ENGLISH LANGUAGE SYLLABUS - MoPSE
ZIMBABWEMINISTRY OF PRIMARY AND SECONDARY EDUCATIONENGLISH LANGUAGESYLLABUSFORMS 1 - 42015 - 2022Curriculum Development and Technical ServicesP. O. Box MP 133Mount PleasantHarare All Rights Reserved2015
English Language Syllabus Forms 1 - 4ACKNOWLEDGEMENTSThe Ministry of Primary and Secondary Education wishes to acknowledge the following for their valuedcontribution in the production of this syllabus: The National Secondary English syllabus panel The Zimbabwe School Examinations Council (ZIMSEC) Representatives from Universities and Teachers’ Colleges Representatives from Book Publishers United Nations Children’s Fund (UNICEF) for funding the syllabus development processi
English Language Syllabus Forms 1 - 4CONTENTSACKNOWLEDGEMENTS.iCONTENTS.ii1.0 PREAMBLE.52.0 PRESENTATION OF THE SYLLABUS.63.0 AIMS.64.0 SYLLABUS OBJECTIVES.65.0 METHODOLOGY AND TIME ALLOCATION. 66.0 SKILLS AND TOPICS.67.0 SCOPE AND SEQUENCE.8FORM 1.13FORM 2.18FORM 3.24FORM 4.319.0 ASSESSMENT.38ii
English Language Syllabus Forms 1 - 41.0 PREAMBLE1.3 Summary of Content (Knowledge,Skills and Attitudes)1.1 IntroductionThe Forms 1 – 4 English Language syllabus emphasisesthe learning and teaching of the four macro-skills,namely: listening, speaking, reading and writing and theirsub-skills, as well as other literacy and numeracy skills.The syllabus also promotes the development of positiveattitudes and interpersonal communication throughproper use of language. The teaching and learning ofvisual, aural, manual and tactile skills is emphasised inorder to accommodate learners with diverse needs.The Forms 1 – 4 English Language Syllabus covers thelearning and teaching of the English Language takinginto account the importance of English as a vehicle forcommunication and a tool for cultural, political, religious,social and economic development. It seeks to help alllearners to ethically and responsibly utilise Informationand Communication Technologies (ICTs). The syllabusalso seeks to prepare all learners to use English instudying other learning areas across the curriculum whileoffering opportunities for lifelong learning. The syllabuspromotes the use of the communicative-functionalapproach to the teaching and learning of the EnglishLanguage. It recognises the use of the EnglishLanguage as a tool for inclusivity that encourageslearners to cherish diversity and acknowledge differences. The teaching and learning of the languageaims to produce learners who are not only linguisticallycompetent, but also patriotic, ethical and can functionin different roles and situations which they are likely toencounter after leaving school. The syllabus aims topromote Unhu/Ubuntu/Vumunhu among learners throughselection of appropriate language learning materials.1.4 AssumptionsIt is assumed that learners: 1.5 Cross-cutting themesIn the teaching and learning of English Language, the1.2 Rationalefollowing cross-cutting themes should be taken into consideration through the use of texts selected, projects andAs a medium of instruction, the English Language assistsin the teaching and learning of other areas across thecurriculum. Being a global language, it offers all learnersopportunities to communicate in a wider spectrum. Inaddition, the skills mastered in the study of the EnglishLanguage will open up opportunities for employment invarious media fields and also enable them to be writersin their own right, who are able to protect their intellectualproperties.The study of the English Language will enhancedevelopment of skills in: are literate in English Languageare motivated to learn English Languageare capable of learning English Languagehave basic ICT skillsassignments. Problem solvingCritical thinkingDecision makingConflict chnology and innovationEnterpriseTeam work5ICTGenderChildren’s Rights and ResponsibilitiesDisaster Risk ManagementSexuality, HIV and AIDS EducationChild ProtectionHeritage StudiesHuman RightsCollaborationEnvironmental IssuesFinancial literacyCommunication
English Language Syllabus Forms 1 - 42.0 PRESENTATION OF THESYLLABUSThe English Language syllabus is presented as a singledocument that emphasises the teaching of the fourmacro-skills and their sub-skills3.0 AIMSThe aims of the syllabus are to:3.1promote in learners an awareness of theusefulness of the English Language as amedium of national and internationalcommunication, as well as the value ofeffective language command and use forpersonal and national development.3.2develop in learners a lifelong reading habit forenjoyment and acquisition of knowledge.3.3develop in learners appropriate techniques forintensive and extensive reading.3.4further develop and foster writing skills andtalent in learners.3.5extend the learners skills of listening fordifferent purposes.3.6help learners communicate effectively inspoken English/Sign Language in differentsituations.3.7expand learners interactive skills usingInformation Communication Technology.4.74.8use writing conventions correctlyexpress themselves using appropriatenon-verbal communication skills4.9write meaningfully on a variety of topics4.10 use skills acquired for creative writing or careeridentification5.0 METHODOLOGY AND TIMEALLOCATION5.1In using this syllabus, the functional-communicative,multi-sensory approaches and principles of individualisation, concreteness, totality and wholeness arerecommended, operating within the spiral framework.This syllabus encourages the use of learner-centred andinteractive activities that enable all learners to developand understand linguistic concepts and their use andusage in everyday life. Through this approach, languageforms and structures are to be taught by using them inappropriate contexts rather than as isolated forms.Within the functional-communicative approach, thefollowing strategies are recommended: 4.0 SYLLABUS OBJECTIVESBy the end of Form 4, learners should be able to:4.14.24.34.44.54.6construct correct English sentences orally andin writing/brailleuse appropriate language (registers) indifferent situationsread a variety of texts for knowledge andrecreationmake appropriate use of cyberspace (socialnetworks)evaluate information given orally or in writing/signinglisten to and understand texts or any form ofcommunication in EnglishMethodology5.2Debate and discussionIndividual and group presentationDramaRole play/ Imitation and simulationPoetry, song and danceEducational toursE-LearningResearch/Case studiesPuppetryDioramaQuizModels/Resource personsTime AllocationFor effective teaching of English Language at this level,a minimum time allocation of 6 – 7 periods of 35 - 40minutes per week is recommended.6.06.1SKILLS AND TOPICSSKILLSThe learning and teaching of the English Language willfocus on the following macro skills and their sub skills:6
English Language Syllabus Forms 1 - 4 6.2 Writing/BrailingTopicsOral workLanguage 7
Dictation Directed listening Tone and intonation PronunciationPurposeful listening8 DescriptionsDebates RegistersTopical issues – localSelected cross cutting GreetingsRequestsInvitationsApologies andcomplimentsTelephoneconversationsFORM 1 Eight cardinal vowels Consonant clusters Diphthongs Silent consonantsSKILL 2: SPEAKING/SIGNINGSKILL 2: tionsSimple directionsAnnouncementsMessagesDialogues Oral instructionsSKILL 1: LISTENING/OBSERVING7.1FORM 1 Questions Stories Note taking SummarySKILL 1: LISTENING/OBSERVING7.1ASPECTSListening comprehensionSCOPE AND SEQUENCE7.07.0 SCOPE AND SEQUENCEDictationDirected listeningSimple directionsAnnouncementsMessagesDialogues Topical issues – localSelected cross- cuttingissuesPeople and scenesProcesses5Telephone conversationsExpressing gratitudeAdvisingFORM 2 Weak and strong forms ofvowels Consonant blends anddigraphs Diphthongs FORM 2 Questions Stories Note taking SummaryDictationDirected listeningSelective listening Topical issues – nationaland internationalCross-cutting themesProcessesEventsDegree of formality andinformalityExpressing opinionComplaintsCondolencesInterviewsFORM 3 Intonation and stresspatterns Tone and mood Triphthongs FORM 3 Narration Note taking Summary Inference Evaluation Complex directions Announcements Messages Dialogues Interviews Topical issues – nationaland internationalCross-cutting themesEventsProcessesDiscussing topical ouncementsFORM 4 Intonation and stresspatterns Tone and mood TriphthongsDictationDirected listeningSelective listeningFORM 4 Inference Note taking Summary Evaluation Narration Complex directions Announcements Messages Dialogues InterviewsEnglish Language Syllabus Forms 1 - 4
Silent consonants 9 ReferencingReference sourcesSections of a bookThe InternetSummaryCharactersSettingThemesPlot Extensive readingSpeechesDebates SelfFORM1 Environment RecallquestionsObjects SkimmingProcesses ScanningTopical issues – local InferenceSelectedcross Wordmeaningscuttingissues Notemaking EvaluationImpromptu SummaryPreparedDescriptionsASPECTSIntensive readingTopical issues – localSelectedcross sImpromptuInvitationsPreparedApologies andcompliments Telephone7.3 SKILL 3: READING/SIGNING7.3SKILL 3: READING/SIGNING conversationsDebatesRegisters Introductions Greetings Requests Invitations Apologies and7.2SKILLSPEAKING/SIGNINGCONTD.7.2SKILL 2:2:SPEAKING/SIGNINGcompliments TelephoneconversationsASPECTSFORM 1Descriptions SelfPronunciationEight cardinal vowels EnvironmentConsonant clusters ObjectsDiphthongs ProcessesSilent consonantsRegisters Telephone conversationsExpressing gratitudeAdvisingdigraphsDiphthongs 6Reference sourcesSections of a bookThe InternetSummaryCharactersSettingThemesPlot People and scenesFORM2 Processes Recall questions Skimming ScanningTopical issues – local InferenceSelectedcross- cutting Wordmeaningsissues Notemaking EvaluationImpromptu SummaryPrepared6FORM 2 PeopleandstrongscenesWeak andforms of Processesvowels Consonant blends anddigraphs Diphthongs Topical issues – local SelectedcrosscuttingTelephoneconversations issuesExpressing gratitude Advising Impromptu Prepared Degree of formality andinformalityExpressing opical issues – nationalandinternationalDegreeof formality andCross-cuttingthemesinformalityExpressing views Reference sourcesSections of a bookEncyclopaediaJournalsThe InternetCharacterisationPlotSettingStyleThemes Processes3 FORMEvents Recall questions Skimming Scanning Topicalissues – nationalInferenceinternational andWordmeanings Cross-cuttingNote making themesEvaluation Impromptu Summary Prepared Analysis Synthesis Paraphrasing FORM 3 ProcessesIntonation and stress Eventspatterns Tone and mood Triphthongs Discussing topical ouncementsTriphthongsTopical issues – nationalandinternationalDiscussingtopical issuesCross-cuttingCondolences ewsAnnouncements Reference sourcesSections of a bookEncyclopaediaJournalsThe InternetCharacterisationPlotSettingStyleThemes EventsFORM4 Processes Recall questions Skimming ScanningTopical issues – national Inferenceand meaningsinternational WordCross-cutting Notemaking themes EvaluationImpromptu SummaryPrepared Analysis Synthesis Paraphrasing FORM 4 EventsIntonation and stress Processespatterns Tone and mood Triphthongs English Language Syllabus Forms 1 - 4
Guided compositions10 iveCreative writingDiscursiveTOPIC 5: SUPPORTING LANGUAGE STRUCTURESLettersReports FORM 2 Types of sentences Elements of a paragraph Registers Linking devices MemosLettersArticlesCurriculum eArgumentativeDiscursiveCreative writingFORM 3 Types of sentences Paragraph unity Registers Discourse markers Amplification of notes Figurative language MemosLettersArticlesCurriculum eArgumentativeDiscursiveCreative writingFORM 4 Types of sentences Paragraph unity Registers Figurative language Amplification of notes Discourse markers8The following supporting language structures should be taught from Form 1 - 4. Teachers are to select what is appropriate to the level of their learners and bear inmind that the structures should be taught in context and spread across all the language skills.7.5 Free compositionsNarrativeDescriptiveCreative writingFORM 1 Basic sentenceconstruction rules Types of sentences Elements of a paragraph Registers Linking devicesASPECTSAspects of compositionwriting7.4 SKILL 4: WRITING/BRAILING7.4 SKILL 4: WRITING/BRAILINGEnglish Language Syllabus Forms 1 - 4
TOPIC 5: SUPPORTING LANGUAGE STRUCTURES CONTD.7.511 AdjectivesAdverbsSpelling and word formationSentence construction Pronouns VerbsSimple and rds with unusualvowel combinationsSpelling rulesFormationAdverbials of efixes and suffixesPersonalRelativeTypes of tensesSubject-verb agreementSequence of tensesFORM 1 Types of nouns Plural forms Opposites PrefixesSUB TOPICNouns 9Simple and ositionsPunctuationCommon prefixes andsuffixes in word rbials of time, placeand efixes and suffixesRelativePossessiveReflexiveSubject-verb agreementSequence of tensesTypes of tensesFORM 2 Types of nouns Opposites Prefixes Gender Simple, compound positionsDerivative wordsHomonymsHomophonesHomographsAdverbials of time,place, manner andreasonOrder when more thanone follow each otherPrefixes and es of tensesAuxiliaries and modalsPhrasal verbsFORM 3 Noun formation Prefixes Suffixes Simple, compound andcomplexDiscourse markersSentence modifiersConjunctionsDeterminersPrepositionsNoun formationPrefixes and suffixesHomonymsHomophonesHomographsAdverbial phrases andclausesOrder when more than onefollow each otherPrefixes and suffixesNon-gradableTypes of tensesAuxiliaries and modalsPhrasal verbsActive and passive formsRelativePossessiveReflexiveFORM 4 Noun formation Prefixes SuffixesThe following supporting language structures should be taught from Form 1 - 4. Teachers are to select what is appropriate to the level of their learners andbear in mind that the structures should be taught in context and spread across all the language skills.TOPIC 5: SUPPORTING LANGUAGE STRUCTURES7.5English Language Syllabus Forms 1 - 4
Direct and Indirect speechPunctuationSwitchingFORM 1 Commands Exclamations 10PunctuationSwitchingFORM 2 Questions Question tags Commands ExclamationsTOPIC 5: SUPPORTING LANGUAGE STRUCTURES CONTD.SUB TOPIC7.5 PunctuationSwitchingFORM 3 Punctuation andmeaning Questions Question tags Commands Exclamations PunctuationSwitchingFORM 4 Punctuation and meaning Questions Question tags Commands ExclamationsEnglish Language Syllabus Forms 1 - 412
FORM 113 Purposeful listening ConversationsOral instructionsListening comprehensiontake dictationselect relevantinformation to answerspecific questionsdeduce meaning fromthe tone and intonationof the speakerengage in meaningfuldialoguesfollow directionsrespond to instructionsrelay messagesaccuratelyrepeat announcementsOBJECTIVESLearners should be ableto: answer questions retell stories heard take notesSKILL 1: LISTENING/OBSERVINGSKILL 1: OMPETENCYMATRIX8.0 COMPETENCY MATRIX 11DictationSpecific questionsMood and toneDialoguesRegistersSpeech tsSimple recallComprehensionAttentive listeningNote takingCONTENT (ATTITUDES,SKILLS AND KNOWLEDGE) Writing dictated textsAnswering specificquestionsWorking out meaningfrom the tone andintonation of the speakerRole playingTurn-takingTaking appropriate actionas directedConveying accuratemessagesStating the gist ofannouncementsListening to oral textsResponding to questionsNarrating stories listenedtoWriting notes from anoral textRetelling headlines frombroadcastsSUGGESTED NOTES ANDACTIVITIES ICT toolsPrint mediaTelephoneSchool calendar of eventsPersonal diariesICT toolsPrint mediaMapsPrint mediaICT toolsStory booksSUGGESTED RESOURCESEnglish Language Syllabus Forms 1 - 4
14SpeechesDebatesDescriptions deliver preparedspeechespresent impromptuspeechesdebate on topical andselected cross- cuttingissuesexpress opinionsdistinguish facts fromopinionsdescribe self, objectsand the environmentexplain simpleprocessesdemonstrate use ofappropriate language ingiven situations RegistersPronunciationOBJECTIVESLearners should be ableto: distinguish pure vowelsfrom other vowels articulate consonantclusters and diphthongs reproduce silentconsonantsCONCEPTS/ASPECTS8.2 SKILL 2: SPEAKING/SIGNING8.2 SKILL 2: SPEAKING/SIGNING Prepared speechImpromptu speech12Appropriate registerDebating proceduresHIV and AIDSChildren s rights tionsApologiesComplimentsPhone conversationsPhone etiquetteConsonant clustersDiphthongsSilent consonantsVowelsCONTENT (ATTITUDES,SKILLS AND KNOWLEDGE) Holding debates ontopical and selectedcross-cutting issuesGiving pros and cons ongiven topicsJustifying one s stance ongive
English Language Syllabus Forms 1 - 4 5 1.0 PREAMBLE 1.1 Introduction The Forms 1 – 4 English Language Syllabus covers the learning and teaching of the English Language taking into account the importance of English as a vehicle for communication and a tool for cultural, political, religio
Literature in English Syllabus Forms 1 - 4 1 1.0 PREAMBLE 1.1 Introduction The Forms 1 to 4 Literature in English syllabus outlines areas to be covered in the learning of Literature in English. Literature is an ideological tool which is used to create self-awareness, inculcate the principle
English language is the foremost among such languages. The critical analysis of the syllabus helps learning the language in appropriate form. The current discussion on syllabus regarding language teaching centers around the English teaching as a second or foreign language in the English language courses, which are taught at AWKUM, Pakistan. The
Sport Science and Technology Syllabus 1.0 PREAMBLE 1.1 Introduction This Sport Science and Technology Syllabus is designed for Secondary School learners (Form 5 and 6). It ensures access to the Sports Science and Technology Curriculum regardless of gender, race, religion and handicap. The syllabus helps to promote the development of scien-
English Language Syllabus Forms 1 - 4 5 1.0 PREAMBLE 1.1 Introduction The Forms 1 – 4 English Language Syllabus covers the learning and teaching of the English Language taking into account the importance of English as a vehicle for communication and a tool for cultural, political, religio
The English Language syllabus emphasises the learning and teaching of the four basic skills, which are: listening, speaking, reading and writing as well as other literacy and numeracy skills. The teaching and learning of vi
Syllabus content at a glance 6 Cambridge O Level English Language 1123. Syllabus for examination in 2021. 3. Syllabus content at a glance Cambridge O Level English Language offers candidates the opportunity to respond confidently to a rang
English UK - ATC Winchester is a member of English UK - the Association of Recognised English Language Services - and follows the English UK Code of Practice. Quality English - ATC Winchester is a member of Quality English: an association of privately owned English language schools that are committed to providing high quality English courses to
-Textbook: Ladefoged (2006), A Course in Phonetics, (available in Thai version) -Website (for interactive learning): UCLA.-Supplementary reading and interactive lessons: Academic websites around the world, e.g., U. of Arizona, USA, Macquarie U., Australia, Otago U., New Zealand, Stuttgart U., Germany, etc. A. Tumtavitikul, SWU, Aug. 2009-Lectures: on-campus, in classroom environments via .
