referred to and when the
writing is too formal for ‘you’ to be
used. For instance, a mother would
say to her family:
‘You must remember to say your
prayers before you go to bed.’
However, a pastor, giving a sermon,

187
 BaAno general Sigar

will say to the audience:

‘One must remember to say one’s
prayers before one goes to bed.’

When the general pronoun one is

used, it must not be changed to I or
we or any other pronoun later in the
sentence.
It is wrong to say:
When one enters an exhibition hall,
he is full of anticipation.
When one enters an exhibition hall,
one is full of anticipation. (correct)
9. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Nouns and Jane and I are coming.
pronouns The others and I shall be there.
Both they and we have been invited.
He told him and me.
Note: When characteristics of
people are being compared, than is
always followed by the subject form
of the pronoun.
For example:
He is shorter than I (am),
Mary is quicker than he (is).
Note: be careful not to confuse
masculine and feminine pronouns.
He always refers to a male, and she

188
 BaAno general Sigar

always refers to a female.

Lesson 3 test Fill in the gaps with who, whose,
that or which
Whom did you discuss this with?
Who prevented you from phoning
us?
Whom did mother complain about?
Who did you meet at church?
I have two varieties. Which do you
wish to buy?
Whose books are these? They do not
belong to me.
Lesson 4 Fill in the gaps with he, she, or it.
Jane is my sister. She is older than I.
His brother is ill. He is in bed.
Mrs. Zwane lives here. She is my
aunt.
I saw a horse. It was black.
That is the man. He shot at me.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus Construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 Entertainment The advantages Enumerate the NATIONAL Syllabus The Man-Eater.
and advantages and 4005/1 Conquest of Everest.
disadvantages of disadvantages of Pg v Lonely Youth.
being an only being an only child. Smoking.
child. The Undernourished.
Lionel and Peter.
The Escape.
Fools’ Day.

189
 BaAno general Sigar

10. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 I cut (me) with a sharp blade.
Myself
She looked at (her) in the mirror.
herself
The bird killed (it) when it flew
against the window. itself
We enjoyed (us) on the farm.
Ourselves
They found (them) in the wrong
train. Themselves
Lesson 3 Peter and (I/me) will stay home.
Anne and (she/her) are sisters.
We as well as (they/them) are
coming home.
Neither I nor (he/him) was invited.
I can assure you it was not (I/me)
who answered.
It is she/her who will have to do the
work.
Lesson 4 They said it was we/us who had
stolen the grapes.
Sipho is older than they/them.
We are poorer than them/they.
All are going next week except
they/them.
Everyone but he/him has read the
document.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.

190
 BaAno general Sigar

words NATIONAL Syllabus Construct five simple sentences

4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 A preposition is a word connecting a
noun or noun substitute to some
other word or part of the sentence.
For example:
The cushion is on the chair.
I will meet you at five o’clock.
The preposition is generally found in
front of a noun, or substitute or noun
phrase. Most prepositions are short
words:
For example:
On, in, at, of, by, to, for, to, from,
with, into, up, down, and so on.

There are also compound

prepositions, consisting of several
words.
For example: instead of, on to, with
regard to, in connection with, out of,
as regards, in respect of.
There are not more than forty
prepositions in common use, but
they cause much difficulty, because
there is no easy way to decide which
prepositions should be used in many
particular cases. Even English
speakers frequently use the ‘wrong’
preposition in sentences. This is
because the most common
prepositions have a number of

191
 BaAno general Sigar

meanings and are used in

combination with other words in
ways which must be gradually
learnt.

Sigauke R P EC No: 2010341C

FORM 3 ENGLISH LANGUAGE SCHEME

Eagles View Academy

TERM 3: 2024

PERSONAL DETAILS

QUALIFICATION: Diploma in Education

192
 BaAno general Sigar

SOURCES/ REFERENCES

STEP AHEAD BOOK

ENGLISH FOR ZIMBABWE BOOK
BASIC ENGLISH GRAMMAR FOR ENGLISH LANGUAGE LEARNERS BOOK 2, HOWARD SARGEANT, 2007
CAMBRIDGE ADVANCED LEARNERS’ DICTIONARY

AIMS:
The aims of the syllabus are to promote in pupils an awareness of:
- The usefulness of the English Language as a medium of National and international communication.
- The values of effective language command and use for personal and National development.
- develop reading abilities and skills that:-
- are useful for everyday life such as reading instructions, newspapers, reports;
- motivate pupils to develop a lifelong reading habit for enjoyment and knowledge;
- become effective users of English in a place of work;
- write different kinds of letters, notes and reports
Among other things, the NATIONAL English Syllabus also aims to:
Enhance the pupils’ skills of listening, speaking, reading and writing so as to enable them to meaningfully and creatively take part in the
social, political and economic spheres of their country.

Equip pupils with linguistic to help them advance themselves in the acquisition of vocational skills as well as make them linguistically
relevant in society.

Empower pupils with creative writing prowess.

Expose pupils to diverse values of their society as well as those of other societies.

Develop reading abilities to enhance a thorough understanding of various texts for purposes of responding to comprehension passages.

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 BaAno general Sigar

1. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities

By the end of the
lesson, pupils should
be able to:
Lesson 1&2 The noun that follows a preposition
is regarded an object. The object of
a preposition cannot be the subject
of a verb. If we use a personal
pronoun after a preposition we must
remember to use the form which
shows that it is an object.

By him not by he
For her not for she
With me not with I
Among us not among we
Lesson 3 A frequent mistake is found in the
following sentence:
Between you and I…
‘You’ and ‘I’ are both objects of
between; they must be in the object
form. The correct phrase is:
Between you and me…
The pronoun I never comes after a
preposition.
For example: with her and me; to
him and me
The same rule applies to who. The
form used as an object must follow a
preposition.

194
 BaAno general Sigar

For example: of whom, to whom

and by whom
Lesson 4
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus Construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 Types of essays Gender To acquaint pupils National Syllabus Gender
Free with the types of Page iv In what ways can schools promote
Compositions. essays they are Teacher’s notes. equal opportunities for boys and
expected to have Step Ahead girls?
mastered by the end of Book ‘Women should be restricted to
the two-year course, work connected with the home and
on gender.
children. They should not engage in
politics, commerce or industry.’
How far do you agree with this
statement?
Discuss ways in which women
contribute to society.
‘Boys are lazier than girls.’ Do you
agree?
Do you consider that the lives of
women in your country could be
improved?
2. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:

195
 BaAno general Sigar

Lesson 1&2 Some meanings of most common

prepositions:
In refers to a position inside of
something (not necessarily to do
with place: in can also refer to time
or manner).
They are in the tent.
I will join you in an hour.
You are in a good mood.

Into refers to movement towards the

inside something.
He fell into a pit.
He drove into the tree.
He fell into a mood of sadness.

Lesson 3 At refers to nearness of direction

towards.
I met him at home.
I will meet you at one o’clock.
He felt at home.
Petrol is sold here at thirty cents a
litre.
He had a good try at it.
Lesson 4 With refers to close relationship.
He always argues with strangers.
She is living with her parents.
He spoke with a sorrowful voice.
I will never part with my books.
She is popular with her friends.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus Construct five simple sentences

196
 BaAno general Sigar

4005/1 Pg 4 ICT using the learnt vocabulary.

Tools
Lesson 6 By refers to nearness or to being in
the cause of.
He is travelling by train.
They followed the path by
moonlight.
I was helped by him.
He won the race by ten metres.
I will get it done by half past two.
3. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 From refers to direction out of
something.
These eggs are from the farm.
The show will be open from today.
The patient is now free from
headaches.
The first gift was from his father.
They suffer from bad eyesight.
From the drop in temperature, I
would say it might rain.
Lesson 3 For refers to representing of, or
because of.
He did it for me.
He did it for ten dollars.
They have left for the sea.
He was punished for his late arrival.
They lived here for twelve months.
Lesson 4 Of refers to removal from, source, or
quality.

197
 BaAno general Sigar

Their farm is north of the village.

She was robbed of her clothes.
He came of peasant stock.
I expect it of him.
She is a woman of fine character.
I bought a ball of wool.
They are the most loyal of friends.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus Construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 Disaster Risk Speech write a speech National Syllabus Disaster Risk Management
Management 4005/1 What are the causes of road
(Guided) Pg v accidents?
compositions. Teacher’s notes Discuss ways to stop road carnages.
Step Ahead Write a story beginning with, ‘The
Book tour bus suddenly hurtled headlong
over a precipice!’
Dangers on the road.
Imagine you were involved in a car
accident. Describe how you were
rescued.
Safety on our roads.
4. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 On refers to attachment or covering.
They stood on the tabled.
I expect her on Sunday.
He is an authority on firearms.

198
 BaAno general Sigar

The acrobat stood on his hands.

The book is based on fact.
The men are on strike.
Lesson 3 To refers to a leading towards or
affecting or purpose.
I am going to bed.
I gave it to his brother.
He was faithfully to the end.
She had a duty to her parents.
He does it to annoy.
Add a teaspoon to every litre.
My hat is similar to hers.
Lesson 4 We could see the fish beneath the
surface of the water.
She saw her friend disappear
beneath the waves.
The cat lay under/underneath the
table.
My father works on the floor below
this one.
We do not often have temperatures
below zero.
The foreman has fifteen workers
under him.
The foregoing (previous) examples
illustrate only some of the meanings
of the prepositions under discussion.
A fuller list of the uses of these
prepositions may be found if you
look them up in a good dictionary.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus Construct five simple sentences

199
 BaAno general Sigar

4005/1 Pg 4 ICT using the learnt vocabulary.

Tools
Lesson 6 (Me) was given the letter by (he). I,
him
(him) will share the money between
you and (I). he, me
An invitation was sent to (they)
them and (we). Us
5. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Fill in the gaps with the appropriate
preposition.
The door of the house was ripped
off/ from its hinges.
If you come to/with me, I will see
that you are back at/by two o’clock.
Come at once and get into the car!
She is a person of considerable
courage in the face of danger.
When you come for your injection,
the doctor will give it to you on the
left arm.
Lesson 3 Prepositional Use agreed to (a Certain words (mainly adjectives,
idiom proposal) nouns and verbs) are followed by
agreed in (principle) particular prepositions. There is
agreed with (a often no particular reason for this,
person) except that English speakers agree
agreed on (rules)
on the use of these combinations.
angry with (a person)
The agreement on this kind of use in
what makes up the idiom of a

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 BaAno general Sigar

language. Idiom is best learnt by

reading and speaking the language.
Here is a selection of prepositional
idioms:
He agreed to a meeting the next
day.
The committee agreed in principle.
My mother seldom agreed with my
father.
The teams agreed on a five minute
break.
My sister is often angry with me.
Lesson 4 Prepositional answerable to (a When I return, you will be
idiom person) answerable to me for any damage
answerable for (a which occurs.
thing) He was anxious about his health.
anxious about
She refused to apologise to him.
appealed to (a
person) The leader appealed to his
apologise to (a supporters.
person) The players appealed against the
appealed against (a penalty.
decision)
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus Construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 Essay writing Enterprise Discuss how people National Syllabus pg Enterprise
Guided from your area earn v Write a letter to the editor of your
composition their living and how school magazine describing a project
various jobs affect

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 BaAno general Sigar

family life. which has been done by you and

your class.
Write about how people from your
area earn their living and how
various jobs affect family life.
The importance of (piggery, pottery,
swimming, soccer, and so on)
The importance of technical and
vocational subjects.
6. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Prepositional authority over (a The father still has authority over
idiom person) his children.
authority on (a He is an authority on old clocks.
subject) The teacher had an aversion to the
aversion to (a
inspector.
person)
bestow upon (a He bestowed his belongings upon
person) his friends.
buy from (a shop) The bread was bought from the
supermarkets.
Lesson 3 Prepositional careful of (a danger) You must be careful of thieves.
idiom careful about They are never careful about their
(belongings) clothes.
consists of (parts) This cake consists of flour, eggs and
consists in (an
butter.
equivalent / is the
same as) Crime consists in breaking the law.
contrast (verb) with He contrasted his new life with his
old.

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 BaAno general Sigar

Lesson 4 Prepositional contrast (noun) to In contrast to the old, his new life
idiom conversed with (a was happy.
person) He conversed with me on the latest
converse of (a topic) news.
contribution to /
This argument is the converse of the
towards
last.
He contributed an article to the
school magazine.
He contributed towards the
building of the hospital.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus Construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 Prepositional consistent with (an His refusal was consistent with the
idiom opinion) views he had started.
consistent in He has been very consistent in his
(behaviour) opposition to the scheme.
differ with (a person)
I must agree to differ with you.
differ on (a subject)
differ in (quality) We always differed on the subject
of fashion.
The new wool differed in colour
from the old.
7. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Prepositional differ from Ducks differ from geese.
idiom (something unlike) My handwriting is different from
different from, to yours.

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 BaAno general Sigar

(something unlike) I am disappointed in my hopes for

disappointed in peace.
(expectations) He was disappointed with his
disappointed with (a brother.
person)
His promises are empty of meaning.
empty of (meaning)

Lesson 3 Prepositional experience of They had no experience of earth

idiom (occurrence) tremors.
experience in (skill) He has limited experience in sewing
exchange for (a on buttons.
thing)
I have exchanged my car for a
effective for (a need)
enforced on (a scooter.
person) Aspirin is effective for headache.
Silence was enforced on the class.
Lesson 4 Prepositional endow with (a talent) My brothers are not endowed with
idiom independent on (a patience.
person) His children are quite independent
intent upon (an aim) of the parents.
interest in (a subject)
His is intent upon a better
instill into (a person)
education.
You seem to be interested in
languages.
I will never instil any sense into
you.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus Construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 Essay writing Health issues Write a speech on NATIONAL Syllabus Health issues such as HIV and

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 BaAno general Sigar

(Guided) such as HIV and what people should do 4005/1 AIDS and other chronic diseases
compositions. AIDS and other to control the spread Pg v
chronic diseases of AIDS. Step Ahead The importance of HIV testing.
Book What, in your opinion, should
people do to control the spread of
AIDS?
The challenges being faced by
people living with disabilities in my
community (in the world).
How should the youth fight against
HIV and AIDS?
The spread of HIV and AIDS can be
prevented. Do you agree?
A doctor who seriously neglected his
patients.
Describe an occasion when you were
ill and spent a week or more at
home.
8. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Prepositional liable to (mistakes) Computers are not liable to errors of
idiom liable for payment) arithmetic.
lives for (an aim) The tenant is liable for the unpaid
live by (an rent.
occupation)
His lives only for his children.
live on (a foodstuff)
The islanders live by fishing.
The inhabitants of the tropics live on
yams.
Lesson 3 Prepositional live within (one’s A thrifty man tries to live within his
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 BaAno general Sigar

idiom income) means.

marred by (a fault) The concert was marred by the
moved to (action) thunderstorms.
moved by (requests) The miners were moved to protest
moved with (an
against their dangerous working
emotion)
conditions.
He was moved by repeated pleading
of the beggar.
Your tale of woe moved me with
pity.
Lesson 4 Prepositional neglect of (duty) The whole school suffers from the
idiom obliged to (a person) principal’s negligence of his duty.
for (help) I am much obliged to them for
offence against (laws) lending me the necessary tools.
protest against (a
Gambling is a serious offence
decision)
popular with against the hotel’s regulations.
(supporters) The scholars protested against the
principal’s decision.
The new stadium has proved
popular with football crowds.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus Construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
Lesson 6 Prepositional preparing for (an In 1939, Europe was preparing for
idiom event) war.
proceeded with (an
occupation) The court proceeded with the case.
proceed from, to (a
They then proceeded from Harare
place)

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 BaAno general Sigar

proceed against (a to Mutare.

lawbreaker) The police say they will not proceed
proof of against the offenders yet.
(responsibility) We have no proof of her guilt.
9. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Prepositional proof against (attack) This point has been proven against
idiom prefer to (some other) the worst weather for years.
replace with (an They prefer the summer to the
alternative) winter.
replace by (a
The glass planes have been replaced
substitute)
ready for (an action) with plastic ones.
The manager has replaced by his
secretary.
The army is ready for invasion.
Lesson 3 Prepositional responsible to (a A member of parliament should be
idiom person) responsible to the voters who
responsible for (an elected him.
action or charge) The groundsman is responsible for
sensitive to (criticism,
the state of the playing fields.
changes)
substitute for The new government is very
(something else) sensitive to any accusations of
inefficiency.
sympathy for (a There is no substitute for hard
person work.
I feel a great deal of sympathy for
her difficulties.
Lesson 4 Prepositional satisfied with Are you satisfied with the new

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 BaAno general Sigar

idiom (person’s state of clerk?

affairs) He succeeded in passing the
succeed in (a venture) examinations.
succeed to (an The son succeeded to the crown in
inheritance)
1850.
suitable for (an
occasion) White flowers are suitable for a
take after (a parent) wedding.
The little girl obviously takes after
her mother.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus Construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
November 2022
Lesson 6 Children’s Problems faced Bring out the problem NATIONAL Syllabus Children’s rights and
rights and by youths. he or she can face and Pg v responsibilities
responsibilities who he or she can
confide in for advice. If you had a problem, to whom
would you turn for advice and why?
Describe some ways in which young
people of your community seem to
offend their elders.
What problems are faced by young
people today?
Are rich children always happier
than those who come from poorer
families?
Parents.
Is it important that young people
should know about the history of

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BaAno general Sigar

their country?
Young people have more problems
than adults. Do you agree?
Teenagers sometimes complain that
they are treated like children. What
are your opinions about this?
‘Teenagers should not be sold
cigarettes by shopkeepers’. What do
you think?
‘Young people should not be
allowed into cinemas’. What do you
think?
Write a story about a boy who
suffered from cancer as a result of
cigarette smoking.
‘Young become bored during their
free time’. What do you think?
Too many young people are ill-
mannered’. What do you think?
The dangers of smoking.
The problems of alcohol abuse.
What were you afraid of when you
were a small child?
What dangers should young people
guard against when they leave
school?
It is said that young people should
always respect and obey those older
than themselves. What are your
feelings about this?

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BaAno general Sigar

Describe an occasion when you said

or did something that you later
regretted very much.
The most popular student in my
class
Write about ways in which students
can conserve the community while
at school.
‘Between the ages of 16 and 21 all
young people should be required to
give one year of service to the
community.’ What is your opinion
about this?
What I wish my parents could do to
their children.
Parents should have no control over
a child when that child becomes
eighteen years old.
Young people owe their parents at
all. What are your views?
Should parents be blamed if their
children behave badly?
Waiting for the results?
Parent: I know what life is like. If
you have any sense of you’ll take
my advice.
Young Person: The world has
changed since you were young. You
don’t understand our problems
today. Besides, we ought to be free

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 BaAno general Sigar

to do what we like.
What are your views on this
argument?
10. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 take for (someone On the telephone he was often taken
else) for as his father.
take upon (oneself a He has taken it upon himself to
task) sweep the pavement.
take to (an activity)
He has taken to singing in bed.
tired of (an activity)
taste for (art) I am tired of telling you to be quiet.
He has acquired a taste for classical
music.
useful for (a task) The points of the scissors are useful
for making holes in papers.
useful to (a person) This apparatus should be most
useful to you.
Lesson 3 Some difficulties A preposition should have an object.
with prepositions. Examine this sentence: He said he
would come with.
Since we have no object, the
sentence is incomplete. With should
be followed by an object. For
example: He said he would come
with us.
Exceptions:
Certain verbs are followed
habitually by prepositions which
determine their meanings. These
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 BaAno general Sigar

prepositions become part of the verb

and do not take an object. For
example: wake up; look up; run
down (The spring of the clock has
run down.)
(It may be argued that up and down
in these examples are adverbs and
not prepositions.)
Lesson 4 Between and among
When a sentence deals with division
of something between is used for
two recipients, among for three.
The money was divided between
jack and Jill. (correct)
The food was divided among the
prisoners. (correct)
Note that both and between and
among must be followed by a plural
noun.
Note also that between may be used
with a different meaning for more
than two people.
For example:
There were many differences
between the musketeers.
Switzerland lies between France,
Germany, Australia and Italy.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus Construct five simple sentences

212
 BaAno general Sigar

4005/1 Pg 4 ICT using the learnt vocabulary.

Tools
November 2021
Lesson 6 Leaving out Leaving out prepositions
prepositions Often when two words which
require different prepositions are
combined, one of the prepositions is
omitted.
For example:
He agreed but I disapproved of the
plan.
The preposition that should have
followed agreed is to. Of cannot
follow both verbs, for then the
sentence would read:
He agreed of but I disapproved of
the plan.
The correct version includes both
prepositions:
He agreed to but I disapproved of
the plan.

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 BaAno general Sigar

Sigauke R P EC No: 2010341C

FORM 4 ENGLISH LANGUAGE SCHEME

Eagles View Academy

TERM 1: 2024

PERSONAL DETAILS

QUALIFICATION: Diploma in Education

SOURCES/ REFERENCES

STEP AHEAD BOOK

ENGLISH FOR ZIMBABWE BOOK
BASIC ENGLISH GRAMMAR FOR ENGLISH LANGUAGE LEARNERS BOOK 2, HOWARD SARGEANT, 2007

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 BaAno general Sigar

CAMBRIDGE ADVANCED LEARNERS’ DICTIONARY

AIMS:
The aims of the syllabus are to promote in pupils an awareness of:
- The usefulness of the English Language as a medium of National and international communication.
- The values of effective language command and use for personal and National development.
- develop reading abilities and skills that:-
- are useful for everyday life such as reading instructions, newspapers, reports;
- motivate pupils to develop a lifelong reading habit for enjoyment and knowledge;
- become effective users of English in a place of work;
- write different kinds of letters, notes and reports
Among other things, the NATIONAL English Syllabus also aims to:
Enhance the pupils’ skills of listening, speaking, reading and writing so as to enable them to meaningfully and creatively take part in the
social, political and economic spheres of their country.

Equip pupils with linguistic to help them advance themselves in the acquisition of vocational skills as well as make them linguistically
relevant in society.

Empower pupils with creative writing prowess.

Expose pupils to diverse values of their society as well as those of other societies.

Develop reading abilities to enhance a thorough understanding of various texts for purposes of responding to comprehension passages.

1. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities

By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Test Leaving out prepositions

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 BaAno general Sigar

Often when two words which

require different prepositions are
combined, one of the prepositions is
omitted.
For example:
He agreed but I disapproved of the
plan.
The preposition that should have
followed agreed is to. Of cannot
follow both verbs, for then the
sentence would read:
He agreed of but I disapproved of
the plan.
The correct version includes both
prepositions:
He agreed to but I disapproved of
the plan.
Lesson 3 She became ill because she had
taken too much (to/upon) herself.
She fell/jumped (in/into) the
pool/water.
He bit (in/into) the rusk and I poured
the tea the (in/into) cups.
Mother looked/peered (in/into) the
cupboard/hole/oven etc.
They ran/walked (in/into) the room.
He put/hid the money (in/into) the
drawer.
Lesson 4 She put the sweets/marbles (in/into)
her pocket.

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 BaAno general Sigar

His shot went wide (off/of) the

mark.
His shot was (off/of) target.
When will the aeroplane take
(off/of)?
Father prefers a holiday (off/of) the
beaten track.
Kindly switch (off/of) the
kettle/light.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus Construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
November 2013
Lesson 6 Essay writing Environmental Describe the results of NATIONAL Syllabus Environmental Issues
issues unusual weather 4005/1 Describe the results of unusual
conditions in Pg v and 2 weather conditions in your
Zimbabwe. community (Zimbabwe).
The effects of water shortage.
Communities should contribute to
protecting the environment. How far
do you agree?
Land.
Food.
Drought followed by famine is
almost always a problem somehow
in the world. What are your views
on this subject?
Describe a place of great natural
beauty, or a place of great local or

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 BaAno general Sigar

national importance.
Discuss the importance of wildlife in
your country.

The beauty of wood.

The importance of plants and
animals to human life.
The pleasure of gardening.
Imagine that someone from abroad
has visited your home. Describe
what you showed him (or her) to
introduce him (or her) to everyday in
your area.
2. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Correct the following: write out the
whole sentence.
We had no idea who was coming
with.
The inheritance was divided among
between his son and daughter.
He had both objections and praise
praises for the new plans.
Lesson 3 Conjunctions Conjunctions
A conjunction is a word that joins
sentences or words.
The most commonly used
conjunction are and and but. We can
also join sentences using adverbs (of

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 BaAno general Sigar

time, manner, result and reason).

And is used to join words or
sentences which you would expect
to find together. If someone did his
work, you would expect him to do it
tidily. Because of this, we say:
He did his work correctly and tidily.
But is used to join words or
sentences which you would not
expect to find together. If someone
did his work, you would not expect
him to do it untidily. Because of this,
we say:
He did his work correctly but
untidily.

Construct five sentences using and

and but as conjunctions.
Lesson 4 The conjunctions: how, when or
where something is dome, that is,
they tell us about the words
describing actions: they are adverbs.
Conjunctions indicating reason
(telling us why something is done)
are because, as since, for and if.
For example:
We shall be spending the whole day
indoors (Why) because it is too wet
and cold for playing outside.
Notice that two tenses are used in
one sentence.
Conjunctions which indicate time
tell us when something happened or

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 BaAno general Sigar

will happen are: when, as, until,

after, as soon as, immediately,
whenever, since.
For example:
We will be spending the day indoors
(when?) while the weather is
clearing up.
Conjunctions indicating result are:
So, therefore, so that.
It is too wet and cold for playing
outside (what is the result of this?)
so we will be spending the day
indoors.
Conjunctions (apart from but) which
can be used to join two opposite or
contrasting statements are: though,
although, nevertheless, yet and
however.
For example:
Although she was in a hurry, she
listened to me patiently.
She was in a hurry, nevertheless she
listened to patiently.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus Construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
November 2014
Lesson 6 Choose suitable conjunctions from
the list to form the links between the

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 BaAno general Sigar

sentences below: when, before,

after, while, since, as, until, where,
because, for, that in order that,
last, so that, if, unless, provided
that, though, although, even if, as
if, as though, than.
Before the wind began to blow, a
great calm reigned over the town.
He would not repair the motor car
unless the money was paid in
advance.
Since you have come early, I will let
you leave early.
She gave him the money as he could
not pay for his own ticket.
The boys played the fool because
they were clowns.
3. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Complete the following sentences by
supplying the correct word.
.. Tom… jerry may go, but not both.
Either, or
I am not as strong as you are.
My brother is taller than I.
If you are my friend you will help
me.
Because opponent was weak and

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 BaAno general Sigar

slow, I managed to defeat him.

Though I have another business, I
shall visit you tomorrow.
All his efforts failed however how
hard he tried.
Lesson 3 Select suitable conjunctions and
change the sentences slightly (where
necessary) in order to combine them.
Do not use any single conjunction
more than once in these five:
For example:
The horse ate the Lucerne. The horse
became very ill.
When he horse ate the Lucerne, it
became very ill.
(If) You put hot articles on the table.
You will damage the surface.
(Since When Because As Seeing
that After) The price of butter has
risen. You should buy margarine
instead.
The boy is not intelligent. The boy
did very well in the examinations.
(use Although not but, otherwise
you will form a compound
sentence.)
She found the money. (where) He
had put it on the table.
The doctor told her. (that) She
would have an operation.

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 BaAno general Sigar

Lesson 4 Punctuation The full stop (.) Punctuation

Punctuation marks are the road sighs
of writing. If they are clearly and
accurately used, the meaning of the
writer will be made clear. If they are
wrongly used, confusion results.
The full stop (.)
The full stop is used:
At the end of a sentence.
-The earth is round.
After abbreviations when the last
letter of the abbreviated word is
different from the last letter of the
original word.
Professor – prof.; Reverend – Rev.
But: Mr, Mrs, per cent, 1st, 2nd, and
so on.
Acronyms (when the first letters of
the name of an organisation forms a
word) do not have full stops.
University of South Africa – Unisa
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus Construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
November 2015
Lesson 6 Essay writing Financial State the importance NATIONAL Syllabus Financial literacy
literacy of developing a Pg v Which is more important to develop
country through in your country, agriculture or
agriculture or

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 BaAno general Sigar

manufacturing manufacturing industries?

industries. The importance of technical and
vocational subjects.
The importance of (piggery, pottery,
swimming, soccer, and so on).
Money is the key to happiness. Do
you agree?
‘Advertisements are boring, useless,
and often misleading.’ How far do
you agree with this opinion?
Cheap things are ‘expensive’.
Discuss.
Is it more important to enjoy your
job than to earn a great deal of
money?
4. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Punctuation The comma (,)
The wrong placing or the omission
of a comma can cause more
confusion than the wrong use of any
other punctuation mark. It is wise to
study its correct very carefully.
A comma indicates a pause which is
much shorter than that of a full stop.
The comma is used:
To separate words, phrases or
clauses.

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BaAno general Sigar

Mr Mbeki, the local butcher, will

deliver the meat.
To separate two or more words of
the same part of speech (adjectives,
or nouns and so on).
The ingredients needed are flour,
milk, eggs and butter.
Notice that a comma is not used
before and. The same principle
applies to or.
Ask Dannie, John or Charles.
The comma must, however, be
retained if its omission is likely to
lead to ambiguity. (Confusion of
meaning).
To separate two consecutive sets of
figures of two identical words:
Of those present numbering 50, 12
did not vote.
Whatever you want to do, do it
quickly.
To mark off words or phrases
introduced in the middle of a
quotation.
“Reading,” wrote Bacon, “makes a
full man.”
Usually to mark off clauses in
sentences:
As soon as he had fallen asleep, they
started playing,

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 BaAno general Sigar

This is often not done when the

clause is adjectival.
To mark off words and phrases:
Like: of course, however, therefore,
for example, that is, in fact.
We must, of course, clean up.
Lesson 2 The semicolon (;)
The pause indicated by a semicolon
is longer than that of a comma, but
shorter than that of a full stop.
Its main function is to connect ideas
which are very closely related, but
which are different enough to make
using a comma inappropriate.
The idea appealed to me; the
alternative did not.
Lesson 3 The colon (:)
The colon is used:
When the first part of the sentence is
complete and the second part is a
remark that arises from it.
It is with books as with men: a very
small number plays a great part.
To introduce a quotation
Shakespeare said, “All the world’s a
stage.”
To introduce a list
Equipment required for gardening:
spade, wheelbarrow, rake and
hosepipe.

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 BaAno general Sigar

Question mark (?)

It is used at the end of a sentence
which asks a direct question.
Do you love me?
Lesson 4 Exclamation mark
It is used after sentences that express
strong emotion.
What a terrible man! Be careful!
Never double or treble for the
purpose of emphasis.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus Construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
November 2013
Lesson 6 Brackets ()
Brackets are sometimes used instead
of commas. They enclose words
which are not essential to the
meaning of the sentence.
When I attend on Friday (I should
see her then), I will give it to her.
Note that the comma that would
normally Friday is inserted after the
bracket; it must however precede the
bracket.
5. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:

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 BaAno general Sigar

Lesson 1&2 The apostrophe (’)

It is used in two ways:
To show that some letters have been
left out of a word and that the word
has been contracted, it can be used
with parts of verbs, relative
pronouns and nouns.
Do not becomes don’t
Will not becomes won’t
It is becomes it’s
Who will becomes who’ll
Susan will, can be said as Susan’ll
Johannesburg becomes Jo’burg.
NB: the apostrophe must be placed
where the letters have been left out;
the o of not in do not has been left
out, so the contracted form is don’t
not don’t

To indicate the possessive. In other

word, to show that something
belongs to somebody. This is done
in the following ways:
Add ’s (apostrophe then –s) to all
singular words and all plural words
which do not end with –s.
The boy’s hat (singular)
The women’s books (plural)
Add only ’ (the apostrophe) to plural
words which end in –s

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 BaAno general Sigar

The boys’ hats (plural)

Add only ’ (the apostrophe) to
classical and biblical names which
end in –s
Moses’ laws
Jesus’ parables
Lesson 3 Note the following
The preposition of is used with
names of things that are not alive.
(inanimate things)
The leg of the table not the table’s
leg
But the ’-s is used with inanimate
words which express time.
A day’s journey; in three days’ time

When two or three nouns expressing

possession of THE SAME THINGS
are joined by and or or, the ’-s is
used only with the last noun.
It is Dean and Jean’s turn to play.
He went to Father and Mother’s
room.
But we say Dean’s and Jean’s nose
are sunburned. (They do not possess
the same nose!)
The apostrophe is not used with
certain pronoun.
We say: Susan is a friend of Anne.
She is a friend of hers.

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 BaAno general Sigar

The apostrophe is not used with:

yours, ours hers, theirs, its.
The apostrophe is used with some
pronouns.
It is somebody else’s fault.
It is no one’s fault.
Nouns written with a hyphen have –
s at the end of the last word.
My father-in-law’s house.
My sister-in-law’s car.
Its without the apostrophe is used
when the possessive is indicated.
The cat hurt its paw.
It’s with the apostrophe is used to
show the contraction of it is.
It’s a cold day today.
Beware of using the apostrophe
when it is not necessary.
You often see apostrophe incorrectly
used in advertisement:
Cabbage’s – 20c. This is wrong.
It should be: cabbages -20c.
Lesson 4 Hyphen (-)
Hyphen is used:
To join the parts of a compound
word.
Fire-escape; commander-in-chief;
mother-in-law
A dash is used to denote a sudden
change of thought:

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 BaAno general Sigar

I asked her – but to what avail?

As a substitute for a bracket:
Do you think Baker – the previous
Chairman – will attend?
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus Construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
November 2015
Lesson 6 Essay writing Digital literacy Describe the NATIONAL Syllabus Digital literacy
advantages and 4005/1 Has life been improved by the
disadvantages of using Pg v widespread use of cell phones?
cell phones. Explain how new scientific
knowledge or a new process has
helped one of the following in recent
years: farmers; manufacturers;
doctors; engineers; road congestion;
astronomy; and navigation; physics,
and chemistry. (Explore and Write 2,
by John Jennings, Westgate
Educational Publishing Limited,
Walintown1976) Pg 81
Computers. (Explore and Write 2, by
John Jennings, Westgate
Educational Publishing Limited,
Walintown1976) Pg 81
The use of cell phones has destroyed
the reading habit.
What would you consider to be
attributes of a good community

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 BaAno general Sigar

library?
Success depends on academic
qualifications. Do you agree?
6. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Inverted commas (or quotation
marks) (‘……’)
They are used to show that the exact
words of a speaker are being used:
‘Will you sit down?’
They are also used to show that a
foreign word is being used or to
show that a word is being used in an
unusual way:
She looked like a real ‘lady’ when
she sat in the middle of the road and
removed her shoes.
They are also used to show that a
word or words have been quoted
from another piece of writing:
As Anselm said, ‘God is that than
which nothing greater can be
thought.’
In the past, inverted commas were
always double, (“…”) but recently
single commas have become
common (‘….’).
Lesson 3 Rules of punctuation in direct

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BaAno general Sigar

speech.
When a direct speech is introduced
with words like the teacher said or
the headmaster shouted, there must
always be a comma after the verb:
the teacher said, and the
headmaster shouted,
In English, the opening inverted
commas are placed above the line.
The first word inside the inverted
commas is always written with a
capital letter:
The teacher said, ‘Will you…?’
Punctuation of the speech inside the
inverted commas is normal:
The teacher said, ‘Will you come
here, please?’
The headmaster shouted, ‘Move
quickly up the stairs!’
NB: the question mark, exclamation
mark, full stop or comma must be
placed inside the inverted commas.
If the name of the speaker is placed
after the words spoken, there must
be a comma before the closing
inverted commas:
‘Come here, please,’ said the
teacher.

Notice that the said is written with a

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BaAno general Sigar

small letter. This is so even when a

question or exclamation is written:
‘Will you come here, please? Asked
the teacher.
As it has been mentioned above,
punctuation is important to the
meaning of a sentence.

Look at this pair of sentences.

a) Boys who are inclined to be

rough, will not be invited to
the party.
b) Boys, who are inclined to be
rough, will not be invited to
the party.
Sentence a) suggests that only the
boys who are rough will not be
invited, boys who are not rough will
be invited. However, in sentence b)
it is suggested that no boys will be
invited. The comma after ‘Boys’ in
b) indicates that the clause staring
with ‘who’ has been separated from
the subject and therefore refers to
boys in general.
Here are two more examples:
Andrew said Tom was elected
chairman.
Andrew said, ‘Tom was elected

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 BaAno general Sigar

chairman.’
The first sentence is reporting what
Andrew said; the second sentence is
telling us the actual words used by
Andrew.
Notice how words and sentences are
punctuated and be careful of how
you punctuate your own work.
Lesson 4 The capital letters Indicate:
the first letter of a sentence ,
quotation and usually of a line of
verse
proper nouns and proper adjectives:
America, Zimbabwe
nouns and adjectives referring to the
Deity: God, Holy Spirit, Christ
days of the week, months of the year
and principal parts of the names of
holidays: Thursday, April, Good
Friday
the first word of a letter: Dear Carol,
My dear John
Yours at the end of a letter: Yours
faithfully, Yours sincerely.
The pronoun I and the exclamations
O, Oh and Eh.
Note that only the first word of the
title of the book or poem is written
with a capital letter, unless there are
names included in the title:

235
 BaAno general Sigar

‘English made easy’

‘The rise and fall of the Roman
Empire’.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus Construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
November 2016
Lesson 6 Insert the necessary punctuation
marks
What can we do now
Hurry shouted James
Pietermaritzburg the capital of natal
is not the largest city in that province
I expect to see him on 1 January he
replied
Nothing that you say he added will
alter the problem
My sister has gone to but sugar jam
butter and rice
We should of course never have
gone there
Having had one uncomfortable
experience we must avoid another
My favourite prayer ends thy will be
done
I can give you some of the names of
diseases the vet did not tell me all
which might attack your various pets

236
 BaAno general Sigar

7. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities

By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Sentences, clauses and phrases
The sentences
Characteristics of a sentence:
It contains at least one finite verb
It starts with a capital letter.
It ends with a full stop.
It expresses one thought or idea
It makes complete sense.

Sentences should not be to long

because long sentences can become
vague and lose their meaning.
Lesson 3 Types of sentences
When we speak or write, we use
different types of sentences to help
to show more clearly what the words
we are saying mean.

The most common type of sentence

is the statement. This tells
something without showing any
emotion. A statement always ends
with a full.
For example:
Lions eat meat.

237
BaAno general Sigar

The question is meant to find out

information. Written question
always ends with a question mark
(?).
Do lions eat meat?

A request is almost the same as a

question because it is asking
someone to do something. It is not
written with a question mark.

Please behave yourself.

The exclamation is usually a

comment about something. The
comment is made with emotion like
surprise or anger. A written
exclamation ends with an
exclamation mark (!). When we say
an exclamation, it is usually said
more loudly than other sentences
before or after it.

We slowly opened the door. What a

beautiful sight!

A command shows that an

instruction is being given. It is
treated the same as an exclamation
both verbally and in writing.

238
 BaAno general Sigar

Sit still!

Prohibitions are sentences which

tell us that something may not be
done. They are sometimes written
with exclamation marks.

Don’t scream!
Interjections are words or phrases
which are sometimes added to a
sentence to express an emotion.
They are sometimes sentences in
themselves. Very often the words
themselves are meaningless. They
are sometimes written with an
exclamation mark.

Oh dear! Why did you let go?

Lesson 4 The clause The clause
When a sentence has more than one
finite verb, it is said to contain more
than one clause.
A clause is a group of words which
contains a finite (completed) verb
and one which describes a thing or
an action in the main part of the
sentence.
The woman who was carrying a
basket crossed the street.

239
 BaAno general Sigar

The words in bold letters form a

clause (was carrying) is a complete
verb.

In the same way as adjectives and

adverbs, so phrases and clauses can
be adjectival – when they describe
people or things or adverbial when
they describe actions. The main part
of the sentence is called the main
clause. The additional clauses are
called subjunctive clauses. You will
not be required to do analysis of
sentences in your examination.
However, knowing about phrases
and clauses is very useful when you
have to construct your own
sentences in composition and letter
writing.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus Construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
November 2017
Lesson 6 Essay writing Collaboration Enumerate what is NATIONAL Syllabus Collaboration
being done to help 4005/1 What is being done to help poor
poor people in their Pg v people in your community?
community. What should be done to improve the
living conditions in your area?

240
 BaAno general Sigar

Write a magazine article suggesting

ways in which you think your school
could help starving children in the
poor nations.
You have accidentally broken the
window of a neighbour’s house.
Write a letter of apology explaining
the circumstances which led to the
breaking of the window.
Write about your neighbours and the
way they behave.
‘A fool who has got himself into
danger shouldn’t expect to be
helped. It is ridiculous for a brave
person to risk death helping a fool.
What do you think of this opinion?
Describe an incident that angered
everyone in your neighbourhood.
Describe an incident when you
helped a friend who was in trouble.
What qualities will you look for in
your future husband or wife?
How important is it that people
should marry and remain living
together permanently?
8. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 The phrase

241
 BaAno general Sigar

A phrase is a group of words which

describes a thing or an action in the
main part of the sentence.
It does not contain a finite
(completed) verb.

The man in the raincoat boarded

the train.
The man wearing a raincoat
boarded the train.
The highlighted words are phrases
because:
1. They do not contain a finite
verb.
2. No complete idea is
expressed.
Phrases form part of a sentence and
cannot stand alone.
Lesson 3 Summary on phrases and clauses
The most important thing to
remember about phrases and
clauses is that they must be as
close to the word they describe as
possible.
Look at these sentences:
1. I saw the boy standing on the
chair whose name was
Conrad.
2. Walking down the road the
sun was setting.

242
 BaAno general Sigar

In sentence 1, it seems as if the

chair’s name was Conrad. The
adjectival clause is nearest to the
chair.

It should read ‘I saw a boy, whose

name was Conrad, standing on the
chair.

In the second sentence, the phrase

will have to be changed to a clause.
It should read, ‘As we were walking
down the road, the sun was setting.’
The phrase is adjectival, that is, it
describes a noun.
It has been changed into an
adjectival clause, describing when
the action took place.
Knowledge on clauses also helps
you to know about how different
tenses can be used in a single
sentence.
Lesson 4 Punctuation
Punctuate each sentence and say
what type of sentence each one is.
For example
Did you stay long there: Did you
stay there long? Question.
Come here at once mr jones
Come here at once, Mr. Jones!

243
 BaAno general Sigar

Command
Don’t forget to read the questions
carefully
Don’t forget to read the questions
carefully. Command or prohibition

Please ask the bus driver to stop

after the traffic lights so that I can
get off the bus
Please ask the bus driver to stop
after the traffic lights so that I can
get off the bus. Request

English geography and history are

my favourite subjects
English, geography and history
are my favourite subjects?
Statement

Do you accept cards in this store

Do you accept cards in this store?
Question
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus Construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
November 2018
Lesson 6 Use the following phrases in
sentence of your own. Remember

244
 BaAno general Sigar

that the sentence must contain a

finite or compete verb.
Walking in the school
For example
Walking in the school, the
headmaster called the students.
The hot and angry conductor
For example
The hot and angry conductor
picked up the naughty child.
Dresses made by my mother
For example
I have many dresses made by my
mother during the holiday.

Going up the hill, the old man

puffed and panted.
9. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 In each of these sentences, the
subordinate clause or phrase is in
the wrong place. Correct the
sentences.
Being ill, cigarettes were kept out of
his room.
Because he was ill, cigarettes were
kept out of his room.

245
 BaAno general Sigar

No student will be allowed into the

examination room who is not
wearing an identity card.
No student who is not wearing an
identity card will be allowed into
the examination.

Riding up the road, the sun was

blinding.
As we rode up the road, we were
blinded by the sun.

The chair belonged to my uncle with

three legs.
The chair with three legs belonged
to my uncle.

He realised that tackling was part of

the game which should have been
low.
He realised that tackling was part
of the game and that it should
have been low.
The team all climbed into the bus
which consisted of eleven players
and a reserve.
The team, which consisted of
eleven players and a reserve, all
climbed into the bus.
Lesson 3 How to answer How to answer comprehension

246
 BaAno general Sigar

comprehension questions.
questions. Read the passage quickly just to find
the most important points.
Write down these points in rough.
Read the passage more carefully.
Read the questions.
Read the passage again, keeping the
questions in mind as you read.
Answer the questions.
This method sounds time
consuming, but it pays dividends, as
you will find answering the
questions much easier than if you
read the passage only once.
Lesson 4 Question Paper 2 Analysis of Identify the different Teacher’s Resource Types of questions set on
review questions 1 and 2 types of questions set Book comprehension passages vary.
of Paper 2 on comprehension NATIONAL Syllabus There are straightforward questions
passages 4005/1 Pg 4 ICT requiring a full sentence as answer.
Tools
They are simple recall questions.
November 2019
This is a level one type of questions:
what, give, why, how.

In your own words question is a

level two question which requires
you to check the number of marks
given, at the far right side of the
question. If there is one mark given,
look for one key word from the
given passage and give another
word which means the same as the

247
BaAno general Sigar

key word or paraphrase it. If the

question has two marks awarded,
look for two key words from the
given passage and give other words
which mean the same as the key
words or paraphrase them.

The third level type of questions

tests the candidates’ ability to infer
or deduce the answer from the facts
given in the passage: which, what, .

Some questions test candidates’

understanding of different meaning
of given words in a row, for example
the meaning of social, political,
economic and religious factors.

Another type of questions tests the

candidates’ ability to identify the
reference of a pronoun in a text.
When reading for comprehension,
always pause to ask oneself what
certain words such as: ‘this’, ‘that’,
‘it’, ‘he’, ‘she’, ‘they’, ‘them’, ‘we’,
and so on stand for.

Vocabulary questions are another

type of questions that test the
candidates’ understanding, in

248
 BaAno general Sigar

particular, word meaning/influential

skills.

Another one is an evaluation

question which tests the candidates’
analytical skills of how meaning is
conveyed.

test the candidates’ understanding, in

p
Lesson 5 Comprehension Give contextual - define given words Teacher’s Resource Class discussion on the techniques
Vocabulary meanings of contextually Book on giving word meaning.
words NATIONAL Syllabus Construct five simple sentences
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
November 2019
Lesson 6 Essay writing Cross cultural Explain how gossip, NATIONAL Syllabus Cross cultural issues
issues though natural and 4005/1 Explain how gossip, though natural
often harmless, can be Pg v and often harmless, can be a source
a source of irritation of irritation and even danger.
and even danger. The advantages and disadvantages
of leaving school.
Write about customs of hospitality in
your community.
‘It’s better to be fat and jolly than
thin and miserable.’ What are your
views on this statement?
Write a letter to an embassy
requesting information for a
geography project. (Give some
details about the project)

249
 BaAno general Sigar

World peace.
Is population control necessary?
10. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Comprehension Understanding Answer ZIMSEC PAST Answer Comprehension Question 1.
Question 1 the passage Comprehension EXAM PAPER 2 Write answers only.
Question 1. Write November 2020
answers only.
Lesson 3 Comprehension Vocabulary Answer ZIMSEC PAST Answer Comprehension Question 2.
Question 2 Comprehension EXAM PAPER 2 Write answers only.
Question 2. Write November 2020
answers only.
Lesson 4 Comprehension Summary writing Write the summary, ZIMSEC PAST Write the summary, focusing on
Question 3 focusing on answering EXAM PAPER 2 answering to the given key words.
to the given key November 2020
words.
Lesson 5 Comprehension Language Answer ZIMSEC PAST Answer Comprehension Question 4,
Question 4 structures Comprehension EXAM PAPER 2 following all the given instructions.
Question 4, following November 2020
all the given
instructions.
Lesson 6 Essay writing Guided writing: ZIMSEC PAST Write the correct and expected
Report writing EXAM PAPER 1 structural aspects of the type of
essay. Amplify all the given pegs.

250
 BaAno general Sigar

Sigauke R P EC No: 2010341C

FORM 4 ENGLISH LANGUAGE SCHEME

Eagles View Academy

TERM 2: 2024

PERSONAL DETAILS

QUALIFICATION: Diploma in Education

SOURCES/ REFERENCES

STEP AHEAD BOOK

ENGLISH FOR ZIMBABWE BOOK
BASIC ENGLISH GRAMMAR FOR ENGLISH LANGUAGE LEARNERS BOOK 2, HOWARD SARGEANT, 2007
CAMBRIDGE ADVANCED LEARNERS’ DICTIONARY

251
 BaAno general Sigar

AIMS:
The aims of the syllabus are to promote in pupils an awareness of:
- The usefulness of the English Language as a medium of National and international communication.
- The values of effective language command and use for personal and National development.
- develop reading abilities and skills that:-
- are useful for everyday life such as reading instructions, newspapers, reports;
- motivate pupils to develop a lifelong reading habit for enjoyment and knowledge;
- become effective users of English in a place of work;
- write different kinds of letters, notes and reports
Among other things, the NATIONAL English Syllabus also aims to:
Enhance the pupils’ skills of listening, speaking, reading and writing so as to enable them to meaningfully and creatively take part in the
social, political and economic spheres of their country.

Equip pupils with linguistic to help them advance themselves in the acquisition of vocational skills as well as make them linguistically
relevant in society.

Empower pupils with creative writing prowess.

Expose pupils to diverse values of their society as well as those of other societies.

Develop reading abilities to enhance a thorough understanding of various texts for purposes of responding to comprehension passages.

1. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities

By the end of the
lesson, pupils should
be able to:

252
 BaAno general Sigar

Lesson 1&2 Comprehension Understanding Answer ZIMSEC PAST Answer Comprehension Question 1.
Question 1 the passage Comprehension EXAM PAPER 2 Write answers only.
Question 1. Write November 1999
answers only.
Lesson 3 Comprehension Vocabulary Answer ZIMSEC PAST Answer Comprehension Question 2.
Question 2 Comprehension EXAM PAPER 2 Write answers only.
Question 2. Write November 1999
answers only.
Lesson 4 Comprehension Summary writing Write the summary, ZIMSEC PAST Write the summary, focusing on
Question 3 focusing on answering EXAM PAPER 2 answering to the given key words.
to the given key November 1999
words.
Lesson 5 Direct and Rules of indirect Rules of indirect speech
indirect speech speech Verbs are changed one step back
into the past.
Present play becomes Past played
Is playing becomes Past was
playing
present perfect has played becomes
Past had played
future tenses change from shall and
will to would (not should)
“I shall do it.” becomes He said he
would do it.
Should and would do not change.
The infinitive (for example: to ask)
does not change.
Can becomes could
May becomes might
Lesson 6 Essay writing Guided writing: ZIMSEC PAST Write the correct and expected
Report writing EXAM PAPER 1 structural aspects of the type of

253
 BaAno general Sigar

essay. Amplify all the given pegs.

2. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Comprehension Understanding Answer ZIMSEC PAST Answer Comprehension Question 1.
Question 1 the passage Comprehension EXAM PAPER 2 Write answers only.
Question 1. Write November 2001
answers only.
Lesson 3 Comprehension Vocabulary Answer ZIMSEC PAST Answer Comprehension Question 2.
Question 2 Comprehension EXAM PAPER 2 Write answers only.
Question 2. Write November 2001
answers only.
Lesson 4 Comprehension Summary writing Write the summary, ZIMSEC PAST Write the summary, focusing on
Question 3 focusing on answering EXAM PAPER 2 answering to the given key words.
to the given key November 2001
words.
Lesson 5 Direct and Rules of indirect Rules of indirect speech
indirect speech speech The first person pronoun (I, we)
changes to the third person pronoun
(he, she, and they).
Adverbs which indicate time or
place change:
Now - then
This - that
These - those
Here - there
Today - that day
Tomorrow - the next day, the
following day
Yesterday - the previous day, the

254
 BaAno general Sigar

day before
Last - night the previous night
Tonight that night
Ago - before
Last week - the previous week
Next week - the following week
Thus - so
Lesson 6 Essay writing Guided writing: ZIMSEC PAST Write the correct and expected
Report writing EXAM PAPER 1 structural aspects of the type of
essay. Amplify all the given pegs.
3. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Comprehension Understanding Answer ZIMSEC PAST Answer Comprehension Question 1.
Question 1 the passage Comprehension EXAM PAPER 2 Write answers only.
Question 1. Write November 2002
answers only.
Lesson 3 Comprehension Vocabulary Answer ZIMSEC PAST Answer Comprehension Question 2.
Question 2 Comprehension EXAM PAPER 2 Write answers only.
Question 2. Write November 2002
answers only.
Lesson 4 Comprehension Summary writing Write the summary, ZIMSEC PAST Write the summary, focusing on
Question 3 focusing on answering EXAM PAPER 2 answering to the given key words.
to the given key November 2002
words.
Lesson 5 Comprehension Language Answer ZIMSEC PAST Answer Comprehension Question 4,
Question 4 structures Comprehension EXAM PAPER 2 following all the given instructions.
Question 4, following
all the given
instructions.
Lesson 6 Essay writing Guided writing: ZIMSEC PAST Write the correct and expected

255
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Report writing EXAM PAPER 1 structural aspects of the type of

essay. Amplify all the given pegs.
4. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Comprehension Understanding Answer ZIMSEC PAST Answer Comprehension Question 1.
Question 1 the passage Comprehension EXAM PAPER 2 Write answers only.
Question 1. Write November 2003
answers only.
Lesson 3 Comprehension Vocabulary Answer ZIMSEC PAST Answer Comprehension Question 2.
Question 2 Comprehension EXAM PAPER 2 Write answers only.
Question 2. Write November 2003
answers only.
Lesson 4 Comprehension Summary writing Write the summary, ZIMSEC PAST Write the summary, focusing on
Question 3 focusing on answering EXAM PAPER 2 answering to the given key words.
to the given key November 2003
words.
Lesson 5 Comprehension Language Answer ZIMSEC PAST Answer Comprehension Question 4,
Question 4 structures Comprehension EXAM PAPER 2 following all the given instructions.
Question 4, following
all the given
instructions.
Lesson 6 Essay writing Guided writing: ZIMSEC PAST Write the correct and expected
Report writing EXAM PAPER 1 structural aspects of the type of
essay. Amplify all the given pegs.
5. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Comprehension Understanding Answer ZIMSEC PAST Answer Comprehension Question 1.
Question 1 the passage Comprehension EXAM PAPER 2 Write answers only.

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Question 1. Write November 2004

answers only.
Lesson 3 Comprehension Vocabulary Answer ZIMSEC PAST Answer Comprehension Question 2.
Question 2 Comprehension EXAM PAPER 2 Write answers only.
Question 2. Write November 2004
answers only.
Lesson 4 Comprehension Summary writing Write the summary, ZIMSEC PAST Write the summary, focusing on
Question 3 focusing on answering EXAM PAPER 2 answering to the given key words.
to the given key November 2004
words.
Lesson 5 Comprehension Language Answer ZIMSEC PAST Answer Comprehension Question 4,
Question 4 structures Comprehension EXAM PAPER 2 following all the given instructions.
Question 4, following
all the given
instructions.
Lesson 6 Essay writing Guided writing: ZIMSEC PAST Write the correct and expected
Report writing EXAM PAPER 1 structural aspects of the type of
essay. Amplify all the given pegs.
6. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Comprehension Understanding Answer ZIMSEC PAST Answer Comprehension Question 1.
Question 1 the passage Comprehension EXAM PAPER 2 Write answers only.
Question 1. Write November 2005
answers only.
Lesson 3 Comprehension Vocabulary Answer ZIMSEC PAST Answer Comprehension Question 2.
Question 2 Comprehension EXAM PAPER 2 Write answers only.
Question 2. Write November 2005
answers only.
Lesson 4 Comprehension Summary writing Write the summary, ZIMSEC PAST Write the summary, focusing on
Question 3 focusing on answering EXAM PAPER 2 answering to the given key words.
to the given key November 2005

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words.
Lesson 5 Comprehension Language Answer ZIMSEC PAST Answer Comprehension Question 4,
Question 4 structures Comprehension EXAM PAPER 2 following all the given instructions.
Question 4, following
all the given
instructions.
Lesson 6 Essay writing Guided writing: ZIMSEC PAST Write the correct and expected
Report writing EXAM PAPER 1 structural aspects of the type of
essay. Amplify all the given pegs.
7. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Comprehension Understanding Answer ZIMSEC PAST Answer Comprehension Question 1.
Question 1 the passage Comprehension EXAM PAPER 2 Write answers only.
Question 1. Write November 2006
answers only.
Lesson 3 Comprehension Vocabulary Answer ZIMSEC PAST Answer Comprehension Question 2.
Question 2 Comprehension EXAM PAPER 2 Write answers only.
Question 2. Write November 2006
answers only.
Lesson 4 Comprehension Summary writing Write the summary, ZIMSEC PAST Write the summary, focusing on
Question 3 focusing on answering EXAM PAPER 2 answering to the given key words.
to the given key November 2006
words.
Lesson 5 Comprehension Language Answer ZIMSEC PAST Answer Comprehension Question 4,
Question 4 structures Comprehension EXAM PAPER 2 following all the given instructions.
Question 4, following
all the given
instructions.
Lesson 6 Essay writing Guided writing: ZIMSEC PAST Write the correct and expected
Report writing EXAM PAPER 1 structural aspects of the type of

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essay. Amplify all the given pegs.

8. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Comprehension Understanding Answer ZIMSEC PAST Answer Comprehension Question 1.
Question 1 the passage Comprehension EXAM PAPER 2 Write answers only.
Question 1. Write November 2006
answers only.
Lesson 3 Comprehension Vocabulary Answer ZIMSEC PAST Answer Comprehension Question 2.
Question 2 Comprehension EXAM PAPER 2 Write answers only.
Question 2. Write November 2006
answers only.
Lesson 4 Comprehension Summary writing Write the summary, ZIMSEC PAST Write the summary, focusing on
Question 3 focusing on answering EXAM PAPER 2 answering to the given key words.
to the given key November 2006
words.
Lesson 5 Comprehension Language Answer ZIMSEC PAST Answer Comprehension Question 4,
Question 4 structures Comprehension EXAM PAPER 2 following all the given instructions.
Question 4, following
all the given
instructions.
Lesson 6 Essay writing Guided writing: ZIMSEC PAST Write the correct and expected
Report writing EXAM PAPER 1 structural aspects of the type of
essay. Amplify all the given pegs.
9. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Comprehension Understanding Answer ZIMSEC PAST Answer Comprehension Question 1.
Question 1 the passage Comprehension EXAM PAPER 2 Write answers only.
Question 1. Write November 2007
answers only.

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Lesson 3 Comprehension Vocabulary Answer ZIMSEC PAST Answer Comprehension Question 2.

Question 2 Comprehension EXAM PAPER 2 Write answers only.
Question 2. Write November 2007
answers only.
Lesson 4 Comprehension Summary writing Write the summary, ZIMSEC PAST Write the summary, focusing on
Question 3 focusing on answering EXAM PAPER 2 answering to the given key words.
to the given key November 2007
words.
Lesson 5 Comprehension Language Answer ZIMSEC PAST Answer Comprehension Question 4,
Question 4 structures Comprehension EXAM PAPER 2 following all the given instructions.
Question 4, following
all the given
instructions.
Lesson 6 Essay writing Guided writing: ZIMSEC PAST Write the correct and expected
Report writing EXAM PAPER 1 structural aspects of the type of
essay. Amplify all the given pegs.
10. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Comprehension Understanding Answer ZIMSEC PAST Answer Comprehension Question 1.
Question 1 the passage Comprehension EXAM PAPER 2 Write answers only.
Question 1. Write November 2008
answers only.
Lesson 3 Comprehension Vocabulary Answer ZIMSEC PAST Answer Comprehension Question 2.
Question 2 Comprehension EXAM PAPER 2 Write answers only.
Question 2. Write November 2008
answers only.
Lesson 4 Comprehension Summary writing Write the summary, ZIMSEC PAST Write the summary, focusing on
Question 3 focusing on answering EXAM PAPER 2 answering to the given key words.
to the given key
words.
Lesson 5 Comprehension Language Answer ZIMSEC PAST Answer Comprehension Question 4,

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Question 4 structures Comprehension EXAM PAPER 2 following all the given instructions.
Question 4, following
all the given
instructions.
Lesson 6 Essay writing Guided writing: ZIMSEC PAST Write the correct and expected
Report writing EXAM PAPER 1 structural aspects of the type of
essay. Amplify all the given pegs.

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 BaAno general Sigar

Sigauke R P. EC No: 2010341C

FORM 4 ENGLISH LANGUAGE SCHEME

Eagles View Academy

TERM 3: 2024

PERSONAL DETAILS
QUALIFICATION: Diploma in Education

SOURCES/ REFERENCES

STEP AHEAD BOOK

ENGLISH FOR ZIMBABWE BOOK
BASIC ENGLISH GRAMMAR FOR ENGLISH LANGUAGE LEARNERS BOOK 2, HOWARD SARGEANT, 2007
CAMBRIDGE ADVANCED LEARNERS’ DICTIONARY

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AIMS:
The aims of the syllabus are to promote in pupils an awareness of:
- The usefulness of the English Language as a medium of National and international communication.
- The values of effective language command and use for personal and National development.
- develop reading abilities and skills that:-
- are useful for everyday life such as reading instructions, newspapers, reports;
- motivate pupils to develop a lifelong reading habit for enjoyment and knowledge;
- become effective users of English in a place of work;
- write different kinds of letters, notes and reports
Among other things, the NATIONAL English Syllabus also aims to:
Enhance the pupils’ skills of listening, speaking, reading and writing so as to enable them to meaningfully and creatively take part in the
social, political and economic spheres of their country.

Equip pupils with linguistic to help them advance themselves in the acquisition of vocational skills as well as make them linguistically
relevant in society.

Empower pupils with creative writing prowess.

Expose pupils to diverse values of their society as well as those of other societies.

Develop reading abilities to enhance a thorough understanding of various texts for purposes of responding to comprehension passages.

1. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities

By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Comprehension Understanding Answer ZIMSEC PAST Answer Comprehension Question 1.
Question 1 the passage comprehension EXAM PAPER 2 Write answers only.

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 BaAno general Sigar

Question 1. Write November 2009

answers only.
Lesson 3 Comprehension Vocabulary Answer ZIMSEC PAST Answer Comprehension Question 2.
Question 2 comprehension EXAM PAPER 2 Write answers only.
Question 2. Write November 2008
answers only.
Lesson 4 Comprehension Summary writing Write the summary, ZIMSEC PAST Write the summary, focusing on
Question 3 focusing on answering EXAM PAPER 2 answering to the given key words.
to the given key November 2008
words.
Lesson 5 Comprehension Language Answer ZIMSEC PAST Answer Comprehension Question 4,
Question 4 structures comprehension EXAM PAPER 2 following all the given instructions.
Question 4, following
all the given
instructions.
Lesson 6 Essay writing Guided writing: ZIMSEC PAST Write the correct and expected
Report writing EXAM PAPER 1 structural aspects of the type of
essay. Amplify all the given pegs.
2. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Comprehension Understanding Answer ZIMSEC PAST Answer Comprehension Question 1.
Question 1 the passage comprehension EXAM PAPER 2 Write answers only.
Question 1. Write November 2009
answers only.
Lesson 3 Comprehension Vocabulary Answer ZIMSEC PAST Answer Comprehension Question 2.
Question 2 comprehension EXAM PAPER 2 Write answers only.
Question 2. Write November 2009
answers only.
Lesson 4 Comprehension Summary writing Write the summary, ZIMSEC PAST Write the summary, focusing on
Question 3 focusing on answering EXAM PAPER 2 answering to the given key words.
to the given key November 2009

264
 BaAno general Sigar

words.
Lesson 5 Comprehension Language Answer ZIMSEC PAST Answer Comprehension Question 4,
Question 4 structures comprehension EXAM PAPER 2 following all the given instructions.
Question 4, following
all the given
instructions.
Lesson 6 Essay writing Guided writing: ZIMSEC PAST Write the correct and expected
Report writing EXAM PAPER 1 structural aspects of the type of
essay. Amplify all the given pegs.
3. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Comprehension Understanding Answer ZIMSEC PAST Answer Comprehension Question 1.
Question 1 the passage comprehension EXAM PAPER 2 Write answers only.
Question 1. Write November 2010
answers only.
Lesson 3 Comprehension Vocabulary Answer ZIMSEC PAST Answer Comprehension Question 2.
Question 2 comprehension EXAM PAPER 2 Write answers only.
Question 2. Write November 2010
answers only.
Lesson 4 Comprehension Summary writing Write the summary, ZIMSEC PAST Write the summary, focusing on
Question 3 focusing on answering EXAM PAPER 2 answering to the given key words.
to the given key November 2010
words.
Lesson 5 Comprehension Language Answer ZIMSEC PAST Answer Comprehension Question 4,
Question 4 structures Comprehension EXAM PAPER 2 following all the given instructions.
Question 4, following
all the given
instructions.
Lesson 6 Essay writing Guided writing: ZIMSEC PAST Write the correct and expected
Report writing EXAM PAPER 1 structural aspects of the type of

265
 BaAno general Sigar

essay. Amplify all the given pegs.

4. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Comprehension Understanding Answer ZIMSEC PAST Answer Comprehension Question 1.
Question 1 the passage Comprehension EXAM PAPER 2 Write answers only.
Question 1. Write November 2011
answers only.
Lesson 3 Comprehension Vocabulary Answer ZIMSEC PAST Answer Comprehension Question 2.
Question 2 Comprehension EXAM PAPER 2 Write answers only.
Question 2. Write November 2011
answers only.
Lesson 4 Comprehension Summary writing Write the summary, ZIMSEC PAST Write the summary, focusing on
Question 3 focusing on answering EXAM PAPER 2 answering to the given key words.
to the given key November 2011
words.
Lesson 5 Comprehension Language Answer ZIMSEC PAST Answer Comprehension Question 4,
Question 4 structures Comprehension EXAM PAPER 2 following all the given instructions.
Question 4, following
all the given
instructions.
Lesson 6 Essay writing Guided writing: ZIMSEC PAST Write the correct and expected
Report writing EXAM PAPER 1 structural aspects of the type of
essay. Amplify all the given pegs.
5. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of the
lesson, pupils should
be able to:
Lesson 1&2 Comprehension Understanding Answer ZIMSEC PAST Answer Comprehension Question 1.
Question 1 the passage Comprehension EXAM PAPER 2 Write answers only.
Question 1. Write November 2012
answers only.

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 BaAno general Sigar

Lesson 3 Comprehension Vocabulary Answer ZIMSEC PAST Answer Comprehension Question 2.

Question 2 Comprehension EXAM PAPER 2 Write answers only.
Question 2. Write November 2012
answers only.
Lesson 4 Comprehension Summary writing Write the summary, ZIMSEC PAST Write the summary, focusing on
Question 3 focusing on answering EXAM PAPER 2 answering to the given key words.
to the given key November 2012
words.
Lesson 5 Comprehension Language Answer ZIMSEC PAST Answer Comprehension Question 4,
Question 4 structures Comprehension EXAM PAPER 2 following all the given instructions.
Question 4, following
all the given
instructions.
Lesson 6 Essay writing Guided writing: ZIMSEC PAST Write the correct and expected
Report writing EXAM PAPER 1 structural aspects of the type of
essay. Amplify all the given pegs.

Adjective Endings

Adjectives have many different endings.

Some adjectives end in -ful.

These adjectives describe nouns or pronouns that are full of something or have a lot of something:

- a beautiful face; a painful injury; a careful student; a cheerful baby; a joyful smile; a helpful teacher; a powerful machine;
a wonderful time; playful children; a skillful player; a useful book; colourful clothes

Some adjectives end in –ous:

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BaAno general Sigar

- a famous writer; a courageous soldier; a mountainous area; an adventurous explorer; a dangerous job; a poisonous snake;
a humorous film; a generous gift; mischievous children; marvelous results

Some adjectives end in –y:

- a messy room; a noisy car; dirty hands; a sleepy dog; a cloudy sky; thirsty children; a muddy path; a sunny day; stormy
weather; an easy test; a lazy worker; juicy fruit

Some adjectives end in –less:

These adjectives describe a person or thing that does not have something:

- a cloudless sky; a meaningless word; a sleeveless dress; a fearless fighter; a careless driver; homeless people; a joyless song;
seedless grapes; a useless tool; harmless animals

Some adjectives end in –al:

- a National flag; personal possessions; musical instruments; a traditional costume; electrical goods; magical powers; a
coastal town; medical equipment

Here are some adjectives that end in -ic, -ish, -ible, -able, -ive and –ly:

- a fantastic singer; a terrible mess; an imaginative story; an energetic dog; a sensible answer; expensive jewelery; basic
grammar; horrible smells talkative children; enthusiastic shouting; visible footprints; a creative artist; a selfish act; a likeable
child; friendly teachers; foolish behaviour comfortable clothes; a lovely dress; stylish clothes; valuable advice; a lively cat;
childish talk; suitable colours; an elderly man

Many adjectives end in –ing:

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BaAno general Sigar

- loving parents; an interesting book; a caring nurse; a disappointing result; a flashing light; an outstanding swimmer; a smiling
face; an exciting ride; a boring story; chattering monkeys; a gleaming car; shocking news

Notes

Words like smiling, caring and flashing are present participles of verbs.

They are formed by adding -ing to the verbs. Many present participles can also be used as adjectives.

Many of adjectives end in –ed:

- a closed door; satisfied customers; boiled eggs; worried passengers; wasted time; escaped prisoners; a painted wall; excited students;
reduced prices; invited guests

Notes

Words like closed, wasted and escaped are past participles of verbs.

Many past participles can also be used as adjectives:

Describing What Something Is Made Of

Some nouns can be used like adjectives. For example, if you have a chair that is made of plastic, you can use the noun plastic as an
adjective and say that the chair is a plastic chair.

If you have a watch that is made of gold, you can say it is a gold watch.

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BaAno general Sigar

But the nouns wood and wool can’t be used like this.

To make adjectives of these nouns you have to add en.

noun adjective Example

wood wooden a wooden door
wool woolen a woolen jumper

Describing What Something Is Like

There’s another way to make adjectives from nouns. Suppose you want to say that something is like a certain material, although not
made of it.

To make these adjectives, add -en to some nouns and -y to other nouns.

noun adjective Example

gold Golden a golden sunrise(= bright
yellow like gold)
silk silky or silken silky skin (= as soft as silk)
lead Leaden a leaden sky (= dark gray like
the colour of lead)

Notes

Words like closed, wasted and escaped are past participles of verbs. Many past participles can also be used as adjectives.

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Exercise 3

The following sentences contain adjectives made by adding endings to nouns. Write the noun that each adjective comes from on the
line after each sentence. The first one has been done for you.

Remember that some nouns must be changed slightly before the ending is added.

1. She’s always making careless (care) mistakes.

2. It was a very painful (pain) injury.
3. Witches and wizards have magical (magic) powers.
4. These oranges are very juicy (juice).
5. Dogs are usually more energetic (energy) than cats.
6. Our neighbours are not very friendly (friend).
7. She keeps her toys in a large wooden (wood) box.
8. Take off your muddy (mud) shoes before you come in.
9. May I borrow your pencil sharpener? Mine is useless (use).
10. What a beautiful (beauty) dress!

Exercise 4

Fill in the blank spaces with adjectives made from the verbs in parentheses. Remember that both present participles and past
participles can be used as adjectives.

Choose the adjective that suits the sentence best. The first one has been done for you.

1. It wasn’t a very (interest) interesting movie.

2. We could hear the (excite) excited fans screaming.
3. I hope the pupils don’t think that my classes are (bore) boring.
4. My father had a very (worry) worried look on his face.
5. Have the police found the (steal) stolen car yet?
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BaAno general Sigar

6. The supermarket sells lots of (freeze) frozen food.

7. The players on the (win) winning team don’t look tired at all.
8. Some of the old houses had (break) broken windows.

The Comparison of Adjectives

The Comparative Form

To compare two people or things, use the comparative form of an adjective.

The comparative form is usually made by adding er to the adjective.

adjective comparative form

dark Darker
hard Harder
light Lighter
warm Warmer
High Higher
cold Colder
young Younger
small Smaller
soft Softer
tall Taller
poor Poorer
rich Richer
old Older
low lower
Fast Faster

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Notes

The word than is often used to compare two things or people.

For example, you say: Mr. Lee is taller than Philip.

A car is faster than a bike.

The Superlative Form

When you compare three or more people or things, use the superlative form of an adjective. The superlative form is usually made by
adding est to the adjective.

adjective superlative form

dark Darkest
warm Warmest
Light Lightest
cold Coldest
high Highest
Fast Fastest
low Lowest
slow Slowest
old Oldest
young Youngest
rich Richest
Poor Poorest
tall Tallest
small Smallest

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soft Softest
Hard Hardest

Notes

The word ‘the’ is often used before the superlative form. For example: A bee is a small insect. A ladybird is smaller, but an ant is the
smallest.

If the adjective ends in e, add r to form the comparative and st to form the superlative.

adjective Comparative Superlative

nice Nicer Nicest
close Closer Closest
large Larger Largest
rude Ruder Rudest
safe Safer Safest
wide Wider Widest

Suppose the adjective is a short word that ends in a consonant and has a single vowel in the middle. Just double the consonant and add
er to make the comparative and est to make the superlative.

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BaAno general Sigar

adjective Comparative superlative

sad sadder saddest
wet wetter wettest
slim Slimmer slimmest
thin thinner thinnest
Big Bigger biggest

Suppose the adjective has two syllables and ends in y. Just change the y to i and add er to make the comparative and add est to make
the superlative.

adjective Comparative superlative

easy Easier easiest
heavy Heavier heaviest
funny Funnier funniest
lovely lovelier loveliest
dirty dirtier dirtiest
pretty prettier prettiest
noisy noisier noisiest
tidy tidier tidiest
happy Happier happiest
friendly Friendlier friendliest
naughty naughtier naughtiest
tiny tinier tiniest

Use more and most to compare most other two-syllable adjectives. You will also use more and most with all adjectives that have
more than two syllables.

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BaAno general Sigar

adjective Comparative superlative

famous more famous most famous
Precious more precious most precious
handsome more handsome most handsome
exciting more exciting most exciting
beautiful more beautiful most beautiful
expensive more expensive most expensive
comfortable more comfortable most comfortable
delicious more delicious most delicious
interesting more interesting most interesting
difficult more difficult most difficult

Irregular Comparative and Superlative Forms

A few adjectives don’t form their comparative and superlative forms in any of the usual ways. The comparative and superlative forms
of these adjectives are different words, called irregular forms.

adjective Comparative superlative

good better best
bad worse worst
little less least
many more most
far farther or further farthest or furthest

For example: My painting is good, Melanie’s painting is better, but Andrew’s painting is the best.

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Adjective Phrases

Phrases can be used like single adjectives to describe nouns and pronouns. Phrases that are used in this way are called adjective
phrases.

Most adjective phrases come after the word they describe. Look at these examples. The adjective phrases are in bold and the nouns
they describe are in colour.

Who is the girl with long hair?

My friend lives in the house across the street.

Mrs. Morris is tall and slim.

This is the road to Toledo.

The lady in the bookshop is a friend of mine.

Some adjective phrases come before the word they describe.

The words in these phrases are often joined with hyphens.

- a long-legged bird
- an eight-year-old child
- a well-dressed lady
- a ten-cent coin

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BaAno general Sigar

- a fun-loving teenager
- a twenty-story building
- user-friendly equipment
- a large-sized shirt

Exercise 5

Read the following passage. Write the correct comparative and superlative forms of the adjectives in parentheses in the blank
spaces. The first one has been done for you.

Paul likes playing football. He’s a very good player, but his friend Sally is a (good) better player. She’s the (good) best player in the
whole school. She is (fast) faster and (strong) stronger than all the boys, even the boys who are (old) older and (big) bigger than her.
That’s why Paul likes her. Paul thinks all games are exciting, but football is the (exciting) most exciting game and it’s (noisy) noisier
than all the other games he plays with his friends. When the grass is wet, everyone gets dirty when they play football. But Sally gets
(dirty) dirtier and (wet) wetter than everyone else.es:

Exercise 6

Complete the following sentences. Write an adjective phrase that includes the preposition in parentheses. The first one has been done
for you.

1. Is this the train to Tokyo (to)?

2. They live in a big house near the shops (near).
3. Emily’s desk is opposite Tendai’s (opposite).
4. The bucket has a hole in it (in).
5. Who is the man with you (with)?

Exercise 7

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BaAno general Sigar

Complete the following sentences. Write an adjective phrase, using the adjective in parentheses and another adjective linked with and
or but. The first one has been done for you.

1. My dog is small and brown (small).

2. His sister's hair is long and black (black).
3. Our teacher is opposite but correct (opposite).
4. Tomorrow's weather will be sunny but windy (sunny).
5. The museum was quiet but busy (quiet).

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