Republic of Malawi

Syllabus for

English

Forms 1 and 2

Ministry of Education, Science and Technology

 Syllabus for

English

Forms 1 and 2

Ministry of Education, Science and Technology

Prepared and published by

Malawi Institute of Education

PO Box 50
Domasi
Malawi

Email: [email protected]
© Malawi Institute of Education 2013

All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system, or transmitted in any form by any means, electronic, mechanical,
photocopying, recording or otherwise, without the permission of the copyright
owner.

First edition 2013

Acknowledgements
The Ministry of Education, Science and Technology and the Malawi Institute of
Education would like to thank all those who participated in various capacities,
stages and levels in the development, refinement and final production of this
syllabus. The Ministry is particularly indebted to the following for their
contributions at various stages of the development of the syllabus for English:

Geophrey Nsanja Polytechnic

Joshua I Kumwenda Mzuzu University
Patrick Kapito Chancellor College
Dr Grace M Chiuye Chancellor College
Zondiwe Mbano Chancellor College
Dr Syned Mthatiwa University of Malawi
Dr Bright Molande University of Malawi
Harry J Kamwaza Mchinji Secondary School
Kondwani Mkandawire Domasi College of Education
George N Chikane Domasi College of Education
Margaret Chilimanjira Malawi Institute of Education
Henri G Chilora Malawi Institute of Education
Max J Iphani Malawi Institute of Education
Franklin M Kadam’manja Tsabango Community Day Secondary School
Catherine Saiwa Ministry of Education, Science and
Technology

Special thanks also go to the Director of Department of Inspectorate and Advisory

Services (DIAS), Raphael Agabu, and his staff, the Director of Malawi Institute of
Education, Dr William Susuwele-Banda, and his staff, the head of Department for
Curriculum Development (DCD), the Coordinator of secondary school curriculum,
Mrs Enia Ngalande and her Team (Naireti Molande, Dr Ezekiel Kachisa and Austin
Kalambo) for coordinating the process of reviewing the syllabuses.

MoEST and MIE would also like to thank Mayamiko Chiwaya and Elina Msiska who
helped in the refining of the syllabus. Finally, thanks should also go to Dr Foster
Kholowa, George CH Chatha, Margret Dzimbiri and Edward Chagalamuka for
providing expert advice on the syllabus during its development.

Production team

Editing: Dr Fritz Kadyoma

Typesetting and
layout: Contents
Catherine Katete
Editor-In-Chief: Max J Iphani
Page
Acknowledgements .....................................................................................................
...... iii
Foreword
…….....................................................................................................................
v
The secondary school curriculum in Malawi
................................................................. vii
Developmental
outcomes .................................................................................................
viii
Rationale for
English .........................................................................................................
xi
Themes/
topics .....................................................................................................................
1
Scope and sequence chart for Form
1 .............................................................................. 2
Scope and sequence chart for Form
2 .............................................................................. 6
Scope and sequence chart for Form
3 .............................................................................. 10
Scope and sequence chart for Form
4 .............................................................................. 14
Scope and sequence chart for literature for Forms 1 and
2 .......................................... 18
Scope and sequence chart for literature for Forms 3 and
4 .......................................... 20
Teaching syllabus for Forms 1 and 2
............................................................................. 23
References …. ………………………………………........…………………………….....
150
Foreword
Education is the vehicle through which every citizen can realise his or her
potential and contribute to national development. The vision of the education
sector in Malawi is to be a catalyst for socio-economic development, industrial
growth and an instrument for empowering the poor, the weak and the voiceless. Its
mission is to provide quality and relevant education to Malawians. As a catalyst for
the development, education should equip the individual with knowledge, skills,
values and attitudes to enable one to perform one’s roles effectively, in an attempt
to promote and sustain the social-economic development of a nation.

It is the conviction of the Ministry of Education, Science and Technology that

primary education alone is not sufficient for achieving socio-economic
development. As argued in the NESP (2008-2017), ‘In an evolving and changing
world of education, there is no way basic education can be taken as a complete
transformer of our society when the world at large is getting more complex and
sophisticated’. Therefore, secondary education is critical as it provides additional
knowledge, skills and attitudes crucial for enabling Malawians to cope with the
complex and sophisticated socio-economic and political environment of the global
village to which Malawi belongs. Specifically, secondary education is:
 a human right, and important for achieving gender equity
 important for improving the health and quality of life for individuals, families
and communities
 important for the socio-economic and political development of the nation
 necessary for reaching the Millennium Development Goals (MDGs), Education
For All (EFA) and for promoting Universal Primary Education (UPE)

Against this background, the Malawi Government through the Ministry of

Education, Science and Technology has reviewed the secondary school curriculum
with a view to improving its quality and relevance, and to align it with the primary
curriculum which has since been reviewed and emphasises continuous assessment
as a tool for learning.

The rationale for reviewing the secondary school curriculum is contained in the
NESP (2008-2017), and PIF (2000). The documents clearly state that the purpose
of secondary education is to provide students with the academic basis for gainful
employment in formal, private and public sectors. They further state that
secondary education will prepare students for further education according to their
abilities and aptitudes. However, it is important to note that for the majority of the
children in Malawi, secondary education is terminal. Consequently, the curriculum
has put emphasis on practical skills that enable them to achieve self-employment.

It is also clear that a good secondary school curriculum enables a student to

develop into an adult with sound intellectual, moral, physical, and emotional
abilities. Therefore the curriculum needs to address the whole range of students’
abilities and interests. In addition, it should aim at equipping the student to
become an independent learner in order to promote personal, family, community
and national development. The new curriculum has therefore been deliberately
designed to achieve these important goals. The importance of this syllabus
therefore, cannot be over-emphasised.
I would like to thank all those who were directly or indirectly involved in the
preparation of the syllabuses. Key among the stakeholders are the Director and

v
staff of the Department of Inspectorate and Advisory Services (DIAS) in the
Ministry of Education, Science and Technology (MoEST), for facilitating the
development of the syllabuses in collaboration with the Director and staff of the
Malawi Institute of Education (MIE). I would also like to extend my gratitude to
university colleges (both public and private), teachers from secondary schools
(both public and private), members of different religious groups and officers
representing special interest groups such as the Malawi Revenue Authority (MRA),
Reserve Bank of Malawi (RBM), Malawi Bureau of Standards (MBS), Anti-
Corruption Bureau (ACB) and Malawi Blood Transfusion Services (MBTS) for their
valuable contribution to and participation in the preparation of these syllabuses.

Most of all, I would like to express my hope that teachers will implement this
curriculum diligently and in the best interest of the students so that the goals for
reviewing the curriculum are achieved.

Dr McPhail Magwira
Secretary for Education Science and Technology (SEST)

vi
 The secondary school curriculum in Malawi
Among other reasons, the secondary school curriculum has been reviewed to align
it with the primary school curriculum. This curriculum puts emphasis on student-
centred teaching and learning approaches, including continuous assessment.

This curriculum focuses on student achievement. To achieve the outcomes,

students must be introduced to new knowledge, skills, attitudes and values in the
context of their existing knowledge, skills, attitudes and values so that they
develop a deeper understanding as they learn and apply the knowledge. In this
way, the process of learning is integral to the final product. The final products are
the outcomes, that is, what students are expected to achieve in terms of
knowledge, skills, attitudes and values, which must be clearly stated before
teaching and learning begin. The achievements made at school, however, are only
truly beneficial when the students transfer them to life beyond the school and view
learning as a lifelong process. This is essential to keep pace with the changing
social environment of home and work.

The figure below illustrates the structure and major elements of Malawi’s
secondary school curriculum, which are elaborated in the text below.

TEACHING LEARNING

Developmental outcomes

Secondary education
outcomes

Assessment
standards

Success
criteria

ASSESSMEN
T
The developmental structure of the secondary school curriculum in Malawi

Developmental outcomes
The developmental outcomes are over-arching; they are what the student is
expected to achieve by the end of the secondary school cycle both in and out of
school. These outcomes apply to subject areas and they have been derived from

vii
the Constitution of the Republic of Malawi, Malawi Growth and Development
Strategy (MGDS), National Education Sector Plan (NESP), Education Act and other
education policy documents, including global policies and multilateral agreements
to which Malawi is a signatory, as well as from the Secondary School Curriculum
and Assessment Review (SSCAR). That is, students should be able to:

1 demonstrate appropriate moral and ethical behaviour in accordance with the

accepted norms and values of the society
2 demonstrate local, regional, and international understanding
3 communicate competently, effectively, and relevantly in a variety of contexts, in
an appropriate local or international language
4 apply mathematical concepts in socio-cultural, political, economic,
environmental, scientific, and technological contexts to solve problems
5 apply scientific, technological, vocational, and managerial skills in a creative
and innovative way to identify problems and develop appropriate solutions, so
as to participate productively in society
6 demonstrate health-promoting behaviour in their personal lives as well as in
their communities and the wider environment, with particular attention to
prevalent diseases
7 appreciate and interact with the environment in a responsible and sustainable
manner
8 apply the indigenous and non-indigenous knowledge and skills necessary for
lifelong learning, personal advancement, employment, and the development of
society
9 use Information and Communication Technology (ICT) responsibly and
productively
10 demonstrate an understanding of the functioning of the economy and the
contribution of agriculture and other sectors to national development
11 make use of entrepreneurial and vocational skills for personal and national
development
12 apply research skills for problem-solving
13 demonstrate an understanding and appreciation of issues of human rights,
democracy, gender, governance, and other emerging issues

Secondary education outcomes

The secondary education outcomes are categorised into seven sets of essential
skills to be acquired by a secondary school graduate. The skills are:
1 citizenship skills
2 ethical and socio-cultural skills
3 economic development and environmental management skills
4 occupational and entrepreneurial skills
5 practical skills
6 creativity and resourcefulness
7 scientific and technological skills

Citizenship skills
1 demonstrate an understanding and appreciation of the symbols of nationhood
2 demonstrate a spirit of patriotism and national unity
3 apply decision-making skills necessary for participation in civic affairs
4 demonstrate a spirit of leadership and service

viii
5 show respect for one’s own and other people’s rights and responsibilities
6 tolerate other people’s attitudes and beliefs
7 demonstrate respect for the rule of law
8 understand characteristics of good governance
9 initiate and implement community development projects
10 demonstrate a sense of good neighbourliness
11 demonstrate a sense of national, regional and international understanding
12 demonstrate cooperative behaviour
13 demonstrate personal and social responsibility

Ethical and socio-cultural skills

14 demonstrate moral, spiritual and ethical attitudes and values
15 appreciate Malawi’s diverse cultures and their respective practices
16 appreciate existing national institutions and cultural heritage
17 appreciate the value of the relationship between the individual and society
18 respect one’s own and other people’s cultures
19 identify beliefs which promote or retard national development
20 evaluate beliefs, taboos and superstitions in relation to national development
21 uphold beliefs which promote national development

Economic development and environmental management skills

22 understand Malawi’s economy and economic structure
23 demonstrate entrepreneurial and/or vocational skills for formal or informal
employment
24 exploit economic opportunities stemming from agriculture
25 demonstrate an interest in land husbandry, animal husbandry and aquaculture
26 apply appropriate agricultural practices and methods
27 acquire positive attitudes and skills, and apply them to the sustainable
development of the natural and physical environment
28 understand the importance of diversified agriculture for Malawi’s economy
29 understand the impact of technologies on economic productivity
30 apply relevant technologies to various economic activities
31 apply value addition practices to agricultural and environmental resource
utilisation and management
32 appreciate Malawi’s environmental resources
33 understand the impact of rapid population growth on natural resources and the
delivery of social services
34 apply a variety of measures to conserve Malawi’s natural resources
35 apply ICT skills to improve intellectual growth, personal enhancement and
communication
36 demonstrate the ability to adapt to climate change and mitigate its impact on
the economy and environment
37 appreciate the importance of energy in economic development
38 understand the importance of diversifying the economy through sectors such
as tourism, mining and manufacturing

Occupational and entrepreneurial skills

39 demonstrate the spirit of self-reliance through vocational and entrepreneurial
activities
40 apply appropriate vocational, occupational and entrepreneurial skills to
individual and national advancement

ix
41 demonstrate effective communication skills for the transfer of occupational and
entrepreneurial knowledge, skills, attitudes and values
42 apply the principles of science and technology, entrepreneurship and
management to promote active and productive participation in the society
43 demonstrate creativity and innovation for the benefit of the individual,
community and the nation as a whole
44 demonstrate an understanding of indigenous and non-indigenous knowledge,
skills, attitudes and values, and apply them to personal intellectual growth and
national development
45 use vocational, occupational and entrepreneurial skills for the creation of
economic opportunities in agriculture and other sectors

Practical skills
46 acquire entrepreneurial skills related to agriculture, commerce and industry
47 apply appropriate skills to agricultural, commercial and industrial production
48 demonstrate positive attitudes to manual work
49 demonstrate excellence in any kind of workmanship
50 demonstrate sporting ability and sportsmanship
51 demonstrate the ability to use creative and innovative artistic talents for self-
employment

Creativity and resourcefulness

52 demonstrate a spirit of inquiry and creative, critical and lateral thinking
53 use problem-solving techniques to solve practical problems
54 demonstrate an imaginative and creative mind
55 exploit creative potential
56 understand personal strengths and weaknesses and use strengths to promote
healthy
self-esteem
57 maximise the use of available resources

Scientific and technological skills

58 apply appropriate scientific, technological and vocational skills to improve
economic productivity
59 apply relevant innovations in science and technology
60 demonstrate a capacity to utilise appropriate technology
61 demonstrate basic research skills

Rationale for English

English is the most widely used international language in the world. In Malawi, it
is a second as well as the official language used to transact business in
government, education, commerce, industry and the legal system. English
promotes unity and facilitates communication within Malawi’s multilingual society,
as well as with other countries.

As a subject of study in secondary schools, English consists of two components,

namely Language and Literature. Engagement with literature in English provides
the students with opportunities to apply to real life situations the lessons learnt
from literature. Literary works set a framework within which students can develop
their reading, writing critical thinking and problem solving skills as well as
x
personal value systems. Specifically, secondary school students in Malawi need to
develop a high level of competence in English as a second language, and in
literature, for the following reasons:
1 It is a medium of instruction and should be mastered to ensure that students
understand their books and materials most of which are in English.
2 Proficiency in English is essential for employment opportunities such as in the
media, teaching, medical and the legal professions.
3 English is a major tool for dissemination of information on various critical
issues such as HIV and AIDS, gender, democracy, human rights, the
environment, population, and other contemporary issues through various
media including the internet.
4 Proficiency in English allows people to experience other cultures through
reading books, listening to the radio, television and other print and electronic
media.
5 Literature provides people with a window into various aspects of the human
condition and what it really means to be human.
6 Critical engagement with literature provides people with a guide to the ways in
which human beings, as a species, relate to one another and to their
environment.
7 Engagement with literary texts is essential for mastery of the skills of
comprehension, analysis, interpretation and writing which students would later
use to better educate themselves and the nation at large.
8 Literary study enables students to see a work of literature as a way to
understand the time it was written, and the people who produced it, and to
find what speaks to them in their time and place.
9 Literature stimulates the four processes of reading, thinking, discussing, and
writing, and helps to improve the students’ ability to perform them.
10 Through the study of literature students acquire a general verbal sensitivity
and sophistication, correctness, clarity and precision of expression in speaking
and writing.

Core elements
English is a skills subject. In order to communicate successfully in English,
students need to practise all the language skills integrated with grammar and
literature. While some of the core elements below apply more to literature than to
language and vice versa, they are presented together because the two components
within the subject of English are interrelated and inform each other. As such,
teachers are required to integrate them when teaching.
The following are the core elements for English:
Listening
The student will be able to able to listen attentively and critically in order to
understand and respond to others in different contexts through a wide range of
media.

Speaking
The student will be able to express ideas confidently and fluently and respond
orally and appropriately to others in a wide range of situations.

Reading

xi
The student will be able to read fluently, efficiently and critically in order to
understand and respond to different types of texts for learning, enjoyment and
information.

Writing
The student will be able to write personal, factual, transactional and
imaginative/creative texts for a wide range of purposes in a clear and
comprehensible manner.

Critical thinking and reasoning

The student will be able to use language to access and process information in
order to think and reason properly. The student will also be able to question and
examine "accepted" /received ideas to identify their strengths and weaknesses.

Structure and use of language (Grammar)

The student will be able to understand how sounds, words and rules of language
can be used to create, analyse, and interpret texts.

Literary terms
The student will be able to apply specific literary terms in analysing various works
of literature appropriately and with precision.

Literary genres
The student will be able to describe and classify literary texts into genres (forms).

Literary devices
The student will be able to appreciate the use of literary devices in works of
literature.

Critical analysis and literary appreciation

The student will be able to discuss and critically analyse literary texts to

appreciate their basic elements and the use of techniques.

xii
 Themes/topics
Since English is a skills subject, the language skills and grammar can be taught through any content. It is not possible nor is it
necessary to specify which skills must be taught using which content. The aim is to develop the skills. The content below is merely
the vehicle for practice.
Politics Health Life skills Agriculture
 democracy  HIV and AIDS  guidance and counselling  food security
 good governance  drug and substance  problem-solving  tobacco industry
 civic awareness abuse  decision-making  poultry keeping
 human rights  population  conflict resolution  landscaping
 rights of the child  family planning  self-esteem  horticulture
 hygiene  assertiveness  fish farming
 first aid  stress and anxiety  irrigation
management
Gender Economics Environment Culture
 role of woman/man in society  resource management  disaster risk management  customs
 gender based violence  mining  climate change  traditions
 wealth  pollution  taboos
 poverty  waste management  indigenous
 corruption  soil erosion knowledge
 privatization  deforestation/afforestation  history
 devaluation  domestic violence
Entrepreneurship Law Religion Education
 appropriate technology  lawfulness  beliefs and values  formal
 business skills  unlawfulness/  freedom of worship  informal
 business management lawlessness  morals and ethics  non-formal
 Information and Communication Technology  special needs
(ICT) education
 Financial literacy (investments, shares,  adult literacy
insurance)
 taxation

1
 Scope and sequence chart for Form 1

N Listening Speaking Reading Writing Critical Structure and

o thinking use of
language
1 Demonstrating an Planning and Predicting the Planning the Demonstrating an Demonstrating an
understanding of oral presenting the content content of written content of a understanding of understanding of
descriptions and of oral descriptions and descriptions and written concepts and language forms
narratives narratives from a title narratives from the descriptions vocabulary and structure in
and picture title and picture and narratives oral and written
from title and texts
Using language
picture
for thinking Showing
awareness and
correct use of
language in oral
Using language
and written texts
to process
information Developing and
using own
vocabulary
2 Identifying the central Stating the central idea Identifying the Noting in Demonstrating an Demonstrating an
idea from the title, the from the title, central idea from writing the understanding of understanding of
beginning, or the end beginning and end of the title, the central idea concepts and language forms
of oral descriptions oral and written beginning, or the from the title, vocabulary and structure in
and narratives descriptions and end of written beginning or oral and written
narratives descriptions and end of texts
Using language
narratives descriptions
for thinking Showing
and narratives
awareness and
correct use of
language in oral
Using language
and written texts
to process
information Developing and
using own
vocabulary
2
N Listening Speaking Reading Writing Critical Structure and
o thinking use of
language
3 Identifying the major Presenting the major Identifying major Noting in Demonstrating an Demonstrating an
points of oral supporting details of points in written writing the understanding of understanding of
descriptions and oral and written descriptions and major concepts and language forms
narratives descriptions and narratives supporting vocabulary and structure in
narratives details in oral oral and written
or written texts
descriptions Using language
and narratives for thinking Showing
awareness and
correct use of
language in oral
Using language
and written texts
to process
information Developing and
using own
vocabulary

4 Demonstrating Describing orally Demonstrating Describing in Demonstrating an Demonstrating an

comprehension of oral people, places, objects, comprehension of writing people, understanding of understanding of
narratives and incidents, moods and written descriptions places, objects, concepts and language forms
descriptions of people, feelings and narrate of people, places, incidents, vocabulary and structure in
places, objects, events objects, incidents, moods and oral and written
incidents, moods and moods and feelings feelings texts
Using language
feelings
for thinking Showing
awareness and
correct use of
language in oral
Using language and written texts
to process
information Developing and
using own
vocabulary

3
N Listening Speaking Reading Writing Critical Structure and
o thinking use of
language
5 Demonstrating an Developing and Identifying the basic Developing Demonstrating an Demonstrating an
understanding of basic presenting oral structure of written written understanding of understanding of
structure of oral descriptions and descriptions and descriptions concepts and language forms
descriptions and narratives using space narratives and narratives vocabulary and structure in
narratives order, chronological using space oral and written
order and order of order, texts
climax chronological Using language
order and order for thinking Showing
of climax awareness and
correct use of
language in oral
Using language and written texts
to process
information Developing and
using own
vocabulary

6 Distinguishing Giving clear and logical Distinguishing Writing clear Demonstrating an Demonstrating an
between fact and factual and fictional between fact and and logical understanding of understanding of
fiction in oral descriptions and fiction in written factual and concepts and language forms
descriptions and narratives in speech descriptions and fictional vocabulary and structure in
narratives narratives descriptions oral and written
and narratives texts
Using language
for thinking Showing
awareness and
correct use of
language in oral
Using language
and written texts
to process
information Developing and
using own
vocabulary

4
N Listening Speaking Reading Writing Critical Structure and
o thinking use of
language
7 Listening for specific Presenting specific Reading for specific Presenting in Demonstrating an Demonstrating an
information in oral information extracted information in writing specific understanding of understanding of
descriptions and from oral and written written descriptions information concepts and language forms
narratives descriptions and and narratives extracted from vocabulary and structure in
narratives oral and written oral and written
descriptions texts
and narratives Using language
for thinking Showing
awareness and
correct use of
language in oral
Using language
and written texts
to process
information Developing and
using own
vocabulary

8 Interpreting the Conveying the intended Interpreting the Conveying in Demonstrating an Demonstrating an
intended meaning of meaning of oral and intended meaning of writing the understanding of understanding of
oral descriptions and written descriptions written descriptions intended concepts and language forms
narratives and narratives and narratives meaning of oral vocabulary and structure in
and written oral and written
descriptions texts
Using language
and narratives
for thinking Showing
awareness and
correct use of
language in oral
Using language
and written texts
to process
information Developing and
using own
vocabulary

5
 Scope and sequence chart for Form 2
N Listening Speaking Reading Writing Critical Structure and
o thinking use of language
1 Predicting the content Planning the content Predicting the Planning in Demonstrating an Demonstrating an
of oral descriptions, of oral descriptions, content of written writing the understanding of understanding of
narratives, expositions narratives, descriptions, content of concepts and language forms and
and reports expositions and narratives, written vocabulary structure in oral
reports from a title expositions and descriptions, and written texts
and picture reports from the title narratives,
Using language Showing awareness
and picture expositions and
for critical and correct use of
reports from a
thinking language in oral
title and
and written texts
picture
Developing and
Using language using own
to process vocabulary
information
2 Identifying the central Stating the central Identifying the Noting in Demonstrating an Demonstrating an
idea from the title, the idea from the title, central idea from the writing the understanding of understanding of
beginning, the middle, beginning, middle or title, the beginning, central idea concepts and language forms and
or the end of oral end of an oral the middle, or the from the title, vocabulary structure in oral
descriptions, descriptions, end of written the beginning, and written texts
narratives, expositions narratives, descriptions, the middle, or
Using language Showing awareness
and reports expositions and narratives, the end of oral
for critical and correct use of
report expositions and descriptions,
thinking language in oral
reports narratives,
and written texts
expositions and
reports Developing and
Using language using own
to process vocabulary
information

N Listening Speaking Reading Writing Critical Structure and

o thinking use of

6
 language
3 Identifying the major Presenting major and Identifying the Noting the Demonstrating an Demonstrating an
and minor supporting minor supporting major and minor major and understanding of understanding of
details of oral details of oral and supporting details of minor concepts and language forms
descriptions, written descriptions, written descriptions, supporting vocabulary and structure in
narratives, expositions narratives, expositions narratives, details of oral oral and written
and reports and reports expositions and and written texts
reports descriptions, Using language
narratives, for critical Showing
expositions and thinking awareness and
reports correct use of
language in oral
and written texts
Using language
to process Developing and
information using own
vocabulary
4 Demonstrating Presenting oral Demonstrating Writing Demonstrating an Demonstrating an
comprehension of oral descriptions, comprehension of descriptions, understanding of understanding of
descriptions, narratives, expositions written descriptions, narratives, concepts and language forms
narratives expositions and reports narratives, expositions and vocabulary and structure in
and reports expositions and reports oral and written
reports texts
Using language
for critical Showing
thinking awareness and
correct use of
language in oral
and written texts
Using language
to process Developing and
information using own
vocabulary
N Listening Speaking Reading Writing Critical Structure and
o thinking use of
7
 language
5 Identifying the basic Developing oral Identifying the basic Developing Demonstrating an Demonstrating an
structure of oral descriptions, structure of written written understanding of understanding of
descriptions, narratives, expositions descriptions, descriptions, concepts and language forms
narratives, expositions and reports using narratives, narratives, vocabulary and structure in
and reports space order, expositions and expositions and oral and written
chronological order , reports reports using texts
order of climax space order, Using language
classification and chronological for critical Showing
definition order, order of thinking awareness and
climax, correct use of
classification language in oral
and definition and written texts
Using language
to process Developing and
information using own
vocabulary
6 Distinguishing fact, Giving clear and logical Distinguishing facts, Writing clear Demonstrating an Demonstrating an
fiction, opinion, and facts, fiction, opinions fiction, opinions and and logical understanding of understanding of
attitude in oral and attitudes in attitudes in written facts, fiction, concepts and language forms
descriptions, descriptions, descriptions, opinions and vocabulary and structure in
narratives, expositions narratives, expositions, narratives, attitudes in oral and written
and reports and reports in speech expositions and descriptions, texts
reports narratives, Using language
expositions and for critical Showing
reports thinking awareness and
correct use of
language in oral
and written texts
Using language
to process Developing and
information using own
vocabulary

N Listening Speaking Reading Writing Critical Structure and

o thinking use of
8
 language
7 Listening for specific Presenting orally Reading for specific Presenting in Demonstrating an Demonstrating an
information in oral specific information information in writing specific understanding of understanding of
descriptions, extracted from oral written descriptions, information concepts and language forms
narratives, expositions and written narratives, extracted from vocabulary and structure in
and reports descriptions, expositions and oral and written oral and written
narratives, expositions reports descriptions, texts
and reports narratives, Using language
expositions and for critical Showing
reports thinking awareness and
correct use of
language in oral
and written texts
Using language
to process Developing and
information using own
vocabulary
8 Interpreting the Conveying the intended Interpreting the Conveying the Demonstrating an Demonstrating an
intended meaning of meaning of oral and intended meaning of intended understanding of understanding of
oral descriptions, written descriptions, written descriptions, meaning of oral concepts and language forms
narratives expositions narratives, expositions narratives and written vocabulary and structure in
and reports and reports expositions and descriptions, oral and written
reports narratives, texts
expositions and Using language
reports for critical Showing
thinking awareness and
correct use of
language in oral
and written texts
Using language
to process Developing and
information using own
vocabulary

Scope and sequence chart for Form 3

9
N Listening Speaking Reading Writing Critical Structure and
o thinking use of language
1 Predicting the Planning the content Predicting the Planning the Demonstrating an Demonstrating an
content of oral of oral descriptions or content of written content of written understanding of understanding of
descriptions or narratives, expositions descriptions or descriptions, concepts and language forms and
narratives, or reports and narratives, narratives, vocabulary structure in oral
expositions or arguments from the expositions or expositions, and written texts
reports and title, picture, first or reports and reports and
Using language Showing awareness
arguments from the last paragraph arguments from the arguments from
for critical and correct use of
title, the picture, the title, picture, the the title, picture,
thinking language in oral
first or last first or last first or last
and written texts
paragraph paragraph paragraph
Developing and
Using language using own
to process vocabulary
information
2 Identifying the Stating orally the Identifying the Noting in writing Demonstrating an Demonstrating an
central idea from the central idea from the central idea from the central idea understanding of understanding of
title, the beginning, title, the beginning, the title, the from the title, the concepts and language forms and
the middle or the end the middle or the end beginning, the beginning, the vocabulary structure in oral
of oral descriptions of oral or written middle, and the end middle or the end and written texts
or narratives, descriptions or of written of oral or written
expositions or narratives, expositions descriptions or descriptions or Using language Showing awareness
reports and or reports and narratives, narratives, for critical and correct use of
arguments arguments expositions or expositions or thinking language in oral
reports and reports and and written texts
arguments arguments using
Developing and
appropriate note-
Using language using own
taking, making or
to process vocabulary
summary formats
information
N Listening Speaking Reading Writing Critical Structure and
o thinking use of
language
3 Identifying the major Stating orally the major Identifying the Noting in Demonstrating an Demonstrating an
10
 and minor supporting and minor supporting major and minor writing the understanding of understanding of
details of oral details of oral or supporting details of major and concepts and language forms
descriptions or written descriptions or written descriptions minor vocabulary and structure in
narratives, expositions narratives, expositions or narratives, supporting oral and written
or reports and or reports and expositions or details of oral texts
arguments arguments reports and or written Using language
arguments descriptions, for critical Showing
narratives, thinking awareness and
expositions or correct use of
reports and language in oral
arguments and written texts
using Using language
appropriate to process Developing and
note-taking, information using own
making or vocabulary
summary
format
4 Demonstrating Presenting oral Demonstrating Writing Demonstrating an Demonstrating an
comprehension of oral descriptions or comprehension of descriptions or understanding of understanding of
descriptions or narratives, expositions written descriptions narratives, concepts and language forms
narratives, expositions or reports and or narratives, expositions or vocabulary and structure in
or reports and arguments on topics expositions or reports and oral and written
arguments on topics covered in other school reports and arguments on texts
covered in other subjects arguments on topics topics covered Using language
school subjects covered in other in other school for critical Showing
school subjects subjects thinking awareness and
correct use of
language in oral
and written texts
Using language
to process Developing and
information using own
vocabulary
N Listening Speaking Reading Writing Critical Structure and
o thinking use of
language
11
5 Identifying the basic Presenting oral Identifying the basic Developing Demonstrating an Demonstrating an
structure of oral descriptions or structure of written written understanding of understanding of
descriptions or narratives, expositions descriptions or descriptions or concepts and language forms
narratives, expositions or reports and narratives, narratives, vocabulary and structure in
or reports and arguments using expositions or expositions or oral and written
arguments analysis, enumeration, reports and reports and texts
comparison and arguments as arguments Using language
contrast analysis, using analysis, for critical Showing
enumeration, or analogy, thinking awareness and
comparison and enumeration, correct use of
contrast comparison and language in oral
contrast and written texts
Using language
to process Developing and
information using own
vocabulary
6 Distinguishing fact, Giving clear and logical Distinguishing Writing clear Demonstrating an Demonstrating an
opinion attitude, presentations of facts, rumour, speculation, and logical understanding of understanding of
rumour, speculation fiction, opinions, evidence, fact, facts, fiction, concepts and language forms
and evidence in oral attitudes, rumour, opinion and attitude opinions, vocabulary and structure in
descriptions or speculation and in written attitudes, oral and written
narratives, expositions evidence in oral or descriptions, rumour, texts
or reports and written descriptions or narratives or speculation and Using language
arguments narratives, expositions expositions or evidence in for critical Showing
or reports and reports and descriptions or thinking awareness and
arguments arguments narratives, correct use of
expositions or language in oral
reports and and written texts
Using language
arguments
to process Developing and
information using own
vocabulary
N Listening Speaking Reading Writing Critical Structure and
o thinking use of
language

12
7 Listening for specific Presenting orally Reading for specific Presenting in Demonstrating an Demonstrating an
information in oral specific information information in writing specific understanding of understanding of
descriptions or extracted from oral or written descriptions information concepts and language forms
narratives, expositions written descriptions or or narratives, extracted from vocabulary and structure in
or reports and narratives, expositions expositions or oral and written oral and written
arguments or reports and reports and descriptions, texts
arguments arguments narratives, Using language
expositions, for critical Showing
reports and thinking awareness and
arguments correct use of
language in oral
and written texts
Using language
to process Developing and
information using own
vocabulary
8 Recording graphic and Presenting orally a Interpreting a Writing a prose Demonstrating an Demonstrating an
numerical data from prose interpretation of variety of forms of interpretation understanding of understanding of
oral and written graphic and numerical numerical and of a variety of concepts and language forms
descriptions or data from oral and graphic information, forms of vocabulary and structure in
narratives, expositions written descriptions or such as pie charts numerical and oral and written
or reports and narratives, expositions and bar graphs from graphic texts
Using language
arguments or reports and oral and written information,
for critical Showing
arguments descriptions or such as pie
thinking awareness and
narratives, charts, bar
correct use of
expositions or graphs from
language in oral
reports and oral and written
and written texts
arguments descriptions, Using language
narratives, to process Developing and
expositions, information using own
reports and vocabulary
arguments

Scope and sequence chart for Form 4

N Listening Speaking Reading Writing Critical Structure and

13
o thinking use of
language
1 Predicting the content Planning the content of Predicting the Planning the Demonstrating an Demonstrating an
of any oral text from a text from the title, content of any content of any understanding of understanding of
the title or the first or picture of first or last written text from the written text concepts and language forms
last paragraph paragraph of another title or the first or from the title or vocabulary and structure in
text last paragraph of picture, first or oral and written
another text last paragraph texts
Using language
of another text
for critical Showing
thinking awareness and
correct use of
language in oral
and written texts
Using language
to process Developing and
information using own
vocabulary
2 Identifying the central Stating orally the Identifying the Noting the Demonstrating an Demonstrating an
idea from the title, central idea from the central idea from central idea understanding of understanding of
beginning, middle or title, the beginning, the the title, the from the title, concepts and language forms
the end of any oral text middle or the end of beginning the the beginning, vocabulary and structure in
oral and written texts middle, or the end of the middle, or oral and written
any written text the end of any texts
Using language
text, using an
for critical Showing
appropriate
thinking awareness and
note- making or
correct use of
summary
language in oral
format
and written texts
Using language
to process Developing and
information using own
vocabulary
N Listening Speaking Reading Writing Critical thinking Structure and
o use of language

14
3 Identifying the major Stating orally the Identifying the Noting the Demonstrating an Demonstrating an
and minor supporting major and minor major and minor major and understanding of understanding of
details of any oral text supporting details of supporting details minor concepts and language forms
oral or written texts of any written text supporting vocabulary and structure in
details of any oral and written
text using texts
appropriate Using language for
note- making or critical thinking Showing
summary format awareness and
correct use of
language in oral
Using language to
and written texts
process information
Developing and
using own
vocabulary
4 Demonstrating Presenting oral texts Demonstrating Writing a text Demonstrating an Demonstrating an
comprehension of oral on topics covered in comprehension of on topics understanding of understanding of
texts on topics covered other subjects and in any written text covered in other concepts and language forms
in other subjects and the real world on topics covered subjects and in vocabulary and structure in
in the real world in other subjects the real world oral and written
and in the real texts
Using language for
world
critical thinking Showing
awareness and
correct use of
language in oral
Using language to and written texts
process information
Developing and
using own
vocabulary
No Listening Speaking Reading Writing Critical thinking Structure and use
of language
5 Identifying the basic Presenting oral texts Identifying the Writing a text Demonstrating an Demonstrating an
structure of any text using an appropriate basic structure of using an understanding of understanding of
15
 basic structure any written text appropriate concepts and language forms
basic structure vocabulary related and structure in
to other learning oral and written
areas texts

Using language for Showing

thinking (analyse, awareness and
summarise, correct use of
interpret, language in oral
synthesize, apply, and written texts
assess)

Using language to Developing and

process information using own
vocabulary
6 Listening critically to Giving clear, logical Reading critically Writing clear Demonstrating an Demonstrating an
analyse and evaluate and truthful oral to analyse and logical and understanding of understanding of
the truth of any oral presentations on a evaluate the truth truthful concepts and language forms
text and assess bias topic of a written text presentations vocabulary related and structure in
and attitude of a and assess bias on a topic to other learning oral and written
speaker and attitudes of areas texts
the writer
Using language for Showing
thinking (analyse, awareness and
summarise, correct use of
interpret, language in oral
synthesize, apply, and written texts
assess)

Using language to Developing and

process information using own
vocabulary

N Listening Speaking Reading Writing Critical thinking Structure and

o use of
language

16
7 Listening for Presenting orally Reading for Writing specific Demonstrating an Demonstrating an
specific information specific information specific information understanding of understanding of
in oral texts extracted from oral information in a extracted from a concepts and language forms
and written texts written text text vocabulary related to and structure in
other learning areas oral and written
texts
Using language for
thinking (analyse, Showing
summarise, interpret, awareness and
synthesize, apply, correct use of
assess) language in oral
and written texts
Using language to
process information
Developing and
using own
vocabulary
8 Recording and Presenting orally a Interpreting and Presenting in Demonstrating an Demonstrating an
synthesizing graphic prose synthesis of synthesizing writing a prose understanding of understanding of
and numerical graphic and numerical graphic and synthesis of concepts and language forms
information from a information from a numerical graphic and vocabulary related to and structure in
variety of oral variety of oral and information from a numerical other learning areas oral and written
sources written sources written text information from texts
a variety of Using language for
sources thinking (analyse, Showing
summarise, interpret, awareness and
synthesize, apply, correct use of
assess) language in oral
and written texts
Using language to
process information Developing and
using own
vocabulary
Scope and sequence chart for literature for Forms 1 and 2

Form 1 Form 2

17
Short story Novel Play Poetry

Written and oral genres Basic literary terms Literary devices Basic textual analysis
 defining the term ‘genre’  Plot (eg simile, metaphor,  identifying basic literary elements
 identifying genres of  defining plot personification, irony, symbol, in a text
literature  distinguishing plot stanza, repetition, flashback)  summarising a literary text
 describing features of from story  reading oral and written  analysing short stories, plays,
different literary genres  analysing plot texts (eg poems, novels, folktales, myths, legends
 Persona/narrator traditional songs, myths)  explaining how literary devices are
Approaching different literary  defining persona  identifying literary used in a text
genres  defining narrator devices in given texts  using literary devices in own works
 discuss how to read a  distinguishing  defining literary devices eg letters and poems
literary work author from  analysing various devices
narrator and in a given text
persona  singing oral and written
 Character stories
 defining character  role playing oral and
 identifying written stories
characters  reciting poems
 relating narrator to  telling stories
character  miming stories
 describing the
behaviour of
characters
 explaining cause of
characters’
behaviour

Form 1 Form 2

Short story Novel Play Poetry

18
  Setting
 defining setting as
content
 describing the
setting in literary
works
 explaining the
significance of
setting in literary
works

 Theme
 defining theme in
literature
 identifying themes
in a literary work
 finding supporting
evidence for the
theme in a literature

Scope and sequence chart for literature for Forms 3 and 4

Form 3 Form 4

Short story Novel Play Poetry

 Features of a short  Plot (tragedy, comedy, tragic-  Classes of poetry

story  explaining the plot of a comedy)  identifying types of poetry
19
  identifying features of novel (cause and effect  identifying the features of  classifying given poems
a short story relationship between a play according to their types
events)  describing features of a
 Plot  summarising the story play  Literary devices in poetry
 summarising the in a novel  identifying types of plays  identifying literary devices in a
story in a short story  describing the major types given poem
 analysing the story in of plays  discussing literary devices
a short story used in a given poem
 explaining events in a  analysing ways through  Distinguishing features of  explaining the functions of
short story which the personality a play literary devices in a poem
 analysing the plot of a of characters have  defining a play as a
short story been revealed literary composition
 discussing character as involving actors and  Persona and addressee
 Character dialogue and drama as
a vehicle of message or  identifying the persona in a
 identifying characters performance
theme in a novel poem
in a short story  summarising the
 debating character’s  describing the persona in a
 classifying characters sequence of events in a
behaviour from one’s poem
in a short story play
point of view  describing the tone and mood
 describing characters  explaining the events in of a poem
in a short story a play
 analysing the plot of a
play

Form 3 Form 4

Short story Novel Play Poetry

 describing the  Conflict Character and  Theme

relationship between  distinguishing internal characterisation  identifying themes in a poem
characters in a short and external conflict  describing different  discussing how themes have
story  identifying sources of types of characters been conveyed in a poem
 describing how conflict  describing the  relating theme to persona and
character is being  identifying internal behaviour of characters addressee

20
 revealed through conflict in a novel from their actions
their thoughts, what  identifying external thoughts and what they
they say and what conflicts in a novel say
they do  explaining how  explaining why
 analysing characters character’s behaviour characters behave the
in a short story can lead to conflict way they do
 explaining causes of  relating character to
character behaviour  Setting theme in a play
 identifying different  assessing the actions
 Conflict aspects of setting in a and thoughts of
 distinguishing novel characters from one’s
internal and external  discussing the setting perspective
conflicts of a story in a novel  discussing character as
 identifying internal  explaining how setting a vehicle of theme in a
conflicts in a short is used to depict play
story themes in a novel  debating a character’s
 identifying external  discussing the behaviour from one’s
conflicts in a short relationship between point of view
story setting and character
 explaining how a
character’s behaviour
can lead to conflict

Form 3 Form 4

Short story Novel Play Poetry

 Setting  Themes  Conflict

 describing setting in  identifying themes in a  tracing origins or
a short story novel causes of conflicts in a
 explaining how  discussing themes in a play
setting is used to novel  explaining how
convey theme in a  explaining the character contributes to
short story relationship between conflict in a play
 Themes theme and character
21
 identifying themes in
a short story  Setting
 discussing themes in  analysing the context of
a short story the story in a play
 explaining the  analysing the
relationship between significance of setting of
theme and character the story in a play
 explaining how setting
relates to characters

 Themes
 identifying themes in a
play
 discussing themes in a
play
 relating setting to
themes

22
 Teaching syllabus for Forms 1 and 2
Forms 1
Core element: Listening
Outcome: The student will be able to listen attentively and critically in order to understand and respond appropriately to
others in different contexts through a wide range of media.

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this Students must be
when the students able to:
are able to:
 demonstrate an 1 predict the Content of  listening to the title of a  question and  pictures of
understanding content of an oral text answer people,
of oral oral text from a descriptions  listening to stories from  group work places, objects
descriptions and picture or the and various media  pair work  titles of
narratives title narratives  asking questions on a  individual work descriptive
picture or title of texts  discussion and narrative
 listening to oral  teacher texts
descriptions of a picture observation  TV/radio
 listening to a title of a  peer assessment  written
text descriptive
 predicting content of and narrative
the text from the title texts
 describing a picture  checklists

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning teaching, learning teaching,
23
 activities and assessment learning and
methods assessment
resources

 matching learners’  group work  oral

predictions with the  pair work descriptions
contents of the  individual work eg on
listening text  question and radio/TV/
answer recordings
2 identify the Central idea  listening to the title of  discussion  titles of
central idea of in oral a text  teacher descriptions
an oral text descriptions  listening to the observation  written
and narratives beginning/end of a  peer assessment descriptions
text  checklists
 listening to oral
descriptions/narrative
s
 identifying key words
from oral texts
 stating the central idea
 matching students
responses with text
content

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
24
 resources

3 identify major Major  listening to oral  group work  newspapers

points from an supporting descriptions/narratives  pair work  magazines
oral text details in oral  brainstorming central  individual work  short stories
descriptions ideas on a text  discussion  supplementar
and  identifying the central  question and y readers
narratives idea in an oral answer  science and
description/ narratives  teacher agriculture
 identifying major observation titles
supporting ideas in an  peer assessment  textbooks
oral from other
description/narrative learning areas
 radio and TV
documentarie
s
4 answer  checklists
comprehension Comprehensi  listening to oral
questions on a on of oral narratives/ descriptions  pair work  oral
text descriptions  answering  group work descriptions
and comprehension  discussions and
narratives questions on a  role play narratives, eg
narrative/ description  question and radio/TV/
 filling in gaps answer recordings
 completing sentences  peer assessment  content from
 taking down points individual work other subjects
 oral histories
 folk stories
 biographies
 checklists

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
25
 demonstrate an 1 identify the Structure of  listening to an oral  presentation  written
understanding introduction, oral description or narrative  teacher descriptions
of the basic body, conclusion descriptions  stating the main parts observation and narratives
structure of oral of an oral text and of an oral description  question and  songs
descriptions narratives or narrative answer  poems
and narratives  identifying the  pair work  list of
signalling devices  individual work signalling
marking the divisions  peer assessment words
 identifying linking  discussion  list of linking
words  group work words
 re-arranging jumbled  individual work  oral
sentences descriptions
and narratives

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 distinguish 1 identify facts, Fact and  listening to narratives  question and  oral/written
between fact fiction and opinion in and descriptions answer factual and
and opinion in opinion in an oral  identifying facts in oral  peer assessment fictional
26
 oral oral text descriptions descriptions and  self assessment descriptions
descriptions and narratives  individual work and narratives
and narratives narratives  identifying opinion in  group work  factual and
oral descriptions and  pair work fictional
narratives statements
 identifying  words and
words/phrases that phrases that
2 distinguish signal facts signal facts or
between fact, fiction
fiction and  differentiating between
opinion in an fact and opinion in a
oral text description/narrative  oral texts, eg,
 demonstrate  pair work radio and TV/
an 1 identify specific Specific  group work recordings
understanding information in information  listening to oral  individual work  a text with
of specific an oral text in oral descriptions and question and answer gaps
information in descriptions narratives
oral and  identifying specific
descriptions narratives information in oral
and narratives descriptions and
narratives
 identifying key words
from oral descriptions
and narratives

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 interpret the 1 identify the Meaning of  identifying possible  group work  oral
meaning of oral purpose of an oral meanings of oral  pair work descriptions
descriptions oral text descriptions descriptions or  question and and
and narratives and narratives answer narratives
narratives  identifying information  debate  radio/TV
27
 to support meanings of  individual work recordings
a text  discussion  prepared
 identifying meanings of questions on
words in a description contextual
or narrative features of
 identifying purpose in descriptions
oral descriptions or and
narratives narratives
 written
descriptions
and
narratives

Core element: Speaking

Outcome: The student will be able to express ideas confidently and fluently and respond orally and appropriately to others
in a wide range of situations.

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this Students must be
when the students able to:
are able to:

28
 plan and 1 plan the content Oral and  making a plan  individual work  newspapers
present the of an oral text written for an oral description  pair work  magazines
content of oral from a title or descriptions and narrative from a  group work  short stories
descriptions picture and title or picture  discussions  supplementar
and narratives narratives  answering  question and y readers
from a title and questions answer  science and
a picture 2 present a logical  oral presentations agriculture
oral of a text  presenting  debate titles
based on a title logical descriptions and  textbooks
and a picture narratives or picture from other
based on a title learning
 discussing areas
titles/pictures  radio and TV
 discussing documentarie
logical ordering of ideas s
based on a title or
picture

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 demonstrate an 1 state the central Central idea  stating the  brainstorming  newspapers
understanding idea of an oral of oral and central idea of a  discussion  magazines
of the central or written text written description/narrative  group work  TV or radio
idea of oral and from the title/ descriptions from the  pair work programmes
written beginning/end and title/beginning/end  individual work  texts on topics
descriptions from the narratives  discussing  peer assessment from other
and narratives beginning or the central idea of a  teacher subjects
from the title, end description/narrative assessment  oral and
beginning or  debating the  question and written
29
 end central idea of a answer descriptions
description/narrative and narratives
 answering
questions to defend
choice
 asking
questions to determine
the central idea on a
description/narrative

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 present major 1 state major Major points  stating topic a  presentation  newspapers
points of oral points in oral in oral sentence  demonstration  magazines
descriptions text descriptions  debating content to  explanation  short stories
and narratives and determine major points  discussion  supplementar
narratives  presenting major ideas  group work y readers
of oral descriptions/  pair work  science and
narratives  question and agriculture
 discussing the answer titles
30
 connection between  teacher  textbooks
central idea and major observation from other
supporting details  peer assessment learning areas
 debate  radio and TV
documentarie
s

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 describe orally 1 give oral Oral and  presenting oral  pair work  oral
people, places, descriptions of written descriptions  group work descriptions
objects, people, places, descriptions  playing description  peer assessment  oral narratives
incidents, objects, and games  teacher  pictures of
moods and incidents, narratives observation people/moods,
feelings and moods and  question and senses/objects
narrate events feelings answer / feelings,
 discussion incidents
2 narrate events,  answering questions  role play  materials for
incidents and  asking questions on games
31
 stories oral presentations involving
 role playing stories descriptions
 narrating events and and narrations
stories  realia
 telling stories

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 develop oral 1 create an oral Oral and  planning and giving  presentation  recorded
descriptions text using written oral descriptions,  question and stories
and narratives space, order, descriptions narratives using space, answer individual newspapers
using space chronological and chronological work  magazines
order, order, order of narratives order/order of climax  pair work  models of oral
chronological climax  planning narrations,  group work and written
order and order stories using space,  observation descriptions
of climax chronological order,  hot-seating and narratives
order of climax  debate with different
 discussing order of  discussion basic
events in a narrative,  peer assessment structures
2 present an oral description  self assessment
text using  teacher
space, order,  presenting oral assessment
32
 chronological descriptions, narratives
order, order of using space, order,
climax chronological order,
order of climax
 reordering jumbled
sentences using space,
order, chronological
order, order of climax

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 give clear and 1 present a Factual and  telling factual stories  discussion  pictures
logical factual factual/ fictional oral  presenting  group work  stories
and fictional fictional text descriptions factual/fictional logical  individual work  checklists
descriptions and descriptions and  question and  written
and narratives narratives narratives answer descriptions
in speech  discussing factual and  teacher and
fictional stories observation narratives, eg,
 debating facts and  debate magazines and
opinions  oral presentation newspapers
 presenting speeches  pair work  English
 asking questions on textbooks
facts or fiction  oral texts, eg,
TV/radio/
recordings

33
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 present 1 state orally Oral and  brainstorming specific  pair work  written
specific specific written information in oral and  group work descriptions
information information in descriptions written texts  individual work  written
extracted from an oral and and  stating specific  question and narratives
oral and written text narratives information in oral and answer  oral
written written texts  brainstorming descriptions
descriptions  making a presentation  teacher  radio and TV
and narratives on specific information observation recordings
from oral and written  peer assessment  cloze
texts  discussion passages
 answering questions on  debate  checklists
specific information  presentation  scoring
 filling in gaps orally rubrics
with specific  pictures
information  debate topics
 completing sentences  incomplete
 debating specific topics sentences
from oral and written
texts

34
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 convey the 1 state orally the Intended  stating the intended  pair work  oral and
intended intended meaning of meaning of a text  group work written texts
meaning of oral meaning of an oral and  discussing intended  brainstorming  lists of claims
and written oral or written written meaning of a text  question and  pictures
descriptions text descriptions answer
and narratives and  presenting contextual  individual work
2 present narratives support to a claim  panel discussion
contextual  discussing contextual  hot seating
support to a support to a claim  debate
claim from an  teacher
oral or written observation
text  peer assessment

35
Core element: Reading
Outcome: The learner will be able to read fluently, efficiently and critically in order to understand and respond to different
types of texts for learning, enjoyment and information.

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this Students must be
when the students able to:
are able to:
 demonstrate an 1 predict the Content of  reading the title,  individual work  pictures/
understanding content of a written picture of a description,  group work illustrations
of written written text descriptions narrative  pair work from reading
descriptions from the title or and  describing pictures  class discussions texts
and narratives picture narratives  making predictions on  question and  titles of
from the title content of written texts answer reading texts
and picture using pictures, titles  debate  written
 answering questions on  peer assessment descriptive
pictures and titles of texts
texts  written
 matching learners’ narrative
predictions with texts
content of written  false and true
descriptions, narratives sentences

36
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

2 identify the Central idea  scanning a description/  drama  newspapers

central idea in written narrative for the  discussion  magazines
from the title, descriptions central idea  peer assessment  narratives
beginning, end and  skimming through a  question and  descriptions
of written text narratives description, narrative answer  supplementar
for the central idea  group work y readers
 identifying central idea  explanation  texts on topics
from descriptions,  brainstorming from other
narratives from the subjects
title, beginnings, end  checklists
 identifying key words  scoring
that signal the central rubrics
idea
 discussing the central
idea

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
37
 and assessment learning and
methods assessment
resources

3 identify major Written  scanning a description,  pair work  written

supporting descriptions narrative for major  group work descriptions
details in a text and supporting details  individual work and narratives
narratives  skimming a  peer assessment  content from
description, narrative  teacher other subjects
for major supporting observation  newspapers
details  discussion  magazines
 reading descriptions  debate  scoring
and narratives for rubrics
major details  text books

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment

38
 resources

 demonstrate 1 read Comprehensi  reading descriptions/  pair work  written

comprehension descriptions of on of written narratives  group work descriptions
of written people, places, descriptions  individual work and narratives
narratives and incidents, and  question and of people,
descriptions of moods and narratives answer places, objects
people, objects, feelings  answering  teacher  written folk
incidents, comprehension observation tales
moods and 2 answer questions on  peer assessment  biographies
feelings comprehension descriptions and  autobiographi
questions on a narratives es
text  completing cloze  content from
passages other subjects
 newspapers
3 summarise a  summarising  magazines
text descriptions/ narratives  school text
 role play scenes in a books
description/narrative  history texts

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

39
 demonstrate an  identify the Basic  scanning descriptions/  pair work  newspapers
understanding introduction/ structure of narratives  group work  magazines
of the basic body/conclusion written  skimming descriptions/  question and  models of
structure of of a written text descriptions narratives answer written
written and  reading written  individual work descriptions
descriptions narratives descriptions and  discussion and narratives
and narratives narratives  explanation with different
 identifying signalling  teacher basic
devices showing parts observation structures of
of a text  peer assessment organization
 identifying the main  self assessment  lists of
parts of written signalling
descriptions and words
narratives

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 distinguish 1 identify facts Facts and  reading descriptions  group work  written texts
between fact and opinion in opinion in and narratives  pair work  factual and
and opinion in a written text written  scanning texts for facts  individual work fictional
40
 written descriptions and fiction  peer assessment written
descriptions and  skimming through texts  teacher descriptions
and narratives narratives  identifying facts and observation and narratives
fiction in written texts  question and  content from
 answering questions answer other subject
 answering “true or  role playing areas
false” questions  debate  newspapers
 classifying written  magazines
statements as fact or
opinion
 discussing fact or
opinion

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 read for 1 read a text for Written  skimming written  pair work  written
specific specific descriptions descriptions/narratives  group work descriptions
information in information and for specific information  individual work  written
written narratives  scanning for specific  question and narratives
descriptions information in written answer  pictures
and narratives descriptions/narratives  discussions  cloze
 reading texts  brainstorming passages
41
  identifying specific  peer assessment  incomplete
information in written  teacher sentences
texts observation  scoring
 debate rubrics
 role play  checklists
 charts

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 interpret the 1 identify the Meaning of  reading texts in detail  peer assessment  written
meaning of meaning of a written  scanning descriptions/  hot seating descriptions
written written text descriptions narratives for intended  panel discussion and narratives
descriptions and meaning  group work  lists of claims
and narratives narratives  skimming descriptions/  pair work  charts
narratives for intended  individual work  pictures
meaning  discussion  questions
 identifying information  brainstorming
to support claims  teacher
observation
2 interpret written  identifying information  question and
descriptions and to support claims a text answer
42
 narratives  asking questions
 answering questions

Core element: Writing

Outcome: The learner will be able to write personal, factual, transactional and imaginative texts for a wide range of
purposes in a clear and comprehensible manner.

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this Students will be
when the students able to:
are able to:
 demonstrate an 1 plan a written Written  planning a written  class discussion  titles of oral
ability to write text from a title descriptions description/narrative  question and and written
descriptions or picture and answer texts
and narratives narratives  pair work  oral and
from a title and 2 write a text  writing a plan of a  group work written
a picture from a title or written  individual work descriptions/
picture description/narrative  debate narratives
 ordering jumbled  bus stop  pictures/
sentences illustrations
 asking and answering

43
 questions

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 demonstrate an 1 note the Central idea  identifying central  pair work  oral and
understanding central idea of of oral and ideas in oral/written  discussion written
of the central a text from the written descriptions/ narratives  question and descriptions
idea from the title/ descriptions  discussing the central answer  oral and
title, the beginning/end and idea of an oral or  group work written
beginning or narratives written description  individual work narratives
the end of oral  explaining the central  peer assessment  radio
and written idea of an oral or  teacher  TV
descriptions written description observation  newspapers
and narratives  writing the central idea  self assessment  magazines
of oral and written  supplementar
descriptions/narratives y readers
 topics from
other
subjects
 noting major points in  texts from
2 write the major descriptions and other
points in an Major points narratives  question and subjects
oral or written in oral and  relating major answer
text written supporting details to  brainstorming  written
44
 descriptions the central idea  pair work narratives
and  writing major and  group work  written
narratives supporting details in  individual work descriptions
descriptions and  explanation  written
narratives  discussion descriptions
 peer assessment and narratives
 teacher in newspapers
observation and other
school
subjects
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 demonstrate 1 write Written  drafting descriptions  pair work  oral and

the ability to descriptions of descriptions  retelling stories in  group work written
write people, places, and writing  class discussion descriptions
descriptions of objects, narratives  writing summaries of  question and  oral and
people, places, incidents, stories, incidents and answer written
objects, moods and events  peer assessment narratives
incidents, feelings  describing in writing  individual work  samples of
moods and people, places, objects,  teacher various note-
feelings and incidents, moods and observation making formats
narrate events; feelings  tape recorders
stories  radio/TV
 proof-reading  content from
2 narrate in descriptions, events, other subjects
writing events, incidents and stories  pictures of
incidents and  narrating stories in people, places,
stories writing objects,
 drafting narratives incidents,
 proof-reading moods and
narratives feelings
 topics for
45
 written
narratives
(literature and
history)

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

3 write a text  drafting narratives  individual work  newspapers

using space and descriptions using  pair work  magazines
order/ chronological order,  group work  lists of
chronological space order or order of  observation signalling
order/order of climax  question and devices and
climax  writing narratives and answer reference ties
descriptions using  explanation  models of
chronological order,  teacher written
space order or order of assessment descriptions
climax  peer assessment and narratives
 using appropriate  self assessment with different
signalling devices and  discussion basic
reference ties for  presentation structures of
developing written organization
descriptions and
narratives

46
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 write clear and 1 write a factual/ Factual and  presenting facts and  individual work  oral texts, eg,
logical, factual fictional text on fictional fiction in descriptions  pair work TV/
and fictional people, events descriptions and narrations  group work radio/recordin
descriptions or incidents and  drafting factual and  peer assessment gs
and narratives narratives fictional stories  teacher  written texts
 writing factual and observation  text books
fictional compositions  question and  pictures
 writing answer  newspapers
friendly/informal letters  magazines
 content from
other subject
areas
 checklists
 charts
 stories
 biographies

47
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 present in 1 write specific Specific  writing summaries of  pair work  written

writing specific information information texts  group work descriptions
information extracted from extracted  writing paraphrases of  individual work and
extracted from an oral and from oral and texts  brainstorming narratives
oral and written text written  making an outline of  discussion  oral
written descriptions specific points  peer assessment descriptions,
descriptions and  noting specific  teacher narratives
and narratives narratives information in a observation  recordings of
description/narrative news
broadcasts
 pictures
 charts
 checklists
 scoring
rubrics

Assessment Success Theme/topic Suggested teaching Suggested Suggested

48
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 convey in 1 write the Meanings of  planning written texts  individual work  oral and
writing the meaning of an oral and  drafting written texts  group work written
meaning of oral oral or written written  writing the meaning of  pair work descriptions
and written text descriptions texts  question and
descriptions and  explaining in writing answer
and narratives narratives the meaning of texts  debate
 presenting in writing  peer assessment
information on meaning  teacher
supporting or disputing observation
claims from texts in  discussion
writing

Core element: Critical thinking and reasoning

Outcome: The students will be able to use language to access process and use information in order to think and reason
properly.

49
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this Students must be
when the students able to:
are able to:
 demonstrate an 1 explain concepts Concepts and  identifying concepts  group work  written texts
understanding and terms vocabulary and terms from other  pair work  oral texts
of concepts and subjects  individual work  charts
vocabulary  defining concepts and  debating  maps
terms from other  class discussion  diagrams
subjects  teacher  debate
 explaining conceptions observation  topics
2 use concepts and terms  case study  list of contents
and terms  peer assessment and
 planning and writing  self assessment vocabulary
presentations using  quizzes  checklists
concepts and terms  research  pictures
from other subjects  question and  drawings
 making sentences using answer  resource
concepts they have persons
learnt

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

50
  applying concepts and  group work  written texts
terms to other learning  pair work  oral texts
areas  individual work  charts
 debating  maps
3 infer meanings  brainstorming  class discussion  diagrams
of words meanings of words  teacher  debate
 inferring meanings of observation  topics
words from title and  case study  lists of
texts from other  peer assessment contents and
learning areas  self assessment vocabulary
 comparing meanings of  quizzes  checklists
words and phrases  research  pictures
4 interpret  question and  drawings
pictures  interpreting pictures answer  resource
appropriately appropriately from persons
other learning areas
 recognising the subject
of the picture

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

5 develop and use  researching on difficult  group work  written texts

personal words and creating a  explanation  oral texts
dictionary personal spelling list or  pair work  word building
51
 bank  peer assessment games, eg,
 compiling a personal  individual work scrabble,
dictionary  presentation cross word
 categorising vocabulary  teacher puzzle
into learning areas observation  pictures
 using vocabulary from  quiz  diagrams
other learning areas to  research  lists of
plan an account or a  question and technical
report, eg gender issues answer words from
or climate change other subject
areas, eg,
6 classify words  classifying words mathematics
according to according to word and sciences
word families families
 discussing words
according to word
families
 writing a list of
synonyms
 reading a list of
antonyms

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

7 classify words  writing a list of words  group work  written texts

according to according to phonic  explanation  oral texts
roots and affixes similarities  pair work  word building
 classifying words  peer assessment games, eg,
52
 according to roots and  individual work scrabble,
affixes  presentation cross word
 playing word games  teacher puzzle
 splitting words into observation  pictures
roots and affixes  quizzes  diagrams
8 formulate  research  lists of
questions and  asking questions  question and technical
answers  classifying questions answer words from
based on types other subject
 formulating follow-up areas, eg,
questions to maintain mathematics
subject/topic and sciences

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

9 distinguish  identifying vocabulary  brainstorming  pictures

main and minor carrying main and  group work  written texts
supporting minor details  pair work  charts
details  individual work  diagrams
 sorting and classifying  case study  checklists
10 draw information from texts,  peer assessment  oral texts
conclusions on maps or charts  teacher  newspapers
an oral and  using context clues to observation  magazines
53
 written text draw conclusions from  question and  textbooks
a text answer from other
objects

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 use language 1 identify Critical  solving jigsaw puzzles  pair work  oral and
for critical connections thinking  discussing concepts  group work written texts
thinking among concepts  debating issues to  discussion  pictures
establish connections  brainstorming  newspapers
 designing graphic  debating  magazines
organizers (charts,  individual work  TV/radio
webs, graphs, maps) to  teacher programmes
make connections observation  checklists
among key  peer assessment  scoring rubrics
concepts/words  record books
 analyzing chain of
events

54
  comparing concepts
 identifying cause and
effect from a text
 explaining connections
among concepts
 designing graphic
organizers (charts,
webs, graphs, maps) to
make connections
among key
concepts/words

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 analyzing chain of  pair work  oral and

events  group work written texts
 explaining cause and  discussion  pictures
effect  brainstorming  newspapers
 deducing intentions of  debating  magazines
2 evaluate authors or speakers  individual work  TV/radio
information  teacher programmes
 searching for observation  checklists
appropriate  peer assessment  scoring rubrics
information to solve a  record books
problem
 making judgements
 making decisions
55
  analysing sentences for
intended meaning
 analysing a problem, an
event and a situation
 discussing intentions of
speakers and writers
 deducing intentions of
speakers and content

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 writing descriptions,  group work  written texts

narratives  pair work  oral texts
 writing  debate  charts
friendly/informal letters  class discussion  maps
 expressing personal  explanation  diagrams
opinion  case study  debate topics
 asking questions to  brainstorming  list of
develop critical thinking  research concepts and
and reasoning  peer assessment vocabulary
 teacher  checklists
observation  pictures
 individual work  drawings
 role play  resource
 self assessment persons
56
  demonstration  portfolios
 teacher
assessment
 quizzes

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 use language 1 synthesize Critical  asking and answering  individual work  oral texts
to process ideas from thinking questions  pair work  written texts
information different  identifying examples of  group work  graphic
sources cause and effect  brainstorming organizers
 summarizing ideas  discussion  charts
from texts  question and  maps
 producing graphic and answer  graphs
visual representations  explanation  tables
 writing compositions  peer assessment  pictures
and contrasting  teacher  graphic
 making simple observation representation
speeches  debate s
 checklists
2 create graphic  designing charts, maps  scoring
organizers and graphs rubrics
 using information from  diagrams
various sources such as  debate topics
57
 graphs, charts and
tables

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

3 create texts  planning the content of  discussion  pictures or

from visuals a text from visuals such  pair work illustrations
as pictures, charts,  group work  oral and
tables, maps and  individual work written texts
graphs  debate  titles of texts
 presenting orally or in  question and  graphs, tables,
writing a prose answer charts and
interpretation of  peer assessment maps with
visuals such as  teacher various
pictures, charts, tables, assessment information
maps and graphs  models of
 recording information prose texts
from oral and written produced from
texts into graphs, visuals
charts and tables  assessment
checklists

58
Core element: Structure and use of language (grammar)
Outcome: The students will be able to understand how sound, words and rules of language can be used to create, analyse
and interpret texts.

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this Students must be
when the students able to:
are able to:
 demonstrate an 1 define nouns Nouns  describing a noun  pair work  lists of various
understanding  defining a noun  group work types of nouns
of language  individual work  lists of
forms and 2 identify nouns in  identifying nouns in oral  question and sentences
structure in oral oral and written and written texts answer  content from
and written texts  peer observation other subjects
texts  teacher  newspapers
3 describe types  identifying types of observation  magazines
of nouns nouns  explanation  scoring
 giving types of nouns in  discussion rubrics
oral and written texts

59
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

4 state the  brainstorming the  pair work  lists of various

functions of functions of nouns in  group work types of nouns
nouns in oral oral and written texts  individual work  lists of
and written  identifying functions of  question and sentences
texts nouns answer  content from
 discussing functions of  peer observation other subjects
nouns in an oral  teacher  newspapers
description/narrative observation  magazines
 explanation  scoring
 discussion rubrics

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
60
 and assessment learning and
methods assessment
resources

 demonstrate an 1 define pronouns Pronouns  defining pronouns  pair work  written texts
understanding  describing types of  group work  oral texts
of language pronouns  individual work  tables and
form and  identifying pronouns in  question and lists of
structure in oral texts answer pronouns
and written  brainstorming  texts from
texts 2 describe types  discussing various types  peer observation other subjects
of pronouns of pronouns ie, person  teacher  scoring
number, case, gender observation rubrics
 discussing person,  discussion  checklists
number, gender and  cloze procedure  cloze passages
case of pronouns  incomplete
 brainstorming the sentences
functions of pronouns
 answering questions

3 identify  identifying functions of

pronouns in oral pronouns in oral written
and written texts
texts

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

61
 demonstrate an 1 define verbs Verbs  brainstorming the  brainstorming  newspapers
understanding meaning of the term  question and  magazines
of language “verb” answer  short stories
forms and 2 identify verbs  explanation  supplementar
structure in  identifying verbs in  discussion y readers
oral and descriptions/narratives  peer assessment  science and
written texts 3 identify types of  pair work agriculture
verbs  identifying regular/  group work articles
irregular verbs;  teacher  textbooks
transitive/ intransitive assessment from other
verbs; main/ auxiliary  self assessment learning
verbs areas
4 identify verb  underlining verbs in a  English
tenses text textbooks
 scoring
 identifying simple rubrics
present, past and  oral and
future tenses written
descriptions
and
narratives
 checklists

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 noting the difference  brainstorming  newspapers

62
 between regular and  question and  magazines
irregular verbs, answer  short stories
transitive and  explanation  supplementar
intransitive verbs, main  discussion y readers
and auxiliary verbs  checklist  science and
 identifying present,  peer assessment agriculture
past or future  pair work articles
continuous tenses  group work  textbooks
 picking out main verbs  teacher from other
in oral and written assessment learning
texts  self assessment areas
 picking out auxiliary  English
verbs in oral and textbooks
written texts  scoring rubric
 oral and
written
descriptions
and
narratives

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 demonstrate an 1 define an Adjectives  identifying an adjective  question and  lists of

understanding adjective answer adjectives
of language  pair work  lists of
63
 forms and  identifying adjectives in  group work sentences
structure in 2 identify a text  individual work  content from
oral and adjectives  explanation other subjects
written texts  brainstorming types of  discussion  newspaper
adjectives  demonstration  magazines
3 describe types  stating types of  peer assessment  scoring
of adjectives adjectives such as  teacher rubrics
descriptive, reflexive, observation  grammar
possessive books

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

4 describe  brainstorming  question and  lists of

functions of functions of adjectives answer adjectives
adjectives in  identifying functions of  pair work  lists of
oral and written adjectives in oral and  group work sentences
texts written texts  individual work  content from
 describing functions of  explanation other subjects
adjectives in oral and  discussion  newspapers
64
 written texts  demonstration  magazines
 peer assessment  scoring
 teacher rubrics
observation  grammar
books

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 demonstrate 1 define an adverb Adverbs  defining an adverb  group work  oral and
an  pair work written texts
understanding 2 identify adverbs  underlining adverbs in  discussion  grammar texts
of language sentences  question and about adverbs
forms and  mentioning adverbs answer  pictures
structure in  explanation  charts
oral and 3 identify types of  differentiating types of  demonstrations
written texts adverbs adverbs  peer observations
 identifying types of  peer assessment
adverbs such as  teacher
manner, degree, time observation
 stating types of adverbs  role play
65
 4 state the  identifying functions of
functions of adverbs in descriptions/
adverbs narratives
 stating functions of
adverbs

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 demonstrate an 1 define Conjunctions  brainstorming  pair work  oral and

understanding conjunctions meanings of  group work written texts
of language conjunctions  individual work that contain
forms and  defining conjunctions  question and different
structure in 2 identify answer types of
oral and conjunctions  picking out  class conjuctions
written texts conjunctions from a presentations  charts of types
description/ narrative  demonstrations of
3 describe types of  peer assessment conjunctions
conjunctions  identifying types of  teacher  pictures
conjunctions in a text observation  cards
 differentiating types of  brainstorming  checklists
conjunctions  cloze procedure  scoring
 describing each type of rubrics
conjunctions  cloze passages
 incomplete
sentences
66
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

4 state functions of  brainstorming the  pair work  oral and

each of the types functions of each type  group work written texts
of conjunctions of conjunctions  individual work that contain
 identifying functions of  question and different
conjunctions in a text answer types of
 stating functions of  class conjunctions
conjunctions presentations  charts of types
 demonstrations of
 peer assessment conjunctions
 teacher  pictures
observation  cards
 brainstorming  checklists
 cloze procedure  scoring
rubrics
 cloze passages
 incomplete
sentences

67
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 demonstrate an 1 define Prepositions  brainstorming the  individual work  oral and

understanding prepositions meaning of preposition  pair work written texts
of language  defining prepositions  group work  charts
forms and  inferring meaning of the  discussions  pictures
structure in oral term “preposition” from  class  cards
and written the word presentations  scoring
texts  question and rubrics
2 identify  identifying prepositions answer  checklists
prepositions in oral and written texts  demonstrations  cloze passages
 peer assessment  incomplete
3 describe types of  identifying types of  teacher sentences
prepositions prepositions in oral and observation  texts from
written texts  brainstorming other subjects
 discussing functions of  cloze procedure  lists of
prepositions prepositions

68
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

4 state functions of  identifying types of  individual work  oral and

prepositions prepositions in oral and  pair work written texts
written texts  group work  charts
 discussing the functions  discussions  pictures
of prepositions  class  cards
 explaining uses of presentations  scoring
particular prepositions  question and rubrics
answer  checklists
 demonstrations  incomplete
 peer assessment sentences
 teacher  texts from
observation other subjects
 brainstorming  lists of
 cloze procedure prepositions
 cloze passages

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
69
 and assessment learning and
methods assessment
resources

 demonstrate an 1 define phrases Phrases  defining phrases  individual work  written texts
understanding  identifying phrases in  pair work  oral texts
of language oral and written texts  group work  scoring
forms and  brainstorming rubrics
structure in oral 2 describe types of  brainstorming types of  discussions  checklists
and written phrases phrases  peer assessment  tables and
texts  describing types of  teacher lists of
phrases observation phrases
 discussing various types  question and  charts
of phrases answer  incomplete
 identifying types of sentences
3 explain the phrases  pictures
functions of  cards
phrases  analysing sentences
 describing the functions
of phrases
 identifying the functions
of phrases

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment

70
 resources

 demonstrate an 1 define a clause Clauses  brainstorming the  individual work  oral texts
understanding meaning of the term  group work  written texts
of language ‘clause’  pair work  scoring
forms and  defining clauses  brainstorming rubrics
structure in oral 2 identify types of  discussion  checklists
and written clauses  brainstorming types of  peer assessment  incomplete
texts clauses  teacher sentences
 discussing various types observation  charts
of clauses  question and  cards
 identifying main and answer  lists of main
subordinate clauses  class and
 describing main and presentations subordinate
subordinate clause clauses

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 demonstrate an 1 define affixes and Vocabulary  defining affixes, roots  individual work  oral texts
understanding roots of words and stems  group work  written texts
71
 of language  identifying affixes, roots  pair work  word lists
forms and and stems  question and  letter/word
structure in oral  describing functions of answer cards
and written roots, affixes and stems  brainstorming  charts
texts  filling in gaps  discussion  tables of word
 brainstorming types of  peer assessment families
affixes eg prefix  teacher  scoring
observation rubrics
1 identify affixes  discussing affixes, roots  explanation  checklists
 show an and roots of and stems and their  cloze procedure  cloze passages
awareness and words functions
correct use of  completing words
language in oral  forming words using
and written affixes, roots and stems
texts  listing words with
1 write a list of affixes, roots and stems
 develop and use new words  form antonyms using
own vocabulary formed from affixes and stems
affixes and roots

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 demonstrate 1 define articles Articles  defining the terms  presentation  oral and
understanding “articles”  brainstorming written text
of language  brainstorming articles  individual work containing
forms and  identifying articles in a  pair work articles and
structure in text  group work determiners
oral and  discussing uses of  discussion  written text
written texts. determiners  peer assessment and sentences

72
  teacher with gaps
2 identify types of  identifying types of assessment  charts of types
determiners, articles of determiners
articles  filling gaps with  checklists
correct articles  scoring rubrics
 differentiate definite
from indefinite articles

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

3 describe  filling gaps with  presentation  oral and

functions of definite and indefinite  brainstorming written texts
articles articles  individual work containing
 separating  pair work articles and
determiners from  group work determiners
adjectives  discussion  written text
 differentiating  peer assessment and sentences
determiners from  teacher with gaps
adjectives assessment  charts of types
 identifying of determiners
determiners in a list  checklists
73
 containing mixed  scoring rubrics
4 describe words
intensifiers
 identifying intensifiers
eg too, very, so
 brainstorming the
meaning of the term
“intensifier”
 discussing use of
intensifiers
 differentiating too,
very, so

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 show 1 use articles and  differentiate definite  presentation  oral and

awareness of determiners from indefinite articles  brainstorming written texts
correct use of  filling gaps with  individual work containing
language in correct articles  pair work articles and
oral and  filling gaps with  group work determiners
written texts definite and indefinite  discussion  written texts
articles  peer assessment and sentences
2 use intensifiers  teacher with gaps
correctly  using articles correctly assessment  charts of types
in writing and in of determiners
speaking  checklists
 scoring rubrics
74
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 demonstrate an 1 define a sentence Sentences  defining a sentence  group work  oral and
understanding  listening to sentences  pair work written texts
of language  reading sentences  discussion  charts
forms and  question and  cards
structure in oral 2 identify types of  identifying types of answer  pictures
and written sentences sentences eg, simple/  explanation  puzzles
texts compound  demonstrations  sentences
 identifying parts of a  peer observation
sentence  peer assessment
 teacher
observation

75
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

3 punctuate  changing sentences  group work  dialogues

sentences from indirect to direct  pair work  speeches
correctly speech  role play  stories,
 punctuating direct  lecture sentences
speech,  question and  checklists
 changing word forms answer  record books
for indirect speech  discussion
 discussing sentences  brainstorming
 correcting errors in
sentences
 using of words for
indirect speech

76
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 demonstrate an 1 identify polite Expressions  identifying polite  group work  oral and
understanding expressions expressions such as  pair work written texts
of language “Thank you”, “Don’t  discussion  examples of
form and mention it”, “You are  question and polite
structure in oral welcome" answer expressions
and written  discussing the  explanation  checklists
texts meanings and uses of  demonstrations  scoring
polite expressions  peer observations rubrics
1 use expressions  peer assessment  record books
 show an correctly  role playing use of  teacher
awareness and polite expressions observation
correct use of  making sentences using  role play
language in oral polite expressions
and written  completing sentences
texts 1 list polite
expressions  making speeches with
 develop and use polite expressions
own vocabulary  compiling a list of
polite/ idiomatic
expressions

77
Core element: Literary genres
Outcome: The student will be able to describe and classify literary texts into genres (forms).

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this The students must
when the students be able to:
are able to:
 understand and 1 describe Genres of  defining the term  individual, pair and  chart paper
appreciate characteristics literature genres group work  personal
genres of of different  identifying written  discussion experiences
literature literary genres genres of literature eg  peer assessment  sample literary
short story, novels, play,  teacher observation texts
poetry  presentations  pictures
 identifying oral genres  research eg library  resource
of literature eg folktales, work persons
myths, fables, legends,  debate  reference
traditional songs  explanation materials eg
 describing features of  question and books
2 classify texts different literary genres answer  videos
into literary  illustrations
genres  categorising texts into
literary genres

78
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 giving reasons for  individual, pair and  chart paper

classifying various texts group work  personal
into literary genres  discussion experiences
 peer assessment  sample literary
3 identify  discussing how to read  teacher observation texts
approaches to a literary piece of work  presentations  pictures
various literary  reading aloud  research eg library  resource
genres  reading silently work persons
 dramatised reading  debate  reference
 singing  explanation materials eg
 reciting  question and books
answer  videos
 illustrations

79
Core element: Literary terms
Outcome: The student will be able to apply basic literary terms in analyzing various works of literature appropriately and
with precision.

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this The students must
when the students be able to:
are able to:
 appreciate 1 define basic Basic literary  defining plot, story,  individual, pair and  chart paper
literary terms literary terms terms narrator/persona, group work  personal
and apply them character, theme,  discussion experiences
in the analysis setting and addressee  peer assessment  sample literary
of oral and  brainstorming the  teacher observation texts
written texts meanings of literary  presentations  pictures
terms  research eg library  resource
 distinguishing plot work persons
from story  debate  reference
 explaining plot in a  explanation materials eg
story  question and books
 analyzing plot (tracing answer  videos
the cause and effect  illustrations
pattern of events) in a
story
 distinguishing author
from character,
narrator and persona

80
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 identifying characters  individual, pair and  chart paper

 relating narrator to group work  personal
character  discussion experiences
 describing the  peer assessment  sample literary
behaviour of characters  teacher observation texts
in a literary piece of  presentations  pictures
work  brainstorming  resource
 research eg library persons
 explaining the cause of work  reference
the behaviour of  debate materials eg
characters in a literary  explanation books
work  question and  videos
answer  illustrations
 identifying themes in a
literary work
 finding supporting
evidence for themes in
literary work

 describing the setting

of a story in literary
works

Assessment Success Theme/topic Suggested teaching Suggested Suggested

81
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 explain the significance  individual, pair and  chart paper

of setting in literary group work  personal
works  discussion experiences
2 identify literary  peer assessment  sample literary
elements in  reading and listening to  teacher observation texts
given texts selected genres of  presentations  pictures
literature  brainstorming  resource
 identifying literary  research eg library persons
terms in a piece of work  reference
work  debate materials eg
 analysing different  explanation books
literary terms  question and  videos
3 use basic in  discussing literary answer  illustrations
literary terms in a given text

 using literary terms in

oral and written text

Form 2
Core element: Listening
82
Primary outcome: The student will be able to listen attentively and critically in order to understand and respond to
others appropriately in different contexts through a wide range of media.

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this Student must be
when the students able to:
are able to:
 demonstrate an 1 predict the Content of  listening to stories from  question and  pictures of
understanding content of an oral various media answer people,
of oral oral text from descriptions,  asking questions on a  group work places, objects
descriptions, the title and narratives, picture a title of texts  pair work  titles of
narratives, picture expositions  listening to oral  individual work descriptive
expositions and and reports descriptions of a picture  discussion and narrative
reports  listening to a title of a  teacher texts
text observation  TV/radio
 predicting content of  peer assessment  written
the text from the title descriptive
 describing a picture and narrative
texts

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

83
  matching learners’  presentation  newspapers
predictions with the  demonstration  magazines
contents of a listening  discussion  supplementary
text  peer assessment readers
2 identify the Central idea  question and  radio/TV
central idea of oral  listening to a oral texts answer documentaries
from the title, descriptions,  identifying the central  explanation  written
beginning, narratives, idea in an oral text  brainstorming description,
middle, ending expositions  taking note of the  pair work narratives,
of an oral text and report central idea in oral  individual work expositions and
text  teacher reports
 brainstorming the observation  content from
central idea in oral other subject
texts areas
 debating
 asking questions
 answering questions

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

3 identify major Oral  writing major ideas  presentation  oral

84
 ideas in an oral descriptions,  stating the relationship  demonstration presentations
text narratives between major ideas  explanation  lists of key
expositions  discussion words
4 identify minor and reports  stating minor details  individual work  articles on
details in an  identifying the link  pair work topics from
oral text between major points  question and other subjects
and minor supporting answer  newspapers
details  group work  magazines
 peer assessment  oral and written
teacher observation descriptions,
narratives,
expositions and
5 answer Comprehensi  group work reports
comprehension on of oral  listening to oral texts  pair work
questions descriptions,  filling in gaps  discussions  written texts
expositions  completing sentences  role play  radio/TV (oral
and reports  summarizing oral texts  questions and reports)
 taking down notes answer  documentaries
 answering  teacher  oral histories
comprehension observation  folk stories
questions  peer assessment  content from
 taking notes from  individual work other subjects
expositions, reports,  biographies
narratives and  checklists
descriptions  newspaper/
magazine
articles

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning teaching, learning teaching,
activities and assessment learning and
methods assessment
resources

 demonstrate an 1 identify the Basic  listening to oral  presentation  layout of oral

understanding introduction, structure of descriptions, narrative,  demonstration texts
85
 of the basic body, oral exposition and reports  discussions  lists of
structure of conclusion of descriptions,  brainstorming the basic  explanations questions
oral an oral text narratives and structure  group work  recorded
descriptions, reports  debating structure of  pair work written
narratives, oral text  individual work descriptions,
expositions and  stating the main parts  peer assessment narratives,
reports of an oral text  questions and exposition and
 answering questions answer reports
 following directions  teacher  oral texts eg
correctly observation radio/TV/
 using space order, recordings
chronological order,  checklists
and order of climax in  scoring
identifying basic rubrics
structures of oral texts
 identifying linking
words
 identifying sequence of
events on oral texts

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 distinguish 1 identify facts, Fact, fiction,  listening to oral texts  presentation  supplementary
fact, fiction and fiction, opinion opinion and  identifying facts,  demonstration reading
opinion in oral and attitude in attitude in fiction, opinion and  question and materials
descriptions, an oral texts oral attitudes in oral texts answer  written
narratives, descriptions,  listing identified facts,  explanation documentaries
86
 expositions and narratives, fiction, opinion and  discussions  oral histories
reports expositions attitude from oral text  group work  oral folk
and reports  identifying words that  pair work stories
show attitudes or  individual work  content from
opinion  peer assessment other subjects
2 distinguish fact,  debate  checklists
fiction and  brainstorming facts,  sentences with
opinion in oral fiction, opinion and facts, fiction,
an description attitude in oral text opinion and
 answering questions attitude
 asking questions

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning teaching, learning teaching,
activities and assessment learning and
methods assessment
resources

 demonstrate an 1 identify Specific  listening to oral texts  presentation  oral texts

understanding specific information in  identifying specific  demonstration  radio, TV and
of specific information in oral information in oral  explanation recordings
information in an oral text descriptions, texts  discussion  written texts
oral narratives ,  taking note of key  group work
descriptions, expositions words in oral texts  pair work
narratives, and reports  answering questions  individual work
expositions and  asking questions  question and
reports  filling in gaps answer
87
 completing sentences  discussions
 peer assessment

88
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning teaching, learning teaching,
activities and assessment learning and
methods assessment
resources

 interpret the 1 identify the Intended  listening to oral texts  presentation  newspapers
meaning of oral purpose of an meaning of  suggesting purpose of  demonstration  magazines
descriptions, oral text oral an oral text  explanation  supplementary
narratives, descriptions,  explaining possible  discussion readers
expositions and narratives, meanings of oral texts  pair work  content from
reports expositions  group work other learning
2 give contextual and reports  giving information to  individual work areas
information to support their opinion  discussion  radio/TV
support purpose  explaining purposes  peer assessment documentaries
in an oral text in oral texts  question and  oral
 brainstorming answer descriptions,
possible meanings or  explanation narratives,
purpose of oral texts  brainstorming expositions
 debating  debate and reports
 explaining the  written
possible meaning of descriptions,
an oral text narratives,
expositions
and reports

Core element: Speaking

Outcome: The student will be able to express ideas confidently and fluently and respond orally and appropriately to others
in a wide range of situations.

89
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning teaching, learning teaching,
activities and assessment learning and
methods assessment
resources
We will know this Students must be
when the students able to:
are able to:
 plan the content 1 plan the Content of  debating the  presentation  pictures
of oral content of an oral content of oral  demonstration  titles of texts
descriptions, oral text from descriptions, description, narrative,  explanation  radio/TV
narratives, title or a narratives, exposition and report  discussion news
expositions or picture expositions or  planning the  pair/group work  written texts
report from a reports content oral texts  class discussions  title for
title or a picture  answering  questions and descriptions,
questions answer narratives,
2 present a  oral presentations expositions
logical oral  presenting  debating and reports
text from the oral texts based on a
title or a picture
picture  presenting
logical oral texts based
on a title
 discussing
titles/pictures
 discussing
logical order of ideas

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and

90
 methods assessment
resources

 ordering jumbled  presentations  oral texts

sentences  demonstration  written texts
 explanation  newspapers
 demonstrate an 1 state the Central idea  listening to texts  discussion  texts on
understanding central idea of oral or  reading texts  individual work topics from
of the central from the written  stating the central  group work other subjects
idea from the title/beginning/ descriptions, ideas  question and  titles for
title, the middle/end of narratives,  reading texts answer descriptions,
beginning, the an oral or expositions  identifying key  debate narratives,
middle, or the written text and reports signalling devices for  pair work expositions
end of an oral the central idea  debating and reports
exposition,  discussing the central
description, ideas
narrative and  brainstorming the
report central idea
 debating the central
idea
 presenting the central
idea

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
91
 methods assessment
resources

 present the 1 present major Major points  listening to  presentations  radio/TV talks
major points and and minor and minor oral texts  demonstration  song
minor supporting details in oral  reading  explanation  oral poem
supporting details of an and written written texts  discussion  content from
details of oral oral or written descriptions,  brainstormin  individual work other subjects
descriptions, text narratives, g major and minor  group work  recordings of
narratives, expositions ideas question and oral
expositions and and reports  debating answer descriptions,
reports major and minor ideas  debate narratives,
 stating the  pair work expositions
relationship between  discussion and reports
major and minor details
 stating words
that show major and
minor details from the
text
 discussing
the main and minor
ideas

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning teaching, learning teaching,
activities and assessment learning and
92
 methods assessment
resources

 present oral 1 present an oral Oral  listening to oral  group work  oral texts of
descriptions, text descriptions, descriptions,  pair work various types
narratives, narratives, narratives, reports  question and eg
expositions and expositions  answering questions answer chronological
reports and reports  asking questions  presentation narratives
 completing oral cloze  demonstration  lists of
tests  explanation questions
 making simple  discussion  recordings of
speeches  individual work news
broadcasts,
oral
descriptions,
narratives and
reports
 maps
 plans

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
93
 develop oral 1 create oral Oral  planning oral  presentation  newspapers
descriptions, texts using descriptions, descriptions using  explanation  magazines
narratives, space order/ narratives, space order/  demonstration  recorded
expositions and chronological expositions chronological  question and descriptions,
reports using order/order of and reports order/order of climax answer narratives,
space order, climax order order  individual work expositions
chronological  pair work and reports
order, order of 2 present oral  group work  models of oral
climax, texts using  observation and written
classification, space order/  presenting oral texts  debate descriptions,
definition and chronological  making speeches  discussion narratives,
explanation order/order of  describing a process  peer assessment expositions
climax order  giving directions/  self assessment and reports
instructions  teacher with different
 narrating events assessment basic
structures

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 give clear and 1 plan a clear Factual and  making presentations  question and  pictures,
94
 logical opinion and logical oral fictional oral answer sample
factual and text descriptions,  group work narratives,
fictional narratives,  telling factual stories  pair work reports,
descriptions, 2 present a clear expositions  presenting factual  individual work checklists
narratives, and logical and reports logical descriptions,  teacher  oral texts eg
expositions and factual oral narratives, expositions observation TV/radio/
reports in description, and reports  debate recordings
speech narrative,  presenting speeches  oral presentation  checklists
exposition or  discussing factual  written
report stories descriptions,
narratives,
3 present a clear expositions
and logical  telling fictional stories and reports eg
fictional oral  presenting fictional magazines and
description, logical descriptions, newspapers
narrative, narratives, expositions  content from
exposition or and reports other subjects
report  presenting speeches  English text
 discussing factual books
stories

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 present specific 1 state specific Specific  listening to oral texts  presentation  oral texts eg
information information in information in  reading written texts  demonstration radio/TV/

95
 extracted from an oral and oral  brainstorming specific  explanation recordings
oral or written written descriptions, information in oral and  discussion  written texts
descriptions, description narratives, written texts  pair work eg
narratives, narratives, reports and  stating specific  group work newspapers
expositions and expositions and expositions information in oral and  class discussion and
reports reports written texts  question and magazines
 planning a presentation answer  checklist
of specific information in  individual work  cloze
oral and written texts  teacher passages
observation  scoring
2 identify specific  making a presentation of  role play rubrics
information in specific information in  debate  pictures
an oral and oral and written texts  peer assessment  topics for
written  completing sentences debate
description orally  incomplete
narratives,  role playing specific sentences
expositions and information from oral
reports and written texts

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
 debating on specific  presentation  oral and
information from oral  demonstration written texts
and written texts  explanation  lists of claims
 discussion  pictures
 convey the 1 state orally the Intended  discussing the intended  pair work
96
 intended intended meaning of meaning of a text  group work
meaning of oral meaning of an oral  stating the intended  questions and
and written oral or written descriptions, meaning of a text answers
descriptions, descriptions, narratives,  individual work
narratives, narratives, exposition and  panel discussion
expositions and expositions and reports  peer assessment
reports reports  teacher
observation
2 present  discussing contextual
contextual support to a claim
support to a  presenting contextual
claim from an support to a claim
oral or written  deducing the meaning
descriptions, of new words from
narratives, context
expositions and
reports

Core element: Reading

Outcome: The learner will be able to read fluently, efficiently and critically in order to understand and respond to different
types of texts for learning, enjoyment and information.

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this Students must
when the students be able to:
are able to:
 demonstrate an 1 read the titles Content of  describing pictures  presentation  pictures/
understanding of of a written,  answering questions on  demonstration illustrations

97
 written descriptions, descriptions, pictures and titles of  explanation from reading
descriptions, narratives, narratives, texts  discussion texts
narratives expositions and expositions  matching learners  individual work  titles of
expositions and reports and reports predictions with the  group work reading texts
reports from the content of a written text  pair work  written
title or picture  class discussions descriptions
2 predict the  predicting the content  question and texts
content of of written texts from answer  written
written pictures or titles  debate narratives
descriptions,  filling in gaps  peer assessment  written
narratives,  discussing pictures and reports
expositions and titles of texts  written
reports text  skimming content expositions
from the title or  scanning content  true/false
picture statements

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 select the 1 identify the Written  scanning a text for its  drama  newspapers
central idea central idea descriptions central idea  discussion  magazines
from the title, from the title, and narratives  skimming the text  peer assessment  short stories
the beginning, the  reading texts for  question and  supplementary
the middle, or beginning, detailed information answer readers
the end of the middle,  stating central ideas  group work  texts on topics
descriptions, the end of  identifying central  explanation from other
narratives, description, ideas from an oral text  brainstorming subjects
expositions and narrative,  identifying words that  scoring
reports exposition, signal central ideas rubrics
report  discussing central  checklists
ideas

98
  identifying topic
sentences

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

2 identify major Major and  reading descriptions,  presentation  books

and minor minor narratives, expositions  question and  magazines
supporting supporting and reports answer  short stories
details in details  scanning the text to  pair work  scoring rubric
descriptions pick out major and  group work  content from
narratives, minor supporting  debate other subjects
expositions details  individual work  written
and reports  reading for detailed  discussion descriptions,
information  peer assessment narratives,
 brainstorming major  teacher observation expositions
and minor supporting and reports
details in descriptions,  speeches
narratives, expositions
and reports
 stating major and
99
 minor supporting
details
 identifying topic
sentences
 identifying supporting
sentences

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 demonstrate 1 read a Written  reading descriptions,  pair work  written

comprehension narrative, descriptions, narratives, expositions,  group work descriptions
of written expositions, narratives, reports  individual work and narratives
descriptions, reports and expositions  completing cloze  question and of people,
narratives, descriptions of and reports passages answer places, objects
expositions and people, places,  teacher  written folk
reports objects, observation tales
incidents,  peer assessment  biographies
moods and  autobiographi
feelings es
 answering  content from
2 answer comprehension other subject
comprehensio questions on areas
n questions on descriptions,  written
a text narratives, expositions reports,
and reports expositions on
100
  answering true/false, other subjects
multiple choice, yes or areas
no or why questions or  newspapers
written descriptions,  magazines,
narratives, expositions  school
3 summarise a and reports textbooks
text  summarising a text

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 demonstrate an 1 identify the Basic  reading descriptions,  question and  magazines

understanding introduction, structure of narratives, expositions answer  newspapers
of basic body, written and reports  pair work  models of
structure of conclusion of a descriptions,  discussing various  individual work written
written written narratives, basic structures of  group work descriptions,
descriptions, description, expositions organisation in written  explanation narratives,
narratives, narrative, and reports descriptions,  teacher expositions
expositions and exposition, narratives, expositions assessment and reports
reports report and reports  peer assessment with different
 identify signalling  discussion basic
devices and references  self assessment structures of
ties organization
 lists of
signalling
words

101
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 distinguish fact, 1 read a Factual and  reading descriptions,  pair work  written texts
fiction and description, fictional oral narratives, expositions  individual work  factual and
opinion in narrative, descriptions, and reports  group work fictional
written exposition, narratives,  peer assessment written
descriptions, report expositions  teacher descriptions,
narratives, and reports observation narratives,
expositions and 2 identify facts,  identifying factual,  question and expositions
reports fiction, fictional information answer and reports
opinion, in a and opinion in texts  role play  content from
written  identifying statements  debate other subject
description, of facts, fiction and areas
narrative, opinion  newspapers
exposition,  magazines
report

102
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

3 distinguish  identifying opinion  pair work  written texts

fact, fiction markers in the texts  individual work  factual and
and opinion in  stating facts and  group work fictional
a description opinions found in  peer assessment written
written descriptions,  teacher descriptions,
narratives, expositions observation narratives,
and reports  question and expositions
 stating facts and answer and reports
attitudes found in  content from
descriptions, other subject
narratives, expositions areas
and reports  newspapers
4 identify  answering questions  magazines
contextual
evidence to  identifying contextual
support evidence to support
claims claim

103
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 read for specific 1 scan a Specific  scanning/looking for  pair work  written
information in description, information in specific information in  group work descriptions
written narrative, written written texts  individual work  written
descriptions, exposition and descriptions,  question and narratives
narratives, report for narratives, answer  written
expositions and specific expositions  discussions expositions
reports information and  brainstorming  written
arguments  skimming written texts  peer assessment reports
2 skim for general idea  teacher  pictures
descriptions,  underlining specific observation  cloze passages
narratives, information  debate  incomplete
expositions and  role play sentences
reports for  cloze procedure  scoring
specific rubrics
information  checklists
 read texts  charts
 giving meanings of
3 read a particular words in
description, written texts
narrative,  identifying specific
exposition and information in written
report for texts
specific
information

104
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 interpret the 1 identify the Intended  skimming/scanning/  pair work  written

intended purpose of a meaning of reading texts  group work descriptions
meaning of written written  suggesting purpose of  individual work  written
written description, descriptions, written description/  peer assessment narratives
descriptions, narrative, narratives, narrative/exposition/re  question and  written
narratives, exposition, expositions port answer expositions
expositions and report and  discussing suggested  panel discussions  written
reports arguments purposes  hot seating reports
2 identify  discussion  lists of claims
contextual  supporting claims  brainstorming  charts
information to  reading texts in details  teacher  pictures
support claim  debating on intended observation
on purpose of meanings of texts  debate
a description,
narrative,
exposition,
report

Core element: Writing

Outcome: The learner will be able to write personal, factual, transactional and imaginative texts for a wide range of
purposes in clear and comprehensible manner.

105
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this Students must
when the students be able to:
are able to:
 demonstrate an 1 plan a written Written  answering questions  individual work  titles of oral
understanding description, descriptions  writing a plan of a  pair work and written
to write narrative, or narratives, written exposition  group work texts
descriptions or exposition expositions  discussing plans for  discussions  oral and
narratives, and report and reports texts  question and written
expositions and from a title or answer descriptions,
report from a picture  debate narratives,
title picture expositions
2 write a  writing a plan of a and reports
description written description,  pictures/
and narrative, narrative, exposition illustrations
exposition,  noting down points for
report from a a plan
title and  writing graph
picture presentation of a plan

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 demonstrate an 1 note the Oral and  listening to texts  pair work  oral and
understanding central idea written  reading texts  discussion written

106
 of the central from the title, descriptions,  taking note of the  class discussion descriptions
idea from the the beginning, narratives, central idea of texts  question and  oral and
title, the the middle, or expositions through underlining answer written
beginning, the the end of a and reports  discussing central  group work narratives
middle, or the description, ideas  individual work  radio
end of oral and narrative,  explaining central  peer assessment programmes
written exposition ideas  teacher  TV
descriptions, and report  writing the central idea observation programmes
narratives,  brainstorming central  self assessment  newspapers
expositions and ideas  brainstorming  magazines
reports  debate  supplementar
y readers
 topics from
other
subjects
 checklists
 rubrics

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

2 write the  listening to texts  presentations  short talk

central idea  reading texts  individual work from teacher
from the title,  taking note of the  group work and  radio/TV talk
the beginning, central idea of texts reporting  song
107
 the middle, or through underlining  question and  oral poems
the end of a  discussing central answer  topics
description, ideas  debate  pictures
narrative,  explaining central  group work  objects
exposition or ideas  pair work  checklists
report  writing central ideas  individual work
 brainstorming central  explanation
1 write the Major and ideas  discussion
major and minor
minor supporting  writing the main and
supporting details in minor ideas of topics,
details of a descriptions, pictures and objects
description, narratives,  writing the relationship
narrative, expositions between major and
exposition and and reports minor details
report  noting linking words
between major and
minor details

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 demonstrate 1 write Comprehensio  writing answers to  pair work  oral and

comprehension answers to n of oral and comprehension  group work written
of descriptions, comprehensio written questions  discussion descriptions
narratives, n questions descriptions,  retelling stories in  class discussion  oral and
expositions and on a narratives, writing  question and written
reports description, expositions  presenting written answer narratives
narrative, and reports narratives of people,  individual work  oral and
108
 exposition, places, objects and  teacher written
report events observation expositions
 presenting written  peer assessment  oral and
expositions on topics written
2 summarise a covered in other reports
description, subjects  samples of
narrative, various note-
exposition,  presenting written making
report in reports in incidents or formats
writing events  tape
 writing summaries of recorders
stories  radio sets
 TV sets
 content from
other school
subjects
 newspapers
 magazines

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 demonstrate the 1 write a Basic  drafting descriptions,  individual work  lists of

ability to write description, structure of narratives, expositions  pair work signalling
descriptions, narrative, written and reports using  group work devices and
narratives, exposition or descriptions, chronological order,  teacher reference ties
expositions and report using narratives, space order and order observation  models of
reports using chronological expositions of climax  question and written
109
 space order, order, space and reports  writing descriptions, answer descriptions,
chronological order and narratives, expositions  explanation narratives,
order, order of order of and reports using  teacher expositions
climax, climax chronological order, assessment and reports
classification, space order and order  peer assessment with different
definition and of climax  self assessment basic
explanation 2 write a  discussion structures of
description,  drafting descriptions, organization
narrative, narratives, expositions
exposition, and reports using
report using classification/ definition
classification, and explanation
definition,  writing descriptions,
explanation narratives, expositions
and reports using
classification, definition
and explanation

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 write clear and 1 write a Factual and  ordering topic support  question and  oral of
logical facts, factual, fictional oral and summary answer TV/radio/
opinions and fictional descriptions, sentences  group work recordings
attitudes in description, narratives,  writing paragraphs  pair work  written texts
descriptions, narrative, exposition and  reordering jumbled  individual work  magazines
narratives , exposition or reports sentences  peer assessment  pictures
expositions and report  developing clear and  teacher  checklists
110
 reports logical factual, fictional observation  content from
written presentations other areas
 discussing drafts in  biographies
pairs and groups  charts
 stories

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 present in 1 write specific Oral and  developing a content  pair work  written
writing specific information written map/ futures wheel  group work descriptions,
information extracted descriptions,  making an outline of  individual work narratives ,
extracted from from an oral narratives, specific points  brainstorming expositions
oral and written description, expositions  writing summaries  discussion and reports
descriptions, narrative, and reports using specific points  peer assessment  oral
narratives , exposition  writing paraphrases  teacher descriptions,
expositions and and report observation narratives ,
reports expositions
and reports
 recordings of
111
 news
broadcasts
 pictures
 charts
 checklists
 scoring
rubrics

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 convey in 1 write the Meaning of  drafting written texts  individual work  oral and
writing the purpose of an oral and  planning written texts  discussion written
meaning of oral oral and written  discussing the intended  group work descriptions,
and written written descriptions, meaning of texts  pair work narratives ,
descriptions, description, narratives ,  writing the intended  questions and expositions
narratives , narrative, expositions meaning of texts answers and reports
expositions and exposition and reports  debate  lists of claims
reports and report  peer assessment
 explaining in writing
2 explain the the intended meaning of
intended texts
meaning of a  writing claims made in
written texts
description,  identifying claims in
112
 narrative, texts
exposition  supporting/disputing
and report claims from text in
writing

Core element: Critical thinking and reasoning

Outcome: The students will be able to use language to access process and use information in order to think and reason
properly.

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this Students must
when the students be able to:
are able to:
 demonstrate an 1 explain various Concepts and  identifying concepts  group work  written texts
understanding of concepts and vocabulary and terms from other  pair work  oral texts
concepts and terms subjects  individual work  charts
vocabulary  defining concepts and  debating  maps
terms from other  class discussion  diagrams
subjects  teacher  debate
 explaining conceptions observation  topics
2 use concepts and terms  case studies  list of contents
and terms  peer assessment and
113
  planning and writing  self assessment vocabulary
presentations using  quizzes  checklists
concepts and terms  research  pictures
from other learning  question and  drawings
areas answer  resource
 making sentences using persons
concepts from other
learning subjects

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 applying concepts and  group work  written texts

terms to other learning  pair work  oral texts
areas  individual work  charts
 debating  maps
3 infer the  brainstorming  class discussion  diagrams
meanings of meanings of words  teacher  debate
words  inferring meanings of observation  topics
words from title and  case study  lists of content
texts from other  peer assessment and
learning areas  self assessment vocabulary
 comparing meanings of  quizzes  checklists
words and phrases  research  pictures
4 interpret  question and  drawings
pictures  interpreting pictures answer  resource
appropriately from other subjects persons
 recognising the subject
of a picture
114
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

5 develop and  researching on  group work  written texts

use personal unfamiliar words and  explanation  oral texts
dictionary creating a personal  pair work  word building
spelling lists or bank  peer assessment games, eg,
 compiling a personal  individual work scrabble,
dictionary  presentation cross word
 categorising vocabulary  teacher puzzle
into subjects observation  pictures
 using vocabulary from  quizzes  diagrams
other subjects to plan an  research  lists of
account or a report, eg,  question and technical
gender issues or climate answer words from
change other subject
6 classify words areas, eg,
according to  classifying words mathematics
word families according to word and sciences
families
 discussing words
according to word
families
 writing lists of

115
 synonyms
 reading lists of
antonyms

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

7 classify words  writing a list of words  group work  written texts

according to according to phonic  explanation  oral texts
roots and similarities  pair work  word building
affixes  classifying words  peer assessment games, eg,
according to roots and  individual work scrabble and
affixes  presentation cross word
 playing word games  teacher puzzles
 splitting words into observation  pictures
roots and affixes  quizzes  diagrams
 research  lists of
8 formulate  asking questions  question and technical
questions and  classifying questions answer words from
answers based on types other subject
 formulating follow-up areas, eg,
questions to maintain mathematics
subject/topic and sciences

116
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

9 distinguish  identifying vocabulary  brainstorming  pictures

main and carrying main and  group work  written texts
minor minor details  pair work  charts
supporting  individual work  diagrams
details  case study  checklists
 sorting and classifying  peer assessment  oral texts
10 draw information from texts,  teacher  newspapers
conclusions maps or charts observation  magazines
from an oral  using context clues to  question and  textbooks
and written draw conclusion on a answer from other
text text subjects

117
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 use language 1 identify Critical  solving jigsaw puzzles  pair work  oral and
for critical connections thinking  discussing concepts  group work written texts
thinking among  debating issues to  discussion  pictures
concepts establish connections  brainstorming  newspapers
 designing graphic  debating  magazines
organizers (charts,  individual work  TV/radio
webs, graphs, maps) to  teacher  checklists
make connections observation  scoring
among key  peer assessment rubrics
concepts/words  record books
 analyzing chain of
events
 comparing concepts
 identifying cause and
effect in a text
 debating issues to
establish connections
 explaining connections
among concepts

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
118
 and assessment learning and
methods assessment
resources

 designing graphic  pair work  oral and

organizers (charts,  group work written texts
webs, graphs, maps)  discussion  pictures
to make connections  brainstorming  newspapers
among key  debating  magazines
concepts/words  individual work  TV/radio
 analyzing chain of  teacher  checklists
events observation  scoring
 explaining cause and  peer assessment rubrics
effect  record books
 deducing intentions of
2 evaluate authors or speakers
information
 searching for
appropriate
information to solve a
problem
 making judgements
 making decisions
 analysing sentences
for intended meaning
 analysing a problem,
an event and a
situation

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
119
 methods assessment
resources

 discussing intentions of  group work  written texts

speakers and writers  pair work  oral texts
 deducing intentions of  debate  charts
speakers and content  class discussion  maps
 writing descriptions,  explanation  diagrams
narratives  case studies  debate topics
 writing friendly/informal  brainstorming  lists of
letters  research concepts and
 expressing personal  peer assessment vocabulary
opinions  teacher  checklists
 asking questions to observation  pictures
develop critical thinking  individual work  drawings
and reasoning  role play  resource
 self assessment persons
 demonstration  portfolios
 teacher
assessment
 quizzes

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

120
 use language to 1 synthesize Critical  asking and answering  individual work  oral texts
process ideas from thinking questions  pair work  written texts
information different  identifying examples of  group work  graphic
sources cause and effect  brainstorming organizers
 summarizing ideas  discussion  charts
from texts  question and  maps
 producing graphic and answer  graphs
visual representations  explanation  tables
 writing compositions  peer assessment  pictures
and contrasting  teacher  graphic
 making simple observation representation
speeches  debate s
 checklists
2 create  designing charts, maps  scoring
graphic and graphs rubrics
organizers  using information from  diagrams
various sources such as  debate topics
graphs, charts and
tables

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

3 create texts  planning the content of  discussion  pictures or

from visuals a text from visuals such  pair work illustrations
121
 as pictures, charts,  group work  oral and
tables, maps and  individual work written texts
graphs  debate  titles of texts
 presenting orally or in  question and  graphs, tables,
writing a prose answer charts and
interpretation of  peer assessment maps with
visuals such as  teacher various
pictures, charts, tables, assessment information
maps and graphs  models of
 recording information prose texts
from oral and written produced from
texts into graphs, visuals
charts and tables  assessment
checklists

Core element: Structure and use of language (grammar)

Outcome: The students will be able to understand how sound, words and rules of language can be used to create, analyse
and interpret texts.

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this Students will be

122
when the students able to:
are able to:
 show an 1 use nouns Nouns  using nouns with  pair work  lists of plural
awareness and correctly in correct subject – verb  group work and singular
correct use of oral and agreement  individual work nouns
language in oral written texts  changing nouns from  question and  lists of nouns
and written singular to plural answer which show
texts  making own sentences  peer assessment gender
using nouns  teacher  lists of ordinal
1 form nouns observation and cardinal
 develop and use  forming nouns from  explanation nouns
own vocabulary nouns, verbs,  discussion  lists of
adjectives sentences
 listing nouns

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 show awareness 1 use pronouns Pronouns  constructing sentences  pair work  written texts
and correct use correctly in using pronouns  group work  oral texts
of language in oral and  writing texts using  individual work  tables and
oral and written written texts pronouns  question and lists of
texts answer pronouns
 listing pronouns  brainstorming  texts from
 develop and use write a list of using pronouns in  peer observation other subjects
123
 own vocabulary pronouns sentences  teacher  scoring
observation rubrics
 discussion  checklists
 cloze passages
 incomplete
sentences

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 demonstrate an 1 identify verb Verbs  identifying simple  brainstorming  newspapers

understanding tenses present, past and  question and  magazines
of language future tenses answer  short stories
forms and  discussing how verbs  explanation  supplementar
structure in oral used in a given text are  discussion y readers
and written formed  checklist  science and
texts  brainstorming why a  peer assessment agriculture
particular tense or  pair work articles
tenses have been used  group work  textbooks
in oral and written  teacher from other
124
 texts assessment subjects
 noting the difference  self assessment  English
between regular and textbooks
irregular verbs,  scoring
transitive and rubrics
intransitive verbs, main  oral and
and auxiliary verbs written
 identifying present, descriptions
past or future and
continuous tenses narratives
 picking out main verbs
in oral and written
texts
 picking out auxiliary
verbs in oral and
written texts

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 show awareness 1 use verb  completing sentences  brainstorming  newspapers

and correct use tenses with correct verb forms  question and  magazines
of verbs in oral correctly  completing sentences answer  short stories
and written with correct verb  explanation  supplementar
texts tenses  discussion y readers
 writing texts using a  checklist  science and
variety of tenses  peer assessment agriculture
 producing oral texts in  pair work articles
125
 a variety of tenses  group work  textbooks
 converting written or  teacher from other
oral texts from one assessment subjects
tense to another  self assessment  English
textbooks
2 form verbs  forming verbs from  scoring
from other other parts of speech rubrics
parts of  oral and
speech written
 develop and use  compiling a list of verbs descriptions
own vocabulary 1 list verbs  categorising verbs and
 using verbs in narratives
sentences

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 show an 1 use adjectives Adjectives  stating comparatives  question and  lists of

awareness and correctly eg big, bigger, biggest answer adjectives
correct use of  using comparatives and  pair work  lists of
language in oral superlatives correctly  group work sentences
and written in oral and written  individual work  content from
texts texts  explanation other subjects
2 form  discussion  newspapers
adjectives  forming adjectives from  demonstration  magazines
from other other parts of speech  peer assessment  scoring
parts of  teacher rubrics
speech observation  grammar
126
 develop and use  compiling lists of books
own vocabulary 1 list adjectives adjectives
 categorising adjectives
 using adjectives in
sentences
 completing sentences
with adjectives

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 show an 1 use adverbs Adverbs  making sentences that  group work  oral and
awareness and correctly contain adverbs  pair work written texts
correct use of  composing passages  discussion  grammar texts
language in oral that contain adverbs  question and about adverbs
and written texts  using different types of answer  pictures
adverbs in oral and  explanation  charts
written descriptions and  demonstrations
narrative  peer observations
1 list adverbs  peer assessment
 develop and use  compiling a list of  teacher
own vocabulary adverbs observation
 categorising adverbs in  role play
terms of type/function
2 form adverbs  using adverbs in
sentences
127
  forming adjectives from
other parts of speech

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 show an 1 use Conjunctions  planning oral and  pair work  oral and
awareness and conjunctions in written texts that use  group work written texts
correct use of sentences and conjunctions correctly  individual work that contain
language in oral paragraphs  joining words using  question and the different
and written texts correctly conjunctions answer types of
 joining sentences using  class conjunctions
conjunctions correctly presentations  charts of types
 filling in gaps with  demonstrations of
correct conjunctions  peer assessment conjunctions
 teacher  pictures
observation  cards
 brainstorming  checklists
 cloze procedure  scoring
rubrics
 cloze passages
 incomplete
sentences
128
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 develop and use 1 write a list of  compiling a list of  pair work  oral and
vocabulary conjunctions conjunctions  group work written texts
 categorising  individual work that contain
conjunctions according  question and the different
to type/function answer types of
 using conjunctions in  class conjunctions
sentences presentations  charts of types
 demonstrations of
 peer assessment conjunctions
 teacher  pictures
observation  cards
 brainstorming  checklists
 cloze procedure  scoring
rubrics
 cloze passages
 incomplete
sentences

129
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 show an 1 use Prepositions  planning oral and  individual work  oral and
awareness and prepositions written texts using  pair work written texts
correct use of correctly in oral prepositions  group work  charts
language in oral and written  presenting oral and  discussions  pictures
and written texts texts written texts that use  class  cards
prepositions presentations  scoring
 constructing sentences  question and rubrics
using prepositions answer  checklists
 develop and use  demonstrations  cloze passages
own vocabulary 1 write a list of  listing prepositions  peer assessment  incomplete
prepositions  completing sentences  teacher sentences
 categorising observation  texts from
prepositions according  brainstorming other subjects
to type  cloze procedure  lists of
 using prepositions in prepositions
sentences

130
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 show an 1 use phrases Phrases  completing sentences  individual work  written texts
awareness and correctly in with phrases  pair work  oral texts
correct use of oral and  presenting oral and  group work  scoring
language in oral written text written texts using  brainstorming rubrics
and written texts phrases  discussions  checklists
 listing phrase types  peer assessment  tables and
 teacher lists of
observation phrases
 question and  charts
answer  incomplete
sentences
 pictures
 cards

131
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 show an 1 use main and Clauses  identifying types of  individual work  oral texts
awareness and subordinate clauses eg, main clause  group work  written texts
correct use of clauses and subordinate  pair work  scoring
language in oral  answering questions  brainstorming rubrics
and written texts  completing sentences  discussion  checklists
with main/subordinate  peer assessment  incomplete
clauses  teacher sentences
 constructing sentences observation  charts
 presenting oral and  question and  cards
written texts using main answer  list of main
clauses and subordinate  class and
clauses presentations subordinate
clauses

Assessment Success Theme/topic Suggested teaching Suggested Suggested

132
standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 show an 1 identify affixes Vocabulary  discussing affixes, roots  individual work  oral texts
awareness and and roots of and stems and their  group work  written texts
correct use of words functions  pair work  word lists
language in oral  completing words  question and  letter/word
and written texts  forming words using answer cards
affixes, roots and stems  brainstorming  charts
 discussion  tables of word
1 write a list of  listing words with  peer assessment families
 develop and use new words affixes, roots and stems  teacher  scoring
own vocabulary formed from  forming antonyms using observation rubrics
affixes and affixes and stems  explanation  checklists
roots  using words in  cloze procedure  cloze passages
sentences

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
133
 resources

 show awareness 1 use articles Articles and  using definite and  presentation  oral and
of correct use of and determiners indefinite articles  brainstorming written text
language in oral determiners  using demonstratives  individual work containing
and written and possessives  pair work articles and
texts  filling gaps with  group work determiners
correct demonstratives  discussion  written texts
and possessives  peer assessment and sentences
 filling a gaps with  teacher with gaps
definite and indefinite assessment  charts of types
articles of determiners
 checklists
2 use  using intensifiers in  scoring rubrics
intensifiers oral and written texts

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 demonstrate an 1 analyse simple Sentences  differentiating between  group work  oral and
134
 understanding of sentences statements,  pair work written texts
language forms interrogatives, question  discussion  charts
and structure in tags active/ passive  question and  cards
oral and written voice/ direct/ indirect answer  pictures
texts speech  explanation  puzzles
 changing sentences  demonstrations  sentences
from  peer observations
active/passive/active  peer assessment
 changing sentences  teacher
from direct to indirect observation
and indirect to direct
speech

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 show an 1 use Interrogatives  formulating questions  group work  oral texts

awareness and interrogatives  asking questions  pair work  written texts
correct use of correctly  formulating question  class discussion  charts
135
 language in oral tags  question and  cards
and written texts  formulating topic answer  pictures
sentences  explanation  puzzles
 completing blank  demonstrations
spaces  peer observations
 identifying errors in  peer assessment
oral and written texts  teacher
2 make Statements  discussing statements/ observation
sentences interrogatives

3 analyse  making simple or

sentences compound sentences

 analysing sentences
 identifying topic
sentences
 discussing topic
sentences

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

4 punctuate Punctuation  changing sentences  group work  dialogues

sentences from indirect to direct  pair work  speeches
correctly speech  role playing  stories,

136
  punctuating direct  lecture sentences
speech  question and  checklist
 changing word forms answer  record books/
for indirect speech  discussion Television
 discussing sentences  brainstorming
 correcting errors in
sentences
 using words for
indirect speech

Core element: Literary devices

Outcome: The student will be able to appreciate the use of literary devices in various texts.

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this The students
when the students must be able to:
are able to:
137
 demonstrate an 1 define the Literary devices  reading selected oral  brainstorming  oral and
understanding term literary or techniques and written texts eg  group work written texts
of literary device poems, short stories,  question and eg poems,
devices and how plays, traditional songs, answer short stories,
they have been 2 define various myth, folk tales  discussion excerpts from
used in literary literary  identifying literary  research eg library plays,
texts devices devices in given texts reading and excerpts from
eg simile, metaphor, reporting novels, myths,
3 identify personification, irony,  summarising folk tales and
literary symbol, stanza,  dramatizing traditional
devices in repetition, flashback  presentations songs
given texts  defining various  internet
literary devices
4 explain how  discussing literary
literary devices used in a text
devices used
in a given
literary text

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

 analyzing various  group work  oral and

devices used in a given  question and written texts
text answer eg poems,
 singing oral and  discussion short stories,
written texts  library reading excerpts from
 role playing oral and and reporting plays,
written stories  presentations excerpts from
 reciting poems  role play novels, myths,
 telling stories folk tales and
 miming stories oral songs
138
  discussing stories
 brainstorming
 dramatizing stories
 summarising stories

Core element: Critical analysis

Outcome: The student will be able to discuss and critically analyse literary texts to appreciate their basic elements and the
use of techniques.

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this The students
when the students must be able to:
are able to:
 demonstrate an 1 summarize a Critical  identifying basic  brainstorming  a wide range
understanding literary text analysis literary elements in a  discussion of texts
and literary text  question and covering
appreciation of 2 identify basic  summarizing a literary answer various genres
texts and the elements in a text  paragraph writing  internet
various given text  analysing a wide range  individual, pair
techniques used of: and group work
3 identify  short stories  presentations
139
 literary  poems  research eg library
devices used in  play excerpts reading and
a literary text  novel excerpts reporting
 traditional songs  role playing
 folk tales  hot seating
 myths
 legends

Assessment Success Theme/topic Suggested teaching Suggested Suggested

standard criteria and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

4 explain how  explaining how literary  brainstorming  a wide range

literary devices have been used  discussion of texts
devices have in a literary text  question and covering
been used in  using literary devices answer various genres
a literary text in own written works  paragraph writing  internet
eg letters, poems and  individual, pair
paragraphs and group work
 presentations
 research eg library
reading and
reporting
 role playing
 hot seating

140
141
References
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Broughton, Geoffrey, Brumfit, Christopher, Flavel, Roger, Hill, Peter and Pincas,
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Ediger, Anne, Alexander, Roberta and Srutwa, Krystyna (1989). Reading for
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