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MESSAGE FROM THE MINISTER OF EDUCATIONI wish to extend my thanks and appreciation to ECSEL, UNESCO and all our partners for their immense contribution to this important task of revising and strengthening of theNational Curriculum. Special thanks to USAID through LTTP for their funding and technical support in the harmonization or realignment of the curriculum. We extend sincerethanks and appreciation to the Bureau of Curriculum Development and Textbook Research, the National Curriculum Taskforce, and the subject specialists from various institutionsfor the level of professionalism that went into this exercise.The revision and strengthening of our National Curriculum comes at a time when our nation is faced with the Herculean task or challenge of education transformation, nationalreconstruction, recovery and renewal in the aftermath of a devastating civil war. Hence, critical to this national challenge is the rebuilding of the education sector as Liberians cannot achieve the desired socio-economic progress in the absence of a strong, vibrant and productive education and training system.The revised national curriculum has two features which include the regular core subject areas of Mathematics, Science, Language Arts and Social Studies and emphasis is beinggiven to the global challenge of HIV/AIDS, Peace, Citizenship, Human Rights and Environmental education. Secondly, the new curriculum is developed in line with internationalstandards especially those practiced and enshrined in the curriculum of our sisterly Republic of Nigeria and Ghana who are also members of the West African ExaminationsCouncil (WAEC) .We wish to urge all our education partners including students, teachers, principals, proprietors of schools and members of school boards to use this curriculum in our schools toenhance quality and relevant instruction and to enable our students to be adequately prepared to take the West African Senior Secondary Certificate Examinations (WASSCE)come 2013 as envisaged by us in the education sector.May I conclude by once again saying big thank-you to all those who contributed to make this project a success.Hon. E. Othello GongarMINISTER2

INTRODUCTIONThe English Language is the official language of the country, and a high level of proficiency in its reading, writing, and speaking is required both for official andunofficial purposes. This curriculum for Grades 10 to 12 is designed, therefore, to enhance students’ competencies in the basic elements of English Language,including lexis and structure, vocabulary, reading comprehension, summary, and the different aspects of English speech, among others.A student-centred approach is emphasized in this curriculum. This is based on the firm belief that learning becomes more permanent, meaningful, and exciting when studentsthemselves take ownership of the learning process. Teachers are, therefore, urged to contrive those classroom strategies that would engage students actively in theteaching/learning process.AIMS AND OBJECTIVESAt the end of this course of study, students will, among other things, be able to:1. Use correct English in its spoken and written forms.2. Read and understand English with ease.3. Write about incidents in English in forms appropriate to specific audiences and situations.4. Comply with rules of grammar, spelling and punctuation5. Use an acceptable pronunciation that can be understood by others3

SEMESTER: ONEPERIOD: IGRADE: 10UNIT: GRAMMAR /TOPIC: NOUNS AND PRONOUNSSPECIFIC OBJECTIVES:Upon completion of this topic, students will be able to:1. Identify Nouns and Pronouns correctly;2. Use nouns and pronouns effectively in oral and written English;3. Classify nouns and pronouns.OUTCOMESAbility to identify, classifyand use nouns and pronounscorrectlyGreater appreciation of theneed for the proper use ofnouns and pronounsCONTENTS1. Nouns;a) Common and Properb) Concrete and Abstractc) Singular and Plurald) Compound and collectivee) Countable and Uncountable2. Narration: AutobiographicalWriting3. Pronouns( Antecedents of Pronouns)a) Personal Pronounsb) Possessive Pronounsc) Indefinite Pronounsd) Relative Pronounse) Intensive and Reflexive Pronounsf) Demonstrative Pronounsg) Interrogative PronounsACTIVITIESMATERIALS /RESOURCES1. Point out that words that name things, A. Primary Textplaces, persons, and ideas are nouns;N. Grant & A B Kask students to give examples of these Dadzie (Eds.) Gatewaynouns; ask students to list theto English for Seniordifferent kinds of nouns.Secondary Schools(Students’ Books 1, 22. Emphasize that pronouns replace&3) (Longman &nouns; ask students to give examplesSedco, 2007)of words that stand in for nouns;B. Secondary Textsdiscuss pronouns and theirSenior Secondary Guideantecedents; help students toEnglish - Pearsonunderstand the more difficult concepts C. Otherof pronouns standing for entire groups Resources/Supplementof words and antecedents that followary Readingspronouns. W. Stannard Allen,Living EnglishEVALUATION Pencil and papertests for students to:a) Identify Nounsand Pronounscorrectly;b) use nouns andpronounseffectively inoral and writtenEnglish;c) classify nounsand pronouns4

4. Narration: Short Story5. Vocabulary Developmenta) Definition of nouns and pronouns.b) Identify and use in sentences.c) Identify and use the kinds of nouns andpronouns correctly in spoken andwritten English3. Vocabulary Development: Studentsshould be given at least five wordsevery week to learn their spellingsand meanings and be able to use themin sentences. 4. Review study skills and note taking.Structure forSchools (Longman, 2008)T.J. Fitikides,Common Mistakes inEnglish (Longman,2000) Writing andGrammar--Communication inAction, Prentice HallTeacher’s andStudent’sEditions Longman Dictionaryof ContemporaryEnglish (5th Edition) Workbooks Audio/VisualEnglish lessonDVDs Fully EquippedLibrary andLaboratoryQuizzes, Class work,Homework/Assignments, OralPresentations, andDebates.5

SEMESTER: ONEPERIOD: IIGRADE: 10UNIT: GRAMMAR /TOPIC: VERBS – PART 1SPECIFIC OBJECTIVES:Upon completion of this topic, students will be able to: identify action verbs and how they are used;to distinguish between visible and mental action verbs;to distinguish between transitive and intransitive verbs;to identify helping verbs and how they are used;to use the different tenses of verbs correctly;to write effective descriptive essays.OUTCOMESDemonstrate greatercompetence in the use ofverbs when speaking orwriting.CONTENTS1. Verbs- Part 1a) Action Verbs/Transitive andIntransitiveb) Linking Verbs.c) Helping and Modal auxiliariesd) Tenses of Verbs (present, past andfuture)2. Progressive forms of Verbsa) Descriptive Writingb) Narrative WritingACTIVITIES1. Have students discusspictures with various actionsand point out the actionwords, whether visible ormental, in their discussion;2. Emphasize to students thatsentences with transitiveverbs have objects thatreceive the action of the verband that intransitive verbs donot;3. have students distinguishbetween the main andMATERIALS /RESOURCESA. Primary TextN. Grant & A B K Dadzie(Eds.) Gateway to Englishfor Senior SecondarySchools (Students’ Books 1,2 &3) (Longman & Sedco,2007)B. Secondary TextsSenior Secondary GuideEnglish - PearsonC. OtherResources/SupplementaryReadings W. Stannard Allen,EVALUATION Presentdifferentwritten piecesfor students to: Identify actionverbs and howthey are used; distinguishbetweenvisible andmental action6

helping verbs in a passage;4. have students constructsentences using the threeverb tenses;5.Help students go through thewriting process and havethem develop given topicsinto descriptive essays. Living English Structurefor Schools (Longman,2008)T.J. Fitikides, CommonMistakes in English(Longman, 2000)Writing and Grammar-- Communication inAction, Prentice HallTeacher’s andStudent’sEditions Longman Dictionary ofContemporary English(5th Edition) Workbooks Audio/Visual Englishlesson DVDs Fully Equipped Libraryand Laboratoryverbs; distinguishbetweentransitive andintransitiveverbs; identifyhelping verbsand how theyare used; Quizzes, nd Debates.7

SEMESTER: ONEPERIOD: IIIGRADE: 10UNIT: GRAMMAR /TOPIC: VERBS – PART2SPECIFIC OBJECTIVES:Upon completion of this topic, students will be able to: use the perfect tenses of verbs correctly;distinguish between regular and irregular verbs and how they form their past tenses;recognize adjectives and state how they modify nouns and pronouns;distinguish between definite and indefinite articles;recognize adverbs and understand how they modify verbs, adjectives, and adverbs;use adjectives and adverbs appropriately to make writing vivid or precise;write persuasive essays using the relevant mechanics.OUTCOMESAbility to speak and writeusing verbs correctly.CONTENTS1. Verbs- Part 2.a) Tenses (present perfect, past perfectand future perfect tenses)b) Regular Verbs.c) Irregular Verbsd) Adjectives:e) Proper Adjectivesf) Compound Adjectives.g) Articlesh) Adverbs1. Comparative and Superlative formsa) Persuasion: Persuasive EssayACTIVITIES1. Explain and demonstrate to studentsthe perfect tenses of verbs,2. Have them construct sentences usingthe perfect tenses;3. Give a list of regular and irregularverbs to students, explaining howtheir past tense is formed;4. Students to construct sentences usingregular and irregular verbs in theirpresent and past tenses;MATERIALS /RESOURCESA. Primary TextN. Grant & A B KDadzie (Eds.) Gatewayto English for SeniorSecondary Schools(Students’ Books 1, 2&3) (Longman &Sedco, 2007)B. Secondary TextsSenior SecondaryGuide English - PearsonC. OtherResources/SupplementEVALUATION Writtenassignments forstudents to: Use the perfecttenses of verbscorrectly; Distinguishbetween regularand irregularverbs and howthey form their8

5. Emphasize that adjectives canmodify, or describe, only nouns andpronouns;ary Readings W. Stannard Allen,Living EnglishStructure for6. Students to give more examples ofSchools (Longman,adjectives; and to construct sentences2008)asking the questions what kind?, T.J. Fitikides,which one?, how much?, or howCommon Mistakesmany?( teacher gives an example forin Englishclarification and implementation);(Longman, 2000)7. Teacher takes students outside ofclassroom and have them lookaround their surrounds and describewhat they see, and later identify theadjectives from their descriptions; 8. Discuss the four questions adverbsanswer (where? When? In what way?To what extent?); 9. Explain that only certain adverbs canmodify adjectives and adverbs;10. Teacher demonstrates at least oneexample of adverb modifying verb,adjective, and adverb; stress that theonly certain way to recognize anadverb is to examine the parts ofspeech of the words in a sentence;11. Teacher gives a sample passage ofpersuasive writing and have themdiscuss the issues involved;Writing andGrammar--Communication inAction, PrenticeHall Teacher’s andStudent’sEditionsLongmanDictionary ofContemporaryEnglish (5th Edition) Workbooks Audio/VisualEnglish lessonDVDs Fully EquippedLibrary andLaboratorypast tenses; Recognizeadjectives andstate how theymodify nounsand pronouns; Distinguishbetween definiteand indefinitearticles; Recognizeadverbs andunderstand howthey modifyverbs,adjectives, andadverbs; Use adjectivesand adverbsappropriately tomake writingvivid or precise; Write persuasiveessays using therelevantmechanics. Quizzes, Classwork,9

12. Students develop persuasive essaysfrom given topics for discussion.Homework/Assignments, OralPresentations,and Debates.SEMESTER: TWOPERIOD: IVGRADE: 10UNIT: GRAMMAR /TOPIC: PREPOSITIONS, CONJUNCTIONS AND INTERJECTIONSSPECIFIC OBJECTIVES:Upon completion of this topic, students will be able to: that a prepositional phrase consists of a preposition and a noun or pronoun;distinguish prepositions with their objects from adverbs;identify coordinating, subordinating, and correlative conjunctions;correctly recognize and use conjunctive adverbs;demonstrate that interjections express feelings or emotions and function independently of a sentence.10

OUTCOMESDemonstrate the correct useof prepositions,conjunctions andinterjections in written andspoken English.CONTENTS1. Prepositions, Conjunctions andInterjections.A. Prepositions:a) Prepositions and prepositionalphrases.b) Telling prepositions and AdverbsapartB. Conjunctions:a) Coordinating conjunctions;b) Correlative conjunctions;c) Subordinating conjunctions;d) Conjunctive adverbsC. Interjections:a) Persuasion: AdvertisementACTIVITIES1. Teacher explains that prepositionsperform the important task ofrelating words in a sentence. Theyhelp to show relationships betweenseparate things, including location,direction, cause, and possession.2. Teacher writes sentences on theboard and gets students identify thepreposition in each sentence. Thenhave them point out the two thingsthat are related by the prepositionand the type of relationship that isshown.3. Teacher writes sentences on theboard omitting the conjunctions andencourages students to supply theconjunctions to complete thesentences; Gets students to identifythat the missing words areconjunctions.4. Explains to students that thecommon function of all coordinatingconjunctions is to join similar kindsor groups of words.5. Asks students to point out thedifferent types of conjunctions(coordinating, correlative, andMATERIALS /RESOURCESA. Primary TextN. Grant & A B KDadzie (Eds.) Gatewayto English for SeniorSecondary Schools(Students’ Books 1, 2&3) (Longman &Sedco, 2007)B. Secondary TextsSenior SecondaryGuide English PearsonC. OtherResources/Supplementary Readings W. Stannard Allen,Living EnglishStructure forSchools (Longman,2008) T.J. Fitikides,Common Mistakesin English(Longman, 2000) Writing andGrammar--Communication inAction, PrenticeHall Teacher’s andStudent’sEVALUATIONShort answer tests toget students to: Identifyprepositionalphrases. Distinguishprepositionswith theirobjects fromadverbs. Identifycoordinating,subordinating,and correlativeconjunctions. Correctlyrecognize anduse conjunctiveadverbs. Demonstratethatinterjectionsexpress feelingsor emotions andfunctionindependently11

subordinating). Teacher may giveexamples of the kinds ofconjunctions where students fallshort.6. Teacher explains what a conjunctiveadverb is, and gives severalexamples; have students identifyconjunctive adverbs in givensentences and let them explain thecorrelation between the two ideas (contrast, similarity, emphasis).7. Teacher writes sentences withinterjections and gets students todiscuss the feelings or emotionsexpressed in them.Editions LongmanDictionary ofContemporaryEnglish (5th Edition) Workbooks Audio/VisualEnglish lessonDVDs Fully EquippedLibrary andLaboratoryof a sentence. Quizzes, Classwork,Homework/Assignments, OralPresentations,and Debates.8. Teacher explains to students thatinterjections are small in size, butthey carry strong emotional weight.Unlike other parts of speech,interjections do not havegrammatical connections to otherwords in a sentence.9. Encourages students to constructsentences using prepositions,conjunctions and interjections.12

SEMESTER: TWOPERIOD: VGRADE: 10UNIT: GRAMMAR /TOPIC: BASIC SENTENCE PARTSSPECIFIC OBJECTIVES:Upon completion of this topic, students will be able to:1. Identify simple subject and predicate in a sentence.2. Identify complete subject and predicate in a sentence.3. Recognize compound subjects and verbs.4. Find subjects in orders, directions and questions.5. Find subjects in sentences beginning with Here, There or it.6. Find subjects in sentences with inverted word orderOUTCOMESConstruct sentences thatcontain the basic parts.CONTENTS1. Basic Sentence parts:a) Subject and Predicate.b) Simple subject and predicate.c) Compound subject andpredicate.d) Sentence Fragments.2. Sentence Structures/Types:a) Simple sentencea) Compound sentenceb) Complex sentence;c) Compound-Complex;3. Sentence Functions:a) Declarativeb) InterrogativeACTIVITIESMATERIALS /EVALUATIONRESOURCES1. Start by advising students that they A. Primary TextSupply sentence ofwill sometimes see words inN. Grant & A B K Dadziedifferent types, andbetween the subject and the verb.(Eds.) Gateway to Englishask students to:Such words may be part of thefor Senior Secondarysubject or the predicate. In this case Schools (Students’ Books 1, Identify simpleif a word modifies the verb it is part 2 &3) (Longman & Sedco,subject andof the predicate; if not, it is part of2007)predicate in athe subject. E.g. She deliberatelyB. Secondary Textssentence.failed to do her work; She failedSenior Secondary Guidedeliberately to do her work.English - Pearson IdentifyC. Othercomplete2. Explain that a complete subject can Resources/Supplementarysubject andcontain several nouns or pronouns; Readingspredicate in astudents should always find the W. Stannard Allen,sentence.verb and then look back to seeLiving English Structure13

c) Imperatived) Exclamatory4. Complements;a) Direct objectsb) Indirect objects5. Subject-Verb AgreementA. Phrasesa) Noun phraseB. Verb phrasesa) Diagramming sentencesb) Persuasion: Advertisementc) Literature( apply literaryterms in the discussions)which noun is performing theaction or is in the conditiondescribed by the verb.( e.g. Theman in the red coat kicked the balloutside.).3. Teacher explains what a compoundsubject is, as well as a compoundverb. 4. Teacher writes examples of eachtype: orders, directions, andquestions.7. Students encouraged constructingmore sentences of their own.Writing and Grammar-- Communication inAction, Prentice HallTeacher’s andStudent’sEditions Longman Dictionary ofContemporary English(5th Edition) Workbooks Audio/Visual Englishlesson DVDs Fully Equipped Libraryand Laboratory5. Teacher writes sentences beginningwith here, there, and it has studentsconstruct their own sentences.6. Teacher writes sentences withinverted word order and havestudents identify the subject andverb. (E.g. Soon after the rain thechildren came home.).for Schools (Longman,2008)T.J. Fitikides, CommonMistakes in English(Longman, 2000) Recognizecompoundsubjects andverbs. Find subjectsin orders,directions andquestions. Find subjectsin sentencesbeginning withHere, There orit. Find thesubjects insentences withinverted wordorder Quizzes, nd Debates.14

SEMESTER: TWOPERIOD: VIGRADE: 10UNIT: GRAMMAR /TOPIC: PHRASESSPECIFIC OBJECTIVES:Upon completion of this topic, students will be able to: phrases and the kinds of phrases in sentences.Recognize prepositional phrases in sentences and distinguish between adjective and adverb phrases.Identify appositives and appositive phrases and the words they name.Recognize participle and participial phrases in sentences.Identify gerunds and gerund phrases in sentences.Identify infinitives and infinitive phrases in sentences.Distinguish between independent and subordinate clauses.Write effective comparison-and-contrast essays.OUTCOMESDemonstratedability to use correctEnglish phrases inwritten and spokenEnglish.CONTENTS1. Phrasesa) Noun phraseb) Verb phrase2. Verbal Phrasesa) Participle Phraseb) Gerund Phrasec) Infinitive Phrase3. Phrasal Verbs;4. Verb followed by a prepositionor adverb: Examples –ran-across,broke down, get away.ACTIVITIES1. Teacher explains what phrases are and givesseveral examples.2. Students encouraged brainstorming moreexamples and using them in sentences.3. Teacher emphasizes the difference betweennoun and verb phrases( The hardworkingand honest girl was awarded a prize(nounphrase);They will sing in the morning (verbphrase);MATERIALS /RESOURCESA. Primary TextN. Grant & A B KDadzie (Eds.) Gatewayto English for SeniorSecondary Schools(Students’ Books 1, 2&3) (Longman & Sedco,2007)B. Secondary TextsSenior Secondary GuideEnglish - PearsonC. OtherEVALUATIONProvide for exercisesfor students to: Recognizephrases and thekinds of phrasesin sentences. Recognizeprepositionalphrases insentences and15

5. Prepositional Phrases;6. Clauses:a) Independent Clauses;b) Dependent Clausesc) Noun Clausesd) Adjective Clausese) Adverb Clauses7. Exposition: Comparison -andcontrastEssay8. Literature4. Teacher explains what prepositional phrasesare; emphasizes to students that adjectiveand adverb phrases derive fromprepositional phrases. Examples provided,and students encouraged generating theirown examples.5. Teacher explains what appositives are, andhave students identify them in sentences;also give examples of appositive phrases insentences and have students brainstormmore examples using their own sentences.6. Teacher explains what gerunds, infinitives,and participles are in sentences and givesexamples; also gives explanation on whatgerund, infinitive, and participle phrases areand how to identify them in sentences;students must actively and correctlyidentify and use gerund, infinitive, andparticiple phrases in sentences of their own.7. Teacher emphasizes that these three phrasesare classified as verbal phrases and theymay function as noun, adjective, or adverb.8. Teacher discusses with students how towrite a comparison-and–contrast essay andthe writing process involved; students mustprovide and develop topics of their own inwriting comparison-and-contrast essays.9. Note: All writing activities must be donewithin the context of grammar skills.Resources/Supplementary Readings W. Stannard Allen,Living EnglishStructure for Schools(Longman, 2008) T.J. Fitikides,Common Mistakes inEnglish (Longman,2000) Writing andGrammar--Communication inAction, Prentice HallTeacher’s andStudent’sEditions Longman Dictionaryof ContemporaryEnglish (5th Edition) Workbooks Audio/Visual Englishlesson DVDs Fully EquippedLibrary andLaboratorydistinguishbetweenadjective andadverb phrases. Identifyappositives andappositivephrases and thewords theyname. Recognizeparticiple andparticipialphrases insentences. Identify gerundsand gerundphrases insentences. Identifyinfinitives andinfinitivephrases insentences. Distinguishbetweenindependent andsubordinateclauses.16

Write effectivecomparisonand-contrastessays. Quizzes, Classwork,Homework/Assignments, OralPresentations,and Debates.SEMESTER: ONEPERIOD: IGRADE: 11UNIT: GRAMMAR /TOPIC: VERB USAGE – PART 1SPECIFIC OBJECTIVES:Upon completion of this topic, students will be able to:1. Write effective Cause-and-Effect exposition.2. Identify a simple cause-and-effect essay.3. Use the five forms of verbs correctly.4. Identify and use the six tenses of verb correctly, including the progressive forms.5. Write effective book reports.17

OUTCOMESCONTENTSDemonstrated ability touse verbs correctly.1. Exposition: Cause-and-effect Essay inthe context of literatureGreater appreciation forthe writing and usingcorrect verbs.2. Verb usage - Part 1This unit deals with using verbs correctly;it should be-The boys have begun to work.1. The five forms of a verb:a) Base form: Start.b) s/form: startsc) ing form: startingd) Past tense: startede) Past Participle: has/have started2. Using the six tenses of verbcorrectly( including the progressiveforms)3. Writing book reports in the contextof literatureACTIVITIES1. Students should be given a causeand-effect passage to identify thecause and effect of a statedproblem.2. Teacher gives students topics oncontemporary issues and gets themto develop those topics into acause-and-effect essay.3. Have students read a passage fromany given text and identify asmany verb tenses as possible;teacher, in collaboration withstudents, then classifies theidentified verbs into the six verbtenses. Have students writesentences using the six tenses ofverb.4. Students read a short story andexplain what the story is about;they must identify the main idea ofthe story as well as the conclusion;they then write a book report usingthe standard format.MATERIALS /EVALUATIONRESOURCESProvide exercises forA. Primary TextN. Grant & A B Kstudents to:Dadzie (Eds.)Gateway to English Write effectivefor Senior SecondaryCause-andSchools (Students’EffectBooks 1, 2 &3)exposition.(Longman & Sedco,2007) Identify aB. Secondary Textssimple causeSenior Secondaryand-effectGuide English essay.PearsonC. Other Use the fiveResources/Supplemeforms of verbsntary Readingscorrectly. W. Stannard Allen,Living English Identify andStructure foruse the sixSchoolstenses of verb(Longman, 2008)correctly, T.J. Fitikides,including theCommon Mistakesprogressivein Englishforms.(Longman, 2000) Write effective Writing andbook reports.Grammar--Communication in Quizzes, ClassAction, Prenticework,Hall Teacher’sHomework/As18

and Student’sEditions LongmanDictionary ofContemporaryEnglish (5thEdition) Workbooks Audio/VisualEnglish lessonDVDs Fully EquippedLibrary andLaboratorysignments,OralPresentations,and Debates.19

SEMESTER: ONEPERIOD: IIGRADE: 11UNIT: GRAMMAR /TOPIC: VERB USAGE – PART 2SPECIFIC OBJECTIVES:Upon completion of this topic, students will be able to: verbs in the six tenses.Identify the active and passive voices in sentences; to construct sentences using the active and passive voices.Write effective paragraphs using the elements of a paragraph.Use the mechanics of writing effectively.OUTCOMESWrite good piecesin English usingappropriate verbs.CONTENTSACTIVITIES1. Verb usage –Part 2A. Conjugate verbs in the six tensesB. Distinguish between active andpassive voices and when it isappropriate to use either of them1. Teacher reviews previous lesson onthe six tenses of verb; have studentsuse the six tenses of verb in sentences;students then conjugate the six tensesusing very simple sentences.2. Building sentences with one-wordauxiliaries2. Teacher must give detailedexplanation of how to conjugate thesix tenses of verb.3. Writing Paragrapha) The topic sentenceb) The bodyc) The conclusiond) Unitye) Coherencef) Proofreading3. Teacher must introduce the few verbsthat are irregular in the present tense.The verbs be and have are highlyirregular. Do and go take the ending –es in the third-person singular; hedoes, she goes. Verbs whose presentMATERIALS /RESOURCESA. Primary TextN. Grant & A B KDadzie (Eds.)Gateway to Englishfor Senior SecondarySchools (Students’Books 1, 2 &3)(Longman & Sedco,2007)B. Secondary TextsSenior SecondaryGuide English PearsonC. OtherResources/Supplementary ReadingsEVALUATIONPaper and pencilexercises for studentsto: Conjugateverbs in the sixtenses. Identify theactive andpassive voicesin sentences;to constructsentencesusing theactive and20

1. Mechanics2. Misspell words3. Grammaticalerrors: run-onsentences;sentencefragments; shift inpronouns; wrongcapitalization &abbreviationprincipal part ends in y( such as fly, cry, try, pry) change the y to I and thenadd –es for the third-person singular:he cries, she tries, it flies.4. Teacher explains that in order to conjugate the perfect tenses, studentsneed to know the principal parts of theverb have. In order to conjugate theprogressive tenses, they also need toknow the principal parts of the verb be. These are the two least regularverbs in the English language. Urgestudents to memorize these verbs in alltheir tenses5. Students encouraged to read a shortparagraph and identify the sentencewith the main idea; must develop topic sentences from examples studied andwrite effective paragraphs using unity,coherence as well as the mechanics ofproofreading.W. StannardAllen, LivingEnglish Structurefor Schools(Longman, 2008)T.J. Fitikides,Common Mistakesin English(Longman, 2000)Writing andGrammar--Communication inAction, PrenticeHall Teacher’sand Student’sEditionsLongmanDictionary ofContemporaryEnglish (5thEdition) Workbooks Audio/VisualEnglish lessonDVDs Fully EquippedLibrary andLaboratorypassive voices. Write effectiveparagraphsusing theelements of aparagraph. Use themechanics ofwritingeffectively. Quizzes, nd Debates.21

SEMESTER: ONEPERIOD: IIIGRADE: 11UNIT: GRAMMAR /TOPIC: VERB USAGE – PART 3SPECIFIC OBJECTIVES:Upon completion of this topic, students will be able to:1. Use verbs in the past progressive, present simple, and past simple, past continuous, and future tenses.2. Identify the thesis statement of the essay.3. Use the dictionary effectively in defining words.OUTCOMESCONTENTSMore proficient use ofverbs in spoken and writtenEnglish.1. Verb usage –Part 3a) Using past continuous (progressive)e.g. I am working. (use only for actionsand happenings; note: some verbs are notaction verbs, e.g. seem, believe, love,hate etc these are not used in thecontinuous tenses)b) Using present simple; e.g. she ridestaxi to work every day( for things ingeneral or things that happenregularly)c) Past simple; e.g. he walked to go.(Ends in ed; but some verbs areirregular; they do not end in ed).ACTIVITIES1. Working in small groups, askstudents to identify verb tenseslisted in the outcomes of a fewsentences.2. Teacher must write sentences on theboard using the various tenseslisted.3. Teacher must first explain what athesis statement is, and get studentsto read the introduction a givenessay and identify the statementwith the central idea.4. Students must identify supportingideas in each body part that relatesto the thesis statement;MATERIALS /RESOURCESA. Primary TextN. Grant & A B KDadzie (Eds.) Gatewayto English for SeniorSecondary Schools(Students’ Books 1, 2&3) (Longman &Sedco, 2007)B. Secondary TextsSenior SecondaryGuide English PearsonC. OtherResources/Supplementary Readings W. Stannard Allen,Living EnglishEVALUATIONProvide exercises forstudents to: Use verbs in thepastprogressive,present simple,and past simple,past continuous,and futuretenses. Identify thethesis statementof the essay. Use the22

d) Using past continuous; I was doingmy homework.2. Writing Essaysa) Selecting writing topicsb) The thesis statementFuture; e.g. He is playing foo

Secondary Schools (Students’ Books 1, 2 &3) (Longman & Sedco, 2007) B. Secondary Texts Senior Secondary Guide English - Pearson C. Other Resources/Supplement ary Readings W. Stannard Allen, Living English Pencil and paper Identify Nouns and Pronouns use nouns and effectively