english language (1122)

7/30/2019 English Language (1122)

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F o r p e r f o m a n ce M e a s u r e m e n t

ZIMBABWESCHOOL EXAMINATIONS COUNCIL(ZIMSEC)

ZIMBABWE GENERAL CERTIFICATE OF EDUCATION(ZGCE)

For Examination in November 2004 - J une 2006

O Level Syllabus

ENGLISH LANGUAGE (1122)


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Subject 1122. ENGLISH LANGUAGE


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Subject 1122 ENGLISH LANGUAGE1.0 RATIONALE1.1 The changes in '0' l e v e l s y l l a b u s are intended to make the

t e a c h i n g and l e a r n i n g of E n g l i s h Language conform to thechanges t a k i n g p l a c e in the e d u c a tiona l system of Zimbabwe andt o :1 . 1 . 1 S t r e a m l i n e the '0* l e v e l l a n g u a g e s y l l a b u s s u c h t h a t i t

r e f l e c t s , and i s c o n s i s t e n t w i t h , e d u c a t i o n a l o b j e c t i v e s f r o mp r i m a r y to l o w e r s e c o n d a r y e d u c a t i o n ;

1.1.2 P r o v i d e Zimbabwean p u p i l s w i t h f u n c t i o n a l c o m m u n i c a t i o n s k i l l sw h i c h t h e y w i l l n e e d int h e i r w o r k i n g s i t u a t i o n s ;

1.1.3 S t i m u l a t e p u p i l s to r e ad , a p p r e c i a t e and e n j o y a w i d e r a n ge ofb o o k s , so as to d e v e l o p t h e i r l a n g u a g e a b i l i t i e s , i n c r e a s et h e i r g e n e r a l k n o w l e d g e andf o r m a l i f e l o n g r e a d i n g h a b i t .

2.0 APPROACH2.1 T h i s s y l l a b u s i s i n t e n d e d top r o v i d e p u p i l s w i t h c o m m u n i c a t i o n

s k i l l s n e c e s s a r y forthe d i f f e r e n t r o l e s and s i t u a t i o n s inw h i c h t h e y are l i k e l y to f i n d t h e m s e l v e s a f t e r l i v i n g s c h o o l .I t i s h o p e d tomake thel e a r n i n g ofthe E n g l i s h L a n g u a g e moref u n c t i o n a l and p u r p o s e f u l by d r a w i n g l a n g u a g e s t r u c t u r e s ande x a m p l e s f r o m , and r e l a t i n g them to, s u c h r o l e s ands i t u a t i o n s . I t i s a l s o i n t e n d e d t h a t L a n g u a g e l e a r n i n g s h o u l di n c o r p o r a t e Zimbabwean and s i m i l a r s o c i a l , e c o n o m i c ,p o l i t i c a l , s c i e n t i f i c and t e c h n o l o g i c a l e x p e r i e n c e s andr e f l e c t n a t i o n a l n e e d s in t h e s e a r e a s .

3.0 AIMST h e a i m s ofthe s y l l a b u s are to:

3.1 promote in p u p i l s an awareness of3.1.1 theu s e f u l n e s s ofthe E n g l i s h L a n g u a g e as a medium of n a t i o n a l

a n d i n t e r n a t i o n a l c o m m u n i c a t i o n ;3.1.2 the v a l u e of e f f e c t i v e l a n g u a g e command and use of p e r s o n a la n d n a t i o n a l d e v e l o p m e n t .


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3.2 develop r e a d i n g a b i l i t i e s and s k i l l s t h a t3.2.1 are u s e f u l for e v e r y d a y l i f e s u c h as r e a d i n g i n s t r u c t i o n s ,

/ n e w s p a p e r s , r e p o r t s ;3.2.2 are e s s e n t i a l for r e a d i n g b o o k s on v a r i o u s s u b j e c t s a c r o s s the

c u r r i c u l u m , i n c l u d i n g a p p r o p r i a t e t e c h n i q u e s f o r i n t e n s i v e ande x t e n s i v e r e a d i n g s u c h as s k i m m i n g and s c a n n i n g ;

3.2.3 w i l l m o t i v a t e p u p i l s to d e v e l o p a l i f e l o n g r e a d i n g h a b i t fore n j o y m e n t and k n o w l e d g e .3.3 p r o v i d e the o p p o r t u n i t y for p u p i l s to o b t a i n s u f f i c i e n t

understanding and knowledge of the E n g l i s h Language in orderto3.3.1 become e f f e c t i v e u s e r s of E n g l i s h in a p l a c e of w o r k ;3.3.2 c o m m u n i c a t e e f f e c t i v e l y in b o t h s p o k e n and w r i t t e n E n g l i s h in

d i f f e r e n t s i t u a t i o n and r e g i s t e r s ;3.3.3 w r i t e d i f f e r e n t k i n d s of l e t t e r s , n o t e s and r e p o r t s ;3.3.4 e x p r e s s t h e m s e l v e s c r e a t i v e l y in i m a g i n a t i v e w r i t i n g .4.0 ASSESSMENT OBJECTIVESNOTE: A s s e s s m e n t o b j e c t i v e s o u t l i n e the s k i l l s w h i c h may bea s s e s s e d by p u b l i c e x a m i n a t i o n s . However, t e a c h e r s s h o u l d not

l i m i t t h e m s e l v e s to t h e s e o b j e c t i v e s . T h e y s h o u l d use the a i m sa b o v e to d e r i v e the l a n g u a g e s k i l l s to be d e v e l o p e d t h r o u g h o u tt h e t w o - y e a r c o u r s e .4.1 A p p r o p r i a t e use of R e g i s t e r

A t the O r d i n a r y L e v e l e x a m i n a t i o n , c a n d i d a t e s s h o u l d bea b l e to:

4 . 1 . 1 i d e n t i f y d e g r e e s of f o r m a l i t y r a n g i n g f r o m i n f o r m a l to f o r m a l ;4.1.2 d i f f e r e n t i a t e d e g r e e s of i n f o r m a l i t y and f o r m a l i t y ;4.1.3 i n t e r p r e t s p e e c h a c t s s u c h as a p o l o g i e s and c o m p l i m e n t s in a

v a r i e t y of s o c i a l s i t u a t i o n s ;


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4.1.4 r e s p o n d a p p r o p r i a t e l y t o u t t e r a n c e s i n a v a r i e t y o f s o c i a ls i t u a t i o n s ;

4.1.5 i n i t i a t e s p e e c h a c t s s u c h a s c o m p l a i n t s a r i d r e q u e s t sa p p r o p r i a t e l y i n a v a r i e t y o f s o c i a l s i t u a t i o n s ;

4.1.6 i d e n t i f y a r i d u s e c o r r e c t forms' of a d d r e s s t a k i n g i n t o a c c o u n tt h e a d d r e s s e e a n d t h e s i t u a t i o n ;

4 .1.7 r e c o g n i s e , a p p r o p r i a t e us e of r e g i s t e r i n a v a r i e t y o f s o c i a ls i t u a t i o n s ;

4.1.8 i d e n t i f y a n d u s e r e g i s t e r a p p r o p r i a t e l y d e p e n d i n g o n t h et o p i c , p a r t i c i p a n t s , s e t t i n g , o c c a s i o n a n d p i i ' r p o s e ;

4 .1 .9 r e c o g n i s e a n d i d e n t i f y a p p r o p r i a t e n e s s o f m e a n i n g i n a nu t t e r a n c e i n a g i v e n s o c i a l s i t u a t i o n i n t e r m s o f manner,mood, a t t i t u d e a n d a t m o s p h e r e ;

4.1.10 i d e n t i f y t h e i n t e n t i o n o f a n u t t e r a n c e s u c h a s t o p e r s u a d e ,r i d i c u l e , m o t i v a t e , mock, c h e e r a n d d i s c o u r a g e ;

4 . 1 . 1 1 d e r i v e d i f f e r e n t m e a n i n g s f r o m a n u t t e r a n c e a c c o r d i n g t o t h es i t u a t i o n .

4.2 W r i t i n g s k i l l sA t t h e o r d i n a r y l e v e l e x a m i n a t i o n , c a n d i d a t e s s h o u l d be a b l et o :

4 .2.1 w r i t e a c o n t i n u o u s n a r r a t i v e , a n a r g u m e n t a nd a p i e c e o fd e s c r i p t i v e o r i n f o r m a t i v e w r i t i n g s u c h a s t h a t o f a p r o c e s s ,o f a c h a r a c t e r , a s c e n e o r o f a n e v e n t ;

4 . 2 . 2 w r i t e l e t t e r s , b o t h f o r m a l a nd i n f o r m a l , a nd a r e p o r t f r o mn o t e s , d i a g r a m s , s t a t i s t i c a l data, p i c t u r e s ;

4 .2. 3 w r i t e i n a s t y l e a n d r e g i s t e r a p p r o p r i a t e t o t h e s u b j e c tm a t t e r , d i s p l a y i n g a r a n g e o f v o c a b u l a r y a n d i d i o ma p p r o p r i a t e to t h a t s u b j e c t m a t t e r ;

4.2.4 make g e n e r a l p o i n t a nd e x e m p l i f y t h e m ;4 . 2 . 5 o r g a n i z e t h e i r w o r k s a t i s f a c t o r i l y i n t o p a r a g r a p h s a n d show as e n s e of c o h e s i o n / c o h e r e n c e w i t h i n p a r a g r a p h s ;


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4.2.6 show an a w a r e n e s s of d i s c o u r s e m a r k e r s t h a t i n c l u d e ' h o w e v e r ' ,m o r e o v e r ' on the o t h e r h a n d ' , ' f i r s t ' ' t h u s ' ;4 .2.7 w r i t e w i t h g r a m m a t i c a l a c c u r a c y , s p e l l a c c u r a t e l y andp u n c t u a t e t h e i r w o r k c o r r e c t l y . In p a r t i c u l a r , in

p u n c t u a t i o n , t h e y s h o u l d be a b l e to mark s e n t e n c e b o u n d a r i e sa n d d i r e c t s p e e c h .

4.3 E n g l i s h Comprehension and CommunicationComprehension m a t e r i a l s

4.3.1 At the O r d i n a r y Le v e l e x a m i n a t i o n , c a n d i d a t e s s h o u l d be a b l et o r e a d and r e s p o n d a p p r o p r i a t e l y to v a r i o u s a u t h e n t i c t e x t st h a t may be;

e x t r a c t s f r o m n o v e l s and e s s a y s- e x t r a c t s f r o m n e w s p a p e r s and m a g a z i n e s

a d v e r t i s i n g m a t e r i a l4.3.2 C a n d i d a t e s s h o u l d a l s o be a b l e to i n t e r p r e t i n f o r m a t i o n

d i s p l a y e d in g r a p h s and c h a r t s .Comprehension s k i l l sC a n d i d a t e s s h o u l d be a b l e to:

4 . 3 . 3 F o l l o w the s e q u e n c e of e v e n t s in a t e x t and r e c o g n i s e howl a n g u a g e i s u s e d to i n d i c a t e t h e s e ;

4 . 3 . 4 F o l l o w the d e v e l o p m e n t of an a r g u m e n t ;4.3.5 R e c o g n i s e m a i n p r o p o s i t i o n s and e x e m p l i f y i n g or q u a l i f y i n g

d e t a i l s ;4.3.6 I d e n t i f y he w r i t e r ' s a t t i t u d e ( s ) t o w a r d s his or her s u b j e c t ;4.3.7 U n d e r s t a n d e x p l i c i t l y s t a t e d i n f o r m a t i o n ;4.3.8 I n f e r i n f o r m a t i o n t h a t is i n d i r e c t l y s t a t e d ;4.3.9 S u m m a r i s e a s p e c t s of the t e x t r e l e v a n t to a n s w e r i n g s p e c i f i c

q u e s t i o n s ;


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4.3.10 U n d e r s t a n d o r w o r k o u t m e a n i n g s o f w o r d s a nd p h r a s e s .5.0 SCHEME OF ASSESSMENTT h e a b i l i t y o f c a n d i d a t e t o e x p r e s s t h e m s e l v e s c l e a r l y a n d t op r e s e n t t h e i r a n s w e r s n e a t l y a n d a c c u r a t e l y w i l l b e t a k e n i n t oa c c o u n t i n t h e a s s e s s m e n t o f t h e i r w o r k .

Two compulsory papers:Paper 1: ( O n e a n d a h a l f h o u r s ) ( 5 0 m a r k s )

C a n d i d a t e s w i l l b e r e q u i r e d t o e x p r e s s t h e m s e l v e s i nE n g l i s h a n d t o d e m o n s t r a t e t h e i r a b i l i t y t o w r i t e E n g l i s h i n av a r i e t y o f w a y s :

a ) a c o m p o s i t i o n ( 30 m a r k s ) , f o r w h i c h t o p i c s c o n s i d e r e d s u i t a b l ef o r Zimbabwe w i l l be s e t . T h e y w i l l b e o n d i f f e r e n t s u b j e c t s ,i n c l u d i n g s c i e n t i f i c o n e s , a n d w i l l t r y t o c a t e r f o r a s w i d e ar a n g e o f w r i t i n g s t y l e s , r e g i s t e r s a n d i n t e r e s t s a s p o s s i b l e .T h e t o p i c s s e t ma y b e d e s c r i p t i v e , i n f o r m a t i v e , a r g u m e n t a t i v eo r n a r r a t i v e ;

b ) c o m m u n i c a t i o n i n w r i t i n g w h i c h m ay b e s i t u a t i o n a l ( 2 0 m a r k s )s u c h a s r e p o r t i n g f o r a n ew s p a p e r , a l e t t e r , o r memorandum, o ri n f o r m a t i o n t r a n s f e r i n v o l v i n g i n t e r p r e t a t i o n o f s u c hm a t e r i a l s a s d i a g r a m s , s t a t i s t i c a l d a t a , p i c t u r e s a n d g r a p h s .T h e r e w i l l b e a c h o i c e o f t o p i c s i n b o t h p a r t s ( a ) a n d ( b ) a sd e s c r i b e d a b o v e . M a r k s w i l l b e a l l o c a t e d a c c o r d i n g t o t h ed e s i r e d l e n g t h o f e a c h a n s w e r . C a n d i d a t e s w i l l b e a w a r d e dm a r k s f o r a p p r o p r i a t e n e s s a n d c l a r i t y o f e x p r e s s i o n a n da c c u r a c y o f i d i o m , grammar, v o c a b u l a r y , s p e l l i n g a n dp u n c t u a t i o n .

Paper 2: ( Tw o h o u r s ) ( 5 0 m a r k s )a ) ( 4 0 m a r k s ) A p a s s a g e o r p a s s a g e s o f p r o s e w i l l b e s e t uponw h i c h c a n d i d a t e s w i l l b e e x p e c t e d t o a n s we r q u e s t i o n s ;( i ) t o t e s t t h e i r a b i l i t y t o u n d e r s t a n d t h e c o n t e n t an d

a r g u m e n t o f t h e g i v e n t e x t a n d t o i n f e r m e a n i n g f r o m i ta n d t h e w r i t e r ' s a t t i t u d e ( s ) t o w a r d s h i s o r h e r s u b j e c t ;( i i ) o n v o c a b u l a r y d e r i v e d f r o m t h e p a s s a g e ;( i i i ) t o t e s t t h e i r a b i l i t y t o s um m a r i s e .


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b ) (10 m a r k s ) A t e s t of the c a n d i d a t e s ' a b i l i t y to r e c o g n i s ea p p r o p r i a t e use of v a r i e t y and r e g i s t e r i n a r a n g e ofs i t u a t i o n s .

TEACHING OBJECTIVES FOR ENGLISH LANGUAGE - APPENDIXINTRODUCTIONThe f o l l o w i n g s u p p l e m e n t to the E n g l i s h L a n g u a g e '0' L e v e lS y l l a b u s has b e e n p r e p a r e d by theC u r r i c u l u m D e v e l o p m e n t U n i t .The a s s e s s m e n t o b j e c t i v e s ( S e c t i o n 4) in the s y l l a b u s sum upt h o s e o b j e c t i v e s of thes y l l a b u s w h i c h can and w i l l be t e s t e d .However, t h e s e aren e c e s s a r i l y j u s t a p a r t i a l s e l e c t i o n of thew i d e r r a n g e of s k i l l s p u p i l s are e x p e c t e d to a c q u i r e d u r i n g thet w o - y e a r c o u r s e . The s u p p l e m e n t s u p p l i e s the t e a c h e r w i t h af u l l e r l i s t of s k i l l s w h i c h must be t a u g h t o v e r the t w o - y e a rp e r i o d . T h i s i s i n t e n d e d to h e l p the t e a c h e r p l a n a f u l l e r ,b r o a d e r , andmore e f f e c t i v e c o u r s e w h i c h w i l l b e t t e r a c h i e v e theb r o a d e r a i m s ofthe s y l l a b u s .NOTE ON APPROACHThe t e a c h i n g of E n g l i s h L a n g u a g e , p a r t i c u l a r l y at the u p p e rs e c o n d a r y l e v e l , o f t e n has more t e s t i n g t h a n t e a c h i n g . T e a c h e ra s s i g n a c o m p l e t e c o m p r e h e n s i o n or c o m p o s i t i o n e x e r c i s e , markthea n s w e r s r i g h t or w r o n g , t h e n a s s i g n a n o t h e r s i m i l a r e x e r c i s e ,t h r e a t e n i n g the p u p i l s t h a t t h e y must do b e t t e r or e l s e ! Thet e a c h e r s do not e x p l a i n the r e a s o n s for thea n s w e r s , nor t e a c hp u p i l s s t r a t e g i e s to use totryto do b e t t e r inthef u t u r e . Howd i f f i c u l t i t must be for p u p i l s to l e a r n and i m p r o v e when t h e yo n l y s p e n d t h e i r t i m e in m a k i n g yet more m i s t a k e s !One a l t e r n a t i v e to c o n s t a n t t e s t i n g i s the s k i l l s a p p r o a c h ; t h i si s thea p p r o a c h recommended by theZimbabwe S c h o o l E x a m i n a t i o n sC o u n c i l . The s k i l l s a p p r o a c h t r i e s to g i v e p u p i l s p r a c t i c e i nd o i n g s m a l l , s i m p l e t h i n g s c o r r e c t l y b e f o r e t h e y a t t e m p t mored i f f i c u l t t h i n g s . P u p i l s l e a r n s t e p by s t e p , p r o g r e s s i n g f r o mt h e s i m p l e tothe c o m p l e x , m a s t e r i n g e a c h s t e p a l o n g the way.


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T he s k i l l s a p p r o a c h i s of c o u r s e the n a t u r a l way to l e a r n . T h i n ko f the f o l l o w i n g e x a m p l e ; b e f o r e a c h i l d can r u n , he or she mustf i r s t l e a r n to s i t , c r a w l , s t a n d and t h e n w a l k . In the same way,b e f o r e a p u p i l can w r i t e a c o h e r e n t , c o m p e t e n t and p e r s u a s i v ea r g u m e n t a t i v e e s s a y , he or she must be a b l e to w r i t e g r a m m a t i c a ls e n t e n c e s , f o r m c o h e s i v e p a r a g r a p h s , use d i s c o u r s e m a r k e r s (see4.2 ( c ) ) , and a l l o t h e r s k i l l s e n u m e r a t e d in p o i n t s 3.1 (a) to( i ) and 3 . 2 ( b ) of the t e a c h i n g o b j e c t i v e s b e l o w . T h e s e s k i l l smust be t a u gh t c o n s c i o u s l y and s e p a r a t e l y , w h i c h i n v o l v e s a l o to f t h o u g h t and p l a n n i n g .I t i s i m p o r t a n t when f o l l o w i n g the s k i l l s a p p r o a c h to k e e p inm i n d the d i f f e r e n c e b e t w e e n g e n e r a l k n o w l e d g e or ' c o n t e n t ' anda c t u a l E n g l i s h L a n g u a g e ' s k i l l s ' . An E n g l i s h L a n g u a g e l e s s o n mustb e b a s e d on an E n g l i s h l a n g u a g e s k i l l s u c h as t h o s e l i s t e d int h i s d o c u m e n t . The o b j e c t i v e of a l e s s o n i s n e v e r o n l y to h a v ep u p i l s u n d e r s t a n d a p a r t i c u l a r b it of c o n t e n t , s u ch as 'thei m p o r t a n c e of t r e e s ' or 'methods of i r r i g a t i o n ' . W h i l e manyl e s s o n s may e v e n c o n t a i n in d e p t h d i s c u s s i o n s of a s p e c t s ofg e n e r a l k n o w l e d g e , t h o s e are j u s t a medium t h r o u g h w h i c h thea c t u a l E n g l i s h L a n g u a g e s k i l l s b e i n g t a u g h t in the l e s s o n i sp r e s e n t e d and p r a c t i s e d .H e r e are some t i p s on how to p l a n f o r the s k i l l s a p p r o a c h .

1. As a d e p a r t m e n t , make a s c h o o l s y l l a b u s ( s c o p e and s e q u e n c e c h a r t )u s i n g the o f f i c i a l s y l l a b u s and t h e s e t e a c h i n g o b j e c t i v e s . Do notmake y o u r s c h o o l s y l l a b u s u s i n g o n l y a " t e x t b o o k or t e x t b o o k s . Thes c h o o l s y l l a b u s s h o u l d c o v e r the two y e a r s of the O r d i n a r y L e v e lc o u r s e , and s h o u l d d e v e l o p f r o m a s i m i l a r s c h o o l s y l l a b u s y o u rd e p a r t m e n t makes for the Zimbabwe J u n i o r C e r t i f i c a t e c o u r s e .

2. To make a s c h o o l s y l l a b u s you m u s t :a ) make a l i s t of a l l the t o p i c s to be t a u g h t ( s u c h as summaryw r i t i n g , g u i d e d c o m p o s i t i o n ) and the s k i l l s w h i c h n e e d to bed e v e l o p e d f o r e a c h t o p i c ;

Y o u w i l l f i n d the t o p i c s and the l i s t s of s k i l l s in t h e s et e a c h i n g o b j e c t i v e s , but you and y o u r d e p a r t m e n t may d e c i d et h a t a d d i t i o n a l s k i l l s n e e d to be c o v e r e d , and t h a t some aremuch more i m p o r t a n t t h a n o t h e r s , you may a l s o want to b r e a kdown some of the s k i l l s i n t o s m a l l e r and more s p e c i f i c p a r t s .


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b ) d e c i d e r o u g h l y in w h i c h o r d e r and when d u r i n g the two y e a rc o u r s e e a c h s k i l l i s to be t a u g h t . (Remember, s k i l l s are nott a u g h t o n c e o n l y but must be f r e q u e n t l y r e v i s e d ande x t e n d e d . )Make you i n d i v i d u a l scheme of w o r k f r o m the s c ho o l s y l l a b u s .

H e r e i s an e x a m p l e of one s m a l l s e c t i o n of a s c ho o l s y l l a b u s .Remember, i t is j u s t an e x a m p l e to g i v e you an i d e a of whats c h o o l s y l l a b u s m i g h t l o o k l i k e . A s c h o o l s y l l a b u s w i l l v a r y f r o ms c h o o l to s c h o o l , and a l s o p o s s i b l y f r o m y e a r to y e a r . T h i ss e c t i o n i s b a s e d on the t o p i c "ORAL COMMUNICATION', and the sub-t o p i c " S p e a k i n g " ( 1 . 1 , p a g e 7 of t h i s d o c u m e n t ) . The t e a c h e r s whop r e p a r e d t h i s s c ho o l s y l l a b u s l o o ke d at t h a t s u b - t o p i c and thes k i l l s l i s t e d u n d e r i t and r e w r o t e them in g r e a t e r d e t a i l , tomake i t e a s i e r to p l a n i n d i v i d u a l l e s s o n s . T h e y b a s e d t h e i r l i s to f s p e c i f i c s k i l l s a s s o c i a t e d w i t h ' c o n v e r s a t i o n s k i l l s ' on thea b i l i t i e s and n e e d s of the p a r t i c u l a r p u p i l s in t h e i r s c h o o l .Conversation s k i l l s and use of a p p r o p r i a t e r e g i s t e rC o n v e r s i n g in E n g l i s h and u s i n g the a p p r o p r i a t e r e g i s t e rc o m p r i s e s a l l the f o l l o w i n g s k i l l s . P u p i l s s h o u l d be a b l e to:1. p r o n o u n c e w o r d s in a way t h a t i s a c c e p t a b l e ;2. use c o r r e c t i n t o n a t i o n and s t r e s s p a t t e r n s ;3. use c o n t r a c t i o n s and s h o r t e n e d f o r m s s u c h as " i s n ' t " and

w o u l d n ' t ) ;4. e x c h a n g e g r e e t i n g s in f o r m a l and i n f o r m a l s i t u a t i o n s ;5. make and r e s p o n d to f o r m a l and i n f o r m a l i n t r o d u c t i o n s ;6. e n g a g e in a c o n v e r s a t i o n a f t e r f o r m a l and i n f o r m a l

i n t r o d u c t i o n s ;7. k e e p a c o n v e r s a t i o n g o i n g , s p e a k i n g f r e e l y but c o u r t e o u s l y ;8. h a v e a t e l e p h o n e c o n v e r s a t i o n ;9 . d e s c r i b e p e o p l e and s c e n e s ;10. d e s c r i b e and e x p l a i n s i m p l e p r o c e s s e s , e v e n t s and a c t i v i t i e s ;1 1. g i v e m e s s a g e s ;1 2. g i v e d i r e c t i o n s and i n s t r u c t i o n s ;13. make a n n o u n c e m e n t s ;14 . r e s p o n d to make r e q u e s t s ;


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15 . g i v e , a c c e p t and r e f u s e i n v i t a t i o n p o l i t e l y ;16 . make and a c c e p t e x c u s e s ;17 . make and a c c e p t a p o l o g i e s ;18. e x p r e s s a p p r e c i a t i o n , d i s l i k e and d i s a p p r o v a l ;19 . e x p r e s s o p i n i o n s c l e a r l y on t o p i c a l i s s u e s ;20. d i s c u s s c o n t r o v e r s i a l i s s u e s and be a b l e to see o t h e r p e o p l e ' s

p o i n t of v i e w .A l t h o u g h an e f f o r t has b e e n made to a r r a n g e t h e s e s k i l l s in o r d e ro f i n c r e a s i n g d i f f i c u l t y , t h e y h a v e not b e e n d i v i d e d i n t o s k i l l s tobe c o v e r e d in f o r m t h r e e and t h o s e to be c o v e r e d in f o r m f o u r . A l lo f t h e s e s k i l l s w i l l be p r a c t i s e d at b o t h l e v e l s , but w i t h thee m p h a s i s in f o r m t h r e e on the s l i g h t l y s i m p l e r s k i l l s and in f o r mf o u r on the s l i g h t l y more d i f f i c u l t onejs. E a c h s k i l l can h a v ee a s i e r and more ' d i f f i c u l t a c t i v i t i e s and e x e r c i s e s a s s o c i a t e d w i t hi t , For e x a m p l e , when t e a c h i n g o b j e c t i v e s 4 - 8 and 14-18 in f o r mt h r e e , the t e a c h e r w o u l d do more a c t i v i t i e s w h i c h s t r e s s thei n f o r m a l r e g i s t e r , w h e r e a s in f o r m f o u r , she w o u l d s t r e s s the mored i f f i c u l t f o r m a l r e g i s t e r . For o b j e c t i v e s 19 and 20, the e m p h a s i si n f o r m t h r e e w o u l d be on l o c a l i s s u e s , w h e r e a s in f o r m f o u r t h e yc o u l d t a c k l e more i n t e r n a t i o n a l i s s u e s . In t h i s way the same s k i l l sa r e s t r e n g t h e n e d and e x t e n d e d at the h i g h e r l e v e l . In o t h e r t o p i ca r e a s , t h e r e m i g h t be some s k i l l s w h i c h are not i n t r o d u c e d u n t i lf o r m f o u r .

3. When you comes to p l a n i n d i v i d u a l l e s s o n s , make s u r e e a c h l e s s o n isc e n t r e d on a s k i l i s - b a s e d o b j e c t i v e . T h i s means you know whatp a r t i c u l a r s k i l l s you are t e a c h i n g and what new t h i n g the p u p i l so u g h t to know and be a b l e to do at the end of the l e s s o n . T h i s w i l lmean f i n d i n g or d e s i g n i n g e x e r c i s e s to t e a c h and s t r e n g t h e n t h a tp a r t i c u l a r s k i l l (as o p p o s e d to a g e n e r a l e x e r c i s e ) . For e x a m p l e ,i f you are t e a c h i n g the s k i l l of m a k i n g g e n e r a l p o i n t s ande x e m p l i f y i n g them (3.1) ( f ) you m i g h t d e s i g n a g r o u p e x e r c i s e wherep u p i l s t h i n k of e x a m p l e s for g e n e r a l p o i n t s g i v e n by the t e a c h e ra n d t h e n an i n d i v i d u a l e x e r c i s e where p u p i l s p r a c t i s e m a k i n g p o i n t sa n d g i v i n g e x a m p l e s .

E a c h l e s s o n o u g h t to h a v e t h r e e s t a g e s : p r e s e n t a t i o n of the newi d e a by the t e a c h e r , p r a c t i c e of the new s k i l l by the p u p i l s inp a i r s or g r o u p s in a c l a s s r o o m a c t i v i t y and f i n a l l y p r o d u c t i o n ,when p u p i l s try out the new s k i l l by p r o d u c i n g s o m e t h i n g on t h e i rown.( P r e s e n t a t i o n , p r a c t i c e and p r o d u c t i o n can be remembered as 'the3 P s ' . )


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4. When i t comes to m a r k i n g , make s u r e you g i v e t h e most p o i n t s to t h ep a r t i c u l a r s k i l l you w e r e t e a c h i n g in the l e s s o n . E a c h m a r k i n gscheme s h o u l d be t a i l o r - m a d e f o r e a c h l e s s o n and i t s g o a l s . Fore x a m p l e , w i t h the e x e r c i s e on m a k i n g g e n e r a l p o i n t s ande x e m p l i f y i n g t h e m , p r o b a b l y e i g h t out of ten p o i n t s s h ou l d bed e v o t e d to how w e l l p u p i l s h a v e made t h e g e n e r a l p o i n t s and g i v e ne x a m p l e s . I t w o u l d not be a p p r o p r i a t e , i n t h i s c a s e , to g i v e a l o to f m a r k s f o r v o c a b u l a r y , u s a g e , s e n t e n c e s t r u c t u r e , p u n c t u a t i o n ,s p e l l i n g e t c .

5. Use the w o r k done by the p u p i l s to d i a g n o s e w h e t h e r or not them a j o r i t y of p u p i l s h a v e s u c c e s s f u l l y m a s t e r e d the new s k i l l . Ifmost p u p i l s h a v e done p o o r l y , t h e r e ' s n o t much p o i n t i n g o i n g a h e a dw i t h new m a t e r i a l . You can be s u r e t h a t l a t e r more c o m p l e x s k i l l sw i l l not e m a s t e r e d i f t h e u n d e r l y i n g b a s i c s k i l l s h a v e not b e e nl e a r n t .T he s k i l l s a p p r o a c h a d v o c a t e d by the Zimbabwe S c h o o l E x a m i n a t i o n sC o u n c i l r e q u i r e s a l o t of t h o u g h t and e f f o r t on thep a r t of thet e a c h e r . T e a c h e r s f o c u s i n g on s k i l l s w i l l not be a b l e to f o l l o w at e x t b o o k f r o m s t a r t to f i n i s h . T h e y w i l l be f o r c e d to s k i p a r o u n di n t h e b o o k l o o k i n g f o r - and o f t e n a d a p t i n g - l e s s o n s w h i c h f o c u so n the s k i l l t h e y want to t e a c h . T h e y w i l l a l s o h a v e to w r i t ee x e r c i s e s of t h e i r own when n o t h i n g i n t h e t e x t b o o k s t h e y a r e u s i n gi s s u i t a b l e . Butw h i l e t he e f f o r t may be g r e a t e r , t he r e w a r d s w i l lbe g r e a t e r s t i l l . The t e a c h e r s w i l l h a v e the p l e a s u r e of s e e i n gt h e i r p u p i l s s u c c e s s f u l l y m a s t e r i n g the w o r k , w i t h a l l thea c c o m p a n y i n g p r i d e andc o n f i d e n c e t h i s i m p l i e s .TEACHING 0B3KTIVES FOR ENGLISH LANGUAGE

1. ORAL COMMUNICATION1.1 Speaking

P h r a s i n g and s t r e s s : p u p i l s s ho u l d be a w a r e t h a t E n g l i s h has as y s t e m of g r o u p i n g w o r d s i n p h r a s e s , e a c h w i t h a s t r e s s e d( l o u d e r ) w o r d . In a l l t h e f o l l o w i n g s p e a k i n g s k i l l s , t h e y s h o u l db e a b l e to i d e n t i f y p a u s e s and s t r e s s e d w o r d s in s p o k e n E n g l i s h .N.B. T h i s s h o u l d not be t a u g h t in i s o l a t i o n but i n t e g r a t e d w i t ht h e s k i l l s b e l o w .

\


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1 . 1 . 1 . E x p r e s s i n g i d e a s o r a l l yP u p i l s s h o u l d be a b l e to c o m m u n i c a t e i d e a s c l e a r l y , a c c u r a t e l ya n d f l u e n t l y t h r o u g h s u c h a c t i v i t i e s a s :a ) d e s c r i b i n g p r o c e s s e s , a c t i v i t i e s , s c e n e s , e v e n t s andp e o p l e ;b ) p r e s e n t i n g and e x p r e s s i n g o p i n i o n s on a v a r i e t y of

t o p i c s a nd h o l d i n g d i s c u s s i o n s a nd d e b a t e s ;c ) m a k i n g a n n o u n c e m e n t s , g i v i n g m e s s a g e s , d i r e c t i o n s ,

e x p l a n a t i o n s a nd i n s t r u c t i o n s .1.1.2. C o n v e r s a t i o n S k i l l s

P u p i l s s h o u l d be a w a r e t h a t s p o k e n l a n g u a g e d i f f e r s f r o m w r i t t e nl a n g u a g e s . T h e y s h o u l d be a b l e t o :a ) s p e a k f r e e l y , c o u r t e o u s l y an d a p p r o p r i a t e l y i n a v a r i e t y

o f s o c i a l i n t e r a c t i o n s r a n g i n g f r o m f o r m a l to i n f o r m a l ,i n c l u d i n g i n t r o d u c t i o n s , g r e e t i n g s , i n v i t a t i o n s ,r e q u e s t s , c o n g r a t u l a t i o n s , a p o l o g i e s ande x p r e s s i o n s ofa p p r e c i a t i o n a nd r e g r e t ;

b ) s p e a k i n t h e c o r r e c t r e g i s t e r , a c c o r d i n g tot h e c o n t e x ta s d e t e r m i n e d by:i . t h e s u b j e c t m a t t e r o r a r e a b e i n g d i s c u s s e d .Many a r e a s h a v e a s p e c i f i c " j a r g o n " ( t e r m i n o l o g y )a n d way of s p e a k i n g a s s o c i a t e d w i t h t h e m . T a k e , f o re x a m p l e , r e l i g i o n , c he m i c a l e n g i n e e r i n g , o r d i n a r yg o s s i p , or d i s c u s s i o n s a b o u t l o v e . A j o b i n t e r v i e ww i l l be v e r y d i f f e r e n t f r o m a d i s c u s s i o n on s p o r t s ,j u s t as t a l k of a d e a t h w i l l d i f f e r f r o m t a l k of aw e d d i n g or o t h e r c e l e b r a t i o n .N o t i c e a l s o t h a t the a u d i e n c e w i l l a f f e c t ther e g i s t e r : t wo c he m i c a l e n g i n e e r s d i s c u s s i n g ac o m p l e x t e c h n i c a l i s s u e t o g e t h e r w i l l s p e a k in ad i f f e r e n t way t h a n i f one of them i s t r y i n g toe x p l a i n t h e same i s s u e tosomeone who knows n o t h i n ga b o u t thesame i s s u e to someone who knows n o t h i n ga b o u t t h e s u b j e c t ;

i i . the r e l a t i o n s h i p b e t w e e n the p e o p l e s p e a k i n g too n e a n o t h e r . For e x a m p l e , a p u p i l i s l i k e l y tos p e a k i n an i n f o r m a l r e g i s t e r to a f r i e n d b u t i n as e m i - f o r m a l r e g i s t e r t o a t e a c h e r .


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i i i . t h e s i t u a t i o n o f o c c a s i o n , i n c l u d i n g t h e t i m e ,p l a c e a n d a t m o s p h e r e . T h e same p u p i l s i n ( i i ) a b o v ew i l l s p e a k i n f o r m a l l y t o t h e t e a c h e r when t h e y a r et r a v e l l i n g t o g e t h e r o n a b u s , a n d f o r m a l l y when i na i n t e r v i e w i n t h e h e a d m a s t e r ' s o f f i c e .

N o t e : R o l e - p l a y i n g i s a n i d e a l w ay t o t e a c h a p p r o p r i a t er e g i s t e r . P u p i l s must b e g i v e n p r a c t i c e s p e a k i n g i n E n g l i s h i na v a r i e t y o f s i t u a t i o n s .

2 L i s t e n i n gS p e a k i n g a n d l i s t e n i n g go t o g e t h e r a n d a r e o f t e n t a u g ht t o g e t h e r .I n a d d i t i o n t o t h e s p e a k i n g s k i l l s l i s t e d i n 1 .1 a b o v e , p u p i l ss h o u l d b e a b l e t o :a ) l i s t e n w i t h c o n c e n t r a t i o n a n d p a t i e n c e ;b ) f o l l o w t h e p l o t o f a s t o r y b e i n g r e ad a l o u d , a n d a s p e a k e r ' s

l i n e o f a r g u m e n t ;c ) u n d e r s t a n d a n d a c t o n o r a l m e s s a g e s , a n n o u n c e m e n t s ,

e x p l a n a t i o n , i n s t r u c t i o n s a n d d i r e c t i o n s ;d ) a n s w e r f a c t u a l , i n t e r p r e t i v e a n d e v a l u a t i v e q u e s t i o n s b a s e d o n

what t h e y h a v e l i s t e n e d t o .READINGReading M a t e r i a l s a n d S k i l l s

P u p i l s s h o u l d b e a b l e t o :a ) u n d e r s t a n d a n d u s e t h e d i f f e r e n t t y p e s o f r e a d i n gm a t e r i a l s t h e y a r e l i k e l y t o meet b o t h i n s i d e a n do u t s i d e s c h o o l , i n c l u d i n g f i c t i o n , p o e t r y , d r a m a , n o n -f i c t i o n , t e x t b o o k s , r e f e r e n c e b o o k s ( e s p e c i a l l yd i c t i o n a r i e s ) , m a g a z i n e s , n e w s p a p e r s , i n s t r u c t i o n m a n u a l s ,p a m p h l e t s a n d r e p o r t s ;

b ) r e a d a t a s p e e d a p p r o p r i a t e t o t h e t e x t a n d t o t h e p u r p o s eo f t h e r e a d i n g w h i c h i n c l u d e s t h e a b i l i t y t o s k i m , s c a n ,a n d r e a d c l o s e l y ;

c ) i d e n t i f y t h e p l a c e s i n w r i t t e n E n g l i s h w h e r e p a u s e s o c c u r ,a n d t h e word w h i c h s h o u l d b e s t r e s s e d , a n d r e a d a l o u d w i t ha c c e p t a b l e i n t o n a t i o n a n d s t r e s s ;


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d ) Usethe v a r i o u s p a r t s of a b o o k ( f o r e x a m p l e , the t i t l e ,t a b l e of c o n t e n t s , h e a d i n g s , p h o t o g r a p h s , d i a g r a m s ando t h e r i l l u s t r a t i o n s , c a p t i o n s and i n d i c e s ) to f i n di n f o r m a t i o n q u i c k l y ;

e ) L o c a t e b o o k s ina l i b r a r y .I n t e n s i v e Readinga ) P u p i l s s h o u l d be a b l e to r e a d and c o m p r e h e n d a t e x t ( i n c l u d i n g

i n f o r m a t i o n p r e s e n t e d in c h a r t s , g r a p h s and d i a g r a m s ) on v a r i o u sl e v e l s , and w i t h the many c o m p r e h e n s i o n s k i l l s a s s o c i a t e d w i t hc o m p r e h e n s i o n on t h e s e l e v e l s , as i n d i c a t e d in the c h a r t b e l o w .

LEVEL OFUNDERSTANDINGKnow!edge

C o m p r e h e n s i o n

A n a l y s i s

S K I L L S

- u n d e r s t a n d e x p l i c i t l y s t a t e d i n f o r m a t i o n- l o c a t e d e t a i l s and a n s w e r f a c t u a l q u e s t i o n s- i d e n t i f y and r e c a l l in c h r o n o l o g i c a l o r d e r as e r i e s of e v e n t s- f o l l o w thes e q u e n c e of e v e n t s and r e c o g n i s e howl a n g u a g e i s u s e d toi n d i c a t e t h i s s e q u e n c e- f o l l o w the d e v e l o p m e n t of an a r g u m e n t- r e c o g n i s e m a i n p r o p o s i t i o n s and e x e m p l i f y i n g

d e t a i l s- i n f e r i n f o r m a t i o n t h a t i s not d i r e c t l y s t a t e d- d e d u c e the m e a n i n g of u n f a m i l i a r w o r d s and p h r a s e s

u s i n g c o n t e x t c l u e s .-make n o t e s on a t e x t- i d e n t i f y the m a i n i d e a or i d e a s of a t e x t- d e s c r i b e the f e e l i n g s , q u a l i t i e s and m o t i v e s ofc h a r a c t e r ina t e x t- d i s c u s s the l a n g u a g e and s t y l e u s e d- i d e n t i f y the w r i t e r ' s a t t i t u d e t o w a r d s h i s orh e r s u b j e c t


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S y n t h e s i s - e x p r e s s t he m a i n i d e a o f a t e x t- s u m m a r i s e a s p e c t s o f a t e x t r e l e v a n t t o a n s w e r i n gs p e c i f i c q u e s t i o n- u s e k n o w l e d g e a n d i n s i g h t g a i n e d f r o m a t e x t t ocomment on r e l a t e d t o p i c s

E v a l u a t i o n - f o r m a nd e x p r e s s an o p i n i o n a b o u t what t h e y h a v er e a d- e v a l u a t e t h e e f f e c t i v e n e s s o f a t e x t

b ) P u p i l s s h o u l d h a v e s k i l l s s p e c i f i c t o t h e w r i t i n g o f s u m m a r i e s ,s u c h a s t h e a b i l i t y t o :i ) i d e n t i f y t h e t o p i c s e n t e n c e o f a p a r a g r a p h ;i i ) i d e n t i f y t h e m a i n i d e a ( s ) i n a p a r a g r a p h and a t e x t ;i i i ) e x p r e s s i n f o r m a t i o n and i d e a s f r o m a t e x t i n t h e i r own w o r d s ;i v ) s e l e c t i n f o r m a t i o n and d e t a i l s f r o m a t e x t r e l e v a n t t oa n s w e r i n g s p e c i f i c q u e s t i o n s : t h i s i n c l u d e s t h e a b i l i t y t o

s e l e c t e v e n t s , a c t i o n s , t h o u g h t s a n d f e e l i n g s - a s d i s t i n c tf r o m o ne a n o t h e r - o f p a r t i c u l a r c h a r a c t e r s . T h e y s h o u l d be a b l et o make t h i s s e l e c t i o n a t p l a c e s i n t h e t e x t , o r a t p a r t i c u l a rp o i n t s i n i t s t i m e s e q u e n c e o r w i t h i n gi v e n l i n e r e f e r e n c e s .

2.3 E x t e n s i v e ReadingP u p i l s s h o u l d r e a d w i d e l y i n a l l s u b j e c t a r e a s a s w e l l a s f i c t i o n ,p o e t r y , drama a n d n o n - f i c t i o n o f a l l t y p e s , f o r e n j o y m e n t a n d w i t ht h e a i m s o f i m p r o v i n g t h e i r l a n g u a g e p r o f i c i e n c y , w i d e n i n g t h e i rg e n e r a l k n o w l e d g e , a n d e n h a n c i n g t h e i r s k i l l s o f e x p r e s s i o n i nc r e a t i v e a n d f a c t u a l w r i t i n g .

3. WRITING3.1. General W r i t i n g S k i l l s

P u p i l s s h o u l d b e a b l e t o :


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a ) p l a n a c o m p o s i t i o n l o g i c a l l y a nd t h o r o u g h l y w i t h a ni n t r o d u c t i o n , b o d y a n d c o n c l u s i o n ;

b ) w r i t e w i t h g r a m m a t i c a l a c cu r a c y , i n c l u d i n g c o r r e c ts p e l l i n g , p u n c t u a t i o n a nd u se o f v o c a b u l a r y a nd i d i o m ;c ) c o n s t r u c t a v a r i e t y o f s e n t e n c e s t r u c t u r e s , i n c l u d i n gs i m p l e , compound an d c o m p l e x s e n t e n c e s ;

d ) w r i t e c o h e r e n t a nd c o h e s i v e p a r a g r a p h s ( p a r a g r a p h s w h i c ha r e c l e a r a n d w e l 1- s t r u c t u r e d ) ;

e ) l i n k p a r a g r a p h s l o g i c a l l y a n d s k i l f u l l y , u s i n g d i s c o u r s em a r k e r s where a p p r o p r i a t e ;f ) make g e n e r a l p o i n t s a nd e x e m p l i f y them;g) d i s p l a y a p r o p e r r a n g e o f v o c a b u l a r y a n d i d i o m , c o r r e c t l y

a n d s e n s i t i v e l y u s e d a n d i n a s t y l e a n d r e g i s t e ra p p r o p r i a t e t o t h e s u b j e c t m a t t e r ;

h) show i m a g i n a t i o n a nd o r i g i n a l i t y i n t h e i r w r i t i n g t oa r o u s e t h e i n t e r e s t o f t h e r e a d e r ;i ) w r i t e w i t h a t t e n t i o n t o d e t a i l a nd r e l e v a n c e t o t h et o p i c .

Free CompositionsP u p i l s s h o u l d be a b l e t o w r i t e t h e t y p e s o f c o m p o s i t i o n s l i s t e db e l o w u s i n g some o f t h e s p e c i f i c s k i l l s a s s o c i a t e d w i t h e a c h t y p e .a ) N a r r a t i v e : s k i l l s i n c l u d e o r i g i n a l i t y , u s e o f d i r e c t s p e e c h ,

good o p e n i n g a n d c l o s i n g p a r a g r a p h s , w i d e v o c a b u l a r y , p o w e r s o fd e s c r i p t i o n an d a p p r o p r i a t e mood a n d p a c e .

b ) A r g u m e n t a t i v e : s k i l l s i n c l u d e p a r a g r a p h i n g a nd us e o f d i s c o u r s em a r k e r , b a l a n c i n g g e n e r a l p o i n t s a nd e x a m p l e s , and us^ing b o t hs i d e s o f a n a r g u m e n t .

c ) D e s c r i p t i v e , e .g. o f a p r o c e s s , c h a r a c t e r , s c e n e o r e v e n t :s k i l l s i n c l u d e a v i v i d a n d l i v e l y s t y l e , v a r i e d v o c a b u l a r y a nda n a b i l i t y t o s u s t a i n a t m o s p h e r e a nd o b s e r v a t i o n .


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d ) I n f o r m a t i v e : s k i l l s i n c l u d e t h o r o ug h n es s , use of d i s c o u r s em a r k e r s , m a i n t a i n i n g the r e a d e r ' s i n t e r e s t t h r o u g h b o t h f a m i l i a ra n d i n t e r e s t i n g e x a m p l e s and use of a p p r o p r i a t e l a n g u a g e .

3.3 Guided CompositionsP u p i l s s h o u l d be a b l e to w r i t e g ui d e d c o m p o s i t i o n s b a s e d on n o t e s ,p i c t u r e s , d i a g r a m s , g r a p h s and a v a r i e t y of s o u r c e m a t e r i a l s . T h i si n c l u d e s b e i n g a b l e to:a ) f o l l o w i n s t r u c t i o n s c a r e f u l l y ;b ) use the a p p r o p r i a t e r e g i s t e r a c c o r d i n g to the c o n t e x t

s p e c i f i e d in the i n s t r u c t i o n s , w r i t e in a number of s p e c i a l i s e df o r m s s u c h as n e w s p a p e r a r t i c l e s , b u s i n e s s and p e r s o n a l l e t t e r sa n d s p e e c h e s ;c ) s e l e c t , r e - a r r a n g e , d e v e l o p and e x p a n d upon the n o t e s p r o v i d e d ;d ) a s s e m b l e i n f o r m a t i o n and o r g a n i s e i t in c o m p l e t e g r a m m a t i c a l

s e n t e n c e s and c o r r e c t p a r a gr a p hs .4. LANGUAGE

The a b i l i t y to c o m m u n i c a t e f u l l y in o r a l and w r i t t e n E n g l i s h c a n n o tb e a c h i e v e d w i t h o u t a t h o r o u g h k n o w l e d g e of l a n g u a g e s t r u c t u r e s anda n a b i l i t y to make g r a m m a t i c a l s e n t e n c e . T h r o u g h o u t the t w o - y e a ro r d i n a r y l e v e l c o u r s e , t e a c h e r w i l l h a v e to c o n t i n u e to h e l p p u p i l si m p r o v e t h e i r l a n g u a g e s k i l l s . T h i s means:a ) i d e n t i f y i n g and r e c t i f y i n g p r o b l e m a r e a ;b ) w i d e n i n g and d e e p e n i n g p u p i l s ' k n o w l e d g e of how l a n g u a g e i s

u s e d .I n o r d e r to s t r e n g t h e n b a s i c l a n g u a g e s k i l l s , t e a c h e r s s h o u l df a m i l i a r i s e t h e m s e l v e s w i t h the l a n g u a g e s t r u c t u r e l i s t s in theG r a d e S e v e n and Zimbabwe j u n i o r C e r t i f i c a t e s y l l a b u s e s and r e v i e wa n y a r e a s of c o n t i n u i n g d i f f i c u l t y w i t h t h e i r p u p i l s . T e a c h e r musti d e n t i f y p r o b l e m a r e a s ( w h e t h e r in s p e l l i n g , p u n c t u a t i o n , v e r bt e n s e s , v o c a b u l a r y , use of p r o n o u n s etc) and h e l p p u p i l s l e a r n thec o r r e c t f o r m s .


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I t i s a l w a y s u s e f u l to s o l v e e r r o r s w h i c h are common to many p u p i l sw i t h w h o l e c l a s s . Of c o u r s e , t e a c h e r s h o u l d a v o i d " t e a c h i n g " p u p i l scommon e r r o r s : t h e y s h o u l d not b r i n g e r r o r s to the a t t e n t i o n of thep u p i l s w h i c h the p u p i l s do not make or e n c o u n t e r . However, i t i so f t e n p o s s i b l e and p r o d u c t i v e , a f t e r i d e n t i f y i n g a common c l a s sp r o b l e m , to t e a c h the c o r r e c t way of u s i n g the l a n g u a g e s t r u c t u r e ,t h u s s h o w i n g how the e r r o r s can be a v o i d e d .I n a d d i t i o n to g e t t i n g r i d of common e r r o r s and s t r e n g t h e n i n g b a s i cl a n g u a g e s k i l l s , t e a c h e r w i l l a l s o h a v e to h e l p p u p i l s w i d e n andd e e p e n t h e i r u n d e r s t a n d i n g of how to use l a n g u a g e c r e a t i v e l y andw i t h v a r i e t y . T h i s means e n c o u r a g i n g w i d e r e a d i n g , and h e l p i n gp u p i l s i d e n t i f y and m a s t e r l a n g u a g e s t r u c t u r e s t h e y come a c r o s s int h e c o m p r e h e n s i o n p a s s a g e s and b o o k s t h e y r e a d .Some t e a c h e r s t h i n k t h a t u s i n g the c o m m u n i c a t i v e a p p r o a c h meanst h a t t h e y s h o u l d not t e a c h l a n g u a g e s t r u c t u r e and s h o u l d n e v e r uset h e w o r d s , ' n o u n ' , v e r b and ' a d j e c t i v e ' . T h i s i s not t r u e ! Thec o m m u n i c a t i v e a p p r o a c h t r i e s to d i s c o u r a g e t e a c h e r s f r o m h a v i n gp u p i l s l e a r n s t r u c t u r e s in i s o l a t i o n - f o r i n s t a n c e , m e m o r i s i n ga d j e c t i v e s w i t h o u t u s i n g t h e m , c o n j u g a t i n g v e r b s w i t h o u t p u t t i n gthem in s e n t e n c e s of l e a r n i n g g r a m m a t i c a l t e r m s s u c h as ' r e l a t i v ec l a u s e s ' and ' p r e d i c a t e p h r a s e s ' out of c o n t e x t .H e l p i n g p u p i l s l e a r n and use l a n g u a g e s t r u c t u r e s i s p e r f e c t l yc o n s i s t e n t w i t h the c o m m u n i c a t i v e a p p r o a c h . As l o n g as the p u p i l sa r e p r a c t i s i n g the s t r u c t u r e s f o r t h e m s e l v e s and l o o k i n g at howl a n g u a g e is u s e d in w r i t i n g and in s p e e c h , t h e n hey are l e a r n i n g toc o m m u n i c a t e .

4.1 Review and c o n t i n u i n g t o p i c s ( i n c l u d i n g areas of common d i f f i c u l t y )a ) C o u n t a b l e and u n c o u n t a b l e n o u n sE x a m p l e of t r i c k y u n c o u n t a b l e n o u n s : l u g g a g e , f u r n i t u r e , a d v i c e ,b r e a d , b e h a v i o u r , p e r m i s s i o n , w e a t h e r , p r o p e r t y .E x a m p l e s of v e r b a g r e e m e n t : most of the f u r n i t u r e i s undamaged, butt h r e e p i e c e s are b r o k e n .


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b ) C o m p a r a t i v e a nd s u p e r l a t i v e sS he i s t a l l e r t h a n S i f i s o .S he i s t h e t a l l e s t o f Lhem a l l .c ) S o. t o o , v e r y , muchS he i s s o t a l l t h a t s h e c a n t o u c h t h e c e i l i n g .S he i s t o o t a l l t o s t a n d i n t h i s h u t .S he i s v e r y t a l 1 .S he i s much t a l l e r t h a n S i f i s o .d ) U s e o f p r o n o u n s

P o s s e s s i v e s , r e f l e x i v e s a nd t h e a v o i d a n c e o f u n n e c e s s a r i l yr e p e a t e d p r o n o u n s , t h e c o r r e c t u s e o f "w e" e t c .I p o u r e d m y s e l f a g l a s s o f w a t e r .J o h n a n d I went t o t h e s h o p s . We went . . . . ( n o t "we, w i t hJ o h n . . . . " )He g a v e t h e message t o J o h n a n d me.My a u n t f r o m Mhondoro t o o k t h e b u s home ( n o e x t r a p r o n o u n )

e ) Some, o t h e r , o ne a n o t h e rSome w e a r t r o u s e r s w h i l e o t h e r s w e a r s h o r t s .I s a w o n e o n Wednesday a n d a n o t h e r o n T h u r s d a y .

f ) O t h e r w i s e , p e r h a p s , maybe, s o m e t i m e s ( c o m m o n l y m i s u s e d )L e a v e me a l o n e , o t h e r w i s e I ' l l s c r e a m !We must w a t e r t h e f l o w e r s , o t h e r w i s e t h e y w i l l d i e .P e r h a p s i t w i l l r a i n t o m o r r o w .Maybe i t w i l l r a i n t o m o r r o w .S o m e t i m e s I w a l k a n d s o m e t i m e s I go by b i c y c l e .

g ) Time p h r a s e s , r e a s o n s a nd p u r p o s e , c o n t r a c t a n d c o m p a r i s o nT h e l a s t t i m e I went t h e r e , t h e r e w a s n o b o d y home( t h e f i r s tt i m e , t h e n e x t t i m e , when, e t c ) .I a r r i v e d i n t i m e f o r a s s e m b l y .I g o t t h e r e o n t i m e a t e x a c t l y 7pm.I g o t t h e r e l a t e b e c a u s e t h e b u s b r o k e down.T h e b l a c k co w i s b i g g e r b u t t h e brown o n e g i v e s more m i l k .


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He s p o k e up i n o r d e r f o r e v e r y o n e t o h e a r h i m .h) F r e q u e n c y , q u a n t i t y , d e g r e e

Words s u c h a s : s o m e t i m e s , e v e r y n ow a n d t h e n ( s a m e a so c c a s i o n a l l y ) , o f t e n , r a r e l y ; many, m o s t ; q u i t e , r a t h e r , v e r y ,f a i r l y .

i ) V e r b t e n s e sT e n s e s i n c l u d i n g p e r f e c t a n d c o n t i n u o us t e n s e s , p a s s i v e s , v e r ba g r e e m e n t a n d p r o g r e s s i o n .We had j u s t e n t e r e d t h e h o u s e when i t s t a r t e d r a i n i n g .We w e r e j u s t e n t e r i n g t h e h o u s e when i t s t a r t e d r a i n i n g .I t a i ' s b ag w as s t o l e n l a s t n i g h t .I ha d t h o u g h t i t w as o v e r , b u t t h e n I r e a l i s e d t h e r e w a s more.

j ) G i v i n g s u g g e s t i o n s a nd a d v i c e , m o d a l v e r b sI t h i n k y o u s h o u l d . . .I n my o p i n i o n , y ou o u g h t t o . . .On p o s s i b i l i t y i s t h a t y o u c o u l d . . .He won't b e a b l e t o s e e y o u t o d a y .I s h o u l d b e a b l e t o f i n i s h by 9p.m.k ) P r e p o s i t i o n sS i t o n , l i s t e n t o , o n t h e w ay , i n my o p i n i o n , i n t h e s h a d e , o nt h e r a d i o , e t c .

1 ) P h r a s a l v e r b s ( a n d v e r b s i n c o r r e c t l y u s e d w i t h p r e p o s i t i o n s )K n o c k down, o p e r a t e o n , p i c k up., l o o k a f t e r , p u t o u t , e t c ;r e t u r n ( n o b a c k ) , d i s c u s s ( n o t a b o u t ) , c o p e ( n o u p . ) , d r e s s( n o r m a l l y no up ) e t c .

m) C o n j u n c t i o n s , ways o f j o i n i n g s e n t e n c e sO n l y o ne c o n j u n c t i o n j o i n s t wo c l a u s e s ; t wo c o n j u n c t i o n s j o i nt h r e e c l a u s e s . D i f f i c u l t c o n j u n c t i o n s i n c l u d e : e v e r y t i m e ( o f t e ni n c o r r e c t l y u s e d a s a n a d j e c t i v e ) ; o t h e r w i s e ; b e c a u s e a n d s o .'He went up t o t h e d o o r . ' P l u s 'He d i d n o t k n o c k . ' Become 'Hewent up t o t h e d o o r b u t d i d n o t k n o c k . '


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n ) P i r e c t a n d i n d i r e c t s p e e c hC o r r e c t p u n c t u a t i o n i n d i r e c t s p e e c h ; u s e o f ' t h a t ' i n i n d i r e c ts p e e c h ; t h e a b i l i t y t o s w i t c h f r o m d i r e c t t o i n d i r e c t ,p a r t i c u l a r l y w i t h n e g a t i v e s t a t e m e n t s , e x c l a m a t i o n s , i m p e r a t i v e sa n d a l l k i n d s o f q u e s t i o n s . 'Don't be l a t e ! ' s h e s a i d . / Shet o l d me no t to be l a t e . 'Why h a v e n ' t y o u f i n i s h e d ? ' / She a s k e dme why I h a d n ' t f i n i s h e d .'Be q u i e t ! ' s h e s h o u t e d . / T h e t e a c h e r t o l d u t o b e q u i e t .' S h - h - h ! ' / T he t e a c h e r t o l d us t o b e q u i e t .

4.2 New and Continuing T o p i c sP l e a s e noteWhat f o l l o w s i s a s a m p l e o f some o f t h e s t r u c t u r e w h i c h o u g h t t o b er e v i e w e d a n d t a u g h t d u r i n g t h e t wo y e a r c o u r s e . I t h a s b e e ni n c l u d e d m o s t l y j u s t t o g i v e t e a c h e r i d e a s an d e x a m p l e s . M o s t o ft h e n e w l a n g u a g e s t r u c t u r e s y ou t e a c h w i l l a r i s e f r o m t h ec o m p r e h e n s i o n m a t e r i a l t h e p u p i l s a r e s t u d y i n g . T e a c h e r s s h o u l d n o tf e e l t h e y must t e a c h t h e s e s t r u c t u r e s a nd no o t h e r s . T h i s i sn e i t h e r a c o m p l e t e l i s t n o r a n o b l i g a t o r y o n e .a ) Compound v e r b t e n s e s a n d c o n s t r u c t i o n s

F u t u r e p e r f e c t , f u t u r e c o n t i n u o u s a n d o t h e r compound t e n s e s .C o n s t r u c t i o n s s u c h a s t h e p a s t i n f i n i t i v e .By t h i s t i m e n e x t month I w i l l h a v e f i n i s h e d b u i l d i n g mv h o u s e .I w i l l b e b o a r d i n g t h e t r a i n a t 7a.m.I w o u l d l i k e t o h a v e m e t h e r .I'm p l e a s e d t o h a v e b e e n a b l e t o h e l p .

b ) T he s u b j u n c t i v e i n ' i f c l a u s e sI w i s h I were/was t a l l e r .I f I were/was t a l l e r . I c o u l d b e a p o l i c e m a n .I f I were/was y o u r I w o u l d t h i n k t w i c e b e f o r e b r i n g i n g up t h ei s s u e a g a i n .


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c ) Us e o f d i s c o u r s e m a r k e r sE m p h a s i s w o r d s :Above a l l . I t i s i m p o r t a n t t o n o t e ; most o f a l l ; a s i g n i f i c a n tf a c t o r ; remember t h a t ; t h e p o i n t i s ; i t s h o u l d b e n o t e d , e t c .A d d i t i o n w o r d s :F i r s t ; f o r o n e t h i n g ; a n o t h e r p o i n t i s ; s e c o n d l y / t h i r d l y ; t h et h i r d i s s u e / r e a d o n / p o i n t i t e m ; a l s o ; i n a d d i t i o n , f i n a l l y ;m o r e o v e r ; l i k e w i s e ; n e x t , e t c .Change o f d i r e c t i o n w o r d s :F i r s t ; f o r o ne t h i n g ; a n o t h e r p o i n t i s ; s e c o n d l y / t h i r d l y ; t het h i r d i s s u e / r e a s o n / p o i n t i t e m ; a l s o ; i n a d d i t i o n , f i n a l l y ;m o r e o v e r ; l i k e w i s e ; n e x t , e t c .Change o f d i r e c t i o n w o r d s :B u t , h o w e v e r , i n c o n t r a s t ; y e t ; i n s t e a d ; s t i l l ; on t h e c o n t r a r y ;o n t h e o t h e r h a n d ; c o n v e r s e l y ; n e v e r t h e l e s s ; w h i l e , e t c .I l l u s t r a t i o n w o r d s :F o r e x a m p l e ; s p e c i f i c a l l y ; o n c e ; f o r i n s t a n c e ; s u c h a s ; t oi l l u s t r a t e , e t c .

d ) Ways t o b e g i n s e n t e n c e s ("some e x a m p l e s )P a r t i c i p i a l p h r a s e s :S e a r c h i n g r o u n d f o r e v i d e n c e , t h e y f o u n d t w o f o o t p r i n t s .W i t h h e r h u s b a n d l i v i n g i n t h e c i t y , s h e r a n t h e f a r m h e r s e l f .C l a u s e s b e g i n n i n g w i t h c o n j u n c t i o n s :A s l o n g a s y o u a r e t h e r e , I d o n ' t m i n d what h a p p e n s .P r o v i d e d t h a t i t r a i n s w i t h i n tw o w e e k s , t h i s w i l l b e a ne x c e l l e n t c r o p .S e n t e n c e m o d i f i e r s a nd c o n n e c t o r s :U n f o r t u n a t e l y , t h e news i s b ad .R e l u c t a n t l y . I c a r r i e d o u t h e r o r d e r s .T o b e f r a n k . I w i s h I 'd n e v e r come.What's more, h e d i d n ' t t e l l me he w as l e a v i n g .


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e ) P r e p o s i t i o n and g e r u n d c o n s t r u c t i o n sI came s t r a i g h t h e r e w i t h o u t g o i n g home f i r s t .On h e a r i n g thenews, she d e c i d e d to go home.f ) I n d e f i n i t e c o n s t r u c t i o n sW h e r e v e r you go, I w i l l a l w a y s t h i n k of you.W h a t e v e r I do, i t seems I'm d o i n g thew r o n g t h i n g .

However, w h o e v e r , w h e n e v e r e t c .g ) Comment c l a u s e s

As you know. I d e t e s t s m o k i n g .T he p r o b l e m - as far as I u n d e r s t a n d i t - h a s to do with themethod of d r y i n g the l e a v e s .What we n e e d , I s u p p o s e , i s a new v a l v e .

h) R e l a t i v e c l a u s e sW i t h p r e p o s i t i o n s : T h a t ' s the man to whom I s o l d my cow.W i t h c o n t a c t c l a u s e s : T h a t ' s the man I s o l d my cow t o .W i t h " w h i c h " : H e r e ' s the bus w h i c h g o e s to S h u r u g w i .( N o t 'of w h i c h ' , o f t e n i n c o r r e c t l y u s e d as in the i n c o r r e c ts e n t e n c e ' The t e a c h e r t o l d M a r y to go home, of w h i c h sher e f u s e d . ' )

i ) 'What' c l a u s e s as s u b j e c t sWhat I do at home i s my own b u s i n e s s .What a n n o y s me i s t h a t he d e n i e s i t .

j ) The i n f i n i t i v e of r e s u l tI r e t u r n e d home to f i n d the p l a c e in t o t a l d i s o r d e r .I a r r i v e d e a r l y , o n l y to d i s c o v e r he h a d n ' t got out of bed.

k ) I m p e r s o n a l ' i t ' + ' t h a t ' c l a u s e sI t i s s t r a n g e t h a t she s h o u l d want to l e a v e so s u d d e n l y .I t i s i m p o r t a n t t h a t we f i n i s h b e f o r e i t r a i n s .


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1) A d v e r b s and ' e n o u g h 'I c o u l d n ' t run f a s t enough to c a t c h him.I d i d n ' t s t a n d up q u i c k l y e n o u g h .

m) C o n s t r u c t i o n w i t h ' s u c h 'I t f e l l w i t h s u c h f o r c e t h a t i t s h a t t e r e d i n t o t i n y p i e c e s .I t was s u c h a l o n g way t h a t we d e c i d e d to l e a v e e a r l y .

n ) 'So as t o ' . 'so t h a t 'She c l i m b e d the t r e e so as to h a v e a b e t t e r v i e w .S he c l i m b e d the t r e e so t h a t she w o u l d ha v e a b e t t e r v i e w .

o ) ' E x c e p t 'I t was a w o n d e r f u l i d e a , e x c e p t t h a t t h e r e w a s n ' t enough money.E v e r y o n e was c h e e r f u l e x c e p t S u s a n .

p ) W h e t h e r or notW h e t h e r or not i t r a i n s , we w i l l go out.W h e t h e r i t r a i n s or n o t , we w i l l go out.q ) P r o g r e s s i v e t e n s e s and ' a l w a y s ' to d e n o t e d i s a p p r o v a lY o u ' r e a l w a y s b r e a k i n g t h i n g s .

He's a l w a y s t e l l i n g l i e s .r ) 'So' + 'do' to r e p l a c e a v e r b g r o u p

Themba d r i v e s a l o r r y . So d o e s T a u r a i .He p r o m i s e d to f i n i s h s p r e a d i n g the manure, but he d i d n ' t do so.

s ) N e g a t i v e sD o u b l e n e g a t i v e s : His s t a t e m e n t c a n n o t go u n c h a l l e n g e dN e g a t i v e q u e s t i o n s : D o n ' t you know w h e r e the b u r s a r is?


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N e i t h e r / n o r : N e i t h e r J e n n y nor T a p i w a was p a y i n g a t t e n t i o n .Q u a s i - n e g a t i v e s : We r a r e l y / s e l d o m v i s i t our a u n t . S c a r c e l y any

w e r e l e f t . I can h a r d ! v / b a r e l y / s c a r c e l y h e a rh i m .O n l y in t i m e s of s e v e r e d r o u g h t d o e s the r i v ed r y up.Few p e o p l e s u c c e e d w i t h o u t h a r d w o r k .L i t t l e r a i n means a s m a l l h a r v e s t .

N e g a t i v e c o n s t r u c t i o n s : Why d o n ' t vou ask the t e a c h e r ?D o n ' t you want to h a v e some s u p p e r ?I t h i n k so, not t h a t I'm an e x p e r t !

t ) P r e c i s e r e f e r e n c e s to day and t i m e sP h r a s e s and e x p r e s s i o n s s u c h a: e v e r y o t h e r Monday; the f i r s tT u e s d a y of e v e r y month; the day b e f o r e y e s t e r d a y ; the day a f t e rt o m o r r o w , e t c ; the 2 4 - h o u r c l o c k , s e v e n t e e n h u n d r e d h o u r s , etc.

u ) P i r e c t i o n sE x p r e s s i o n s s u c h as: on the l e f t / r i g h t , to the l e f t / r i g h t ; thes e c o n d t u r n i n g ; by the; when you come to the; r i g h t at the endo f t h e , etc.

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