For perfomance

Measurement

ZIMBABWE SCHOOL EXAMINATIONS COUNCIL (ZIMSEC)

ZIMBABWE GENERAL CERTIFICATE OF EDUCATION (ZGCE) For Examination in November 2004 - June 2006

O Level Syllabus ENGLISH LANGUAGE (1122)

Subject 1122. ENGLISH LANGUAGE

Subject 1122 ENGLISH LANGUAGE 1.0 RATIONALE 1.1 The changes i n '0' level syllabus are intended to make the teaching and learning o f English Language conform to the changes taking place i n the educational system o f Zimbabwe and to: 1.1.1 S t r e a m l i n e t h e '0* l e v e l language s y l l a b u s such 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 from primary t o lower secondary education; 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 communication w h i c h t h e y w i l l need i n t h e i r w o r k i n g s i t u a t i o n s ; skills

1.1.2 1.1.3

S t i m u l a t e p u p i l s t o read, a p p r e c i a t e and e n j o y a wide range o f books, so as t o d e v e l o p t h e i r language a b i l i t i e s , i n c r e a s e t h e i r g e n e r a l knowledge and form a l i f e l o n g r e a d i n g h a b i t . APPROACH T h i s s y l l a b u s i s i n t e n d e d t o p r o v i d e p u p i l s w i t h communication s k i l l s n e c e s s a r y f o r t h e 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 i n which they a r e l i k e l y t o f i n d themselves a f t e r l i v i n g s c h o o l . I t i s hoped t o make t h e l e a r n i n g o f t h e E n g l i s h Language more f 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 and examples from, and r e l a t i n g them t o , such r o l e s and s 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 Language l e a r n i n g s h o u l d incorporate Zimbabwean and similar social, economic, political, scientific 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 and r e f l e c t n a t i o n a l needs i n t h e s e a r e a s . AIMS The aims o f t h e s y l l a b u s a r e t o :

2.0 2.1

3.0

3.1 3.1.1 3.1.2

promote i n p u p i l s an awareness o f t h e u s e f u l n e s s o f t h e E n g l i s h Language a s a medium o f n a t i o n a l and i n t e r n a t i o n a l communication; t h e v a l u e o f e f f e c t i v e language command and use o f p e r s o n a l and n a t i o n a l development.

3.2 3.2.1 / 3.2.2

develop reading a b i l i t i e s and s k i l l s that a r e u s e f u l f o r everyday newspapers, r e p o r t s ; life such as reading instructions,

a r e e s s e n t i a l f o r r e a d i n g books on v a r i o u s s u b j e c t s a c r o s s t h e 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 and e x t e n s i v e r e a d i n g such as skimming and s c a n n i n g ; w i l l motivate p u p i l s t o develop enjoyment and knowledge. a lifelong reading habit f o r

3.2.3 3.3

provide the opportunity f o r pupils t o obtain s u f f i c i e n t understanding and knowledge o f the English Language i n order to become e f f e c t i v e u s e r s o f E n g l i s h i n a p l a c e o f work; communicate e f f e c t i v e l y i n both spoken and w r i t t e n E n g l i s h i n 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 ; w r i t e d i f f e r e n t k i n d s o f l e t t e r s , n o t e s and r e p o r t s ; express themselves c r e a t i v e l y i n i m a g i n a t i v e w r i t i n g . ASSESSMENT OBJECTIVES Assessment o b j e c t i v e s o u t l i n e t h e s k i l l s which may be a 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 n o t l i m i t themselves t o t h e s e o b j e c t i v e s . They s h o u l d use t h e aims above t o d e r i v e t h e language s k i l l s t o be developed throughout t h e two-year c o u r s e . Appropriate use o f Register A 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 able t o :

3.3.1 3.3.2 3.3.3 3.3.4 4.0 NOTE:

4.1

4.1.1 4.1.2 4.1.3

i d e n t i f y degrees o f f o r m a l i t y r a n g i n g from i n f o r m a l t o f o r m a l ; d i f f e r e n t i a t e degrees o f i n f o r m a l i t y and f o r m a l i t y ; i n t e r p r e t speech a c t s such a s a p o l o g i e s and compliments i n a variety of social situations;

4.1.4 4.1.5 4.1.6 4.1.7 4.1.8 4.1.9

respond a p p r o p r i a t e l y t o situations;

utterances

in a

variety

of

social requests account social on the

initiate speech acts such as complaints arid appropriately i n a v a r i e t y of social s i t u a t i o n s ; i d e n t i f y arid use c o r r e c t forms' of t h e a d d r e s s e e and t h e s i t u a t i o n ; r e c o g n i s e , a p p r o p r i a t e use situations; of address t a k i n g i n t o i n a variety of

register

i d e n t i f y and use r e g i s t e r a p p r o p r i a t e l y depending t 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 and pii'rpose;

r e c o g n i s e and i d e n t i f y appropriateness o f meaning i n an u 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 terms o f manner, mood, a t t i t u d e and atmosphere; i d e n t i f y t h e i n t e n t i o n o f an u t t e r a n c e such as r i d i c u l e , m o t i v a t e , mock, c h e e r and d i s c o u r a g e ; d e r i v e d i f f e r e n t meanings situation. Writing s k i l l s 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 be a b l e to: 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 , an argument and a p i e c e o f d 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 such as 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 scene o r o f an e v e n t ; w r i t e l e t t e r s , both f o r m a l and i n f o r m a l , and n 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 ; a report from to persuade, the

4.1.10 4.1.11 4.2

f r o m an u t t e r a n c e a c c o r d i n g t o

4.2.1

4.2.2 4.2.3

w r i t e i n a s t y l e and r e g i s t e r a p p r o p r i a t e t o matter, displaying a range of vocabulary a 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 ; make g e n e r a l p o i n t and e x e m p l i f y them;

the s u b j e c t and idiom

4.2.4 4.2.5

o r g a n i z e t h e i r work s a t i s f a c t o r i l y i n t o paragraphs and sense 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 ;

show a

4.2.6 4.2.7

show an awareness o f d i s c o u r s e markers t h a t i n c l u d e 'however', moreover ' on t h e o t h e r hand', ' f i r s t ' 'thus'; write with grammatical accuracy, spell accurately and punctuate their work correctly. In particular, 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 t o mark sentence boundaries and d i r e c t speech. English Comprehension and Communication Comprehension materials

4.3

4.3.1

A 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 e t o read and respond a p p r o p r i a t e l y t o v a r i o u s a u t h e n t i c t e x t s t h a t may be; e x t r a c t s from n o v e l s and e s s a y s - e x t r a c t s from newspapers and magazines advertising material 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 d i s p l a y e d i n graphs and c h a r t s . Comprehension s k i l l s to interpret information

4.3.2

4.3.3 4.3.4 4.3.5 4.3.6 4.3.7 4.3.8 4.3.9

C a n d i d a t e s s h o u l d be a b l e t o : F o l l o w t h e sequence o f e v e n t s i n a t e x t language i s used t o i n d i c a t e t h e s e ; F o l l o w t h e development o f an argument; Recognise details; main propositions

and r e c o g n i s e

how

and e x e m p l i f y i n g

or q u a l i f y i n g

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 ) towards h i s o r h e r s u b j e c t ; Understand e x p l i c i t l y s t a t e d information;

Infer information that i s i n d i r e c t l y stated; Summarise a s p e c t s questions; of the text relevant t o answering specific

4.3.10 5.0

Understand o r work out meanings o f words and p h r a s e s . SCHEME OF ASSESSMENT The 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 and t o p r e s e n t t h e i r answers n e a t l y and a c c u r a t e l y w i l l be t a k e n i n t o a c c o u n t i n t h e assessment o f t h e i r work. Two compulsory papers:

Paper 1:

(One and a h a l f h o u r s ) (50 marks) C a n d i d a t e s w i l l be 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 n E n g l i s h and t o demonstrate 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 a v a r i e t y o f ways: a) a c o m p o s i t i o n (30 m a r k s ) , f o r which f o r Zimbabwe w i l l be s e t . They w i l l i n c l u d i n g s c i e n t i f i c ones, and w i l l range o f w r i t i n g s t y l e s , r e g i s t e r s The t o p i c s s e t may be d e s c r i p t i v e , or n a r r a t i v e ; topics considered suitable be on d i f f e r e n t s u b j e c t s , t r y t o c a t e r f o r as wide a and i n t e r e s t s as p o s s i b l e . i n f o r m a t i v e , argumentative

b) communication i n w r i t i n g w h i c h may be s i t u a t i o n a l (20 marks) such as r e p o r t i n g f o r a newspaper, a l e t t e r , o r memorandum, o r information transfer involving interpretation of such m a t e r i a l s as diagrams, s t a t i s t i c a l d a t a , p i c t u r e s and g r a p h s . T h e r e w i l l be 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) and (b) as d e s c r i b e d above. Marks w i l l be a l l o c a t e d a c c o r d i n g t o t h e d e s i r e d l e n g t h o f each answer. C a n d i d a t e s w i l l be awarded marks f o r a p p r o p r i a t e n e s s and clarity of expression and accuracy of idiom, grammar, vocabulary, spelling and punctuation. Paper 2: (Two h o u r s ) (50 marks) a) (40 marks) A passage o r passages o f p r o s e w i l l be s e t upon w h i c h c a n d i d a t e s w i l l be e x p e c t e d t o answer 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 and argument o f t h e g i v e n t e x t and t o i n f e r meaning from i t and 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 her s u b j e c t ; (ii) on v o c a b u l a r y d e r i v e d from t h e passage; (iii) t o t e s t t h e i r a b i l i t y t o summarise.

b) (10 marks) appropriate s i t u a t i ons.

A t e s t o f t h e candidates' a b i l i t y t o recognise use o f v a r i e t y and r e g i s t e r i n a range o f

TEACHING OBJECTIVES FOR ENGLISH LANGUAGE - APPENDIX INTRODUCTION The f o l l o w i n g supplement t o t h e E n g l i s h Language '0' Level S y l l a b u s has been p r e p a r e d by t h e C u r r i c u l u m Development U n i t . The assessment o b j e c t i v e s ( S e c t i o n 4 ) i n t h e s y l l a b u s sum up t h o s e o b j e c t i v e s o f t h e s 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 a r e n 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 o f t h e w i d e r range o f s k i l l s p u p i l s a r e e x p e c t e d t o a c q u i r e d u r i n g t h e two-year c o u r s e . The supplement s u p p l i e s t h e t e a c h e r w i t h a fuller list of skills which must be t a u g h t o v e r t h e two-year period. This i s intended t o help t h e teacher plan a f u l l e r , b r o a d e r , and more 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 t h e b r o a d e r aims o f t h e s y l l a b u s . NOTE ON APPROACH The t e a c h i n g o f E n g l i s h Language, p a r t i c u l a r l y a t t h e upper s 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 than t e a c h i n g . Teacher a s s i g n a c o m p l e t e comprehension o r c o m p o s i t i o n e x e r c i s e , mark t h e answers r i g h t o r wrong, then 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 t h e p u p i l s t h a t t h e y must do b e t t e r o r e l s e ! The t e a c h e r s do n o t e x p l a i n t h e reasons f o r t h e answers, n o r t e a c h p u p i l s s t r a t e g i e s t o use t o t r y t o do b e t t e r i n t h e f u t u r e . How d i f f i c u l t i t must be f o r p u p i l s t o l e a r n and improve when they o n l y spend t h e i r t i m e i n making y e t more m i s t a k e s ! One a l t e r n a t i v e t o c o n s t a n t t e s t i n g i s t h e s k i l l s approach; t h i s i s t h e approach recommended by t h e Zimbabwe School E x a m i n a t i o n s C o u n c i l . The s k i l l s approach t r i e s t o g i v e p u p i l s p r a c t i c e i n d 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 more d i f f i c u l t things. 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 from t h e s i m p l e t o t h e complex, m a s t e r i n g each s t e p a l o n g t h e way.

The s k i l l s approach i s o f c o u r s e t h e n a t u r a l way t o l e a r n . T h i n k of t h e f o l l o w i n g example; b e f o r e a c h i l d can run, he o r she must f i r s t l e a r n t o s i t , c r a w l , s t a n d and t h e n w a l k . I n t h e 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 , competent and p e r s u a s i v e a r g u m e n t a t i v e e s s a y , he o r she must be a b l e t o w r i t e grammatical s e n t e n c e s , form 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 markers ( s e e 4.2 ( c ) ) , and a l l o t h e r s k i l l s enumerated i n p o i n t s 3.1 ( a ) t o ( i ) and 3.2(b) o f t h e t e a c h i n g o b j e c t i v e s below. These s k i l l s must be t a u g h t c o n s c i o u s l y and s e p a r a t e l y , which i n v o l v e s a l o t o 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 t h e s k i l l s approach t o keep i n mind t h e d i f f e r e n c e between g e n e r a l knowledge o r ' c o n t e n t ' and a c t u a l E n g l i s h Language ' s k i l l s ' . An E n g l i s h Language l e s s o n must be based on an E n g l i s h language s k i l l such a s t h o s e l i s t e d i n t h i s document. The o b j e c t i v e o f a l e s s o n i s never o n l y t o have p 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 i t o f c o n t e n t , such as ' t h e i m p o r t a n c e o f t r e e s ' o r 'methods o f i r r i g a t i o n ' . W h i l e many l e s s o n s may even c o n t a i n i n depth d i s c u s s i o n s o f a s p e c t s o f g e n e r a l knowledge, t h o s e a r e j u s t a medium t h r o u g h which t h e a c t u a l E n g l i s h Language s k i l l s b e i n g t a u g h t i n t h e l e s s o n i s p r e s e n t e d and p r a c t i s e d . Here a r e some t i p s on how t o p l a n f o r t h e s k i l l s approach.

1. As a department, make a s c h o o l s y l l a b u s ( s c o p e and sequence c h a r t ) u s i n g t h e 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 n o t make 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 o r t e x t b o o k s . The s c h o o l s y l l a b u s s h o u l d c o v e r t h e two y e a r s o f t h e O r d i n a r y L e v e l c o u r s e , and s h o u l d d e v e l o p from a s i m i l a r school s y l l a b u s your department makes f o r t h e 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 must: a) make a l i s t o f a l l t h e t o p i c s t o be t a u g h t (such as summary w r i t i n g , g u i d e d c o m p o s i t i o n ) and t h e s k i l l s which need t o be d e v e l o p e d f o r each t o p i c ; You w i l l f i n d t h e t o p i c s and t h e l i s t s o f s k i l l s i n t h e s e t e a c h i n g o b j e c t i v e s , b u t you and y o u r department may d e c i d e t h a t a d d i t i o n a l s k i l l s need t o be c o v e r e d , and t h a t some a r e much more i m p o r t a n t than o t h e r s , you may a l s o want t o break down some o f t h e 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 .

b)

d e c i d e r o u g h l y i n which o r d e r and when d u r i n g t h e two year c o u r s e each s k i l l i s t o be t a u g h t . (Remember, s k i l l s a r e n o t taught once only b u t must be f r e q u e n t l y r e v i s e d and extended.) Make you i n d i v i d u a l scheme o f work from t h e s c h o o l s y l l a b u s .

Here i s an example o f one s m a l l s e c t i o n o f a school s y l l a b u s . Remember, i t i s j u s t an example t o g i v e you an i d e a o f what s c h o o l s y l l a b u s might 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 from s c h o o l t o s c h o o l , and a l s o p o s s i b l y from y e a r t o y e a r . T h i s s e c t i o n i s based on t h e t o p i c "ORAL COMMUNICATION', and t h e subt o p i c " S p e a k i n g " ( 1 . 1 , page 7 o f t h i s document). The t e a c h e r s who p r e p a r e d t h i s s c h o o l s y l l a b u s looked a t t h a t s u b - t o p i c and t h e s k i l l s l i s t e d under i t and rewrote them i n g r e a t e r d e t a i l , t o make i t e a s i e r t o p l a n i n d i v i d u a l l e s s o n s . They based t h e i r l i s t o 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 t h e a b i l i t i e s and needs o f t h e p a r t i c u l a r p u p i l s i n t h e i r s c h o o l . Conversation s k i l l s and use of appropriate r e g i s t e r Conversing i n E n g l i s h and u s i n g the appropriate register c o m p r i s e s a l l t h e 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 t o : 1. pronounce words i n 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 forms such as " i s n ' t " and wouldn't); 4. exchange g r e e t i n g s i n 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 respond t o 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. engage in a conversation after formal and informal introductions; 7. keep 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 b u t c o u r t e o u s l y ; 8. have 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 scenes; 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 ; 11. g i v e messages; 12. 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 announcements; 14. respond t o make r e q u e s t s ;

10

15. 16. 17. 18. 19. 20.

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 ; make and a c c e p t excuses; make and a c c e p t a p o l o g i e s ; 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 ; 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 ; 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 t o see o t h e r point o f view.

people's

A l t h o u g h an e f f o r t has been made t o a r r a n g e t h e s e s k i l l s i n o r d e r o f i n c r e a s i n g d i f f i c u l t y , they have n o t been d i v i d e d i n t o s k i l l s t o be c o v e r e d i n f o r m t h r e e and t h o s e t o be c o v e r e d i n form f o u r . A l l o 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 a t both l e v e l s , but w i t h t h e emphasis i n form t h r e e on t h e s l i g h t l y s i m p l e r s k i l l s and i n form f o u r on t h e s l i g h t l y more d i f f i c u l t onejs. Each s k i l l can have e 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 h i t , For example, when t e a c h i n g o b j e c t i ves4-8 and 14-18 i n form t h r e e , t h e t e a c h e r would do more a c t i v i t i e s w h i c h s t r e s s t h e i n f o r m a l r e g i s t e r , whereas i n form f o u r , she would s t r e s s t h e more d 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, t h e emphasis i n form t h r e e would be on l o c a l i s s u e s , whereas i n form f o u r they c 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 . I n t h i s way t h e same s k i l l s a r e s t r e n g t h e n e d and extended a t t h e h i g h e r l e v e l . I n o t h e r t o p i c a r e a s , t h e r e might be some s k i l l s w h i c h a r e n o t i n t r o d u c e d u n t i l form f o u r . 3. When you comes t o 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 each l e s s o n i s c 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 what p a r t i c u l a r s k i l l s you a r e t e a c h i n g and what new t h i n g t h e p u p i l s ought t o know and be a b l e t o do a t t h e end o f t h e l e s s o n . T h i s w i l l mean f i n d i n g o r d e s i g n i n g e x e r c i s e s t o t e a c h and s t r e n g t h e n t h a t p a r t i c u l a r s k i l l (as opposed t o a g e n e r a l e x e r c i s e ) . For example, i f you a r e t e a c h i n g t h e s k i l l o f making g e n e r a l p o i n t s and e x e m p l i f y i n g them (3.1) ( f ) you might d e s i g n a group e x e r c i s e where p u p i l s t h i n k o f examples f o r g e n e r a l p o i n t s g i v e n by t h e t e a c h e r and then 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 making p o i n t s and g i v i n g examples. Each l e s s o n ought t o have t h r e e s t a g e s : p r e s e n t a t i o n o f t h e new i d e a by t h e t e a c h e r , p r a c t i c e o f t h e new s k i l l by t h e p u p i l s i n p a i r s o r groups i n 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 t r y o u t t h e new s k i l l by p r o d u c i n g something on t h e i r own. (Presentation, 3Ps'.) p r a c t i c e and p r o d u c t i o n can be remembered as 'the

11

4.

5.

When i t comes t o m a r k i n g , make s u r e you g i v e the most p o i n t s t o the p a r t i c u l a r s k i l l you were t e a c h i n g i n t h e l e s s o n . Each marking scheme s h o u l d be t a i l o r - m a d e f o r each l e s s o n and i t s g o a l s . For example, with the exercise on making general p o i n t s and e x e m p l i f y i n g them, p r o b a b l y e i g h t o u t o f t e n p o i n t s s h o u l d be d e v o t e d t o how w e l l p u p i l s have made the g e n e r a l p o i n t s and g i v e n examples. I t would n o t be a p p r o p r i a t e , i n t h i s case, t o g i v e a l o t o f marks f o r v o c a b u l a r y , usage, sentence s t r u c t u r e , p u n c t u a t i o n , spelling etc. Use t h e work done by t h e p u p i l s t o d i a g n o s e whether o r n o t t h e m a j o r i t y o f p u p i l s have s u c c e s s f u l l y mastered t h e new s k i l l . I f most p u p i l s have done p o o r l y , t h e r e ' s not much p o i n t i n g o i n g ahead w 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 complex s k i l l s w i l l n o t be mastered i f the u n d e r l y i n g b a s i c s k i l l s have n o t been learnt. The s k i l l s approach advocated by t h e Zimbabwe School Examinations C o u n c i l r e q u i r e s a l o t o f thought and e f f o r t on t h e p a r t o f t h e t 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 n o t be a b l e t o f o l l o w a t e x t b o o k f r o m s t a r t t o f i n i s h . They w i l l be f o r c e d t o s k i p around i n t h e book 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 which f o c u s on t h e s k i l l t h e y want t o t e a c h . They w i l l a l s o have t o w r i t e e x e r c i s e s o f t h e i r own when n o t h i n g i n the t e x t b o o k s they a r e u s i n g i s s u i t a b l e . But w h i l e the e f f o r t may be g r e a t e r , t h e rewards w i l l be 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 have t h e p l e a s u r e o f s e e i n g their p u p i l s s u c c e s s f u l l y mastering t h e work, w i t h a l l the accompanying p r i d e and c 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. 1.1

ORAL COMMUNICATION Speaking P h r a s i n g and s t r e s s : p u p i l s s h o u l d be aware t h a t E n g l i s h has a system o f g r o u p i n g words i n p h r a s e s , each w i t h a s t r e s s e d ( l o u d e r ) word. I n 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 , they s h o u l d be a b l e t o i d e n t i f y pauses and s t r e s s e d words i n spoken E n g l i s h . N.B. T h i s s h o u l d n o t be t a u g h t i n i s o l a t i o n b u t i n t e g r a t e d w i t h t h e s k i l l s below.

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1.1.1.

Expressing ideas o r a l l y P u p i l s s h o u l d be a b l e t o communicate i d e a s and f l u e n t l y t h r o u g h such a c t i v i t i e s a s :

clearly,

accurately

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 , scenes, e v e n t s and people; 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 o f t o p i c s and h o l d i n g d i s c u s s i o n s and d e b a t e s ; c) making announcements, giving messages, directions, e x p l a n a t i o n s and i n s t r u c t i o n s . 1.1.2. Conversation S k i l l s P u p i l s s h o u l d be aware t h a t spoken language d i f f e r s from w r i t t e n l a n g u a g e s . They s h o u l d be a b l e t o : a) speak f r e e l y , c o u r t e o u s l y and 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 ranging from formal t o i n f o r m a l , including introductions, greetings, invitations, 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 and e x p r e s s i o n s o f a p p r e c i a t i o n and r e g r e t ; speak 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 t o the c o n t e x t as d e t e r m i n e d by: i . the subject m a t t e r or area being discussed. Many a r e a s have 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 ) and way o f s p e a k i n g a s s o c i a t e d w i t h them. Take, f o r example, r e l i g i o n , chemical engineering, ordinary g o s s i p , o r d i s c u s s i o n s about l o v e . A j o b i n t e r v i e w w 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 a s t a l k o f a d e a t h w i l l d i f f e r from t a l k o f a wedding o r o t h e r c e l e b r a t i o n . Notice a l s o that t h e audience w i l l affect the r e g i s t e r : two c h e m i c a l e n g i n e e r s d i s c u s s i n g a complex 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 speak i n a d i f f e r e n t way t h a n i f one o f them i s t r y i n g t o e x p l a i n t h e same i s s u e t o someone who knows n o t h i n g about t h e same i s s u e t o someone who knows n o t h i n g about t h e s u b j e c t ; ii. t h e r e l a t i o n s h i p between t h e p e o p l e speaking t o one a n o t h e r . F o r example, a p u p i l i s l i k e l y t o speak i n an i n f o r m a l r e g i s t e r t o a f r i e n d but i n a semi-formal r e g i s t e r t o a teacher.

b)

13

iii.

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 time, p l a c e and atmosphere. The same p u p i l s i n ( i i ) above w i l l speak i n f o r m a l l y t o t h e t e a c h e r when they a r e t r a v e l l i n g t o g e t h e r on a bus, and f o r m a l l y when i n a i n t e r v i e w i n t h e headmaster's o f f i c e .

Note: R o l e - p l a y i n g i s an i d e a l way t o t e a c h a p p r o p r i a t e r e g i s t e r . P u p i l s must be 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 n a v a r i e t y of situations. 2 Li stening Speaking and l i s t e n i n g go t o g e t h e r and a r e o f t e n t a u g h t 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 above, p u p i l s s h o u l d be 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 and 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 read a l o u d , and a speaker's l i n e o f argument; c) u n d e r s t a n d and act on oral messages, announcements, e x p l a n a t i o n , i n s t r u c t i o n s and d i r e c t i o n s ; d) answer f a c t u a l , i n t e r p r e t i v e and e v a l u a t i v e q u e s t i o n s based on what t h e y have l i s t e n e d t o . READING Reading Materials and S k i l l s P u p i l s s h o u l d be a b l e t o : a) understand and use t h e d i f f e r e n t types o f reading m a t e r i a l s they are l i k e l y t o meet b o t h i n s i d e and o 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 , drama, nonfiction, textbooks, reference books (especially d i c t i o n a r i e s ) , magazines, newspapers, i n s t r u c t i o n manuals, pamphlets and r e p o r t s ; b) read a t a speed a p p r o p r i a t e t o t h e t e x t and t o t h e purpose of t h e r e a d i n g which i n c l u d e s t h e a b i l i t y t o skim, scan, and read 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 where pauses o c c u r , and t h e word w h i c h s h o u l d be s t r e s s e d , and read aloud w i t h a c c e p t a b l e i n t o n a t i o n and s t r e s s ;

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d)

e)

Use t h e v a r i o u s p a r t s o f a book ( f o r example, t h e t i t l e , t a b l e o f c o n t e n t s , h e a d i n g s , photographs, diagrams and other illustrations, captions and i n d i c e s ) to find information quickly; L o c a t e books i n a l i b r a r y .

Intensive Reading a) P u p i l s s h o u l d be a b l e t o read and comprehend 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 i n c h a r t s , graphs and diagrams) on v a r i o u s l e v e l s , and w i t h t h e many comprehension s k i l l s a s s o c i a t e d w i t h comprehension on t h e s e l e v e l s , as i n d i c a t e d i n t h e c h a r t below. LEVEL OF UNDERSTANDING Know!edge SKILLS - understand 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 answer f a c t u a l q u e s t i o n s -identify and r e c a l l i n chronological order a s e r i e s o f events - f o l l o w t h e sequence o f e v e n t s and r e c o g n i s e how language i s used t o i n d i c a t e t h i s sequence - f o l l o w t h e development o f an argument - r e c o g n i s e main 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 details - i n f e r information t h a t i s not d i r e c t l y s t a t e d -deduce t h e meaning o f u n f a m i l i a r words and p h r a s e s using context clues. -make n o t e s on a t e x t - i d e n t i f y t h e main i d e a o r i d e a s o f a t e x t - d e s c r i b e t h e 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 o f character i n a text - d i s c u s s t h e language and s t y l e used - i d e n t i f y t h e w r i t e r ' s a t t i t u d e towards his or her s u b j e c t

Comprehension

Analysi s

15

Synthesis

- e x p r e s s the main i d e a o f a t e x t -summarise a s p e c t s o f a t e x t r e l e v a n t t o answering s p e c i f i c question -use knowledge and i n s i g h t gained from a t e x t t o comment on r e l a t e d t o p i c s -form and e x p r e s s an o p i n i o n about what they have read - e v a l u a t e the e f f e c t i v e n e s s o f a t e x t s p e c i f i c t o the w r i t i n g o f summaries,

Evaluation

b) i) ii) iii) iv)

P u p i l s s h o u l d have s k i l l s such as t h e a b i l i t y t o :

i d e n t i f y the t o p i c sentence o f a paragraph; i d e n t i f y t h e main i d e a ( s ) i n a p a r a g r a p h and a t e x t ; e x p r e s s i n f o r m a t i o n and i d e a s from a t e x t i n t h e i r own words; select i n f o r m a t i o n and details from a t e x t r e l e v a n t t o 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 : t h i s i n c l u d e s the 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 and feelings-as distinct from one 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 . They s h o u l d be a b l e t 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 r p o i n t s i n i t s time sequence o r w i t h i n g i v e n l i n e r e f e r e n c e s .

2.3

Extensive Reading P u p i l s s h o u l d read w i d e l y i n a l l s u b j e c t a r e a s as w e l l as f i c t i o n , p o e t r y , drama and n o n - f i c t i o n o f a l l t y p e s , f o r enjoyment and w i t h t h e aims o f i m p r o v i n g t h e i r language p r o f i c i e n c y , w i d e n i n g t h e i r g e n e r a l knowledge, and enhancing t h e i r s k i l l s o f e x p r e s s i o n i n c r e a t i v e and f a c t u a l w r i t i n g . WRITING General Writing S k i l l s P u p i l s s h o u l d be a b l e t o :

3. 3.1.

16

a) b) c) d) e) f) g) h) i)

plan a composition logically and thoroughly with an i n t r o d u c t i o n , body and c o n c l u s i o n ; write with grammatical accuracy, including correct s p e l l i n g , p u n c t u a t i o n and use o f v o c a b u l a r y and i d i o m ; c o n s t r u c t a v a r i e t y of sentence s t r u c t u r e s , i n c l u d i n g s i m p l e , compound and complex s e n t e n c e s ; w r i t e c o h e r e n t and 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 h a r e c l e a r and w e l 1 - s t r u c t u r e d ) ; l i n k paragraphs l o g i c a l l y and s k i l f u l l y , u s i n g d i s c o u r s e m a r k e r s where a p p r o p r i a t e ; make g e n e r a l p o i n t s and e x e m p l i f y them; d i s p l a y a p r o p e r range o f v o c a b u l a r y and i d i o m , c o r r e c t l y and sensitively used and in a style and register a p p r o p r i a t e t o the s u b j e c t matter; show i m a g i n a t i o n and originality in their writing to a r o u s e the i n t e r e s t o f t h e r e a d e r ; w r i t e with attention to d e t a i l and relevance to the topic.

Free Compositions P 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 listed below 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 each 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 , use o f d i r e c t speech, good o p e n i n g and c l o s i n g p a r a g r a p h s , wide v o c a b u l a r y , powers o f d e s c r i p t i o n and a p p r o p r i a t e mood and pace. 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 and use o f d i s c o u r s e marker, b a l a n c i n g g e n e r a l p o i n t s and examples, and us^ing b o t h s i d e s o f an argument. D e s c r i p t i v e , e.g. of a process, c h a r a c t e r , scene or e v e n t : s k i l l s i n c l u d e a v i v i d and 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 and an a b i l i t y t o s u s t a i n atmosphere and o b s e r v a t i o n .

b) c)

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d)

Informative: s k i l l s i n c l u d e thoroughness, use o f d i s c o u r s e m a r k e r s , m a i n t a i n i n g t h e r e a d e r ' s i n t e r e s t t h r o u g h both f a m i l i a r and i n t e r e s t i n g examples and use o f a p p r o p r i a t e language.

3.3

Guided Compositions P u p i l s s h o u l d be a b l e t o w r i t e guided c o m p o s i t i o n s based on notes, p i c t u r e s , diagrams, graphs and a v a r i e t y o f s o u r c e m a t e r i a l s . T h i s i n c l u d e s being able t o : 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 t h e 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 t o the context s p e c i f i e d i n t h e i n s t r u c t i o n s , w r i t e i n a number o f s p e c i a l i s e d forms such as newspaper 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 s and speeches; c) s e l e c t , r e - a r r a n g e , d e v e l o p and expand upon t h e notes p r o v i d e d ; d) assemble i n f o r m a t i o n and o r g a n i s e i t i n complete grammatical s e n t e n c e s and c o r r e c t paragraphs.

4.

LANGUAGE The a b i l i t y t o communicate f u l l y i n o r a l and w r i t t e n E n g l i s h cannot be a c h i e v e d w i t h o u t a thorough knowledge o f language s t r u c t u r e s and an a b i l i t y t o make grammatical sentence. Throughout t h e two-year o 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 have t o c o n t i n u e t o h e l p p u p i l s improve t h e i r language 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 problem a r e a ; b) w i d e n i n g and deepening p u p i l s ' knowledge o f how language i s used. I n o r d e r t o s t r e n g t h e n b a s i c language s k i l l s , teachers should f a m i l i a r i s e themselves w i t h t h e language s t r u c t u r e l i s t s i n t h e Grade Seven 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 review any a r e a s o f 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 . Teacher must i d e n t i f y problem areas (whether i n s p e l l i n g , p u n c t u a t i o n , verb t e n s e s , v o c a b u l a r y , use o f pronouns e t c ) and h e l p p u p i l s l e a r n t h e c o r r e c t forms.

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I t i s a l w a y s u s e f u l t o s o l v e e r r o r s w h i c h a r e common t o many p u p i l s w i t h whole 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 s common e r r o r s : t h e y s h o u l d n o t b r i n g e r r o r s t o t h e a t t e n t i o n o f t h e p u p i l s which t h e p u p i l s do n o t make o r e n c o u n t e r . However, i t i s o 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 s problem, t o t e a c h t h e c o r r e c t way o f u s i n g t h e language s t r u c t u r e , t h u s showing how t h e 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 t o g e t t i n g r i d o f common e r r o r s and s t r e n g t h e n i n g basic language s k i l l s , t e a c h e r w i l l a l s o have t o h e l p p u p i l s widen and deepen t h e i r u n d e r s t a n d i n g o f how t o u s e language c r e a t i v e l y and w 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 wide r e a d i n g , and h e l p i n g p u p i l s i d e n t i f y and master language s t r u c t u r e s t h e y come a c r o s s i n t h e comprehension passages and books 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 t h e communicative approach means t h a t t h e y s h o u l d n o t t e a c h language s t r u c t u r e and s h o u l d never use t h e words, 'noun', v e r b and ' a d j e c t i v e ' . T h i s i s n o t t r u e ! The communicative a p p r o a c h t r i e s t o d i s c o u r a g e t e a c h e r s from h a v i n g pupils learn structures i n isolation-for instance, memorising a d j e c t i v e s w i t h o u t u s i n g them, 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 g them i n s e n t e n c e s o f l e a r n i n g g r a m m a t i c a l terms such as ' r e l a t i v e c l a u s e s ' and ' p r e d i c a t e p h r a s e s ' o u t o f c o n t e x t . Helping p u p i l s l e a r n and use language s t r u c t u r e s i s p e r f e c t l y c o n s i s t e n t w i t h t h e communicative a p p r o a c h . As l o n g as t h e p u p i l s a r e p r a c t i s i n g t h e 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 a t how language i s used i n w r i t i n g and i n s p e e c h , t h e n hey a r e l e a r n i n g t o communicate. 4.1 Review and continuing topics (including areas o f 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 nouns Example o f t r i c k y u n c o u n t a b l e nouns: 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 , weather, p r o p e r t y . Examples o f v e r b agreement: most o f t h e f u r n i t u r e i s undamaged, b u t three pieces a r e broken.

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b) C o m p a r a t i v e and s u p e r l a t i v e s She i s t a l l e r t h a n Sifiso. She i s t h e t a l l e s t o f Lhem a l l . c) So. She i s She i s She i s She i s t o o , v e r y , much so t a l l t h a t she can touch t h e c e i l i n g . too t a l l t o stand i n t h i s hut. very t a l 1 . much t a l l e r t h a n S i f i s o .

d) Use o f pronouns Possessives, reflexives and the avoidance of unnecessarily r e p e a t e d pronouns, t h e c o r r e c t use o f "we" e t c . I poured m y s e l f a g l a s s o f w a t e r . John and I went t o t h e shops. We went . . . . ( n o t "we, w i t h John. . . .") He gave t h e message t o John and me. My aunt from Mhondoro took t h e bus home (no e x t r a pronoun) e) Some, o t h e r , one a n o t h e r Some wear t r o u s e r s w h i l e o t h e r s wear s h o r t s . I saw one on Wednesday and a n o t h e r on Thursday.

f ) O t h e r w i s e , perhaps, maybe, sometimes (commonly misused) Leave me a l o n e , o t h e r w i s e I ' l l scream ! We must water 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 . Perhaps i t w i l l r a i n tomorrow. Maybe i t w i l l r a i n tomorrow. Sometimes I walk and sometimes I go by b i c y c l e . g) Time p h r a s e s , reasons and purpose, c o n t r a c t and comparison The l a s t t i m e I went t h e r e , t h e r e was nobody home( t h e t i m e , t h e next 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 assembly. I g o t t h e r e on t i m e a t e x a c t l y 7pm. I got t h e r e l a t e because t h e bus broke down. The b l a c k cow i s b i g g e r but t h e brown one g i v e s more m i l k . first

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He spoke up i n o r d e r f o r everyone t o hear h) Frequency, q u a n t i t y , degree Words such as: sometimes, occasionally), often, rarely; fai rly. him.

every now and then(same as many, most; q u i t e , r a t h e r , v e r y ,

i ) Verb tenses Tenses i n c l u d i n g p e r f e c t and c o n t i n u o u s t e n s e s , p a s s i v e s , v e r b agreement and p r o g r e s s i o n . We had j u s t e n t e r e d the house when i t s t a r t e d r a i n i n g . We were j u s t e n t e r i n g the house when i t s t a r t e d r a i n i n g . I t a i ' s bag was s t o l e n l a s t n i g h t . I had t h o u g h t i t was o v e r , but then I r e a l i s e d t h e r e was more. j ) G i v i n g s u g g e s t i o n s and a d v i c e , modal v e r b s I t h i n k you s h o u l d . . . I n my o p i n i o n , you ought t o . . . On p o s s i b i l i t y i s t h a t you c o u l d . . . He won't be a b l e t o see you today. I s h o u l d be 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 s S i t on, l i s t e n t o , on t h e way, i n my o p i n i o n , i n the shade, the radio, etc.

on

1) P h r a s a l v e r b s (and v e r b s i n c o r r e c t l y used w i t h p r e p o s i t i o n s ) Knock down, o p e r a t e on, p i c k up., l o o k a f t e r , put o u t , e t c ; r e t u r n (no b a c k ) , d i s c u s s ( n o t a b o u t ) , cope (no up.), 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 s O n l y one c o n j u n c t i o n j o i n s two c l a u s e s ; two c o n j u n c t i o n s j o i n t 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 time ( o f t e n i n c o r r e c t l y used as an a d j e c t i v e ) ; o t h e r w i s e ; because and so. 'He went up t o t h e door.' P l u s 'He d i d not knock.' Become 'He went up t o t h e door but d i d not knock.'

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n) P i r e c t and i ndi r e c t speech C 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 speech; use o f ' t h a t ' i n i n d i r e c t speech; the ability to s w i t c h from direct to indirect, p a r t i c u l a r l y w i t h negative statements, exclamations, imperatives and 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 ! ' she s a i d . / She t o l d me not t o be l a t e . 'Why haven't you f i n i s h e d ? ' / She asked me why I hadn't f i n i s h e d . 'Be q u i e t ! ' she shouted. / The t e a c h e r t o l d u t o be q u i e t . 'Sh-h-h!' / The t e a c h e r t o l d us t o be q u i e t . 4.2 New and Continuing Topics Please note What f o l l o w s i s a sample o f some o f t h e s t r u c t u r e which ought t o be reviewed and t a u g h t d u r i n g t h e two y e a r c o u r s e . I t has been i 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 and examples. Most o f the new language s t r u c t u r e s you teach w i l l arise from the comprehension 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 . Teachers should not f 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 and no o t h e r s . T h i s i s n e i t h e r a complete l i s t nor an o b l i g a t o r y one. a) Compound v e r b t e n s e s and 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 and 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 such as 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 next month I w i l l have f i n i s h e d b u i l d i n g mv house. I w i l l be b o a r d i n g t h e t r a i n a t 7a.m. I would l i k e t o have met h e r . I'm p l e a s e d t o have been a b l e t o h e l p . b) The s u b j u n c t i v e i n ' i f c l a u s e s I 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 be a p o l i c e m a n . I f I were/was y o u I would 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 issue again.
r

the

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c) Use o f d i s c o u r s e markers Emphasis words: Above a l l . I t i s i m p o r t a n t t o note; most o f a l l ; a s i g n i f i c a n t f a c t o r ; remember t h a t ; the p o i n t i s ; i t s h o u l d be noted, e t c . A d d i t i o n words: F i r s t ; f o r one 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 e t h i r d i s s u e / r e a d on/point item; a l s o ; i n a d d i t i o n , f i n a l l y ; moreover; 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 words: F i r s t ; f o r one 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 ; the third issue/reason/point item; also; in addition, f i n a l l y ; moreover; l i k e w i s e ; next, e t c . Change o f d i r e c t i o n words: But, however, 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 ; on t h e o t h e r hand; 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 words: For example; s p e c i f i c a l l y ; i l l u s t r a t e , etc. once; for instance; such as; to

d) Ways t o b e g i n s e n t e n c e s ("some examples) Participial phrases: S e a r c h i n g round f o r e v i d e n c e , t h e y f o u n d two W i t h her husband l i v i n g Clauses beginning with i n the c i t y , conjunctions:

footprints.

she ran t h e farm h e r s e l f .

As l o n g as you a r e t h e r e , I don't mind what happens. Provided t h a t i t r a i n s w i t h i n two weeks, t h i s w i l l e x c e l l e n t crop. Sentence m o d i f i e r s and c o n n e c t o r s : U n f o r t u n a t e l y , the news i s bad. R e l u c t a n t l y . I c a r r i e d out her o r d e r s . To be f r a n k . I w i s h I'd never come. What's more, he d i d n ' t t e l l me he was l e a v i n g .

be

an

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e) P r e p o s i t i o n and gerund c o n s t r u c t i o n s I 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 t h e news, she d e c i d e d t o go home. f ) Indefinite constructions Wherever you go, I w i l l always t h i n k o f y o u . Whatever I do, i t seems I'm doing t h e wrong t h i n g . However, whoever, whenever e t c . g) Comment c l a u s e s As you know. I d e t e s t smoking. The problem - as f a r as I u n d e r s t a n d i t - h a s t o do with the method o f d r y i n g t h e l e a v e s . What we need, I suppose, i s a new v a l v e . h) R e l a t i v e c l a u s e s W i t h p r e p o s i t i o n s : T h a t ' s t h e man t o 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 : That's t h e man I s o l d my cow t o . W i t h " w h i c h " : Here's t h e bus which goes t o Shurugwi. (Not ' o f w h i c h ' , o f t e n i n c o r r e c t l y used a s i n t h e i n c o r r e c t s e n t e n c e ' The t e a c h e r t o l d Mary t o go home, o f which she refused.') i) 'What' c l a u s e s as s u b j e c t s What I do a t home i s my own b u s i n e s s . What annoys 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 o f r e s u l t I r e t u r n e d home t o f i n d t h e p l a c e i n 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 t o d i s c o v e r he hadn't g o t o u t o f bed. k) Impersonal ' i t ' + ' t h a t ' c l a u s e s I t i s s t r a n g e t h a t she s h o u l d want t o l e a v e so suddenly. 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 'enough' I c o u l d n ' t run f a s t enough t o 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 enough. m) C o n s t r u c t i o n w i t h 'such' I t f e l l w i t h such 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 such a l o n g way t h a t we d e c i d e d t o 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 t h e t r e e s o as t o have a b e t t e r view. She c l i m b e d t h e t r e e s o t h a t she would have a b e t t e r v i e w . 'Except' 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 wasn't enough money. Everyone was c h e e r f u l e x c e p t Susan. go o u t . go o u t .

o)

p) Whether o r n o t Whether o r n o t i t r a i n s , we w i l l Whether i t r a i n s o r not, we w i l l

q) P r o g r e s s i v e t e n s e s and 'always' t o d e n o t e d i s a p p r o v a l You're always b r e a k i n g t h i n g s . He's always t e l l i n g l i e s . r) 'So' + 'do' t o r e p l a c e a v e r b group Themba d r i v e s a l o r r y . So does T a u r a i . He promised t o f i n i s h s p r e a d i n g s) t h e manure, b u t he d i d n ' t do s o .

Negatives Double n e g a t i v e s : H i s s t a t e m e n t cannot go u n c h a l l e n g e d N e g a t i v e q u e s t i o n s : Don't you know where t h e b u r s a r i s ?

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Neither/nor: Quasi-negatives:

N e i t h e r Jenny nor Tapiwa was p a y i n g

attention.

We r a r e l y / s e l d o m v i s i t o u r aunt. S c a r c e l y any were 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 hear him. Only i n t i m e s o f s e v e r e d r o u g h t does t h e r i v e d r y up. Few people succeed w i t h o u t hard work. 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 don't vou ask t h e t e a c h e r ? Don't you want t o have some supper? I t h i n k s o , n o t 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 t o day and t i m e s Phrases and e x p r e s s i o n s such a: e v e r y o t h e r Monday; t h e f i r s t Tuesday o f e v e r y month; t h e day b e f o r e y e s t e r d a y ; t h e day a f t e r tomorrow, e t c ; t h e 24-hour c l o c k , seventeen hundred hours, e t c . u) P i r e c t i ons E x p r e s s i o n s such a s : on t h e l e f t / r i g h t , t o t h e l e f t / r i g h t ; t h e second t u r n i n g ; by t h e ; when you come t o t h e ; r i g h t a t t h e end of the, e t c .