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English Language Syllabus for Secondary Education Form I - IV THE UNITED REPUBLIC OF TANZANIA MINISTRY OF EDUCATION AND VOCATION TRAINING
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1
English Language Syllabus for Secondary
Education
Form I - IV
THE UNITED REPUBLIC OF TANZANIAMINISTRY OF EDUCATION AND VOCATION TRAINING
2
THE UNITED REPUBLIC OF TANZANIA
MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
ENGLISH LANGUAGE SYLLABUS FOR SECONDARY EDUCATION
FORM I - IV
2005
i
THE UNITED REPUBLIC OF TANZANIA
MINISTRY OF EDUCATION AND VOCATION TRAINING
ENGLISH LANGUAGE SYLLABUS FOR SECONDARY EDUCATION
FORM I - IV
ii
© Ministry of Education and Vocational Training, 2005
First reprint 2010
Second reprint 2012
Third reprint 2016
Designed and prepared by
ISBN 978-9976-61-526-5
Tanzania Institute of Education
P.O. Box 35094
Dar es Salaam
TANZANIATel.: 022 2773005/ 2774420/ 2780891
Fax No: 255 22 2774420
E-mail: [email protected]
All rights reserved. No part of this publication may be reproduced, reported, stored in
any retrieval system or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise, without the permission of the copyright owner
ENGLISH Language.pdf 1 7/11/16 5:19 PM
iii
iii
TABLE OF CONTENTS
Page1.0 Introduction ………………………………………………………….……... iv2.0 Objectives of Education in Tanzania …………………………………… iv3.0 Objectives of Secondary Education …………………………………… v4.0 General Subject Competences ……….…………………………………….. v5.0 General Subject Objectives ………………………………………...… vi6.0 Structure of the Syllabus…………………………………………….……… viForm One………………………………………………………………………… 1Form Two…………………………………………………………....................... 32Form Three…………………………………………………………....…………. 57Form Four…………………………………………………………………....….. 85
iv
iv
1.0 INTRODUCTIONThis English Language syllabus is a revised version which has been prepared to replace
that of 1996 which has phased out. The revision process focused on change in paradigm
from that of content based to competence based curriculum. Moreover, the revision
current social, cultural, global, technological, subject biases and cross cutting issues
taking place worldwide but particularly in Tanzanian Society.
In addition, the revision has also taken into consideration on the requirements for the
Secondary Education Development Plan (SEDP). This syllabus has been introduced
for implementation from January 2005.
2.0 THE OBJECTIVES OF EDUCATION IN TANZANIAThe general objectives of education in Tanzania are:
(a) To guide and promote the development and improvement of the personalities of
the citizens of Tanzania, their human resources and effective utilization of those
resources in bringing about individual development.
(b) To promote the acquisition and appreciation of the culture, customs and traditions
of the people of Tanzania.
(c)
vocational, technological, professional and other forms of knowledge, skills and
attitudes for the development and improvement of the condition of man and society.
(d)
and respect for human dignity and human rights and readiness to work hard for self
advancement and national development.
(e) To enable and expand the scope of acquisition, improvement and upgrading of
mental, practical, productive and other skills needed to meet the changing needs of
industry and the economy.
(f) To enable every citizen to understand and uphold the fundamentals of the National
Constitution as well as the enshrined human and civic rights, obligations and
responsibilities.
(g) To promote love for work, self and wage employment and improved performance
in the production and service sectors.
(h) To inculcate principles of the national ethic and integrity, national and international
cooperation, peace and justice through the study, understanding and adherence to
the provisions of the National Constitution and other international basic charters
and
(i) To enable rational use, management and conservation of the environment.
v
v
3.0 THE OBJECTIVES OF SECONDARY EDUCATION IN TANZANIAIn Tanzania, secondary education refers to post primary formal education offered to
learners who successfully completed seven years of primary education and have met
The aims and objectives of secondary education are to:
(a) Consolidate and broaden the students’ scope of basic ideas, knowledge, skills and
attitudes acquired and developed at the primary education level.
(b) Enhance the students’ development and appreciation of national unity, identity
and ethic, personal integrity, respect for human rights, cultural and moral values,
customs, traditions and civic responsibilities and obligations.
(c) Promote students linguistic ability and effective use of communication skills in
Kiswahili and English.
(d) Prepare the students for opportunities for the acquisition of knowledge, skills,
study.
(e) Prepare the students for tertiary and higher education, vocational, technical and
professional training.
(f)
self-advancement in new frontiers of science and technology, academic and
occupational knowledge and skills.
(g) Prepare the students to become responsible members of the society.
4.0 GENERAL SUBJECT COMPETENCES By the end of Form IV the student can:
(a) Use appropriate English to communicate in a variety of settings.
(b) Use English to achieve academic content in all areas.
(c) Communicate in English using signs and read using Braille (for the deaf and the
blind respectively)
vivi
5.0 GENERAL SUBJECT OBJECTIVES The objectives of teaching English in Secondary schools are to enable the student to:
(a) Express oneself in both spoken and written English
(b) Read widely for pleasure and for information
(c) Perform a variety of writing tasks according to the required conventions.
(d) Use ones knowledge of English to demonstrate awareness and consciousness of
basics of society and the part one can play in its development.
(e) Use one’s knowledge of English in furthering one’s education.
(f) Communicate effectively with other speakers of English both inside and outside
the country.
6.0 STRUCTURE OF THE SYLLABUS
6.1 Class Level Competences
These are statements which specify the abilities that are expected to be attained by the
students. These are stated just before the class objectives found at the beginning of the
content of each class.
6.2 Class level Objectives
These are statements of behaviour to be exhibited by each student at the end of a given
class. They are stated immediately after the class competences.
6.3 Topics
column of the syllabus. When teaching these functions, the language forms/patterns
and correct pronunciation and intonation have to be dealt with for it is through these
aspects that language functions are realized.
The syllabus consists of two main parts. Part one contains; A short introduction,
Objectives of Education in Tanzania, Objectives of Secondary Education, General
Competences, General objectives and, Some information about the organization of the
syllabus. The second part consists competences and Objectives of the class topic,
patterns/structures, situations/contexts, vocabulary/phrases, teaching/learning strate-
gies, teaching/learning materials, assessment and estimated number of periods for each
sub-topic. A table which shows topics, and sub-topics, specific objectives for each
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6.4 Sub-topicsThese are smaller divisions of topics. Most topics in this syllabus have more than one sub-topic. These sub-topics are presented under the relevant topics.
6.5 SpecificObjectivesThese are statements of behaviour to be exhibited by each student at the end of a given sub-topic. When planning lessons the teacher has to be very clear about the specific objectives expected to be attained and plan his/her teaching in such a way that the specific objectives are achieved.
6.6 Patterns/StructuresFor each sub-topic in the syllabus a number of patterns/structures have been given as examples. Other patterns/structures that are normally used in any given function also need to be dealt with using a variety of activities including demonstration, dramatization, dialogue, oral and written drills, songs, role plays and games.
6.7 Contexts/SituationsContexts/situations depicting different settings/areas where any given language function can be used have been provided in the syllabus next to the patterns/structures column.
6.8 Vocabulary/PhrasesSome vocabulary items related to any given topic/sub-topic have been given in the vocabulary/phrases column. The list is by no means exhaustive. Students will learn many more words which will be found in listening and reading materials they will be exposed to. The teacher should ensure that students know how to pronounce the words correctly, the meaning and the use of those words.
6.9 Teaching and Learning StrategiesIn the teaching and learning strategies column, a number of strategies have been suggested. However, list is not exhaustive. The teacher is advised to use the suggested strategies but where necessary the teacher should think of more appropriate strategies to use in teaching English so that students can use the language meaningfully. Students need to be provided with activities aimed at enabling them to remedy any pronunciation problems that the teacher notes in their use of English. Ear training as well as production
viii
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activities should be provided. The teacher needs to ensure that he/she can pronounce English words correctly and that he/she can make use of correct stress and intonation. She/he has to ensure that she/he has the ability to consult a dictionary on pronunciation of words which she/he is not familiar with so that she/he can help the students to develop intelligible pronunciation.
6.10 Teaching and Learning MaterialA number of resources for teaching/learning materials have been listed under the teaching/learning materials column. The list is not exhaustive, therefore the teacher is expected to think creatively and identify other teaching/learning resources available in his/her locality.
6.11 AssessmentThe assessment column in this syllabus gives the teacher an idea of the kind of assessment that students should be subjected to. There is a need for ensuring that students are assessed in all objectives and that the assessment items take into consideration a wide variety of learning outcomes. This kind of assessment provides room for fairness as well as enhancing students’ development of high levels of thinking. The teacher also needs to ensure that he/she assesses student’s performance in all the language skills. The advice given above should be used in weekly, monthly, mid-term and end of term/year assessments. Appropriate use of a variety of assessment techniques including paper and pencil assessment, interviews, observation, portfolios, projects and questionnaires should be used.At the end of form four students are expected to do an overall achievement assessment intended to determine the extent to which the objectives of the English course have been attained.
6.12 Number of Periods Number of periods is an estimated time to be used to teach a given topic/sub-topic. Each period is 40 minutes. The number of periods has been taken into account on the time needed to adequately cover the sub-topic. Some topics need more time than others depending on the nature and weight of the topic. The teacher is advised to make a maximum use of time allocated in classroom instruction. Lost instructional time should always be compensated for.
ix
DECLARATION
Ordinary Level Secondary Education is a four year course which has been designed to
prepare students for the advanced level or other tertiary education. A student will be
recognized as a form four graduate when he/she successfully completes and passes
secondary education examinations conducted by the National Examination Council of
Tanzania.
This document is hereby declared as the Syllabus of English Language for Ordinary Secondary Education Course.
Commissioner for Education
Ministry of Education and Vocational Training
1
1
FORM ONE
CLASS LEVEL COMPETENCES The student should demonstrate ability to:
1. Use simple English to communicate in social interactions and settings.
2. Engage in simple conversations and transactions on familiar topics.
3. Express in English orally and in writing, needs, feelings and ideas using
appropriate vocabulary.
4. Give and respond to directions/requests using simple English sentences.
5. Use English language to obtain, process, construct and provide subject matter
information in spoken and in written forms.
6. Identify general information on events in simple oral/written texts she/he
encounters.
7. Use appropriate English pronunciation and intonation in a variety of settings.
CLASS LEVEL OBJECTIVES By the end of Form One course the student should be able to:
(a) Listen to and understand simple oral texts.
(b) Express oneself appropriately in different situations using simple English
structures.
(c) Read intensively texts in English for comprehension.
(d) Explain the content of simple English readers read.
(e) Write simple descriptions in English.
2
3
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
1.2
Lis
teni
ng to
, and
un
ders
tand
ing
sim
ple
text
s on
situ
atio
ns.
The
stud
ent
shou
ld b
e ab
le to
an
swer
qu
estio
ns
on si
mpl
e or
al te
xts o
n a
varie
ty o
f si
tuat
ions
.
Ther
e ar
e m
any
build
ings
nea
r …
,B
esid
es…
, ne
xt to
...,
adja
cent
to …
The
head
mas
ter’s
of
fice
is n
ext
to …
.
scho
ol,
mar
ket,
bus-
stan
d, p
ost
offic
e, p
olic
e st
atio
n.
labo
rato
ry,
dorm
itory
, di
nnin
g,
bath
room
, as
sem
bly
hall,
laun
dry,
ap
ples
, pe
as, s
talls
, ba
rgai
n,
cust
omer
, ve
ndor
s, po
rters
, sm
uggl
ers,
haw
kers
, pi
ck p
ocke
t, to
uts,
bus
cond
ucto
rs.
i) St
uden
ts to
br
ains
torm
es
sent
ial
voca
bula
ry in
a
text
.ii)
Th
e te
ache
r to
prov
ide
stud
ents
w
ith so
me
guid
ing
ques
tions
to
faci
litat
e th
eir
liste
ning
.iii
) St
uden
ts to
list
en
to a
text
and
an
swer
que
stio
ns
base
d on
it in
gr
oups
and
in
divi
dual
ly.
iv)
The
teac
her
to c
ondu
ct
pron
unci
atio
n dr
ills t
o so
lve
stud
ents
pr
onun
ciat
ion
prob
lem
s not
ed.
Text
s/
reco
rded
m
ater
ials
on
var
ious
si
tuat
ions
Is th
e st
uden
t ab
le to
ans
wer
qu
estio
ns o
n si
mpl
e or
al
text
s abo
ut
situ
atio
ns?
6
2
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
1.0
LIS
TE
NIN
G T
O
AN
D
UN
DE
RST
AN
DIN
G
SIM
PLE
TE
XT
S A
BO
UT
A
VAR
IET
Y O
F E
VE
NT
S A
ND
SI
TU
ATIO
NS.
1.1
List
enin
g to
and
un
ders
tand
ing
sim
ple
oral
text
s
on
eve
nts
The
stud
ent
shou
ld b
e ab
le to
an
swer
qu
estio
ns
on si
mpl
e or
al te
xts o
n ev
ents
.
Ther
e w
as a
n ac
cide
nt …
Last
yea
r St
d. 7
pup
ils
grad
uate
d ...
We
had.
…..
Ther
e w
as a
gr
adua
tion
cere
mon
y fo
r st
anda
rd se
ven
leav
ers.
The
gues
t of
hono
r was
…Th
e fo
otba
ll m
atch
star
ted
at …
It w
as a
te
rrib
le
acci
dent
.It
was
a sp
orts
da
y fo
r our
sc
hool
.
Scho
ol,
play
grou
nd,
cros
s roa
d,
railw
ay,
cros
sing
, st
adiu
m,
sea,
rive
r, gr
adua
tion,
sp
orts
day
, Fo
rm I
sele
ctio
n,
acci
dent
s.
grad
uatio
n,
party
, ce
lebr
ate
spee
ch,
enjo
y, g
uest
, co
mpe
titor
, fo
otba
ll pi
tch,
coa
ch,
win
ners
, sp
ecta
tors
, co
ntes
ter,
fain
ting,
gl
ucos
e,
hurt,
cra
sh,
inju
ry,
hit,
surv
ivor
,ce
rem
ony.
i) St
uden
ts to
br
ains
torm
es
sent
ial
voca
bula
ry in
a
text
.ii)
Th
e te
ache
r to
prov
ide
stud
ents
w
ith so
me
guid
ing
ques
tions
to
gui
de th
eir
liste
ning
.iii
) St
uden
ts to
list
en
to a
text
and
an
swer
que
stio
ns
base
d on
the
text
in
gro
ups a
nd
indi
vidu
ally
.iv
) Th
e te
ache
r to
con
duct
pr
onun
ciat
ion
drill
s to
solv
e st
uden
ts
pron
unci
atio
n pr
oble
ms n
oted
.
i) T
exts
on
gr
adua
tion,
sp
orts
day
, ac
cide
nts.
ii) R
ecor
ded
mat
eria
ls
- vid
eo- a
udio
ca
sset
tes
Is th
e st
uden
t ab
le to
ans
wer
qu
estio
ns o
n si
mpl
e or
al
text
s abo
ut
even
ts?
6
3
3
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
1.2
Lis
teni
ng to
, and
un
ders
tand
ing
sim
ple
text
s on
situ
atio
ns.
The
stud
ent
shou
ld b
e ab
le to
an
swer
qu
estio
ns
on si
mpl
e or
al te
xts o
n a
varie
ty o
f si
tuat
ions
.
Ther
e ar
e m
any
build
ings
nea
r …
,B
esid
es…
, ne
xt to
...,
adja
cent
to …
The
head
mas
ter’s
of
fice
is n
ext
to …
.
scho
ol,
mar
ket,
bus-
stan
d, p
ost
offic
e, p
olic
e st
atio
n.
labo
rato
ry,
dorm
itory
, di
nnin
g,
bath
room
, as
sem
bly
hall,
laun
dry,
ap
ples
, pe
as, s
talls
, ba
rgai
n,
cust
omer
, ve
ndor
s, po
rters
, sm
uggl
ers,
haw
kers
, pi
ck p
ocke
t, to
uts,
bus
cond
ucto
rs.
i) St
uden
ts to
br
ains
torm
es
sent
ial
voca
bula
ry in
a
text
.ii)
Th
e te
ache
r to
prov
ide
stud
ents
w
ith so
me
guid
ing
ques
tions
to
faci
litat
e th
eir
liste
ning
.iii
) St
uden
ts to
list
en
to a
text
and
an
swer
que
stio
ns
base
d on
it in
gr
oups
and
in
divi
dual
ly.
iv)
The
teac
her
to c
ondu
ct
pron
unci
atio
n dr
ills t
o so
lve
stud
ents
pr
onun
ciat
ion
prob
lem
s not
ed.
Text
s/
reco
rded
m
ater
ials
on
var
ious
si
tuat
ions
Is th
e st
uden
t ab
le to
ans
wer
qu
estio
ns o
n si
mpl
e or
al
text
s abo
ut
situ
atio
ns?
6
4
5
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
iv)
Stud
ents
to u
se
it to
cor
rect
thei
r w
ork.
2.0
GIV
ING
D
IRE
CT
ION
S
2.1
Stat
ing
di
rect
ions
The
stud
ent
shou
ld b
e ab
le to
:a)
Giv
e di
rect
ions
b) A
sk fo
r di
rect
ions
Turn
left,
turn
rig
ht,
Go
stra
ight
….
Zebr
a cr
ossi
ng
Take
a b
us …
Scho
ol, t
own,
ci
ty, v
illag
eO
n yo
ur
right
, lef
t, st
reet
, st
raig
ht,
zebr
a cr
ossi
ng.
i) Th
e te
ache
r to
give
stud
ents
a
text
abo
ut g
ivin
g an
d as
king
for
dire
ctio
ns.
ii)
Stud
ents
to
prac
tise
givi
ng
and
aski
ng fo
r di
rect
ions
to
diffe
rent
pla
ces i
n th
e sc
hool
, vill
age
or to
wn.
A te
xt ta
lkin
g ab
out g
ivin
g di
rect
ions
.
Is th
e st
uden
t ab
le to
:i)
Giv
e di
rect
ions
?ii)
Ask
for
dire
ctio
ns?
6
4
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
1.3
List
enin
g to
di
ctat
ions
The
stud
ent
shou
ld b
e ab
le to
writ
e do
wn
wha
t is
read
.
Ther
e w
as a
n ac
cide
nt.
It w
as a
te
rrib
le
acci
dent
th
e gu
est o
f ho
nor..
..
Scho
ol, p
lay
grou
nd, c
ross
-ro
ads.
Gra
duat
ion
party
sp
ecta
tor
cont
este
r su
rviv
al.
i) St
uden
ts to
list
en
to a
dic
tatio
n as
th
e te
ache
r rea
d th
e w
hole
text
th
e fir
st ti
me
at a
ta
lkin
g pa
ce.
ii)
Stud
ents
to w
rite
the
text
as t
he
teac
her r
ead
it th
e se
cond
tim
e in
man
agea
ble
paus
es to
allo
w
stud
ents
to w
rite.
iii)
The
teac
her t
o w
rite
the
corr
ect
vers
ion
of th
e te
xt
on th
e bo
ard
or
prov
ide
stud
ents
w
ith c
opie
s of t
he
text
.
i) Te
xts o
n gr
adua
tion/
sp
orts
day
, ac
cide
nt.
ii) R
ecor
ded
mat
eria
ls,
vide
o,
audi
o ca
sset
tes.
Is th
e st
uden
t ab
le to
writ
e do
wn
wha
t is
read
?
6
5
Topi
c/su
b-to
pic
O
bjec
tives
Patt
erns
/St
ruct
ure
Situ
atio
nsVo
cabu
lary
/ Ph
rase
sTe
achi
ng/
lear
ning
stra
tegi
este
achi
ng/
lear
ning
m
ater
ials
Ass
essm
ent
Peri
ods
iv)
Stud
ents
to u
se
it to
cor
rect
thei
r w
ork.
2.0
GIV
ING
D
IRE
CT
ION
S
Stat
ing
di
rect
ions
The
stu
dent
sh
ould
be
able
to:
a) G
ive
dire
ctio
ns
b) A
sk f
or
dire
ctio
ns
Tur
n le
ft, t
urn
righ
t,
Go
stra
ight
….
Zeb
ra c
ross
ing
Take
a b
us …
Scho
ol, t
own,
ci
ty, v
illag
eO
n yo
ur
righ
t, le
ft,
stre
et,
stra
ight
, ze
bra
cros
sing
.
i)
The
teac
her
to
give
stu
dent
s a
text
abo
ut g
ivin
g an
d as
king
for
di
rect
ions
.ii)
St
uden
ts to
pr
actis
e gi
ving
an
d as
king
for
di
rect
ions
to
diff
eren
t pla
ces
in
the
scho
ol, v
illag
e or
tow
n.
A te
xt ta
lkin
g ab
out g
ivin
g di
rect
ions
.
Is th
e st
uden
t ab
le to
:i)
Giv
e di
rect
ions
?ii)
Ask
for
di
rect
ions
?
6
6
7
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
3.0
DIC
TIO
NA
RY
U
SE
The
stud
ent
shou
ld b
e ab
le to
use
di
ctio
narie
s ef
fect
ivel
y fo
r obt
aini
ng
mea
ning
s an
d sp
ellin
gs
of w
ords
.
Wha
t is t
he
mea
ning
of
……
?
The
wor
d …
. M
eans
……
…
It is
a v
erb
form
of t
he
wor
d …
.
Ref
er to
……
The
oppo
site
of
…is
……
The
wor
d …
. ha
s a n
umbe
r of
mea
ning
s.
Scho
ol
Con
text
, m
eani
ng,
skip
, ref
er,
refe
renc
e,
entri
es,
defin
ition
s, co
mm
and,
op
posi
tes,
anto
nym
s, ad
ject
ives
, si
ngul
ar,
plur
al, v
erb,
no
un.
i) Th
e te
ache
r and
st
uden
ts: t
o br
ains
torm
on:
H
ow to
get
m
eani
ngs o
f di
fficu
lt w
ords
.
The
mea
ning
an
d us
es o
f di
ctio
narie
s.ii)
The
teac
her t
o pr
ovid
e st
uden
ts
with
act
iviti
es fo
r de
velo
ping
the
skill
s of l
ooki
ng
up fo
r wor
ds in
di
ctio
narie
s to
get m
eani
ngs a
nd
spel
lings
.iii
) Stu
dent
s to
prac
tice
mak
ing
use
of d
ictio
narie
s to
obt
ain
mea
ning
s an
d sp
ellin
gs o
f di
fficu
lt w
ords
. s
tude
nts
pro
nunc
iatio
n p
robl
ems a
nd
des
ign
activ
ities
to
re
med
y th
e
prob
lem
s.
Dic
tiona
ries,
entry
co
pied
from
di
ctio
narie
s.
Is th
e st
uden
t ab
le to
use
a
dict
iona
ry
to o
btai
n m
eani
ngs
and
spel
lings
of
wor
ds?
Not
eA
ctiv
ities
ai
med
at
help
ing
stud
ents
to
dev
elop
co
rrec
t pr
onun
ciat
ion
shou
ld b
e us
ed
whe
neve
r a
prob
lem
is
note
d.
6
6
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
c) S
how
fo
ur
poin
ts
of th
e co
mpa
ss
Can
you
dire
ct
me
to th
e …
?
In th
e no
rth
of ..
. Tan
zani
a th
ere
is L
ake
Vic
toria
.
To th
e Ea
st
ther
e is
the
Indi
an O
cean
.
In th
e w
est .
..In
the
sout
h ...
Mou
nt
Kili
man
jaro
is
in th
e no
rther
n pa
rt of
Tan
zani
a.
Dod
oma
regi
on is
in…
..
Scho
ol, t
own,
vi
llage
Nor
th,
Sout
h,
East
, Wes
t, co
mpa
ss.
i) Th
e te
ache
r to
use
map
s to
dem
onst
rate
ho
w to
stat
e di
rect
ions
usi
ng th
e fo
ur p
oint
s of t
he
com
pass
.ii)
Stu
dent
s to:
- st
ate
posi
tions
of
diffe
rent
thin
gs
usin
g gu
idin
g qu
estio
ns.
- to
do
read
ing
and
writ
ing
activ
ities
to
furth
er p
ract
ise
stat
ing
posi
tions
.
Map
s, gl
obe
iii)
Show
fo
ur p
oint
s of
the
com
pass
?
4
7
7
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
3.0
DIC
TIO
NA
RY
U
SE
The
stud
ent
shou
ld b
e ab
le to
use
di
ctio
narie
s ef
fect
ivel
y fo
r obt
aini
ng
mea
ning
s an
d sp
ellin
gs
of w
ords
.
Wha
t is t
he
mea
ning
of
……
?
The
wor
d …
. M
eans
……
…
It is
a v
erb
form
of t
he
wor
d …
.
Ref
er to
……
The
oppo
site
of
…is
……
The
wor
d …
. ha
s a n
umbe
r of
mea
ning
s.
Scho
ol
Con
text
, m
eani
ng,
skip
, ref
er,
refe
renc
e,
entri
es,
defin
ition
s, co
mm
and,
op
posi
tes,
anto
nym
s, ad
ject
ives
, si
ngul
ar,
plur
al, v
erb,
no
un.
i) Th
e te
ache
r and
st
uden
ts: t
o br
ains
torm
on:
H
ow to
get
m
eani
ngs o
f di
fficu
lt w
ords
.
The
mea
ning
an
d us
es o
f di
ctio
narie
s.ii)
The
teac
her t
o pr
ovid
e st
uden
ts
with
act
iviti
es fo
r de
velo
ping
the
skill
s of l
ooki
ng
up fo
r wor
ds in
di
ctio
narie
s to
get m
eani
ngs a
nd
spel
lings
.iii
) Stu
dent
s to
prac
tice
mak
ing
use
of d
ictio
narie
s to
obt
ain
mea
ning
s an
d sp
ellin
gs o
f di
fficu
lt w
ords
. s
tude
nts
pro
nunc
iatio
n p
robl
ems a
nd
des
ign
activ
ities
to
re
med
y th
e
prob
lem
s.
Dic
tiona
ries,
entry
co
pied
from
di
ctio
narie
s.
Is th
e st
uden
t ab
le to
use
a
dict
iona
ry
to o
btai
n m
eani
ngs
and
spel
lings
of
wor
ds?
Not
eA
ctiv
ities
ai
med
at
help
ing
stud
ents
to
dev
elop
co
rrec
t pr
onun
ciat
ion
shou
ld b
e us
ed
whe
neve
r a
prob
lem
is
note
d.
6
8
9
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
4.0
EX
PRE
SSIN
G
PER
SON
AL
AN
D G
RO
UP
RO
UT
INE
/ H
AB
ITS
4.1
Expr
essi
ng
pers
onal
rout
ine/
ha
bits
.
The
stud
ent
shou
ld b
e ab
le
to ta
lk a
bout
hi
s/he
r hom
e ro
utin
e/ h
abits
This
is w
hat I
do
eve
ry d
ay.
I wak
e up
ear
ly
at 6
:30
a.m
.
I bru
sh m
y te
eth
I tak
e a
bath
.
I pre
pare
my
brea
kfas
t.
Hom
e,
Scho
ol.
Rou
tine
habi
tual
, rot
ate,
bo
rrow
D
oes h
e….
He
does
not
…
i) Th
e te
ache
r to
show
pic
ture
s ex
pres
sing
ha
bits
of
ever
yday
ac
tiviti
es b
y ta
lkin
g ab
out
his/
her d
aily
ro
utin
e.ii)
St
uden
ts to
im
itate
and
pr
actis
e by
gi
ving
an
acco
unt o
f the
ir da
ily a
ctiv
ities
iii)
The
teac
her t
o gu
ide
stud
ents
to
writ
e ab
out
thei
r dai
ly
rout
ine
thro
ugh
cont
rolle
d/gu
ided
ac
tiviti
es.
Pict
ures
on
daily
rout
ine/
ha
bits
Is th
e st
uden
t ab
le to
talk
ab
out h
is/h
er
hom
e ro
utin
e/
habi
ts?
8
8
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
iv) T
he te
ache
r to:
- u
se IP
A
sym
bols
in a
di
ctio
nary
to
obta
in c
orre
ct
pron
unci
atio
ns
of w
ords
she/
he a
nd h
is/
her s
tude
nts
use
and
so
help
stud
ents
th
roug
h a
varie
ty o
f dril
ls
to p
rono
unce
w
ords
co
rrec
tly.
- di
agno
se
stud
ents
pr
onun
ciat
ion
prob
lem
s an
d de
sign
ac
tiviti
es to
re
med
y th
e pr
oble
ms.
9
9
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
4.0
EX
PRE
SSIN
G
PER
SON
AL
AN
D G
RO
UP
RO
UT
INE
/ H
AB
ITS
4.1
Expr
essi
ng
pers
onal
rout
ine/
ha
bits
.
The
stud
ent
shou
ld b
e ab
le
to ta
lk a
bout
hi
s/he
r hom
e ro
utin
e/ h
abits
This
is w
hat I
do
eve
ry d
ay.
I wak
e up
ear
ly
at 6
:30
a.m
.
I bru
sh m
y te
eth
I tak
e a
bath
.
I pre
pare
my
brea
kfas
t.
Hom
e,
Scho
ol.
Rou
tine
habi
tual
, rot
ate,
bo
rrow
D
oes h
e….
He
does
not
…
i) Th
e te
ache
r to
show
pic
ture
s ex
pres
sing
ha
bits
of
ever
yday
ac
tiviti
es b
y ta
lkin
g ab
out
his/
her d
aily
ro
utin
e.ii)
St
uden
ts to
im
itate
and
pr
actis
e by
gi
ving
an
acco
unt o
f the
ir da
ily a
ctiv
ities
iii)
The
teac
her t
o gu
ide
stud
ents
to
writ
e ab
out
thei
r dai
ly
rout
ine
thro
ugh
cont
rolle
d/gu
ided
ac
tiviti
es.
Pict
ures
on
daily
rout
ine/
ha
bits
Is th
e st
uden
t ab
le to
talk
ab
out h
is/h
er
hom
e ro
utin
e/
habi
ts?
8
10
11
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
5.0
EX
PRE
SSIN
G
ON
GO
ING
A
CT
IVIT
IES
Ong
oing
act
iviti
es.
The
stud
ent
shou
ld b
e ab
le
to:
a) T
alk
abou
t ac
tiviti
es
bein
g do
ne
by o
nese
lf an
d ot
her
crea
ture
s/th
ings
.
b) W
rite
abou
t ac
tiviti
es
bein
g do
ne
by o
nese
lf an
d ot
her
crea
ture
s/th
ings
Wha
t are
you
do
ing?
I am
wat
erin
g flo
wer
s.I a
m c
uttin
g tre
es.
The
win
d is
bl
owin
g th
e fir
e.
Are
you
re
adin
g?
No,
I m
not
re
adin
g.Ye
s/I a
m
read
ing
..Th
e su
n is
sh
inni
ng
The
dog
is
bark
ing
scho
ol,
envi
ronm
ent,
clas
s.
wat
erin
g flo
wer
s, cu
tting
tre
es, r
ingi
ng,
blow
ing,
sh
rinki
ng,
chas
ing,
ba
rkin
g,
read
ing,
w
aitin
g.
i) Th
e te
ache
r usi
ng
writ
ten
text
to
dem
onst
rate
on
goin
g ac
tiviti
es
by a
skin
g an
d re
spon
ding
to
ques
tions
pos
ed
in th
e ne
gativ
e an
d po
sitiv
e fo
rm.
ii) S
tude
nts i
n pa
irs
to:
- pra
ctis
e by
ask
ing
and
answ
erin
g qu
estio
ns,
on o
ngoi
ng
activ
ities
.- w
rite
shor
t tex
ts
on o
ngoi
ng
activ
ities
and
pr
actis
e re
adin
g th
em.
Writ
ten
text
s, pi
ctur
es.
Is th
e st
uden
t ab
le to
: 1.
Tal
k th
ings
do
ne b
y on
esel
f and
ot
her c
reat
ures
/ th
ings
?
2. W
rite
abou
t ac
tiviti
es
bein
g do
ne b
y on
esel
f and
ot
her c
reat
ures
/th
ings
8
10
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
4.2
Expr
essi
ng
grou
p ro
utin
e /
habi
ts
The
stud
ent
shou
ld b
e ab
le
to ta
lk a
bout
cl
ass r
outin
e/
habi
ts
Form
I lin
es u
p in
fron
t of t
he
clas
s.
They
cl
ean
thei
r su
rrou
ndin
gs
scho
ol
Para
de, r
oste
r, as
sem
bly,
in
spec
tion,
w
ater
ing
flow
ers,
club
s.
i) Th
e te
ache
r us
ing
pict
ures
to
dem
onst
rate
ex
pres
sing
hab
its
of e
very
day
activ
ities
of a
gi
ven
clas
s.ii)
Stu
dent
s to:
- de
scrib
e da
ily
rout
ine
of
othe
r gro
ups o
f le
arne
rs.
- pr
epar
e or
al
pres
enta
tions
on
thei
r dai
ly
rout
ine.
iii) T
he te
ache
r to
guid
e st
uden
ts
to w
rite
abou
t th
eir d
aily
rout
ine
thro
ugh
guid
ed
activ
ities
.
Pict
ures
on
clas
s rou
tine/
ha
bits
Is th
e st
uden
t ab
le to
talk
ab
out c
lass
ro
utin
e/ha
bits
?
8
11
11
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
5.0
EX
PRE
SSIN
G
ON
GO
ING
A
CT
IVIT
IES
Ong
oing
act
iviti
es.
The
stud
ent
shou
ld b
e ab
le
to:
a) T
alk
abou
t ac
tiviti
es
bein
g do
ne
by o
nese
lf an
d ot
her
crea
ture
s/th
ings
.
b) W
rite
abou
t ac
tiviti
es
bein
g do
ne
by o
nese
lf an
d ot
her
crea
ture
s/th
ings
Wha
t are
you
do
ing?
I am
wat
erin
g flo
wer
s.I a
m c
uttin
g tre
es.
The
win
d is
bl
owin
g th
e fir
e.
Are
you
re
adin
g?
No,
I m
not
re
adin
g.Ye
s/I a
m
read
ing
..Th
e su
n is
sh
inni
ng
The
dog
is
bark
ing
scho
ol,
envi
ronm
ent,
clas
s.
wat
erin
g flo
wer
s, cu
tting
tre
es, r
ingi
ng,
blow
ing,
sh
rinki
ng,
chas
ing,
ba
rkin
g,
read
ing,
w
aitin
g.
i) Th
e te
ache
r usi
ng
writ
ten
text
to
dem
onst
rate
on
goin
g ac
tiviti
es
by a
skin
g an
d re
spon
ding
to
ques
tions
pos
ed
in th
e ne
gativ
e an
d po
sitiv
e fo
rm.
ii) S
tude
nts i
n pa
irs
to:
- pra
ctis
e by
ask
ing
and
answ
erin
g qu
estio
ns,
on o
ngoi
ng
activ
ities
.- w
rite
shor
t tex
ts
on o
ngoi
ng
activ
ities
and
pr
actis
e re
adin
g th
em.
Writ
ten
text
s, pi
ctur
es.
Is th
e st
uden
t ab
le to
: 1.
Tal
k th
ings
do
ne b
y on
esel
f and
ot
her c
reat
ures
/ th
ings
?
2. W
rite
abou
t ac
tiviti
es
bein
g do
ne b
y on
esel
f and
ot
her c
reat
ures
/th
ings
8
12
13
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
6.2
Exp
ress
ing
pref
eren
ces
The
stud
ent
shou
ld b
e ab
le
to ta
lk a
bout
pr
efer
ence
s
Wha
t do
you
pref
er?
I pre
fer t
ea to
co
ffee.
We
pref
er
trave
ling
to
farm
ing.
Wha
t doe
s he/
she
pref
er?
Scho
ol,
Hom
e, st
reet
tea,
cof
fee,
te
achi
ng,
farm
ing,
tra
velin
g,
swim
min
g,
play
ing,
fo
otba
ll/ne
t ba
ll, w
atch
ing
TV, s
tudy
ing.
i) Th
e te
ache
r to
expr
ess h
is/
her p
refe
renc
es
usin
g m
eani
ngfu
l co
ntex
ts, p
ictu
res.
ii) S
tude
nts t
o:-
Expr
ess t
heir
pref
eren
ces u
sing
gu
idin
g qu
estio
ns.
- R
ead
dial
ogue
s on
pre
fere
nces
.
Pict
ures
Is th
e st
uden
t ab
le to
exp
ress
pr
efer
ence
s?
8
My
brot
her p
refe
rs
stud
ying
to p
layi
ng
foot
ball.
12
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
6.0
EX
PRE
SSIN
G
LIK
ES
AN
D
DIS
LIK
ES
6.1
Expr
essi
ng li
kes/
di
slik
es
The
stud
ent
shou
ld b
e ab
le
to e
xpre
ss li
kes/
di
slik
es o
rally
an
d in
writ
ings
Do
you
like
……
.?I l
ike
play
ing
We
like
sing
ing
Doe
s he/
she
like…
.?
No,
she/
he
does
n’t l
ike…
Yes,
she/
he
likes
…
Wha
t doe
s he/
she
like?
He/
she
likes
…
scho
ol, h
ome
joke
s, tra
velli
ng,
sing
ing,
lik
e, d
islik
e,
hobb
y, sp
orts
, sw
imm
ing,
co
okin
g,
wat
chin
g TV
, la
zy a
nd h
ard
wor
king
.
i) Th
e te
ache
r us
ing
pict
ures
to
exp
ress
his
/he
r lik
es/d
islik
es
usin
g m
eani
ngfu
l co
ntex
ts.
ii) S
tude
nts t
o:-
expr
ess t
heir
likes
/dis
likes
in
pai
rs.
- w
rite
wha
t the
y/th
eir f
riend
s/
thei
r par
ents
lik
e/di
slik
e.
Pict
ures
, re
cord
ed
mat
eria
ls.
Is th
e st
uden
t ab
le to
ex
pres
s lik
es
and
disl
ikes
or
ally
and
in
writ
ings
?
8
13
13
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
6.2
Exp
ress
ing
pref
eren
ces
The
stud
ent
shou
ld b
e ab
le
to ta
lk a
bout
pr
efer
ence
s
Wha
t do
you
pref
er?
I pre
fer t
ea to
co
ffee.
We
pref
er
trave
ling
to
farm
ing.
Wha
t doe
s he/
she
pref
er?
Scho
ol,
Hom
e, st
reet
tea,
cof
fee,
te
achi
ng,
farm
ing,
tra
velin
g,
swim
min
g,
play
ing,
fo
otba
ll/ne
t ba
ll, w
atch
ing
TV, s
tudy
ing.
i) Th
e te
ache
r to
expr
ess h
is/
her p
refe
renc
es
usin
g m
eani
ngfu
l co
ntex
ts, p
ictu
res.
ii) S
tude
nts t
o:-
Expr
ess t
heir
pref
eren
ces u
sing
gu
idin
g qu
estio
ns.
- R
ead
dial
ogue
s on
pre
fere
nces
.
Pict
ures
Is th
e st
uden
t ab
le to
exp
ress
pr
efer
ence
s?
8
My
brot
her p
refe
rs
stud
ying
to p
layi
ng
foot
ball.
14
15
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
7.2
Talk
ing
abou
t oc
cupa
tions
of
fam
ily m
embe
rs
The
stud
ent
shou
ld b
e ab
le
to m
entio
n th
e oc
cupa
tion(
s) o
f fa
mily
mem
bers
or
ally
and
in
writ
ings
.
My
fath
er is
a
teac
her.
My
mot
her i
s a
hous
ewife
.
My
gran
dfat
her
is a
farm
er.
My
brot
her
wor
ks in
a
bank
.
My
sist
er is
a
polic
e w
oman
.
scho
ol,
hom
e,
hosp
ital,
tow
n, p
olic
e he
adqu
arte
rs,
villa
ge.
teac
her,
farm
er
carp
ente
r, se
cret
ary,
ga
rden
er,
driv
er,
elec
trici
an,
mas
on,
mes
seng
er,
nurs
e,
tech
nici
an,
polic
e.
i) Th
e te
ache
r us
ing
text
s to
guid
e st
uden
ts
to b
rain
stor
m
diffe
rent
oc
cupa
tions
.ii)
Stu
dent
s to
men
tion
vario
us
occu
patio
ns o
f pe
ople
in th
e sc
hool
.iii
) Stu
dent
s to
writ
e an
d ta
lk
abou
t diff
eren
t oc
cupa
tions
of
thei
r fam
ily
mem
bers
.iv
) Eac
h st
uden
t to
sele
ct th
e oc
cupa
tion
he/s
he
likes
and
writ
e a
para
grap
h ab
out i
t an
d ex
pres
s why
he
/she
like
s it.
Text
s with
na
mes
of
diffe
rent
oc
cupa
tions
.
Is th
e st
uden
t ab
le to
talk
ab
out d
iffer
ent
occu
patio
ns
oral
ly a
nd in
w
ritin
gs?
8
14
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
7.0
TAL
KIN
G
AB
OU
T O
NE
’S
FAM
ILY
7.1
Expr
essi
ng
fam
ily re
latio
ns.
The
stud
ent
shou
ld b
e ab
le
to e
xpre
ss
kins
hip.
My
mot
her’s
br
othe
r is m
y un
cle.
My
fath
er’s
br
othe
r is m
y un
cle.
My
gran
dfat
her
lives
with
his
th
ree
sons
.
I hav
e fiv
e br
othe
rs.
She
has t
wo
sist
ers.
His
cou
sin
lives
in to
wn.
hom
e,vi
llage
, sc
hool
,to
wn.
cous
in,
neph
ew, n
iece
, si
ster
-in-la
w,
fath
er-in
-law
, un
cle.
i) Th
e te
ache
r to
use
a fa
mily
tre
e di
agra
m to
de
scrib
e fa
mily
re
latio
ns.
i) 2.
Stu
dent
s to
dra
w th
eir
indi
vidu
al
fam
ily tr
ees a
nd
talk
abo
ut th
em.
Fam
ily tr
ee
diag
ram
.Is
the
stud
ent
able
to
expr
ess f
amily
re
latio
nshi
p or
ally
and
in
writ
ing?
8
15
15
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
7.2
Talk
ing
abou
t oc
cupa
tions
of
fam
ily m
embe
rs
The
stud
ent
shou
ld b
e ab
le
to m
entio
n th
e oc
cupa
tion(
s) o
f fa
mily
mem
bers
or
ally
and
in
writ
ings
.
My
fath
er is
a
teac
her.
My
mot
her i
s a
hous
ewife
.
My
gran
dfat
her
is a
farm
er.
My
brot
her
wor
ks in
a
bank
.
My
sist
er is
a
polic
e w
oman
.
scho
ol,
hom
e,
hosp
ital,
tow
n, p
olic
e he
adqu
arte
rs,
villa
ge.
teac
her,
farm
er
carp
ente
r, se
cret
ary,
ga
rden
er,
driv
er,
elec
trici
an,
mas
on,
mes
seng
er,
nurs
e,
tech
nici
an,
polic
e.
i) Th
e te
ache
r us
ing
text
s to
guid
e st
uden
ts
to b
rain
stor
m
diffe
rent
oc
cupa
tions
.ii)
Stu
dent
s to
men
tion
vario
us
occu
patio
ns o
f pe
ople
in th
e sc
hool
.iii
) Stu
dent
s to
writ
e an
d ta
lk
abou
t diff
eren
t oc
cupa
tions
of
thei
r fam
ily
mem
bers
.iv
) Eac
h st
uden
t to
sele
ct th
e oc
cupa
tion
he/s
he
likes
and
writ
e a
para
grap
h ab
out i
t an
d ex
pres
s why
he
/she
like
s it.
Text
s with
na
mes
of
diffe
rent
oc
cupa
tions
.
Is th
e st
uden
t ab
le to
talk
ab
out d
iffer
ent
occu
patio
ns
oral
ly a
nd in
w
ritin
gs?
8
16
17
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
7.4
Des
crib
ing
phys
ical
ap
pear
ance
The
stud
ent
shou
ld b
e ab
le
to d
escr
ibe
peop
le’s
ph
ysic
al
appe
aran
ce.
He
is fa
ir sk
inne
d
She
is li
ght
colo
red.
She
has a
fair
com
plex
ion.
A ta
ll …
A sh
ort …
A fa
t ...
scho
ol,
stre
et, h
ome
bald
hea
ded,
fa
ir sk
in,
hand
som
e at
tract
ive,
be
autif
ul,
gray
hai
r.
i) Th
e te
ache
r to
talk
abo
ut th
e ap
pear
ance
of w
ell
know
n pe
ople
in
the
scho
ol o
r co
mm
unity
.ii)
Stu
dent
s to:
- be
pro
vide
d w
ith
shor
t tex
ts w
ith
desc
riptio
ns
of p
hysi
cal
appe
aran
ces o
f pe
ople
.-
stud
y th
e te
xts
indi
vidu
ally
, an
d in
gro
ups
and
expl
ain
the
phys
ical
ap
pear
ance
of t
he
peop
le d
escr
ibed
in
the
text
s.-
furth
er p
ract
ise
desc
ribin
g ap
pear
ance
of
peop
le b
y gi
ving
or
al a
nd w
ritte
n de
scrip
tions
of
peop
le in
thei
r fa
mili
es a
nd w
ell
know
n pe
ople
in
the
com
mun
ity.
Text
s on
phys
ical
ap
pear
ance
, pi
ctur
es.
Is th
e st
uden
t ab
le to
de
scrib
e pe
ople
’s
phys
ical
ap
pear
ance
s?
6
16
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
7.3
Talk
ing
abou
t ow
ners
hip
or
poss
essi
on
The
stud
ent
shou
ld b
e ab
le to
mak
e st
atem
ents
ab
out:
a) W
hat h
e/sh
e ow
ns?
b) W
hat h
is/
her p
aren
ts
own?
c)W
hat h
is/h
er
sc
hool
ow
ns?
This
is m
y pe
nI h
ave
a ne
w
pan
I ow
n a
new
ba
g.M
y fa
ther
ow
ns
a bo
at.
It is
his
boa
t.M
y br
othe
r ow
ns a
big
ho
use.
My
sist
er h
as
a ca
r It
is h
er c
arO
ur sc
hool
ha
s a b
ig p
lay
grou
nd,
My
hous
e ...
M
othe
r’s.
hom
e,
scho
ol,
villa
ge,
coun
try.
poss
ess,
own,
be
long
, to,
ou
rs,
His
, her
s, th
eirs
, the
m,
belo
ngs,
to
i) Th
e te
ache
r us
ing
pict
ures
to
talk
abo
ut w
hat
he/s
he o
wns
.ii)
Eac
h st
uden
t to
talk
abo
ut w
hat
he/s
he o
wns
.iii
) Stu
dent
s to:
- ta
lk a
bout
w
hat t
heir
pare
nts a
nd
rela
tives
ow
n.-
writ
e in
gr
oups
abo
ut
wha
t the
sc
hool
ow
ns.
Pict
ures
Is th
e st
uden
t ab
le to
talk
ab
out
1. W
hat h
e/sh
e ow
ns?
2. W
hat h
is/
her p
aren
ts
own?
3. W
hat h
is/
her s
choo
l ow
ns?
8
17
17
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
7.4
Des
crib
ing
phys
ical
ap
pear
ance
The
stud
ent
shou
ld b
e ab
le
to d
escr
ibe
peop
le’s
ph
ysic
al
appe
aran
ce.
He
is fa
ir sk
inne
d
She
is li
ght
colo
red.
She
has a
fair
com
plex
ion.
A ta
ll …
A sh
ort …
A fa
t ...
scho
ol,
stre
et, h
ome
bald
hea
ded,
fa
ir sk
in,
hand
som
e at
tract
ive,
be
autif
ul,
gray
hai
r.
i) Th
e te
ache
r to
talk
abo
ut th
e ap
pear
ance
of w
ell
know
n pe
ople
in
the
scho
ol o
r co
mm
unity
.ii)
Stu
dent
s to:
- be
pro
vide
d w
ith
shor
t tex
ts w
ith
desc
riptio
ns
of p
hysi
cal
appe
aran
ces o
f pe
ople
.-
stud
y th
e te
xts
indi
vidu
ally
, an
d in
gro
ups
and
expl
ain
the
phys
ical
ap
pear
ance
of t
he
peop
le d
escr
ibed
in
the
text
s.-
furth
er p
ract
ise
desc
ribin
g ap
pear
ance
of
peop
le b
y gi
ving
or
al a
nd w
ritte
n de
scrip
tions
of
peop
le in
thei
r fa
mili
es a
nd w
ell
know
n pe
ople
in
the
com
mun
ity.
Text
s on
phys
ical
ap
pear
ance
, pi
ctur
es.
Is th
e st
uden
t ab
le to
de
scrib
e pe
ople
’s
phys
ical
ap
pear
ance
s?
6
18
19
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
8.0
EX
PRE
SSIN
G
OPI
NIO
NS
AN
D
FEE
LIN
GS
8.1
Expr
essi
ng
pers
onal
opi
nion
s
The
stud
ent
shou
ld b
e ab
le
to e
xpre
ss h
is/
her o
pini
ons
on fa
mili
ar
issu
es o
rally
an
d in
w
ritin
gs.
Wha
t is y
our
opin
ion
on
scho
ol ru
les
or c
orpo
ral
puni
shm
ent?
Wha
t is y
our
opin
ion
abou
t fa
mily
life
ed
ucat
ion?
In m
y op
inio
n sc
hool
rule
s ar
e a
was
tage
of
tim
e.
Wha
t do
you
sugg
est?
Do
you
supp
ort h
is/
her i
dea?
hom
e,
scho
ol,
stre
et,
clas
sroo
m,
tow
n/ci
ty,
play
grou
nd.
argu
e, d
ebat
e,
sugg
est,
prop
ose,
op
pose
, op
inio
ns,
advi
ce,
supp
ort,
agai
nst,
idea
, te
am, d
efen
d,
rule
s HIV
/ A
IDS,
co
rpor
al
puni
shm
ent
scho
ol
rout
ine,
tra
nspo
rt,
view
, dis
agre
e
i) St
uden
ts to
re
ad a
text
on
eith
er c
hild
la
bour
or r
oad
safe
ty.
ii)
The
teac
her t
o gu
ide
stud
ents
to
giv
e th
eir
pers
onal
op
inio
ns o
n a
chos
en su
bjec
t.iii
) Th
e st
uden
ts
to d
ebat
e on
a
chos
en to
pic/
subj
ect..
A w
ritte
n te
xt o
n ch
ild
labo
ur a
nd
road
safe
ty.
Is th
e st
uden
t ab
le to
cle
arly
ex
pres
s his
/ he
r opi
nion
s on
fam
iliar
is
sues
ora
lly
and
in
writ
ings
?
8
18
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
7.5
Des
crib
ing
char
acte
rTh
e st
uden
t sh
ould
be
able
to
:a)
Des
crib
e hi
s/he
r ch
arac
ter.
I am
a k
ind-
hear
ted
pers
on.
scho
ol,
hom
ecr
uel,
rude
, gr
eedy
, ro
ugh,
ca
rele
ss,
good
hea
rted,
ge
nero
us,
gent
le,
sinc
ere,
ca
rele
ss.
i) St
uden
ts to
go
thro
ugh
text
s w
ith d
escr
iptio
ns
of p
eopl
e’s
char
acte
r.ii)
Eac
h st
uden
t to
talk
abo
ut h
is/
her c
hara
cter
in a
gr
oup.
iii) T
he te
ache
r to
go
arou
nd th
e cl
ass
enco
urag
ing
them
to
spea
k.
App
ropr
iate
te
xts.
Is th
e st
uden
t ab
le to
de
scrib
e hi
s/
her c
hara
cter
?
8
b) D
escr
ibe
peop
le’s
ch
arac
ter
She
is a
kin
d he
arte
d……
She/
he is
a
rude
girl
/boy
.
scho
ol,
hom
ecr
uel,
rude
, gr
eedy
, ro
ugh,
ca
rele
ss
gene
rous
, si
ncer
e,
gent
le.
Stu
dent
s to:
- go
thro
ugh
text
s with
de
scrip
tions
of
peo
ple’
s ch
arac
ter.
- fu
rther
pra
ctis
e st
atin
g th
e ch
arac
ter o
f pe
ople
by
givi
ng o
ral
and
writ
ten
desc
riptio
ns
of m
embe
rs o
f th
eir f
amily
and
fr
iend
s.
App
ropr
iate
te
xts.
Is th
e st
uden
t ab
le to
de
scrib
e pe
ople
’s
char
acte
r?
8
19
19
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
8.0
EX
PRE
SSIN
G
OPI
NIO
NS
AN
D
FEE
LIN
GS
8.1
Expr
essi
ng
pers
onal
opi
nion
s
The
stud
ent
shou
ld b
e ab
le
to e
xpre
ss h
is/
her o
pini
ons
on fa
mili
ar
issu
es o
rally
an
d in
w
ritin
gs.
Wha
t is y
our
opin
ion
on
scho
ol ru
les
or c
orpo
ral
puni
shm
ent?
Wha
t is y
our
opin
ion
abou
t fa
mily
life
ed
ucat
ion?
In m
y op
inio
n sc
hool
rule
s ar
e a
was
tage
of
tim
e.
Wha
t do
you
sugg
est?
Do
you
supp
ort h
is/
her i
dea?
hom
e,
scho
ol,
stre
et,
clas
sroo
m,
tow
n/ci
ty,
play
grou
nd.
argu
e, d
ebat
e,
sugg
est,
prop
ose,
op
pose
, op
inio
ns,
advi
ce,
supp
ort,
agai
nst,
idea
, te
am, d
efen
d,
rule
s HIV
/ A
IDS,
co
rpor
al
puni
shm
ent
scho
ol
rout
ine,
tra
nspo
rt,
view
, dis
agre
e
i) St
uden
ts to
re
ad a
text
on
eith
er c
hild
la
bour
or r
oad
safe
ty.
ii)
The
teac
her t
o gu
ide
stud
ents
to
giv
e th
eir
pers
onal
op
inio
ns o
n a
chos
en su
bjec
t.iii
) Th
e st
uden
ts
to d
ebat
e on
a
chos
en to
pic/
subj
ect..
A w
ritte
n te
xt o
n ch
ild
labo
ur a
nd
road
safe
ty.
Is th
e st
uden
t ab
le to
cle
arly
ex
pres
s his
/ he
r opi
nion
s on
fam
iliar
is
sues
ora
lly
and
in
writ
ings
?
8
20
21
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
9.0
TAL
KIN
G
AB
OU
T PA
ST
EV
EN
TS/
A
CT
IVIT
IES
9.1
Expr
essi
ng p
ast
activ
ities
The
stud
ent
shou
ld b
e ab
le to
nar
rate
hi
s/he
r pas
t ac
tiviti
es.
Wha
t did
you
do
yes
terd
ay?
Yest
erda
y I
wen
t to
visi
t m
y un
cle
Yest
erda
y w
e re
ad a
stor
y bo
ok.
Wha
t did
she/
he d
o la
st
wee
k?
Last
wee
k sh
e/he
wro
te
a le
tter t
o hi
s/he
r bro
ther
.
Did
he
wat
er
the
flow
ers?
No,
he
didn
’t.
scho
ol,
hom
e,
stad
ium
, fa
rm.
sim
ple
past
te
nse
verb
fo
rms.
i) Th
e te
ache
r to
guid
e st
uden
ts to
br
ains
torm
thei
r pa
st a
ctiv
ities
do
ne in
the
prev
ious
day
, pr
evio
us w
eek,
pr
evio
us m
onth
s an
d pr
evio
us
year
s.ii)
The
teac
her t
o ex
pres
s act
iviti
es
she/
he d
id in
the
past
.iii
) Stu
dent
s to
expr
ess t
heir
and
othe
r pe
ople
’s p
ast
activ
ities
from
a
subs
titut
ion
tabl
e gi
ven.
iv) S
tude
nt to
:- w
rite
and
dram
atiz
e di
alog
ues o
n w
hat t
hey
and
othe
r peo
ple
did
in th
e pa
st.
A te
xt o
n pa
st
activ
ities
.A
su
bstit
utio
n ta
ble.
Is th
e st
uden
t ab
le to
na
rrat
e pa
st
activ
ities
or
ally
and
in
writ
ings
?
12
20
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
8.2
Exp
ress
ing
stat
e of
hea
lthTh
e st
uden
t sh
ould
be
able
to
stat
e:a)
h
is/h
er
heal
th,
cond
ition
.b)
ot
her
peop
le’s
hea
lth
cond
ition
s.
Are
you
sick
?W
hat a
re
you
suffe
ring
from
?
Yest
erda
y I h
ad a
he
adac
he/
stom
acha
che.
I hav
e a
head
ache
.
hom
e,
scho
ol,
play
grou
nd,
hosp
ital,
disp
ensa
ry.
sick
, di
zzin
ess
head
ache
, do
ctor
st
omac
hach
e.
Doc
tor,
pills
, dru
gs,
inje
ctio
n co
ld
, vom
it, sl
ing,
he
alth
, fal
l, na
usea
, HIV
/A
IDS/
STIs
.
i) Th
e te
ache
r us
ing
rele
vant
te
xts t
o dr
amat
ize
a ce
rtain
stat
e of
he
alth
.ii)
Stu
dent
s to:
- pl
ay ro
les o
f a
doct
or a
nd a
si
ck st
uden
t in
pairs
.-
writ
e co
nver
satio
ns
betw
een
a do
ctor
and
a
patie
nt.
Pict
ures
and
re
leva
nt te
xts
Is th
e st
uden
t ab
le to
stat
e:1.
his
/her
he
alth
co
nditi
on?
2. o
ther
, pe
ople
s he
alth
co
nditi
ons?
6
8.3
Exp
ress
ing
feel
ings
The
stud
ent
shou
ld b
e ab
le
to e
xpre
ss
feel
ings
.
I fee
l hun
gry
She/
he is
th
irsty
.
Hom
e,
scho
ol,
hosp
ital,
disp
ensa
ry.
hung
ry,
thirs
ty, a
ngry
, ha
ppy
ange
r.
i) Th
e te
ache
r to
use
pict
ures
to
dem
onst
rate
fe
elin
gs.
ii) S
tude
nts
to p
ract
ise
expr
essi
ng
feel
ings
.
Pict
ures
de
pict
ing
diffe
rent
fe
elin
gs.
Is th
e st
uden
t abl
e to
exp
ress
fe
elin
gs?
6
21
21
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
9.0
TAL
KIN
G
AB
OU
T PA
ST
EV
EN
TS/
A
CT
IVIT
IES
9.1
Expr
essi
ng p
ast
activ
ities
The
stud
ent
shou
ld b
e ab
le to
nar
rate
hi
s/he
r pas
t ac
tiviti
es.
Wha
t did
you
do
yes
terd
ay?
Yest
erda
y I
wen
t to
visi
t m
y un
cle
Yest
erda
y w
e re
ad a
stor
y bo
ok.
Wha
t did
she/
he d
o la
st
wee
k?
Last
wee
k sh
e/he
wro
te
a le
tter t
o hi
s/he
r bro
ther
.
Did
he
wat
er
the
flow
ers?
No,
he
didn
’t.
scho
ol,
hom
e,
stad
ium
, fa
rm.
sim
ple
past
te
nse
verb
fo
rms.
i) Th
e te
ache
r to
guid
e st
uden
ts to
br
ains
torm
thei
r pa
st a
ctiv
ities
do
ne in
the
prev
ious
day
, pr
evio
us w
eek,
pr
evio
us m
onth
s an
d pr
evio
us
year
s.ii)
The
teac
her t
o ex
pres
s act
iviti
es
she/
he d
id in
the
past
.iii
) Stu
dent
s to
expr
ess t
heir
and
othe
r pe
ople
’s p
ast
activ
ities
from
a
subs
titut
ion
tabl
e gi
ven.
iv) S
tude
nt to
:- w
rite
and
dram
atiz
e di
alog
ues o
n w
hat t
hey
and
othe
r peo
ple
did
in th
e pa
st.
A te
xt o
n pa
st
activ
ities
.A
su
bstit
utio
n ta
ble.
Is th
e st
uden
t ab
le to
na
rrat
e pa
st
activ
ities
or
ally
and
in
writ
ings
?
12
22
23
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
9.2
Expr
essi
ng
past
eve
nts
The
stud
ent
shou
ld b
e ab
le
to n
arra
te p
ast
even
ts.
Yest
erda
y I w
atch
ed
a fo
otba
ll m
atch
.
My
sist
er g
ot
mar
ried
last
m
onth
.La
st w
eek
they
clo
sed
the
scho
ol
Yest
erda
y th
ere
was
a
wed
ding
ce
rem
ony.
scho
ol,
hom
e,
stad
ium
, fa
rm,
mar
ket,
tow
n st
reet
.
sim
ple
past
te
nse
verb
s.i)
The
teac
her t
o ex
pres
s his
/her
pa
st e
vent
s to
stud
ents
usi
ng
mea
ning
ful
cont
exts
.
ii)
Stud
ents
to
disc
uss t
heir
past
eve
nts i
n gr
oups
.iii
) Ea
ch g
roup
to
narr
ate
thei
r pa
st e
vent
s in
clas
s.
A te
xt o
n pa
st
even
ts.
Is th
e st
uden
t ab
le to
na
rrat
e pa
st
even
ts?
8
22
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
- rea
d a
text
on
past
act
iviti
es.
- ide
ntify
vario
us w
ords
show
ing
past
activ
ities
in
grou
ps.
- writ
e an
d
dram
atiz
e
dial
ogue
s on
wha
t the
y an
d
othe
r peo
ple
did
in th
e pa
st.
23
23
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
9.2
Expr
essi
ng
past
eve
nts
The
stud
ent
shou
ld b
e ab
le
to n
arra
te p
ast
even
ts.
Yest
erda
y I w
atch
ed
a fo
otba
ll m
atch
.
My
sist
er g
ot
mar
ried
last
m
onth
.La
st w
eek
they
clo
sed
the
scho
ol
Yest
erda
y th
ere
was
a
wed
ding
ce
rem
ony.
scho
ol,
hom
e,
stad
ium
, fa
rm,
mar
ket,
tow
n st
reet
.
sim
ple
past
te
nse
verb
s.i)
The
teac
her t
o ex
pres
s his
/her
pa
st e
vent
s to
stud
ents
usi
ng
mea
ning
ful
cont
exts
.
ii)
Stud
ents
to
disc
uss t
heir
past
eve
nts i
n gr
oups
.iii
) Ea
ch g
roup
to
narr
ate
thei
r pa
st e
vent
s in
clas
s.
A te
xt o
n pa
st
even
ts.
Is th
e st
uden
t ab
le to
na
rrat
e pa
st
even
ts?
8
24
25
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
11.0
RE
AD
ING
A
VAR
IET
Y O
F T
EX
TS
Inte
nsiv
e re
adin
g
The
stud
ent
shou
ld b
e ab
le
to re
spon
d to
spec
ific
ques
tions
on
a te
xt re
ad.
soil
eros
ion,
de
grad
atio
nho
me,
sc
hool
.ab
use,
dru
g,
right
s.i)
Usi
ng te
xts o
n a
varie
ty o
f iss
ues
(incl
udin
g ca
uses
of
env
ironm
enta
l de
grad
atio
n,
form
s of c
hild
la
bour
, way
s of
elim
inat
ing
drug
ab
use
and
aspe
cts
of in
equa
lity)
th
e te
ache
r to
intro
duce
new
vo
cabu
lary
in
mea
ning
ful
cont
exts
.ii)
Stu
dent
s to:
- be
pro
vide
d w
ith a
cop
y of
th
e te
xt.
- re
ad th
e te
xt
sile
ntly
and
re
spon
d to
se
t que
stio
ns
indi
vidu
ally
.-
disc
uss t
heir
answ
ers i
n pa
irs /g
roup
s.
A v
arie
ty
of te
xts o
n en
viro
nmen
tal
degr
adat
ion,
ch
ild la
bour
, dr
ug a
buse
.
Is th
e st
uden
t ab
le to
resp
ond
to sp
ecifi
c qu
estio
ns o
n a
text
read
?
11
24
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
10.0
EX
PRE
SSIN
G
FUT
UR
E P
LA
NS/
A
CT
IVIT
IES.
Talk
ing
abou
t fu
ture
pla
ns/
activ
ities
.
The
stud
ent
shou
ld b
e ab
le
to e
xpre
ss
futu
re p
lans
us
ing
shal
l, w
ill a
nd …
goin
g to
...
I/we
shal
l …Yo
u, h
e/sh
e/
it/th
ey w
ill ..
.
Wha
t are
you
go
ing
to d
o to
mor
row
?
I am
goi
ng to
cu
t a tr
ee
Wha
t are
you
pl
anni
ng to
do
tom
orro
w?
I am
goi
ng to
se
e a
doct
or
tom
orro
w.
hom
e,
scho
ol,
stre
et
mar
ket,
shop
, ho
spita
l
writ
e, re
ad
was
h, e
at,
play
, exp
lain
, vi
sit,
trave
l.
i) Th
e te
ache
r to
ask
gui
ding
qu
estio
ns
on a
ctiv
ities
pl
anne
d to
take
pl
ace
on th
e fo
llow
ing
day.
ii) S
tude
nts
to p
ract
ise
expr
essi
ng
futu
re p
lans
in
divi
dual
ly.
iii)
In g
roup
s st
uden
ts to
writ
e ab
out f
utur
e pl
ans u
sing
sc
hool
cal
enda
r.
Tim
etab
le,
cale
ndar
, tra
velli
ng
sche
dule
.
Is th
e st
uden
t ab
le to
ex
pres
s fut
ure
plan
s usi
ng
shal
l, w
ill a
nd
…go
ing
to...
?
8
25
25
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
11.0
RE
AD
ING
A
VAR
IET
Y O
F T
EX
TS
Inte
nsiv
e re
adin
g
The
stud
ent
shou
ld b
e ab
le
to re
spon
d to
spec
ific
ques
tions
on
a te
xt re
ad.
soil
eros
ion,
de
grad
atio
nho
me,
sc
hool
.ab
use,
dru
g,
right
s.i)
Usi
ng te
xts o
n a
varie
ty o
f iss
ues
(incl
udin
g ca
uses
of
env
ironm
enta
l de
grad
atio
n,
form
s of c
hild
la
bour
, way
s of
elim
inat
ing
drug
ab
use
and
aspe
cts
of in
equa
lity)
th
e te
ache
r to
intro
duce
new
vo
cabu
lary
in
mea
ning
ful
cont
exts
.ii)
Stu
dent
s to:
- be
pro
vide
d w
ith a
cop
y of
th
e te
xt.
- re
ad th
e te
xt
sile
ntly
and
re
spon
d to
se
t que
stio
ns
indi
vidu
ally
.-
disc
uss t
heir
answ
ers i
n pa
irs /g
roup
s.
A v
arie
ty
of te
xts o
n en
viro
nmen
tal
degr
adat
ion,
ch
ild la
bour
, dr
ug a
buse
.
Is th
e st
uden
t ab
le to
resp
ond
to sp
ecifi
c qu
estio
ns o
n a
text
read
?
11
26
27
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
12.2
Inte
rpre
ting
poem
sTh
e st
uden
t sh
ould
be
able
to a
nsw
er
ques
tions
on
a po
em re
ad.
The
poet
sa
ys…
.
The
poem
is
abou
t….
Nei
ther
….
nor…
scho
ol,
hom
e.vo
cabu
lary
and
ph
rase
s fro
m
a po
em to
the
leve
l of t
he
clas
s.
i) Th
e te
ache
r to
read
a p
oem
al
oud
to g
uide
st
uden
ts o
n ho
w
to re
ad p
oem
s.ii)
In
divi
dual
st
uden
ts to
read
th
e po
em a
loud
.iii
) Th
e te
ache
r to
ask
ques
tions
on
the
mes
sage
of
the
poem
.
Sele
cted
po
ems
Is th
e st
uden
t ab
le to
ans
wer
qu
estio
ns
on p
oem
s or
ally
and
in
writ
ings
?
8
13.0
AN
ALY
SIN
G
INFO
RM
ATIO
N
FRO
M T
HE
M
ED
IA
13.1
Ana
lyzi
ng
info
rmat
ion
from
the
med
ia
The
stud
ent
shou
ld b
e ab
le
to id
entif
y fa
cts
from
med
ia.
Suffe
ring
from
ai
ds,
Gen
ital
mut
ilatio
n is
no
t hea
lthy.
Prev
ent…
…
Def
ores
tatio
n…
Stop
gen
der
viol
ence
.
hom
e, sc
hool
depe
ndin
g on
the
text
bu
t inc
ludi
ng
voca
bula
ry
on H
IV/
AID
S, g
ende
r, fa
mily
life
ed
ucat
ion
and
envi
ronm
ent.
i) Th
e te
ache
r to
guid
e st
uden
ts to
id
entif
y fa
cts f
rom
se
lect
ed te
xts.
ii) S
tude
nts i
n gr
oups
to - w
rite
dow
n fa
cts
foun
d in
sele
cted
te
xts a
nd p
rese
nt
thei
r wor
k fo
r cl
ass d
iscu
ssio
n.iii
) - p
ract
ise
poin
ting
out f
acts
from
ne
wsp
aper
s, TV
an
d br
ochu
res.
TV, r
adio
ne
wsp
aper
s in
Eng
lish,
br
ochu
res.
Is th
e st
uden
t ab
le to
iden
tify
fact
s fro
m
med
ia?
7
26
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
iii)
The
teac
her t
o co
nduc
t a c
lass
di
scus
sion
and
gu
ide
stud
ents
to
arriv
e at
cor
rect
an
swer
s.
12.0
INT
ER
PRE
TIN
G
LIT
ER
AR
Y
WO
RK
S
12.1
Inte
rpre
ting
sim
ple
stor
ies
The
stud
ent
shou
ld b
e ab
le
to e
xpla
in th
e m
essa
ge fr
om
sim
ple
stor
ies
read
.
The
auth
or
says
….
The
stor
y is
ab
out …
..
Whe
n…in
g.
Whi
le…
.ing.
As…
……
…
scho
ol,
hom
e,
libra
ry.
voca
bula
ry
from
sim
ple
read
er(s
) to
the
leve
l of t
he
clas
s.
i) Th
e te
ache
r to
guid
e st
uden
ts
to u
se ti
tle a
nd
illus
tratio
ns to
pr
edic
t wha
t a
book
will
be
abou
t.ii)
Stu
dent
s to
read
a
part
of th
e re
ader
or
the
who
le
read
er a
nd a
nsw
er
ques
tions
on
char
acte
rs
a
nd e
vent
s.iii
) The
teac
her t
o or
gani
ze g
roup
di
scus
sion
on
char
acte
rs a
nd
mes
sage
iv) S
tude
nts t
o w
rite
a br
ief b
ook
repo
rt.
Sim
ple
read
ers
Is th
e st
uden
t ab
le to
ex
plai
n th
e m
essa
ge fr
om
sim
ple
stor
ies
oral
ly a
nd in
w
ritin
gs?
8
27
27
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
12.2
Inte
rpre
ting
poem
sTh
e st
uden
t sh
ould
be
able
to a
nsw
er
ques
tions
on
a po
em re
ad.
The
poet
sa
ys…
.
The
poem
is
abou
t….
Nei
ther
….
nor…
scho
ol,
hom
e.vo
cabu
lary
and
ph
rase
s fro
m
a po
em to
the
leve
l of t
he
clas
s.
i) Th
e te
ache
r to
read
a p
oem
al
oud
to g
uide
st
uden
ts o
n ho
w
to re
ad p
oem
s.ii)
In
divi
dual
st
uden
ts to
read
th
e po
em a
loud
.iii
) Th
e te
ache
r to
ask
ques
tions
on
the
mes
sage
of
the
poem
.
Sele
cted
po
ems
Is th
e st
uden
t ab
le to
ans
wer
qu
estio
ns
on p
oem
s or
ally
and
in
writ
ings
?
8
13.0
AN
ALY
SIN
G
INFO
RM
ATIO
N
FRO
M T
HE
M
ED
IA
13.1
Ana
lyzi
ng
info
rmat
ion
from
the
med
ia
The
stud
ent
shou
ld b
e ab
le
to id
entif
y fa
cts
from
med
ia.
Suffe
ring
from
ai
ds,
Gen
ital
mut
ilatio
n is
no
t hea
lthy.
Prev
ent…
…
Def
ores
tatio
n…
Stop
gen
der
viol
ence
.
hom
e, sc
hool
depe
ndin
g on
the
text
bu
t inc
ludi
ng
voca
bula
ry
on H
IV/
AID
S, g
ende
r, fa
mily
life
ed
ucat
ion
and
envi
ronm
ent.
i) Th
e te
ache
r to
guid
e st
uden
ts to
id
entif
y fa
cts f
rom
se
lect
ed te
xts.
ii) S
tude
nts i
n gr
oups
to - w
rite
dow
n fa
cts
foun
d in
sele
cted
te
xts a
nd p
rese
nt
thei
r wor
k fo
r cl
ass d
iscu
ssio
n.iii
) - p
ract
ise
poin
ting
out f
acts
from
ne
wsp
aper
s, TV
an
d br
ochu
res.
TV, r
adio
ne
wsp
aper
s in
Eng
lish,
br
ochu
res.
Is th
e st
uden
t ab
le to
iden
tify
fact
s fro
m
med
ia?
7
28
40
29
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
14.0
WR
ITIN
G
PER
SON
AL
LE
TT
ER
S
14.1
Writ
ing
frie
ndly
le
tters
The
stud
ent
shou
ld b
e ab
le
to w
rite
pers
onal
le
tters
.
Dea
r mot
her/
fath
er/ f
riend
un
cle,
Hi d
ad, m
umH
i aun
t Liz
a,
Lovi
ng
daug
hter
Yo
ur lo
ving
…
……
..M
issi
ng y
ou.
scho
ol, h
ome
aunt
, unc
le
niec
e, n
ephe
w,
cous
in,
gran
dmot
her
gran
dfat
her
Enve
lope
, st
amp
post
, ho
me
sick
, Jo
hn, H
amis
i, Jo
yce.
i) Th
e te
ache
r to
guid
e st
uden
ts to
st
udy
the
form
at
of p
erso
nal l
ette
rs
usin
g m
odel
le
tters
.
ii) S
tude
nts t
o pr
actis
e w
ritin
g m
eani
ngfu
l le
tters
to d
iffer
ent
mem
bers
of
thei
r fam
ily a
nd
frie
nds.
Mod
els o
f pe
rson
al
lette
rs.
Is th
e st
uden
t ab
le to
writ
e fr
iend
ly
lette
rs?
8
15.0
TA
KIN
G
NO
TE
S
15.1
Writ
ing
note
s fr
om o
ral t
exts
The
stud
ent
shou
ld b
e ab
le
to w
rite
dow
n im
porta
nt p
oint
s fr
om o
ral t
exts
.
The
text
is
abou
t….
Impo
rtant
po
ints
from
th
e pa
ssag
e in
clud
e…..
clas
sO
n th
e le
vel o
f th
e cl
ass
i) Th
e te
ache
r to
read
si
mpl
e te
xts t
o th
e st
uden
ts.
ii)
Stud
ents
to:
-take
not
es fr
om
sim
ple
text
s re
ad.
- w
ork
in g
roup
s an
d di
scus
s an
d co
rrec
t any
m
ista
kes n
oted
.
Vario
us si
mpl
e or
al te
xts.
Is th
e st
uden
t ab
le to
w
rite
dow
n im
porta
nt
note
s fro
m a
n or
al te
xt?
7
28
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
13.2
Ana
lyzi
ng
non-
fact
ual
info
rmat
ion
from
the
med
ia.
The
stud
ent
shou
ld b
e ab
le
to id
entif
y no
n-fa
ctua
l in
form
atio
n fr
om m
edia
.
I thi
nk ..
..It
is p
ossi
ble
Ther
e is
a
poss
ibili
ty th
at
... It m
ight
be
May
be
…
Perh
aps …
Prob
ably
…
scho
ol, h
ome
new
spap
ers,
radi
o, T
V.
Bro
adca
st
anno
unce
r, ch
anne
l, m
ass
med
ia
i) S
tude
nts i
n gr
oups
to
:-
stud
y a
give
n te
xt
with
fact
ual
info
rmat
ion
and
non
fact
ual
info
rmat
ion
- po
int o
ut
opin
ions
.-
iden
tify
non-
fact
ual
info
rmat
ion
from
med
ia
and
pres
ent
thei
r gro
up
wor
k fo
r cla
ss
disc
ussi
on.
ii) T
he te
ache
r to
assi
gn st
uden
ts
to p
oint
out
fact
s fr
om n
ewsp
aper
s, TV
and
br
ochu
res o
rally
an
d in
writ
ing.
TV, R
adio
, ne
wsp
aper
Is th
e st
uden
t ab
le to
iden
tify
non
fact
ual
info
rmat
ion
from
med
ia
oral
ly a
nd in
w
ritin
gs?
8
29
Topi
c/su
b-to
pic
O
bjec
tives
Patt
erns
/St
ruct
ure
Situ
atio
nsVo
cabu
lary
/ Ph
rase
sTe
achi
ng/
lear
ning
stra
tegi
este
achi
ng/
lear
ning
m
ater
ials
Ass
essm
ent
Peri
ods
14.0
WR
ITIN
G
PER
SON
AL
LE
TT
ER
S
14.1
Wri
ting
frie
ndly
le
tters
The
stu
dent
sh
ould
be
able
to
wri
te p
erso
nal
lette
rs.
Dea
r m
othe
r/fa
ther
/ fri
end
uncl
e,
Hi d
ad, m
umH
i aun
t Liz
a,
Lov
ing
daug
hter
Y
our
lovi
ng
……
…..
Mis
sing
you
.
scho
ol, h
ome
aunt
, unc
le
niec
e, n
ephe
w,
cous
in,
gran
dmot
her
gran
dfat
her
Env
elop
e,
stam
p po
st,
hom
e si
ck,
John
, Ham
isi,
Joyc
e.
i)
The
teac
her
to
guid
e st
uden
ts to
st
udy
the
form
at
of p
erso
nal l
ette
rs
usin
g m
odel
le
tters
.
ii) S
tude
nts
to
prac
tise
wri
ting
mea
ning
ful
lette
rs to
dif
fere
nt
mem
bers
of
thei
r fa
mily
and
fr
iend
s.
Mod
els
of
pers
onal
le
tters
.
Is th
e st
uden
t ab
le to
wri
te
frie
ndly
le
tters
?
8
15.0
TA
KIN
G
NO
TE
S
15.1
Wri
ting
note
s fr
om o
ral t
exts
The
stu
dent
sh
ould
be
able
to
wri
te d
own
impo
rtan
t poi
nts
from
ora
l tex
ts.
The
text
is
abou
t….
Impo
rtan
t po
ints
fro
m
the
pass
age
incl
ude…
..
clas
sO
n th
e le
vel o
f th
e cl
ass
i)
The
teac
her
to r
ead
sim
ple
text
s to
the
stud
ents
.ii)
St
uden
ts to
:
-t
ake
note
s fr
om
sim
ple
text
s re
ad.
- w
ork
in g
roup
s an
d di
scus
s an
d co
rrec
t any
m
ista
kes
note
d.
Var
ious
sim
ple
oral
text
s.Is
the
stud
ent
able
to
wri
te d
own
impo
rtan
t no
tes
from
an
oral
text
?
7
30
30
Topi
c/su
b-to
pic
O
bjec
tives
Patt
erns
/St
ruct
ure
Situ
atio
nsVo
cabu
lary
/ Ph
rase
sTe
achi
ng/
lear
ning
stra
tegi
este
achi
ng/
lear
ning
m
ater
ials
Ass
essm
ent
Peri
ods
15.2
Wri
ting
note
s fr
om w
ritte
n te
xts
The
stu
dent
sh
ould
be
able
to
wri
te d
own
impo
rtan
t poi
nts
from
wri
tten
text
s.
The
text
is
abou
t….
Impo
rtan
t po
ints
fro
m
the
pass
age
incl
ude…
The
aut
hor
poin
ts o
ut…
..
clas
sO
n th
e le
vel o
f th
e cl
ass
i) T
he te
ache
r to
as
sign
stu
dent
s to
rea
d se
lect
ed
wri
tten
text
s.ii)
Stu
dent
s to
:-
ans
wer
ora
l qu
estio
ns b
ased
on
the
text
rea
d.-
dis
cuss
in g
roup
s an
d w
rite
not
es
from
the
text
re
ad.
Var
ious
sim
ple
wri
tten
text
s.Is
the
stud
ent
able
to
wri
te d
own
impo
rtan
t no
tes
from
si
mpl
e w
ritte
n te
xts?
8
16.0
WR
ITIN
G A
VA
RIE
TY
OF
TE
XT
S
16.1
Fill
ing
in
Form
s
The
stu
dent
sh
ould
be
vari
etie
s of
fo
rms.
Fill
in,
Nat
iona
lity,
se
x, g
ende
r.
bank
, ho
spita
l, sc
hool
.
Adm
issi
on
form
s,
hosp
ital f
orm
s,
bank
for
ms.
i) T
he te
ache
r to
:-
show
stu
dent
s an
y of
the
- sh
ow s
tude
nts
the
form
s.ii)
St
uden
ts to
inde
pend
ently
.iii
) I
n pa
irs
stud
ents
to
dis
cuss
the
iv)
The
teac
her
to
pass
aro
und
to
see
if th
ey a
re
Ban
k fo
rms,
im
mig
ratio
n fo
rms,
hos
pita
l fo
rm, s
choo
l ad
mis
sion
fo
rms.
Is th
e st
uden
t
in d
iffe
rent
fo
rms?
6
31
31
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
eSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
16.2
Writ
ing
thin
gs
in a
dia
ry.
The
stud
ent
shou
ld b
e ab
le
to w
rite
thin
gs/
note
s in
a di
ary.
Kee
ping
a
diar
ysc
hool
, ho
me.
Toda
y’s p
lans
,C
alen
dar,
diar
y,
appo
intm
ent,
rem
inde
r, ca
ncel
, po
stpo
ne, e
nter
i) St
uden
ts a
nd
the
teac
her t
o br
ains
torm
on
the
uses
of a
di
ary.
ii)
The
teac
her
to sh
ow th
e st
uden
ts a
sa
mpl
e of
a
diar
y.iii
) St
uden
ts to
w
rite/
kee
p di
arie
s for
a
give
n pe
riod.
iv)
Stud
ents
to b
e en
cour
aged
to
writ
e in
thei
r ow
n pe
rson
al
diar
ies.
A d
iary
cale
ndar
Is th
e st
uden
t ab
le to
writ
e th
ings
/not
es in
a
diar
y?
8
3232
FORM TWO
CLASS LEVEL COMPETENCESThe student should demonstrate ability to:
1. aterials she/he
encounters.
2. Use English to obtain process, construct and provide subject matter information
in spoken and written forms.
3. Interact in spoken and written for personal expression and enjoyment.
4. Use English to interact in the classroom.
5. Describe past activities and personal experiences.
6. Ask and answer questions on simple readers and report on what he/she read.
CLASS LEVEL OBJECTIVESBy the end of Form Two the student should be able to:
(a) Listen to and understand various simple English texts.
(b) Express oneself orally in English using slightly complex sentences.
(c) Read intensively a variety of simple English texts.
(d) Explain content of simple English readers in different genres.
(e) Write simple texts in English.
33
33
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
1.0
LIS
TE
NIN
G
TO V
AR
IOU
S SI
MPL
E O
RA
L T
EX
TS.
List
enin
g to
and
un
ders
tand
ing
vario
us si
mpl
e or
al
text
s on
vario
us
issu
es.
The
stud
ent
shou
ld b
e ab
le
to:
a) A
nsw
er
ques
tions
on
sim
ple
oral
text
s.
parti
cipa
ting
in
a… Man
y pe
ople
wer
e re
porte
d…
scho
ol,
hom
e,
hosp
ital,
spor
ts,
hobb
ies,
heal
th,
mea
ls,
conc
ert,
trave
l,
kick
, pas
s th
e ba
ll,
drib
ble
heal
th,
parti
cipa
te
HIV
/AID
s, vi
ctim
, inf
ecte
d,
trans
mit,
effe
ct,
suffe
ring,
st
igm
a,
sym
ptom
s,or
phan
s.
Stud
ents
to:
- br
ains
torm
ora
lly
on im
porta
nt
voca
bula
ry
and
patte
rns o
n ho
bbie
s, he
alth
, sp
orts
.-
liste
n to
a te
xt th
e te
ache
r is r
eadi
ng-
answ
er q
uest
ions
ba
sed
on th
e te
xt
read
.
Extra
cts o
n va
rious
issu
es
incl
udin
g H
IV/A
IDs,
gend
er a
nd
envi
ronm
ent.
Is th
e st
uden
t abl
e to
ans
wer
qu
estio
ns o
n si
mpl
e or
al
text
s?
10
b) W
rite
dow
n w
hat
is re
ad.
Soil
eros
ion
bala
nced
die
tsc
hool
, hom
e,
hosp
ital.
Vic
tim,
drib
ble,
stig
ma,
sy
mpt
oms,
orph
ans.
i) S
tude
nts t
o:-
liste
n to
a
dict
atio
n as
the
teac
her r
eads
the
who
le te
xt th
e fir
st ti
me
at a
ta
lkin
g pa
ce.
- w
rite
the
text
as
the
teac
her r
eads
it
the
seco
nd ti
me
in m
anag
eabl
e pa
uses
to a
llow
st
uden
ts to
writ
e.
Extra
cts o
n va
rious
issu
es
incl
udin
g H
IV/A
IDS
gend
er a
nd
envi
ronm
ent
Is th
e st
uden
t abl
e to
writ
e do
wn
wha
t is
rear
d?
10
34
34
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
2.0
TAL
KIN
G
AB
OU
T E
VE
NT
S2.
1 Ta
lkin
g ab
out
cele
brat
ions
The
stud
ent
shou
ld b
e ab
le to
na
rrat
e w
hat
took
pla
ce
in a
giv
en
cele
brat
ion.
Cel
ebra
tions
st
arte
d at
…Th
e pr
esid
ent
arriv
edTh
e pa
rade
w
as…
The
Prim
e M
inis
ter
said
…..
scho
ol, s
treet
, ho
me
villa
ge
tow
n/ c
ity.
Inde
pend
ence
, Pr
esid
ent,
Prim
e M
inis
ter,
Vic
e pr
esid
ent,
gove
rnm
ent
offic
ials
, m
inis
ter,
publ
ic, g
uest
of
hono
ur, i
nvite
d gu
ests
, sta
dium
, pa
rade
.
i) Th
e te
ache
r to
sele
ct a
fam
iliar
ce
lebr
atio
n to
nar
rate
to
stud
ents
.ii)
St
uden
ts in
gr
oups
to w
rite
on a
nat
iona
l ce
lebr
atio
n of
th
eir o
wn
choi
ce
usin
g gu
idin
g qu
estio
ns
prov
ided
by
the
teac
her.
iii)
Stu
dent
s fro
m
each
gro
up
to p
ract
ise
narr
atin
g w
hat
they
hav
e w
ritte
n.
New
s pap
ers,
mod
el
desc
riptio
ns.
Is th
e st
uden
t abl
e to
nar
rate
cl
early
w
hat t
ook
plac
e in
a
cele
brat
ion?
8
35
35
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
2.2
Talk
ing
abou
t ac
cide
nts
The
stud
ent
shou
ld b
e ab
le to
nar
rate
w
hat t
ook
plac
e in
the
acci
dent
.
…w
as in
jure
d,…
take
n to
ho
spita
l,…
calle
d fo
r an
ambu
lanc
e,…
was
ex
amin
ed
by a
doc
tor,
…w
as
Stre
et, o
n th
e ro
ad, h
ome.
Suffo
cate
, dr
own,
si
nk, fi
re
extin
guis
her,
fire
man
, fire
-e
ngin
e.
i) S
tude
nts t
o:-
brai
nsto
rm
on ty
pes o
f ac
cide
nts:
- na
rrat
e on
ac
cide
nts t
hey
have
witn
esse
d.-
read
an
extra
ct
abou
t acc
iden
ts
and
stud
ents
to
Extra
cts o
n ac
cide
nts
Is th
e st
uden
t abl
e to
nar
rate
cl
early
an
acci
dent
he
/she
has
w
itnes
sed
or h
eard
or
ally
and
in
writ
ings
?
10
unco
nsci
ous,
Man
y pe
ople
es
cape
d un
hurt,
…
fell
from
a
tree,
…
catc
h fir
e.
take
not
es o
n th
e vo
cabu
lary
use
d in
the
extra
ct.
iii) S
tude
nt to
- w
rite
abou
t an
acci
dent
has
be
en w
etne
ssed
/re
ad a
bout
. -
nar
rate
acc
iden
ts
t
hey
wro
te a
bout
36
36
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
2.3
Talk
ing
abou
t el
ectio
nsTh
e st
uden
t sh
ould
be
able
to n
arra
te
wha
t too
k pl
ace
in a
gi
ven
elec
tion.
…co
ntes
t for
…
.…
will
be
elec
ted
……
will
vot
e……
vote
d fo
r ….
Scho
ol,
publ
ic.
cand
idat
e,
cont
est,
vote
, el
ectio
n,
repr
esen
tativ
es
chai
rper
son/
m
an, s
ecre
tary
, m
embe
r of
parli
amen
t, lo
cal
gove
rnm
ent,
pape
r, ba
llot
box,
bal
lot,
pape
r, ca
stin
g vo
tes.
i) S
tude
nts t
o:-
brai
nsto
rm o
n th
eir s
choo
l le
ader
ship
an
d st
ate
how
di
ffere
nt le
ader
s be
cam
e le
ader
s.-
cont
inue
br
ains
torm
ing
how
som
e im
porta
nt
natio
nal l
eade
rs
acqu
ired
thei
r po
sitio
ns.
- na
rrat
e ab
out
elec
tions
they
w
itnes
sed
in
thei
r pre
viou
s/pr
esen
t sch
ool.
Text
s on
elec
tion
Is th
e st
uden
t abl
e to
talk
abo
ut
activ
ities
of
ele
ctio
ns
usin
g ap
prop
riate
vo
cabu
lary
?
8
37
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
i) T
he te
ache
r to
prov
ide
stud
ents
w
ith te
xts o
n el
ectio
ns fo
r re
adin
g.iii
) St
uden
ts to
writ
e in
gro
ups a
nd
indi
vidu
ally
on
elec
tions
they
w
itnes
sed
and
narr
ate
it to
the
clas
s.2.
4 Ta
lkin
g ab
out
spor
ts.
The
stud
ent
shou
ld b
e ab
le to
nar
rate
w
hat t
ook
plac
e du
ring
a sp
orts
eve
nt
…pa
rtici
pate
in
...,
…w
on th
e …
,…
war
m u
p …
…be
at...
in
foot
ball/
vo
lleyb
all,
…pl
ayed
ce
ntre
fo
rwar
d, th
e de
fenc
e.…
cons
iste
d of
…
scho
ol h
ome,
pl
ay-g
roun
d,
stad
ium
.
kick
, pas
s th
e ba
ll,
drib
ble,
hea
lth,
parti
cipa
te,
jers
ey, d
efea
ted,
tro
phy,
goa
l ke
eper
, pitc
h,
refe
ree,
coa
ch,
cent
er h
alf,
mid
fie
ld, s
trike
rs,
mar
atho
n ja
velin
, dis
cuss
, ne
tbal
l.
i) St
uden
ts to
:-
brai
nsto
rm
on w
hat
take
s pla
ce in
di
ffere
nt sp
orts
, eq
uipm
ent u
sed
for d
iffer
ent
spor
ts, fi
elds
w
here
diff
eren
t ga
mes
are
pl
ayed
.-
narr
ate
spor
ts e
vent
s th
ey h
ave
parti
cipa
ted
in
or w
itnes
sed.
Extra
cts/
text
s on
spor
ts e
vent
s, pi
ctur
es o
f di
ffere
nt
spor
ts
Is th
e st
uden
t abl
e to
nar
rate
ab
out w
hat
took
pla
ce
durin
g sp
orts
ev
ents
/ ga
mes
?
10
37
37
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
i) T
he te
ache
r to
prov
ide
stud
ents
w
ith te
xts o
n el
ectio
ns fo
r re
adin
g.iii
) St
uden
ts to
writ
e in
gro
ups a
nd
indi
vidu
ally
on
elec
tions
they
w
itnes
sed
and
narr
ate
it to
the
clas
s.2.
4 Ta
lkin
g ab
out
spor
ts.
The
stud
ent
shou
ld b
e ab
le to
nar
rate
w
hat t
ook
plac
e du
ring
a sp
orts
eve
nt
…pa
rtici
pate
in
...,
…w
on th
e …
,…
war
m u
p …
…be
at...
in
foot
ball/
vo
lleyb
all,
…pl
ayed
ce
ntre
fo
rwar
d, th
e de
fenc
e.…
cons
iste
d of
…
scho
ol h
ome,
pl
ay-g
roun
d,
stad
ium
.
kick
, pas
s th
e ba
ll,
drib
ble,
hea
lth,
parti
cipa
te,
jers
ey, d
efea
ted,
tro
phy,
goa
l ke
eper
, pitc
h,
refe
ree,
coa
ch,
cent
er h
alf,
mid
fie
ld, s
trike
rs,
mar
atho
n ja
velin
, dis
cuss
, ne
tbal
l.
i) St
uden
ts to
:-
brai
nsto
rm
on w
hat
take
s pla
ce in
di
ffere
nt sp
orts
, eq
uipm
ent u
sed
for d
iffer
ent
spor
ts, fi
elds
w
here
diff
eren
t ga
mes
are
pl
ayed
.-
narr
ate
spor
ts e
vent
s th
ey h
ave
parti
cipa
ted
in
or w
itnes
sed.
Extra
cts/
text
s on
spor
ts e
vent
s, pi
ctur
es o
f di
ffere
nt
spor
ts
Is th
e st
uden
t abl
e to
nar
rate
ab
out w
hat
took
pla
ce
durin
g sp
orts
ev
ents
/ ga
mes
?
10
38
38
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
2.5
Talk
ing
abou
t vi
sits
The
stud
ent
shou
ld b
e ab
le
to n
arra
te w
hat
took
pla
ce in
a
visi
t. H
e/sh
e m
ade.
…vi
site
d …
whe
n I v
isite
d … w
hen
we
reac
hed
Mik
umi
we
saw
…w
hen
we
arriv
ed a
lion
w
as c
hasi
ng…
Scho
ol,
Hom
e, to
wn,
N
atio
nal p
ark,
H
isto
rical
/ ci
tes
lion,
ele
phan
t, ze
bra,
ant
elop
e,
wild
ebee
st,
hipp
opot
amus
, rh
inoc
eros
, ca
ve, r
ocks
, hill
, es
carp
men
t, da
rkne
ss,
cand
les,
mac
hine
s, su
perv
isor
, w
orke
rs, p
orte
rs,
cons
erva
tioni
st
gam
e w
arde
ns.
i) St
uden
ts to
br
ains
torm
on
diffe
rent
vis
its
they
can
mak
e,
thin
gs th
ey c
an
see,
how
they
can
re
ach
the
plac
es.
ii) T
he te
ache
r to
orga
nize
a v
isit
to p
lace
s suc
h as
a
near
by fa
ctor
y,
Nat
iona
l par
k,
airp
ort,
cave
s, ha
rbou
r.iii
) St
uden
ts in
gr
oups
to n
arra
te
oral
ly a
nd in
w
ritin
g ab
out a
vi
sit t
hey
mad
e.
pict
ures
broc
hure
s, st
ory
book
s on
visi
ts.
Is th
e st
uden
t abl
e to
nar
rate
a
visi
t usi
ng
appr
opria
te
voca
bula
ry?
7
39
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
3.0
ASK
ING
FO
R
SER
VIC
ES
3.1
Mak
ing
tele
phon
e ca
lls.
The
stud
ent
shou
ld b
e ab
le to
mak
e te
leph
one
calls
usi
ng
appr
opria
te
lang
uage
Hel
lo,
Can
I sp
eak
to…
.Sp
eaki
ngA
min
ute
plea
se
scho
ol, h
ome,
rest
aura
nt.
veal
, dis
coun
t, pr
ice,
mus
h ro
om.
i) St
uden
ts a
nd
the
teac
her t
o
brai
nsto
rm o
n
the
impo
rtanc
e
of te
leph
ones
.
ii)
Teac
her t
o te
ll
the
stud
ents
appr
opria
te
expr
essi
ons t
o
use.
iii)
Stud
ents
to p
ract
ise
tele
phon
e
conv
ersa
tions
in
pairs
.
Dia
logu
e te
xts
Is th
e st
uden
t abl
e to
mak
e te
leph
one
calls
usi
ng
appr
opria
te
lang
uage
?
10
39
39
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
3.0
ASK
ING
FO
R
SER
VIC
ES
3.1
Mak
ing
tele
phon
e ca
lls.
The
stud
ent
shou
ld b
e ab
le to
mak
e te
leph
one
calls
usi
ng
appr
opria
te
lang
uage
Hel
lo,
Can
I sp
eak
to…
.Sp
eaki
ngA
min
ute
plea
se
scho
ol, h
ome,
rest
aura
nt.
veal
, dis
coun
t, pr
ice,
mus
h ro
om.
i) St
uden
ts a
nd
the
teac
her t
o
brai
nsto
rm o
n
the
impo
rtanc
e
of te
leph
ones
.
ii)
Teac
her t
o te
ll
the
stud
ents
appr
opria
te
expr
essi
ons t
o
use.
iii)
Stud
ents
to p
ract
ise
tele
phon
e
conv
ersa
tions
in
pairs
.
Dia
logu
e te
xts
Is th
e st
uden
t abl
e to
mak
e te
leph
one
calls
usi
ng
appr
opria
te
lang
uage
?
10
40
40
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
3.2
Talk
ing
abou
t re
serv
atio
nTh
e st
uden
t sh
ould
be
able
to u
se
appr
opria
te
expr
essi
ons
for
rese
rvat
ions
.
May
I ge
t a
ticke
t to
Mw
anza
?C
an I
mak
e a
book
ing
for F
riday
af
tern
oon
fligh
t?…
we
can’
t ta
ke a
ny m
ore
book
ings
.Sh
e w
ill c
all
at a
rest
aura
nt
and
mak
e a
rese
rvat
ion.
I wou
ld li
ke to
tra
vel t
o...
Can
I ge
t a se
at
in …
?
hote
l, bo
okin
g,
offic
e, a
irpor
t, ha
bour
, bus
st
and.
rese
rve
plan
e, tr
ain,
seat
, hot
el,
ship
, har
bor,
ticke
t, re
ceip
ts,
thea
tre.
Che
ck in
, che
ck
out,
confi
rm.
Stud
ents
to:
- br
ains
torm
on
wha
t the
y do
w
hen
they
wan
t to
trav
el.
- re
ad d
ialo
gues
on
mak
ing
rese
rvat
ions
.-
in p
airs
to
dram
atiz
e on
ho
w to
mak
e re
serv
atio
ns.
Dia
logu
e/te
xt o
n re
serv
atio
n.
Is th
e st
uden
t ab
le to
use
ap
prop
riate
ex
pres
sion
s fo
r m
akin
g a
rese
rvat
ion?
10
41
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
3.3
Talk
ing
abou
t sh
oppi
ngTh
e st
uden
t sh
ould
be
able
to u
se
appr
opria
te
expr
essi
ons
whe
n sh
oppi
ng
Do
you
sell
suga
r her
e?Ye
s, I d
o.C
an I
get a
di
scou
nt fo
r th
is?
I’m
sorr
y th
e pr
ice
for t
his
item
is fi
xed.
How
muc
h do
es th
is c
ost?
How
man
y ki
los d
o yo
u w
ant?
mar
ket s
hop,
su
perm
arke
t, fo
od st
ore.
pape
r, ba
rgai
nsu
perm
arke
t, eg
gpla
nt
incr
ease
in
caul
iflow
er
pric
e, su
itcas
e,
decr
ease
in
pric
e, m
utto
n,
shop
keep
er
cust
omer
, co
okin
g po
ts,
disc
ount
.
Stud
ents
to:
- m
entio
ni)
pl
aces
whe
re
diffe
rent
thin
gs
are
boug
ht a
nd
sold
.ii)
ite
ms b
ough
t and
so
ld.
- re
ad a
di
alog
ue o
n bu
ying
and
se
lling
.-
orga
nize
th
emse
lves
in
pai
rs to
pl
ay ro
les a
s sh
opke
eper
s and
cu
stom
ers.
Dia
logu
e/te
xts
on sh
oppi
ng.
Is th
e st
uden
t ab
le to
use
ap
prop
riate
ex
pres
sion
s w
hen
shop
ping
?
8
41
41
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
3.3
Talk
ing
abou
t sh
oppi
ngTh
e st
uden
t sh
ould
be
able
to u
se
appr
opria
te
expr
essi
ons
whe
n sh
oppi
ng
Do
you
sell
suga
r her
e?Ye
s, I d
o.C
an I
get a
di
scou
nt fo
r th
is?
I’m
sorr
y th
e pr
ice
for t
his
item
is fi
xed.
How
muc
h do
es th
is c
ost?
How
man
y ki
los d
o yo
u w
ant?
mar
ket s
hop,
su
perm
arke
t, fo
od st
ore.
pape
r, ba
rgai
nsu
perm
arke
t, eg
gpla
nt
incr
ease
in
caul
iflow
er
pric
e, su
itcas
e,
decr
ease
in
pric
e, m
utto
n,
shop
keep
er
cust
omer
, co
okin
g po
ts,
disc
ount
.
Stud
ents
to:
- m
entio
ni)
pl
aces
whe
re
diffe
rent
thin
gs
are
boug
ht a
nd
sold
.ii)
ite
ms b
ough
t and
so
ld.
- re
ad a
di
alog
ue o
n bu
ying
and
se
lling
.-
orga
nize
th
emse
lves
in
pai
rs to
pl
ay ro
les a
s sh
opke
eper
s and
cu
stom
ers.
Dia
logu
e/te
xts
on sh
oppi
ng.
Is th
e st
uden
t ab
le to
use
ap
prop
riate
ex
pres
sion
s w
hen
shop
ping
?
8
42
42
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
4.0
LO
CAT
ING
PL
AC
ES
Loca
ting
impo
rtant
pla
ces
The
stud
ent
shou
ld b
e ab
le
to e
xpre
ss
the
loca
tion
of im
porta
nt
plac
es.
Whe
re is
the
scho
ol li
brar
y?Th
e sc
hool
lib
rary
is
loca
ted
in fr
ont
of…
..W
here
is th
e as
sem
bly
hall?
The
asse
mbl
y ha
ll is
loca
ted
adja
cent
to …
.
hosp
ital,
polic
e st
atio
n,
post
offi
ce,
bus s
tand
, ch
urch
, m
osqu
e,
railw
ay
stat
ion,
la
bora
tory
, as
sem
bly
hall,
hea
d of
scho
ol’s
of
fice.
adja
cent
,be
side
, nea
r, be
hind
, in
fron
t of
, opp
osite
, to
the
east
, to
the
wes
t, on
top
of
the
mou
ntai
n,
clos
e to
.
Stud
ents
to:
i) ex
pres
s loc
atio
n
of d
iffer
ent
obje
cts/
peop
le in
the
clas
s.
ii) e
xpre
ss lo
catio
n
of d
iffer
ent
impo
rtant
pla
ces
in sc
hool
.
iii) -
exp
ress
loca
tion
of d
iffer
ent
impo
rtant
pla
ces
in th
e vi
llage
,
tow
n, c
ity o
r
coun
try u
sing
a
map
of T
anza
nia.
A m
ap o
f Ta
nzan
ia.
Is th
e st
uden
t abl
e to
exp
ress
th
e lo
catio
n of
diff
eren
t im
porta
nt
plac
es?
10
43
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
5.0
AN
ALY
SIN
G
INFO
RM
ATIO
N
FRO
M T
HE
M
ED
IA
5.1
Fact
ual
info
rmat
ion
from
th
e m
edia
The
stud
ent
shou
ld b
e ab
le
to id
entif
y fa
cts f
rom
the
med
ia.
The
Pres
iden
t le
aves
for
Moz
ambi
que
tom
orro
w.Fi
fty c
hild
ren
wer
e bo
rn o
n C
hris
tmas
day
.50
% o
f pat
ient
s in
hos
pita
ls a
re
HIV
pos
itive
.
scho
ol, h
ome,
new
spap
ers,
TV, r
adio
, br
ochu
res
HIV
and
AID
S,
gend
er, i
ssue
s, en
viro
nmen
t, ch
ild la
bour
.
Stud
ents
to:
i) id
entif
y fa
cts
from
sele
cted
te
xts i
n or
al a
nd
writ
ten
form
.ii)
writ
e do
wn
fact
s fo
und
in se
lect
ed
text
s.iii
) in g
roup
s to
pres
ent t
heir
wor
k fo
r cla
ss
disc
ussi
on.
iv) -
in
grou
ps to
po
int o
ut fa
cts
from
new
spap
ers
and
broc
hure
s.
Engl
ish
new
spap
ers,
radi
o, T
V,
broc
hure
s
Is th
e st
uden
t abl
e to
iden
tify
fact
s fro
m
the
med
ia
oral
ly a
nd in
w
ritin
gs?
14
43
43
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
5.0
AN
ALY
SIN
G
INFO
RM
ATIO
N
FRO
M T
HE
M
ED
IA
5.1
Fact
ual
info
rmat
ion
from
th
e m
edia
The
stud
ent
shou
ld b
e ab
le
to id
entif
y fa
cts f
rom
the
med
ia.
The
Pres
iden
t le
aves
for
Moz
ambi
que
tom
orro
w.Fi
fty c
hild
ren
wer
e bo
rn o
n C
hris
tmas
day
.50
% o
f pat
ient
s in
hos
pita
ls a
re
HIV
pos
itive
.
scho
ol, h
ome,
new
spap
ers,
TV, r
adio
, br
ochu
res
HIV
and
AID
S,
gend
er, i
ssue
s, en
viro
nmen
t, ch
ild la
bour
.
Stud
ents
to:
i) id
entif
y fa
cts
from
sele
cted
te
xts i
n or
al a
nd
writ
ten
form
.ii)
writ
e do
wn
fact
s fo
und
in se
lect
ed
text
s.iii
) in g
roup
s to
pres
ent t
heir
wor
k fo
r cla
ss
disc
ussi
on.
iv) -
in
grou
ps to
po
int o
ut fa
cts
from
new
spap
ers
and
broc
hure
s.
Engl
ish
new
spap
ers,
radi
o, T
V,
broc
hure
s
Is th
e st
uden
t abl
e to
iden
tify
fact
s fro
m
the
med
ia
oral
ly a
nd in
w
ritin
gs?
14
44
44
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
5.2
Non
-fac
tual
in
form
atio
n fr
om th
e m
edia
.
The
stud
ent
shou
ld b
e ab
le
to id
entif
y no
n-fa
ctua
l in
form
atio
n fr
om th
e m
edia
.
man
y Ta
nzan
ians
m
ight
pa
rtici
pate
in
the
com
ing
elec
tions
. A
ll st
uden
ts
will
pro
babl
y pa
ss th
e ex
am
next
yea
r.
scho
ol, h
ome,
ne
wsp
aper
s, ra
dio,
TV.
view
, mig
ht,
prob
ably
, m
ay, p
ossi
bly,
op
inio
n, li
kely
.
i) Th
e te
ache
r to
guid
e st
uden
ts
to st
udy
a gi
ven
text
with
fact
ual
and
non
fact
ual
info
rmat
ion
and
poin
t out
op
inio
ns.
ii) S
tude
nts t
o:-
iden
tify
non-
fact
ual
info
rmat
ion
from
th
e te
xt st
udie
d in
gr
oups
.-
pres
ent t
heir
grou
p w
ork
for
clas
s dis
cuss
ion.
- be
ass
igne
d to
poi
nt o
ut
non
fact
ual
info
rmat
ion
from
th
e m
edia
.
TV, r
adio
, N
ews
pape
rs .
Is th
e st
uden
t abl
e to
iden
tify
non
fact
ual
info
rmat
ion
from
the
med
ia?
10
45
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
6.0
GIV
ING
D
ESC
RIP
TIO
NS
Des
crib
ing
thin
gs
The
stud
ent
shou
ld b
e ab
le
to:
a) D
escr
ibe
thin
gs
in te
rms
of th
eir
qual
ity.
…is
bea
utifu
l…
is u
gly
…A
tall
build
ing
…th
is is
br
own/
purp
le /
oran
ge.
…is
han
dsom
e…
is a
pre
tty
… …
not a
w
hite
…
scho
ol, h
ome.
sky-
blue
, sea
bl
ue, m
aroo
n,
trian
gle,
squa
re,
circ
le re
ctan
gle,
po
lygo
n,
hexa
gon.
i) Th
e te
ache
r us
ing
pict
ures
to
desc
ribe
vario
us
thin
gs b
oth
insi
de
and
outs
ide
the
clas
sroo
m.
ii) S
tude
nts t
o -
prac
tise
givi
ng
desc
riptio
ns o
f th
ings
in te
rms
of th
eir q
ualit
y w
ithin
and
out
side
cl
assr
oom
.-
read
a v
arie
ty o
f te
xts a
nd n
ote
dow
n de
scrip
tions
of
thin
gs.
- w
rite
shor
t tex
ts
desc
ribin
g qu
ality
of
thin
gs o
f the
ir ch
oice
.-
pres
ent w
hat t
hey
have
writ
ten
to
the
rest
of t
he
clas
s.
Pict
ures
, di
agra
ms
text
s.
Is th
e st
uden
t abl
e to
des
crib
e th
ings
in
term
s of
thei
r qua
lity
oral
ly a
nd in
w
ritin
gs ?
10
45
45
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
6.0
GIV
ING
D
ESC
RIP
TIO
NS
Des
crib
ing
thin
gs
The
stud
ent
shou
ld b
e ab
le
to:
a) D
escr
ibe
thin
gs
in te
rms
of th
eir
qual
ity.
…is
bea
utifu
l…
is u
gly
…A
tall
build
ing
…th
is is
br
own/
purp
le /
oran
ge.
…is
han
dsom
e…
is a
pre
tty
… …
not a
w
hite
…
scho
ol, h
ome.
sky-
blue
, sea
bl
ue, m
aroo
n,
trian
gle,
squa
re,
circ
le re
ctan
gle,
po
lygo
n,
hexa
gon.
i) Th
e te
ache
r us
ing
pict
ures
to
desc
ribe
vario
us
thin
gs b
oth
insi
de
and
outs
ide
the
clas
sroo
m.
ii) S
tude
nts t
o -
prac
tise
givi
ng
desc
riptio
ns o
f th
ings
in te
rms
of th
eir q
ualit
y w
ithin
and
out
side
cl
assr
oom
.-
read
a v
arie
ty o
f te
xts a
nd n
ote
dow
n de
scrip
tions
of
thin
gs.
- w
rite
shor
t tex
ts
desc
ribin
g qu
ality
of
thin
gs o
f the
ir ch
oice
.-
pres
ent w
hat t
hey
have
writ
ten
to
the
rest
of t
he
clas
s.
Pict
ures
, di
agra
ms
text
s.
Is th
e st
uden
t abl
e to
des
crib
e th
ings
in
term
s of
thei
r qua
lity
oral
ly a
nd in
w
ritin
gs ?
10
46
46
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
b) D
escr
ibe
thin
gs
in te
rms
of th
eir
quan
tity.
…m
uch
wat
er…
…a
lot o
f su
gar..
…so
me
brea
d……
any
new
s……
enou
gh…
...
less
fu
rnitu
re…
…ha
s a lo
t of
equi
pmen
t.Fe
w/a
few,
lit
tle, m
any,
pl
enty
of.
scho
ol, h
ome,
to
wn,
mar
ket.
equi
pmen
t,fu
rnitu
re,
brea
d, lo
af,
mon
ey,
milk
, wat
er,
pork
, mut
ton,
pape
r, ch
alk,
lit
re o
f, fle
et o
f ca
rs.
i) Th
e te
ache
r to
desc
ribe
fam
iliar
th
ings
in te
rms
of q
uant
ity in
side
an
d ou
tsid
e th
e cl
assr
oom
.ii)
Stu
dent
s to:
- pr
actis
e us
ing
the
teac
her’s
m
odel
to
desc
ribe
quan
tity
of th
ings
/peo
ple.
- re
ad a
var
iety
of
text
s and
no
te d
own
desc
riptio
n of
th
ings
in te
rms
of q
uant
ity.
- w
rite
shor
t te
xts d
escr
ibin
g qu
antit
y of
th
ings
of t
heir
choi
ce.
pict
ures
, di
agra
ms,
text
.
Is th
e st
uden
t abl
e to
des
crib
e th
ings
in
term
s of
quan
tity
oral
ly a
nd in
w
ritin
gs?
47
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
7.0
TAL
KIN
G
AB
OU
T C
ULT
UR
AL
AC
TIV
ITIE
S.
7.1
Talk
ing
abou
t ga
mes
The
stud
ent
shou
ld b
e ab
le
to e
xpla
in
how
a g
ame
fam
iliar
to
him
/her
is
play
ed.
The
spec
tato
rs
ston
ed th
e re
fere
e.Th
e m
atch
was
ve
ry th
rillin
g.Th
e te
am
arriv
ed la
teTh
e re
fere
e w
as fa
ir Th
e ga
me
was
ve
ry b
orin
g.
scho
ol,
fest
ival
s, ga
mes
, co
mpe
titio
n,
villa
ge, s
treet
, pl
ay-
grou
nd.
foot
ball,
ne
tbal
l, ba
sket
ball,
vo
lleyb
all,
wre
stlin
g, w
in
jave
lin.
i) Th
e te
ache
r to
guid
e th
e st
uden
ts
to re
ad a
text
on
how
a p
artic
ular
ga
me
is p
laye
d.ii)
Stu
dent
s to:
- ex
plai
n ho
w
the
gam
e th
ey h
ave
read
abo
ut is
pl
ayed
.-
sele
ct a
gam
e of
thei
r pr
efer
ence
an
d ex
plai
n or
ally
and
in
writ
ing
how
it
is p
laye
d.
Text
s on
diffe
rent
ga
mes
and
ho
w th
ey a
re
play
ed.
Is th
e st
uden
t abl
e to
exp
lain
ho
w a
gam
e he
/she
is
fam
iliar
to
is p
laye
d?
10
47
47
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
7.0
TAL
KIN
G
AB
OU
T C
ULT
UR
AL
AC
TIV
ITIE
S.
7.1
Talk
ing
abou
t ga
mes
The
stud
ent
shou
ld b
e ab
le
to e
xpla
in
how
a g
ame
fam
iliar
to
him
/her
is
play
ed.
The
spec
tato
rs
ston
ed th
e re
fere
e.Th
e m
atch
was
ve
ry th
rillin
g.Th
e te
am
arriv
ed la
teTh
e re
fere
e w
as fa
ir Th
e ga
me
was
ve
ry b
orin
g.
scho
ol,
fest
ival
s, ga
mes
, co
mpe
titio
n,
villa
ge, s
treet
, pl
ay-
grou
nd.
foot
ball,
ne
tbal
l, ba
sket
ball,
vo
lleyb
all,
wre
stlin
g, w
in
jave
lin.
i) Th
e te
ache
r to
guid
e th
e st
uden
ts
to re
ad a
text
on
how
a p
artic
ular
ga
me
is p
laye
d.ii)
Stu
dent
s to:
- ex
plai
n ho
w
the
gam
e th
ey h
ave
read
abo
ut is
pl
ayed
.-
sele
ct a
gam
e of
thei
r pr
efer
ence
an
d ex
plai
n or
ally
and
in
writ
ing
how
it
is p
laye
d.
Text
s on
diffe
rent
ga
mes
and
ho
w th
ey a
re
play
ed.
Is th
e st
uden
t abl
e to
exp
lain
ho
w a
gam
e he
/she
is
fam
iliar
to
is p
laye
d?
10
48
48
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
7.2
Talk
ing
abou
t M
arria
ges
Cer
emon
ies
The
stud
ent
shou
ld b
e ab
le
to d
escr
ibe
mar
riage
ac
tiviti
es.
She
mar
ried
a ric
h m
an.
The
groo
m w
as
old.
The
brid
e lo
oked
shy.
He
was
m
arrie
d to
...
Nei
ghbo
rhoo
d,
clas
sroo
m,
villa
ge, t
own,
ci
ty, h
ome,
ch
urch
, m
osqu
e.
Brid
e pr
ice,
br
ideg
room
, w
eddi
ng ri
ngs,
rece
ptio
n,
wed
ding
cak
e,
best
man
, m
atro
n, M
.C,
inne
r par
ty,
kitc
hen
party
se
nd o
ff.
i) Th
e te
ache
r to
guid
e st
uden
ts
to b
rain
stor
m
on m
arria
ge
cere
mon
ies.
ii) S
tude
nts t
o-
read
text
s ab
out m
arria
ge
cere
mon
ies.
- p
ract
ise
by
desc
ribin
g w
hat h
appe
ns
in m
arria
ge
cere
mon
ies.
Text
s on
mar
riage
ce
rem
onie
s, m
arria
ge
certi
ficat
e,
pict
ures
of
mar
riage
ce
rem
onie
s.
Is th
e st
uden
t abl
e to
des
crib
e m
arria
ge
cere
mon
ies?
8
7.3
Tal
king
abo
ut
fune
rals
The
stud
ent
shou
ld b
e ab
le
to d
escr
ibe
wha
t tak
es
plac
e in
fu
nera
ls.
The
buria
l too
k pl
ace
in th
e ce
met
ery.
The
mou
rner
s di
dn’t
eat f
ood.
If a
rich
man
di
es …
..If
som
eone
di
es in
a fa
mily
… If
you
die
...
hom
e, sc
hool
, ch
urch
, m
osqu
e,
grav
eyar
d.
mor
tuar
y,
die,
fune
ral,
grav
e co
ffin,
H
IV/A
IDS
mou
rner
s, co
ndol
ence
s, sh
roud
, w
idow
er,
wid
ow,
dece
ased
, pr
each
er.
i) Th
e te
ache
r to
guid
e st
uden
ts
to re
ad a
bout
fu
nera
ls fr
om
sele
cted
text
s.ii)
The
stud
ents
to
disc
uss i
n gr
oups
w
hat h
appe
ns
whe
n so
meo
ne
dies
.iii
) The
gro
ups t
o pr
esen
t wha
t the
y ha
ve d
iscu
ssed
to
the
clas
s.
Text
s on
fune
rals
, ne
wsp
aper
s.
Is th
e st
uden
t abl
e to
des
crib
e w
hat t
akes
pl
ace
in
fune
rals
?
8
49
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
8.0
EX
PRE
SSIN
G
OPI
NIO
NS
Expr
essi
ng p
oint
of
view
The
stud
ent
shou
ld b
e ab
le
to p
artic
ipat
e in
a d
ebat
e on
fam
iliar
is
sues
.
I thi
nk…
Alth
ough
…N
ot o
nly
….b
ut
also
In a
dditi
on …
…B
ecau
se …
The
prev
ious
sp
eake
r….
I am
for…
I am
aga
inst
…
scho
ol,
clas
sroo
mop
pose
, pr
opos
e,
opin
ion,
id
ea, v
iew
s, ar
gum
ents
, de
bate
r, m
otio
n,
agai
nst,
for
agre
e, d
isag
ree.
i) Th
e te
ache
r to:
- se
lect
and
gui
de
stud
ents
to
read
an
extra
ct
abou
t eith
er
brid
e pr
ice,
H
IV/A
IDS
or
envi
ronm
enta
l is
sues
-
ask
oral
co
mpr
ehen
sion
qu
estio
ns
abou
t the
ex
tract
they
ha
ve re
ad.
ii) S
tude
nts i
n gr
oups
to d
ebat
e on
a se
lect
ed
issu
e.
Extra
cts,
pict
ures
.Is
the
stud
ent
able
to
parti
cipa
te
in a
deb
ate
on fa
mili
ar
issu
es?
16
49
49
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
8.0
EX
PRE
SSIN
G
OPI
NIO
NS
Expr
essi
ng p
oint
of
view
The
stud
ent
shou
ld b
e ab
le
to p
artic
ipat
e in
a d
ebat
e on
fam
iliar
is
sues
.
I thi
nk…
Alth
ough
…N
ot o
nly
….b
ut
also
In a
dditi
on …
…B
ecau
se …
The
prev
ious
sp
eake
r….
I am
for…
I am
aga
inst
…
scho
ol,
clas
sroo
mop
pose
, pr
opos
e,
opin
ion,
id
ea, v
iew
s, ar
gum
ents
, de
bate
r, m
otio
n,
agai
nst,
for
agre
e, d
isag
ree.
i) Th
e te
ache
r to:
- se
lect
and
gui
de
stud
ents
to
read
an
extra
ct
abou
t eith
er
brid
e pr
ice,
H
IV/A
IDS
or
envi
ronm
enta
l is
sues
-
ask
oral
co
mpr
ehen
sion
qu
estio
ns
abou
t the
ex
tract
they
ha
ve re
ad.
ii) S
tude
nts i
n gr
oups
to d
ebat
e on
a se
lect
ed
issu
e.
Extra
cts,
pict
ures
.Is
the
stud
ent
able
to
parti
cipa
te
in a
deb
ate
on fa
mili
ar
issu
es?
16
50
50
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
9.0
RE
AD
ING
FO
R
CO
MPR
EH
EN
SIO
N9.
1 R
eadi
ng a
nd
obta
inin
g ge
nera
l in
form
atio
n
The
stud
ent
shou
ld b
e ab
le to
ans
wer
ge
nera
l qu
estio
ns o
n a
text
read
.
It is
mad
e of
....
It co
nsis
ts o
f…It
mea
ns…
..H
ow is
it sp
elt?
A v
arie
ty b
ut
to th
e le
vel o
f st
uden
ts
spel
t, pr
onou
nced
, de
stro
y,
chem
ical
s, sc
ienc
e an
d te
chno
logy
, nu
tritio
n,
econ
omic
, w
eath
er.
i) Th
e te
ache
r to
guid
e st
uden
ts to
br
ains
torm
abo
ut
the
topi
c of
the
pass
age
they
are
go
ing
to re
ad.
ii) S
tude
nts t
o:-
list d
own
wha
t th
ey
know
w
ould
like
to
know
abo
ut th
e to
pic.
- re
ad th
e te
xt
sile
ntly
and
find
ou
t ans
wer
s for
th
eir q
uest
ions
.iii
) Th
e te
ache
r to
give
stud
ents
m
ore
ques
tions
ba
sed
on th
e te
xt
read
.iv
). S
tude
nts
to a
nsw
er
ques
tions
in
grou
ps a
nd
pres
ent t
hem
for
clas
s dis
cuss
ion.
Text
s on
diffe
rent
to
pics
in
clud
ing
thos
e of
HIV
/A
IDs g
ende
r, en
viro
nmen
t, fa
mily
life
ed
ucat
ion,
ch
ild la
bour
.
Is th
e st
uden
t abl
e to
ans
wer
ge
nera
l qu
estio
ns o
n a
text
read
.?
10
51
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
9.2
Rea
ding
and
ob
tain
ing
spec
ific
info
rmat
ion
The
stud
ent
shou
ld b
e ab
le to
ans
wer
qu
estio
ns
on sp
ecifi
c in
form
atio
n on
a te
xt re
ad.
born
in…
.It
is a
one
par
ty
… She
bled
…It
was
inve
nted
by
….
libra
ry, p
ublic
m
eetin
g,
scho
ol, h
ome.
spel
t, pr
onou
nced
, sc
ienc
e an
d te
chno
logy
, po
litic
al
syst
ems,
agric
ultu
re,
fem
ale
geni
tal
mut
ilatio
n,
HIV
/AID
S.
i) U
sing
mat
eria
ls
such
as
dict
iona
ries,
indi
ces,
tele
phon
e di
rect
orie
s the
te
ache
r to
guid
e st
uden
ts to
look
fo
r som
e sp
ecifi
c in
form
atio
n av
aila
ble
in th
e m
ater
ials
.ii)
Stu
dent
s to
skim
th
roug
h av
aila
ble
mat
eria
ls in
or
der t
o lo
cate
th
e re
quire
d in
form
atio
n.iii
) The
teac
her
to p
rovi
de
stud
ents
with
m
ore
activ
ities
to
ena
ble
them
pr
actis
e sk
imm
ing
thro
ugh
text
s to
loca
te re
quire
d in
form
atio
n.iv
) Stu
dent
s to
prac
tise
skim
min
g th
roug
h a
varie
ty
of te
xts t
o lo
cate
requ
ired
info
rmat
ion.
dict
iona
ries,
text
book
s w
ith in
dice
s, te
leph
one
dire
ctor
ies.
Is th
e st
uden
t abl
e to
ans
wer
qu
estio
ns
on sp
ecifi
c in
form
atio
n on
a te
xt
read
?
12
51
51
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
9.2
Rea
ding
and
ob
tain
ing
spec
ific
info
rmat
ion
The
stud
ent
shou
ld b
e ab
le to
ans
wer
qu
estio
ns
on sp
ecifi
c in
form
atio
n on
a te
xt re
ad.
born
in…
.It
is a
one
par
ty
… She
bled
…It
was
inve
nted
by
….
libra
ry, p
ublic
m
eetin
g,
scho
ol, h
ome.
spel
t, pr
onou
nced
, sc
ienc
e an
d te
chno
logy
, po
litic
al
syst
ems,
agric
ultu
re,
fem
ale
geni
tal
mut
ilatio
n,
HIV
/AID
S.
i) U
sing
mat
eria
ls
such
as
dict
iona
ries,
indi
ces,
tele
phon
e di
rect
orie
s the
te
ache
r to
guid
e st
uden
ts to
look
fo
r som
e sp
ecifi
c in
form
atio
n av
aila
ble
in th
e m
ater
ials
.ii)
Stu
dent
s to
skim
th
roug
h av
aila
ble
mat
eria
ls in
or
der t
o lo
cate
th
e re
quire
d in
form
atio
n.iii
) The
teac
her
to p
rovi
de
stud
ents
with
m
ore
activ
ities
to
ena
ble
them
pr
actis
e sk
imm
ing
thro
ugh
text
s to
loca
te re
quire
d in
form
atio
n.iv
) Stu
dent
s to
prac
tise
skim
min
g th
roug
h a
varie
ty
of te
xts t
o lo
cate
requ
ired
info
rmat
ion.
dict
iona
ries,
text
book
s w
ith in
dice
s, te
leph
one
dire
ctor
ies.
Is th
e st
uden
t abl
e to
ans
wer
qu
estio
ns
on sp
ecifi
c in
form
atio
n on
a te
xt
read
?
12
52
52
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
10.0
INT
ER
PRE
TIN
G
LIT
ER
AR
Y
WO
RK
S
10.1
Inte
rpre
ting
sim
ple
stor
ies
The
stud
ent
shou
ld b
e ab
le
to e
xpla
in th
e m
essa
ge fr
om
sim
ple
stor
ies
read
.
The
mes
sage
is
….
The
book
is
abou
tTh
e au
thor
is
scho
olsh
ort s
torie
s, pl
ays,
poem
s
i) Th
e te
ache
r to
guid
e st
uden
ts in
gr
oups
to d
iscu
ss
the
title
and
the
cove
r of t
he b
ook
they
are
goi
ng to
re
ad.
ii) U
sing
gui
ding
qu
estio
ns th
e st
uden
ts to
read
a
part
of th
e bo
ok
sile
ntly
then
not
e do
wn
answ
ers f
or
thos
e qu
estio
ns.
iii) T
he te
ache
r to
lead
cla
ss
disc
ussi
on b
asin
g on
the
guid
ing
ques
tions
abo
ut
wha
t the
y ha
ve
read
.iv
) St
uden
ts to
writ
e a
book
repo
rt us
ing
guid
ing
ques
tions
.
Cla
ss re
ader
, cl
ass l
ibra
ry.
Is th
e st
uden
t abl
e to
exp
lain
th
e m
essa
ge
from
a b
ook
oral
ly a
nd in
w
ritin
g?
10
53
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
10.2
Int
erpr
etin
g po
ems
The
stud
ent
shou
ld b
e ab
le to
ans
wer
qu
estio
ns
from
a p
oem
.
The
poem
is
abou
t….
The
poet
talk
s ab
out
scho
olst
anza
, ver
se,
line,
rhym
e,
them
e,
mes
sage
, titl
e,
poet
, sym
bol,
rhyt
hm.
i) Th
e te
ache
r to
guid
e st
uden
ts
to id
entif
y ke
y vo
cabu
lary
/ph
rase
s and
he
lp th
em to
br
ains
torm
on
thei
r mea
ning
and
us
e of
poe
ms.
ii) T
he te
ache
r to
dem
onst
rate
re
adin
g a
poem
alo
ud
with
acc
urat
e pr
onun
ciat
ion.
iii) S
tude
nts t
o:-
read
the
poem
al
oud
imita
ting
thei
r tea
cher
.-
answ
er o
ral
ques
tions
abo
ut
the
poem
.-
disc
uss a
bout
th
e po
em
in g
roup
s us
ing
guid
ing
ques
tions
Sele
cted
po
ems.
Is th
e st
uden
t abl
e to
ans
wer
qu
estio
ns
from
poe
ms
oral
ly a
nd in
w
ritin
g?
10
53
53
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
10.2
Int
erpr
etin
g po
ems
The
stud
ent
shou
ld b
e ab
le to
ans
wer
qu
estio
ns
from
a p
oem
.
The
poem
is
abou
t….
The
poet
talk
s ab
out
scho
olst
anza
, ver
se,
line,
rhym
e,
them
e,
mes
sage
, titl
e,
poet
, sym
bol,
rhyt
hm.
i) Th
e te
ache
r to
guid
e st
uden
ts
to id
entif
y ke
y vo
cabu
lary
/ph
rase
s and
he
lp th
em to
br
ains
torm
on
thei
r mea
ning
and
us
e of
poe
ms.
ii) T
he te
ache
r to
dem
onst
rate
re
adin
g a
poem
alo
ud
with
acc
urat
e pr
onun
ciat
ion.
iii) S
tude
nts t
o:-
read
the
poem
al
oud
imita
ting
thei
r tea
cher
.-
answ
er o
ral
ques
tions
abo
ut
the
poem
.-
disc
uss a
bout
th
e po
em
in g
roup
s us
ing
guid
ing
ques
tions
Sele
cted
po
ems.
Is th
e st
uden
t abl
e to
ans
wer
qu
estio
ns
from
poe
ms
oral
ly a
nd in
w
ritin
g?
10
54
54
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
- pr
esen
t ans
wer
s or
ally
.-
answ
er
ques
tions
abo
ut
the
poem
and
w
rite
them
in
thei
r exe
rcis
e bo
oks.
11.0
WR
ITIN
G
CA
RD
S A
ND
M
ESS
AG
ES .
11.1
Writ
ing
card
s
The
stud
ent
shou
ld b
e ab
le
to w
rite
card
s fo
r var
ious
oc
casi
ons a
nd
even
ts.
Mr/M
rs/D
r/ Pr
of/M
s ….
Has
the
plea
sure
of
invi
ting…
Dea
r ……
To …
..O
n yo
ur …
…..
To …
…. o
n th
e sa
d de
mis
e of
….
The
fam
ily o
f … G
et w
ell s
oon
grad
uatio
n pa
rty, b
irthd
ay
party
, w
eddi
ng
party
, de
ath,
illne
ss,
succ
ess.
plea
sure
, RSV
P,sa
luta
tion,
cong
ratu
latio
ns,
hono
ur, r
espo
nd
dem
ise,
pa
ss a
way
, co
ndol
ence
s, go
od lu
ck,
succ
ess.
i) St
uden
ts to
br
ains
torm
on
wha
t the
y do
whe
n th
ey
have
birt
hday
s or
impo
rtant
oc
casi
ons.
ii)
The
teac
her t
o pr
ovid
e st
uden
ts
with
mod
el
invi
tatio
n ca
rds.
iii)
The
stud
ents
to
dis
cuss
th
e fo
rmat
of
invi
tatio
n ca
rds.
iv)
Stud
ents
to:
- pr
actis
e w
ritin
g in
vita
tion
card
s to
diff
eren
t pe
ople
.
Invi
tatio
n ca
rds.
Car
ds fo
r sy
mpa
thy,
ca
rds f
or
cong
ratu
latio
n an
d ca
rds
to e
xpre
ss
appr
ecia
tion.
Is th
e st
uden
t abl
e to
writ
e va
rietie
s of
card
s?
14
55
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
- w
rite
card
s ex
pres
sing
sy
mpa
thy,
to
cong
ratu
late
ot
hers
and
to
exp
ress
ap
prec
iatio
n un
der t
he
guid
ance
of t
he
teac
her.
11.2
Writ
ing
mes
sage
sTh
e st
uden
t sh
ould
be
able
to w
rite
tele
phon
e m
essa
ges
from
cal
lers
.
From
..., T
o …
.R
ecei
ved
by…
Tim
e …
Sign
atur
e …
Post
offi
ce,
hom
e, sc
hool
.Te
leph
one,
m
essa
ge.
i) Th
e te
ache
r to
pro
vide
th
e fo
rmat
of
writ
ing
tele
phon
e m
essa
ge.
ii)
Stud
ents
to
prep
are
the
tele
phon
e m
essa
ge in
thei
r gr
oups
.iii
) R
ead
the
mes
sage
s the
y ha
ve w
ritte
n.
A sa
mpl
e of
te
leph
one
mes
sage
s.
Is th
e st
uden
t abl
e to
writ
e te
leph
one
mes
sage
s?
8
11.3
Writ
ing
tele
phon
e m
essa
ges
The
stud
ent
shou
ld b
e ab
le to
writ
e m
essa
ges
on m
obile
ph
ones
.
Wai
t for
me.
Plea
se c
all
Hom
e, sc
hool
.W
ill a
rriv
e to
day.
Janu
ary.
i) St
uden
ts a
nd
the
teac
her t
o di
scus
s the
use
s of
tele
phon
e m
essa
ges.
A sa
mpl
e of
te
leph
one
mes
sage
s.
Is th
e st
uden
t abl
e to
writ
e te
leph
one
mes
sage
s?
8
55
55
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
- w
rite
card
s ex
pres
sing
sy
mpa
thy,
to
cong
ratu
late
ot
hers
and
to
exp
ress
ap
prec
iatio
n un
der t
he
guid
ance
of t
he
teac
her.
11.2
Writ
ing
mes
sage
sTh
e st
uden
t sh
ould
be
able
to w
rite
tele
phon
e m
essa
ges
from
cal
lers
.
From
..., T
o …
.R
ecei
ved
by…
Tim
e …
Sign
atur
e …
Post
offi
ce,
hom
e, sc
hool
.Te
leph
one,
m
essa
ge.
i) Th
e te
ache
r to
pro
vide
th
e fo
rmat
of
writ
ing
tele
phon
e m
essa
ge.
ii)
Stud
ents
to
prep
are
the
tele
phon
e m
essa
ge in
thei
r gr
oups
.iii
) R
ead
the
mes
sage
s the
y ha
ve w
ritte
n.
A sa
mpl
e of
te
leph
one
mes
sage
s.
Is th
e st
uden
t abl
e to
writ
e te
leph
one
mes
sage
s?
8
11.3
Writ
ing
tele
phon
e m
essa
ges
The
stud
ent
shou
ld b
e ab
le to
writ
e m
essa
ges
on m
obile
ph
ones
.
Wai
t for
me.
Plea
se c
all
Hom
e, sc
hool
.W
ill a
rriv
e to
day.
Janu
ary.
i) St
uden
ts a
nd
the
teac
her t
o di
scus
s the
use
s of
tele
phon
e m
essa
ges.
A sa
mpl
e of
te
leph
one
mes
sage
s.
Is th
e st
uden
t abl
e to
writ
e te
leph
one
mes
sage
s?
8
56
56
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
essi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
ii)
The
teac
her t
o gi
ve th
e st
uden
ts
a m
essa
ge to
w
rite
on th
e ph
one.
iii)
Stud
ents
to w
rite
the
mes
sage
s.a.
in
pairs
to
disc
uss t
hose
m
essa
ges.
iv)
The
teac
her t
o go
aro
und
the
clas
s loo
king
at
thos
e m
essa
ges.
11.4
Lea
ving
a
writ
ten
note
/ m
essa
ge
The
stud
ent
shou
ld b
e ab
le
to w
rite
clea
r de
partu
re
note
s/
mas
sage
See
you
late
r,K
eep
in to
uch,
I will
be
back
…, P
leas
e ca
ll m
e,
I hav
e go
ne
out.
Eat y
our f
ood
Do
not d
istu
rb
Enga
ged.
Ope
n va
cant
.
Hom
eOffice
Scho
olH
otel
s
back
soon
,co
min
g so
on,
enga
ge,
vaca
nt, d
istu
rb,
alon
e, c
all b
ack.
i) St
uden
ts a
nd
the
teac
her t
o br
ains
torm
on
the
occa
sion
s w
hen
one
has t
o le
ave
a m
essa
ges.
ii)
Stud
ents
to
imag
ine
one
such
occ
asio
n.iii
) St
uden
ts in
pai
rs
to w
rite
thos
e de
partu
re n
otes
.
A sa
mpl
e of
de
partu
re
note
s/
mes
sage
Is th
e st
uden
t abl
e to
writ
e le
avin
g no
tes/
m
essa
ge?
8
57
57
FORM THREE
CLASS LEVEL COMPETENCES The student should demonstrate ability to:
1. Use appropriate language content and style in expressing her/his ideas, opinions
and feelings orally and in writing.
2. Apply reading comprehension strategies to extend and enhance content area
knowledge.
3. Use appropriate language to summarize, report and give his/her opinion.
4. Read and narrate a story/event using appropriate language structures.
5. Listen to, analyze texts and relate them to real life situations.
6. Read, analyze texts and relate them to real life situations.
7. Use English to obtain process, construct and provide subject matter information in
spoken and written form.
8. Read literary texts appreciating messages and themes read.
CLASS LEVEL OBJECTIVESBy the end of Form Three the student should be able to:
(a) Listen to, understand and respond to texts from various sources.
(b) Express oneself orally and in writing using appropriate language in various
situations and settings.
(c) Read and understand slightly complex texts.
(d) Read and analyse literary works.
58
58
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
1.0
LIS
TE
NIN
G
FOR
IN
FOR
MAT
ION
FR
OM
D
IFFE
RE
NT
SOU
RC
ES
1.1
List
enin
g fo
r spe
cific
in
form
atio
n
The
stud
ent
shou
ld b
e ab
le
to:
a) g
ive
spec
ific
info
rmat
ion.
Ther
e ha
s be
en…
,al
thou
gh...
,…
.sinc
e…,
…fo
r….,
By
year
….
med
icin
e fo
r A
IDS
will
ha
ve b
een…
.,Th
ere
is
goin
g to
be
…,
Ther
e w
ill
be…
,…
how
ever
,…in
ord
er to
…,
As…
as …
,be
tter t
han…
leas
t of…
,
New
s bro
ad
cast
, sub
ject
in
form
atio
n,
anno
unce
men
ts.
cam
paig
ns
agai
nst A
IDS
slog
ans.
Sym
ptom
s, vi
rus,
infe
ctio
n,
trans
mit,
pr
olon
g,
ill tr
eat,
unde
rpay
, ab
use,
sniff
, sy
ringe
, in
toxi
cate
, ad
dict
, be
havi
our,
gang
rela
x,
men
tal,
diso
rder
, st
igm
a.
i) Th
e te
ache
r to:
- in
trodu
ce n
ew
voca
bula
ry
usin
g a
varie
ty
of te
chni
ques
in
clud
ing
lang
uage
ga
mes
and
so
ngs.
- te
ll th
e st
uden
ts w
hat
to d
o w
hen
they
list
en to
a
text
- re
ad th
e te
xt
(bas
ed o
n a
varie
ty
of is
sues
in
clud
ing
chal
leng
es
faci
ng th
e yo
uth
in
rela
tion
to
HIV
/AID
S/ST
I, Fo
rms o
f C
hild
Lab
our
and
effe
cts o
f dr
ug a
buse
in
Rec
orde
d m
ater
ials
, tex
ts
on a
var
iety
of
subj
ects
from
bo
oks/
jour
nals
Tran
spar
ency
fil
ms,
over
hea
d pr
ojec
tor.
Is th
e st
uden
t ab
le to
giv
e sp
ecifi
c in
form
atio
n on
wha
t he
/she
has
he
ard?
16
59
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
1.2
List
enin
g fo
r gen
eral
in
form
atio
n
The
stud
ent
shou
ld b
e ab
le to
gi
ve:
a) A
gen
eral
op
inio
n ab
out
a te
xt h
e/sh
e ha
s rea
d.
I thi
nk…
, In
my
opin
ion…
In v
iew
of
this
….,
On
the
cont
rary
, ac
cord
ing
to...
,H
avin
g sa
id
this
/that
Fi
nally
….,
Ther
efor
e..
How
ever
..,Ev
en
thou
gh…
, th
us,
Furth
er m
ore
Mor
eove
r…,
scho
ol, p
ublic
m
eetin
g,Im
mun
e de
ficie
ncy,
ac
quire
d sy
ndro
me,
ad
dict
ion.
) The
teac
her t
o:-
intro
duce
new
vo
cabu
lary
usi
ng
a va
riety
of
tech
niqu
es.
- re
ad a
loud
the
text
in p
iece
s, st
oppi
ng to
ch
eck
stud
ent’s
co
mpr
ehen
sion
.ii)
Und
er th
e gu
idan
ce o
f th
e te
ache
r st
uden
ts to
use
ne
w v
ocab
ular
y in
mea
ning
ful
cont
exts
in
clud
ing
gam
es
and
song
s.iii
)The
teac
her
to
read
the
text
a se
cond
tim
e.iv
)Stu
dent
s in
pairs
/
grou
ps to
giv
e
thei
r opi
nion
abou
t wha
t the
y
ha
ve h
eard
.
Sele
cted
te
xts o
n a
varie
ty o
f su
bjec
ts fr
om
mas
s med
ia,
book
s, fil
ms,
reco
rded
ta
pes,
pict
ures
, ph
otog
raph
s so
ngs,
lang
uage
ga
mes
.
Is th
e st
uden
t ab
le to
giv
e a
gene
ral
opin
ion
abou
t a te
xt
he/s
he h
as
read
?
16
59
59
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
1.2
List
enin
g fo
r gen
eral
in
form
atio
n
The
stud
ent
shou
ld b
e ab
le to
gi
ve:
a) A
gen
eral
op
inio
n ab
out
a te
xt h
e/sh
e ha
s rea
d.
I thi
nk…
, In
my
opin
ion…
In v
iew
of
this
….,
On
the
cont
rary
, ac
cord
ing
to...
,H
avin
g sa
id
this
/that
Fi
nally
….,
Ther
efor
e..
How
ever
..,Ev
en
thou
gh…
, th
us,
Furth
er m
ore
Mor
eove
r…,
scho
ol, p
ublic
m
eetin
g,Im
mun
e de
ficie
ncy,
ac
quire
d sy
ndro
me,
ad
dict
ion.
) The
teac
her t
o:-
intro
duce
new
vo
cabu
lary
usi
ng
a va
riety
of
tech
niqu
es.
- re
ad a
loud
the
text
in p
iece
s, st
oppi
ng to
ch
eck
stud
ent’s
co
mpr
ehen
sion
.ii)
Und
er th
e gu
idan
ce o
f th
e te
ache
r st
uden
ts to
use
ne
w v
ocab
ular
y in
mea
ning
ful
cont
exts
in
clud
ing
gam
es
and
song
s.iii
)The
teac
her
to
read
the
text
a se
cond
tim
e.iv
)Stu
dent
s in
pairs
/
grou
ps to
giv
e
thei
r opi
nion
abou
t wha
t the
y
ha
ve h
eard
.
Sele
cted
te
xts o
n a
varie
ty o
f su
bjec
ts fr
om
mas
s med
ia,
book
s, fil
ms,
reco
rded
ta
pes,
pict
ures
, ph
otog
raph
s so
ngs,
lang
uage
ga
mes
.
Is th
e st
uden
t ab
le to
giv
e a
gene
ral
opin
ion
abou
t a te
xt
he/s
he h
as
read
?
16
60
60
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
b) R
epro
duce
in
writ
ing
wha
t is
hea
rd.
com
man
ds,
mov
emen
ts
dire
ctio
ns a
nd
reci
pes e
.g.
Take
the
left
dive
rsio
n…D
rive
non
stop
, Dilu
te.
Sift…
Shak
e th
e bo
ttle…
clas
sroo
m,
spor
ts fi
eld,
la
bora
tory
, do
mes
tic,
scie
nce,
ki
tche
n,
laun
dry,
ho
spita
l, ph
arm
acy,
ro
ads,
driv
ing
scho
ol.
Hig
hway
, dr
ive
caut
ious
ly,
flow
dow
n,
acce
lera
te,
non
stop
di
vers
ion,
ov
erta
ke,
pede
stria
n,
over
turn
, sh
ake
vigo
rous
ly,
mix
, pou
r do
wn,
stir,
re
vers
e,
sque
eze,
tie,
sm
ooth
en,
smea
r, ch
op, k
nock
ou
t, sc
ore,
pe
ddle
, dr
ibbl
e,
snat
ch.
i) St
uden
ts to
:-
liste
n to
a
dict
atio
n as
the
teac
her r
eads
the
who
le te
xt th
e fir
st ti
me
at a
ta
lkin
g pa
ce.
- w
rite
the
text
as
the
teac
her r
eads
it
the
seco
nd ti
me
in m
anag
eabl
e pa
uses
to a
llow
st
uden
ts to
writ
e.ii)
The
teac
her t
o w
rite
the
corr
ect
vers
ion
of th
e te
xt
on th
e bo
ard
or to
pr
ovid
e st
uden
ts
copi
es o
f the
text
.iii
) Stu
dent
s to
use
it to
cor
rect
thei
r w
ork
indi
vidu
ally
.
Rec
orde
d m
ater
ials
, tex
ts
on a
var
iety
of
subj
ects
from
bo
oks,
jour
nals
.
Is th
e st
uden
t abl
e to
repr
oduc
e in
writ
ing
wha
t is
hear
d?
10
61
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
2.0
USI
NG
APP
RO
PRIA
TE
LAN
GU
AG
E C
ON
TEN
T A
ND
STY
LE IN
SP
EAK
ING
Parti
cipa
ting
in d
ebat
es, d
ia-
logu
es
inte
rvie
ws,
impr
ompt
u sp
eech
es a
nd
disc
ussi
on.
The
stud
ent
shou
ld b
e ab
le to
:a)
Exp
ress
op
inio
n/id
eas/
vie
ws/
oral
ly th
roug
h de
bate
s, di
alog
ues,
impr
ompt
u sp
eech
es a
nd
disc
ussi
on.
I thi
nk…
, in
my
opin
ion…
In v
iew
of
this
….,
On
the
cont
rary
, ac
cord
ing
to…
,H
avin
g sa
id
all t
hese
…,
Fina
lly…
., Th
eref
ore.
.H
owev
er..,
Even
th
ough
…,
thus
,Fu
rther
m
ore…
..,M
oreo
ver…
,
scho
ol, p
ublic
m
eetin
g,eq
ualit
y,
supe
rior,
oppo
rtuni
ty,
favo
ur,
supp
ress
, op
pres
s, ex
ploi
t, ill
-trea
t, st
arva
tion,
di
scrim
inat
e,
hung
er
strik
e,
reso
urce
s, ge
nder
di
strib
utio
n,
erad
icat
ion,
in
herit
ance
, cu
ltura
l, so
cial
, ec
onom
ic,
surv
ival
.
i) St
uden
ts, u
nder
th
e gu
idan
ce
of th
e te
ache
r to
bra
inst
orm
in
terv
iew
/di
alog
ue
ques
tions
.ii)
The
teac
her t
o de
mon
stra
te
dial
ogue
s/in
terv
iew
s on
curr
ent e
vent
s.iii
) Stu
dent
s in
pairs
to p
ract
ise
inte
rvie
ws/
dial
ogue
s.iv
) The
teac
her t
o m
ove
arou
nd th
e cl
ass e
ncou
ragi
ng
the
stud
ents
to
spea
k.Fo
r de
bate
si)
Stud
ents
to
brai
nsto
rm o
n a
give
n to
pic.
ii) T
he c
lass
to se
lect
a
chai
rper
son,
se
cret
ary
and
time
keep
er to
lead
the
deba
te.
Sele
cted
text
s on
a v
arie
ty
of su
bjec
ts
from
mas
s m
edia
, boo
ks,
film
s, re
cord
ed
tape
s, pi
ctur
es,
phot
ogra
phs
song
s, la
ngua
ge
gam
es.
Is th
e st
uden
t abl
e to
exp
ress
op
inio
ns/
idea
s/ v
iew
s or
ally
th
roug
h de
bate
s, di
alog
ues,
impr
ompt
u sp
eech
es a
nd
disc
ussi
on?
16
61
61
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
2.0
USI
NG
APP
RO
PRIA
TE
LAN
GU
AG
E C
ON
TEN
T A
ND
STY
LE IN
SP
EAK
ING
Parti
cipa
ting
in d
ebat
es, d
ia-
logu
es
inte
rvie
ws,
impr
ompt
u sp
eech
es a
nd
disc
ussi
on.
The
stud
ent
shou
ld b
e ab
le to
:a)
Exp
ress
op
inio
n/id
eas/
vie
ws/
oral
ly th
roug
h de
bate
s, di
alog
ues,
impr
ompt
u sp
eech
es a
nd
disc
ussi
on.
I thi
nk…
, in
my
opin
ion…
In v
iew
of
this
….,
On
the
cont
rary
, ac
cord
ing
to…
,H
avin
g sa
id
all t
hese
…,
Fina
lly…
., Th
eref
ore.
.H
owev
er..,
Even
th
ough
…,
thus
,Fu
rther
m
ore…
..,M
oreo
ver…
,
scho
ol, p
ublic
m
eetin
g,eq
ualit
y,
supe
rior,
oppo
rtuni
ty,
favo
ur,
supp
ress
, op
pres
s, ex
ploi
t, ill
-trea
t, st
arva
tion,
di
scrim
inat
e,
hung
er
strik
e,
reso
urce
s, ge
nder
di
strib
utio
n,
erad
icat
ion,
in
herit
ance
, cu
ltura
l, so
cial
, ec
onom
ic,
surv
ival
.
i) St
uden
ts, u
nder
th
e gu
idan
ce
of th
e te
ache
r to
bra
inst
orm
in
terv
iew
/di
alog
ue
ques
tions
.ii)
The
teac
her t
o de
mon
stra
te
dial
ogue
s/in
terv
iew
s on
curr
ent e
vent
s.iii
) Stu
dent
s in
pairs
to p
ract
ise
inte
rvie
ws/
dial
ogue
s.iv
) The
teac
her t
o m
ove
arou
nd th
e cl
ass e
ncou
ragi
ng
the
stud
ents
to
spea
k.Fo
r de
bate
si)
Stud
ents
to
brai
nsto
rm o
n a
give
n to
pic.
ii) T
he c
lass
to se
lect
a
chai
rper
son,
se
cret
ary
and
time
keep
er to
lead
the
deba
te.
Sele
cted
text
s on
a v
arie
ty
of su
bjec
ts
from
mas
s m
edia
, boo
ks,
film
s, re
cord
ed
tape
s, pi
ctur
es,
phot
ogra
phs
song
s, la
ngua
ge
gam
es.
Is th
e st
uden
t abl
e to
exp
ress
op
inio
ns/
idea
s/ v
iew
s or
ally
th
roug
h de
bate
s, di
alog
ues,
impr
ompt
u sp
eech
es a
nd
disc
ussi
on?
16
62
62
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
iii) T
he re
st o
f th
e cl
ass t
o be
di
vide
d in
to tw
o gr
oups
(one
for
and
the
othe
r ag
ains
t the
m
otio
n).
iv) E
ach
grou
p to
se
lect
s mai
n sp
eake
rs.
v) S
tude
nts t
o ta
ke
turn
s to
deba
te o
n th
e to
pic,
mak
e a
conc
lusi
on,
iden
tify
win
ners
an
d lo
sers
.Fo
r im
prom
ptu
spee
ches
i) Th
e te
ache
r to
prep
are
topi
cs o
n pi
eces
of p
aper
an
d ex
plai
n th
e m
eani
ng
of im
prom
ptu
spee
ches
and
ho
w th
ey a
re
cond
ucte
d.ii)
Stu
dent
s ra
ndom
ly to
pic
k a
topi
c
63
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
a
nd sp
eak
abou
t it
for t
wo
min
utes
un
inte
rrup
ted.
W
hen
one
stud
ent
is sp
eaki
ng th
e re
st o
f the
cla
ss to
lis
ten.
b) P
rese
nt
fact
s/ id
eas
logi
cally
and
fluently.
In fa
ct, d
ue to
th
e fa
ct th
at.
scho
ol, h
ome,
pu
blic
pla
ce.
in
conc
lusi
on,
logi
cally
, fluently.
Stud
ents
und
er th
e gu
idan
ce o
f the
te
ache
r -
to b
rain
stor
m o
n a
fam
iliar
topi
c on
cu
rren
t eve
nts.
- in
gro
ups t
o di
scus
s the
topi
c.-
each
gro
up to
pr
esen
t its
wor
k to
the
clas
s.ii)
The
teac
her t
o le
ad a
cla
ss
disc
ussi
on.
iii) E
ach
stud
ent t
o w
rite
the
issu
es
disc
usse
d in
a
logi
cal w
ay.
Text
s on
a va
riety
of i
ssue
s.Is
the
stud
ent a
ble
to p
rese
nt
fact
s/ id
eas
logi
cally
and
fluently?
63
63
Topi
c/su
b-to
pic
Specific
Obj
ectiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
Phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
a
nd sp
eak
abou
t it
for t
wo
min
utes
un
inte
rrup
ted.
W
hen
one
stud
ent
is sp
eaki
ng th
e re
st o
f the
cla
ss to
lis
ten.
b) P
rese
nt
fact
s/ id
eas
logi
cally
and
fluently.
In fa
ct, d
ue to
th
e fa
ct th
at.
scho
ol, h
ome,
pu
blic
pla
ce.
in
conc
lusi
on,
logi
cally
, fluently.
Stud
ents
und
er th
e gu
idan
ce o
f the
te
ache
r -
to b
rain
stor
m o
n a
fam
iliar
topi
c on
cu
rren
t eve
nts.
- in
gro
ups t
o di
scus
s the
topi
c.-
each
gro
up to
pr
esen
t its
wor
k to
the
clas
s.ii)
The
teac
her t
o le
ad a
cla
ss
disc
ussi
on.
iii) E
ach
stud
ent t
o w
rite
the
issu
es
disc
usse
d in
a
logi
cal w
ay.
Text
s on
a va
riety
of i
ssue
s.Is
the
stud
ent a
ble
to p
rese
nt
fact
s/ id
eas
logi
cally
and
fluently?
64
64
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng m
ater
ials
Ass
essm
ent
Peri
ods
3.0
RE
AD
ING
FO
R
INFO
RM
ATIO
N
FRO
M
DIF
FER
EN
T SO
UR
CE
S
3.1
Rea
ding
in
tens
ivel
y fo
r co
mpr
ehen
sion
.
The
stud
ent
shou
ld b
e ab
le to
: a
) writ
e
fa
ctua
l
info
rmat
ion
on
a to
pic/
su
bjec
t.
Tens
es-a
ll te
nses
, st
yle-
expo
sito
ry.
Scho
ol,
Hom
e,
Tow
n,V
illag
e.
revi
se, e
dit,
orga
nize
, br
ains
torm
, fe
edba
ck,
draf
ting,
co
mpa
re,
cont
rast
.
i) Th
e te
ache
r to
guid
e th
e st
uden
ts
to se
lect
topi
cs
(incl
udin
g th
ose
on c
ause
s of
pove
rty, g
ende
r an
d vi
olen
ce,
confl
ict r
esol
utio
n,
and
type
s of r
oad
acci
dent
s) a
nd
writ
e th
e fir
st d
raft
in p
airs
/gro
ups.
ii) T
he te
ache
r to
mov
e ar
ound
an
d as
sist
whe
re
nece
ssar
y.iii
) Stu
dent
s to:
- re
vise
and
edi
t th
eir w
ork
focu
sing
on
the
cont
ent o
f the
to
pic.
- w
ork
toge
ther
in
thei
r gro
ups t
o co
rrec
t spe
lling
an
d m
echa
nica
l er
rors
.-
post
thei
r co
mpo
sitio
ns o
n th
e w
all f
or
Sele
cted
lite
rary
w
orks
Is th
e st
uden
t ab
le to
de
scrib
e ch
arac
ters
, se
tting
and
pl
ot in
lite
rary
w
orks
?
20
65
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng m
ater
ials
Ass
essm
ent
Peri
ods
- ot
hers
to v
isit
and
read
.
The
stud
ent
shou
ld b
e ab
le to
: b
)writ
e vi
vid
de
scrip
tions
of p
eopl
e/
plac
es a
nd
ev
ents
.
Tens
es-a
ll te
nses
, sty
le
-des
crip
tive.
scho
ol,
hom
e.re
vise
, edi
t, or
gani
ze,
brai
nsto
rm,
feed
back
, dr
aftin
g,
com
pare
, co
ntra
st.
i) U
sing
mod
el
com
posi
tions
, th
e te
ache
r and
st
uden
ts to
dis
cuss
th
e fe
atur
es o
f a
desc
riptiv
e co
mpo
sitio
n/
essa
yii)
Stu
dent
s to:
- sel
ect t
opic
s (in
clud
ing
caus
es
of p
over
ty, g
ende
r ro
les,
confl
ict
reso
lutio
n,
soci
al e
cono
mic
cu
ltura
l pra
ctic
es
whi
ch p
rom
ote
the
spre
ad o
f H
IV/A
IDS
and
road
safe
ty) a
nd
brai
nsto
rm th
e m
ain
idea
s
Sele
cted
lite
rary
w
orks
.Is
the
stud
ent a
ble
to id
entif
y th
emes
in
liter
ary
wor
ks?
8
65
65
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng m
ater
ials
Ass
essm
ent
Peri
ods
- ot
hers
to v
isit
and
read
.
The
stud
ent
shou
ld b
e ab
le to
: b
)writ
e vi
vid
de
scrip
tions
of p
eopl
e/
plac
es a
nd
ev
ents
.
Tens
es-a
ll te
nses
, sty
le
-des
crip
tive.
scho
ol,
hom
e.re
vise
, edi
t, or
gani
ze,
brai
nsto
rm,
feed
back
, dr
aftin
g,
com
pare
, co
ntra
st.
i) U
sing
mod
el
com
posi
tions
, th
e te
ache
r and
st
uden
ts to
dis
cuss
th
e fe
atur
es o
f a
desc
riptiv
e co
mpo
sitio
n/
essa
yii)
Stu
dent
s to:
- sel
ect t
opic
s (in
clud
ing
caus
es
of p
over
ty, g
ende
r ro
les,
confl
ict
reso
lutio
n,
soci
al e
cono
mic
cu
ltura
l pra
ctic
es
whi
ch p
rom
ote
the
spre
ad o
f H
IV/A
IDS
and
road
safe
ty) a
nd
brai
nsto
rm th
e m
ain
idea
s
Sele
cted
lite
rary
w
orks
.Is
the
stud
ent a
ble
to id
entif
y th
emes
in
liter
ary
wor
ks?
8
66
66
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
- w
rite
the
first
dr
aft i
n pa
irs/
grou
ps.
- re
vise
and
ed
it th
eir d
rafts
fo
cusi
ng o
n th
e co
nten
t of t
he
topi
c.iii
) Th
e te
ache
r to
guid
e st
uden
ts
to c
orre
ct
spel
ling
and
mec
hani
cal
erro
rsiv
) Th
e gr
oups
to
exc
hang
e th
eir e
ssay
s for
co
mm
ents
by
anot
her g
roup
.v)
G
roup
s to
use
thes
e co
mm
ents
and
im
prov
e th
eir
wor
k.
67
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng m
ater
ials
Ass
essm
ent
Peri
ods
3.2
Rea
ding
ex
tens
ivel
y.Th
e st
uden
t sh
ould
be
able
to
pres
ent
cont
rast
ing
view
s of a
gi
ven
topi
c.
Tens
es-a
ll te
nses
.sc
hool
, ho
me.
revi
se, e
dit,
orga
nize
, br
ains
torm
, fe
edba
ck,
draf
ting,
co
mpa
re,
cont
rast
.
i) T
he te
ache
r to:
- pr
ovid
e st
uden
ts
with
a to
pic
to
deba
te o
n.-
guid
e st
uden
ts
to li
st th
e po
ints
fo
r and
aga
inst
th
e to
pic.
- gu
ide
stud
ents
to
use
the
poin
ts
to w
rite
an
argu
men
tativ
e es
say.
- gu
ide
stud
ents
to
dis
cuss
the
argu
men
ts
pres
ente
d in
the
com
posi
tions
re
ad a
nd th
e ex
pres
sion
s us
ed.
ii) S
tude
nts i
n pa
irs
to w
rite
the
first
dra
ft of
an
argu
men
tativ
e co
mpo
sitio
ns.
Sele
cted
lite
rary
w
orks
Is th
e st
uden
t ab
le to
id
entif
y m
ain
feat
ures
of
diffe
rent
ge
nres
?
6
67
67
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng m
ater
ials
Ass
essm
ent
Peri
ods
3.2
Rea
ding
ex
tens
ivel
y.Th
e st
uden
t sh
ould
be
able
to
pres
ent
cont
rast
ing
view
s of a
gi
ven
topi
c.
Tens
es-a
ll te
nses
.sc
hool
, ho
me.
revi
se, e
dit,
orga
nize
, br
ains
torm
, fe
edba
ck,
draf
ting,
co
mpa
re,
cont
rast
.
i) T
he te
ache
r to:
- pr
ovid
e st
uden
ts
with
a to
pic
to
deba
te o
n.-
guid
e st
uden
ts
to li
st th
e po
ints
fo
r and
aga
inst
th
e to
pic.
- gu
ide
stud
ents
to
use
the
poin
ts
to w
rite
an
argu
men
tativ
e es
say.
- gu
ide
stud
ents
to
dis
cuss
the
argu
men
ts
pres
ente
d in
the
com
posi
tions
re
ad a
nd th
e ex
pres
sion
s us
ed.
ii) S
tude
nts i
n pa
irs
to w
rite
the
first
dra
ft of
an
argu
men
tativ
e co
mpo
sitio
ns.
Sele
cted
lite
rary
w
orks
Is th
e st
uden
t ab
le to
id
entif
y m
ain
feat
ures
of
diffe
rent
ge
nres
?
6
68
68
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ lea
rnin
g m
ater
ials
Ass
essm
ent
Peri
ods
iii) T
h e
teac
her t
o:-
guid
e th
e st
uden
ts to
re
vise
and
edi
t th
eir d
rafts
fo
cusi
ng o
n th
e co
nten
t of t
he
topi
c.-
guid
e th
e st
uden
t to
corr
ect s
pelli
ng
and
mec
hani
cal
erro
rs.
iv) P
airs
to
exch
ange
thei
r es
says
for
com
men
ts a
nd
corr
ectio
ns.
v)
Pairs
to e
nter
co
rrec
tions
and
w
rite
the
final
dr
aft
69
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng m
ater
ials
Ass
essm
ent
Peri
ods
4.0
RE
AD
ING
L
ITE
RA
RY
W
OR
KS
4.1
Iden
tifyi
ng
and
anal
yzin
g se
tting
, mai
n pl
ot a
nd
char
acte
rs.
The
stud
ent
shou
ld b
e ab
le to
writ
e a
liter
ary
wor
k us
ing
liter
ary
devi
ces a
nd
skill
s.
scho
ol,
adve
ntur
e,
biog
raph
y,
com
edy,
tra
gedy
, lo
ve st
orie
s, fic
tion,
no
n-fic
tion,
fr
ee v
erse
, m
emor
ies.
adve
ntur
e,
biog
raph
y,
trage
dy,
com
ic,
love
, fic
tion,
no
n fic
tion,
fr
ee v
erse
, st
anza
.
adve
ntur
e de
tect
ive,
fic
tion
i) St
uden
ts to
-
brai
nsto
rm o
n ki
nds o
f lite
rary
w
orks
they
wou
ld
like
to w
rite
on.
- in
divi
dual
ly,
choo
se o
ne k
ind
of st
ory
of th
eir
inte
rest
and
list
do
wn
gene
ral
idea
s.-
draf
t the
ir w
ork,
an
d go
thro
ugh
to
edit
them
ii)
The
teac
her t
o go
ar
ound
the
clas
s as
sist
ing
stud
ents
w
ith id
eas,
styl
e an
d vo
cabu
lary
.iii
) St
uden
ts to
su
ppor
t one
an
othe
r in
chec
king
sp
ellin
g,
voca
bula
ry a
nd
gram
mar
.
Rea
lia,
visu
als,
mod
el
com
posi
tions
, di
ctio
narie
s, en
cycl
oped
ia,
inte
rnet
, new
s pa
pers
.
Is th
e st
uden
t ab
le to
writ
e an
acc
ount
of
even
ts th
at
happ
ened
in
the
past
?
12
69
69
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng m
ater
ials
Ass
essm
ent
Peri
ods
4.0
RE
AD
ING
L
ITE
RA
RY
W
OR
KS
4.1
Iden
tifyi
ng
and
anal
yzin
g se
tting
, mai
n pl
ot a
nd
char
acte
rs.
The
stud
ent
shou
ld b
e ab
le to
writ
e a
liter
ary
wor
k us
ing
liter
ary
devi
ces a
nd
skill
s.
scho
ol,
adve
ntur
e,
biog
raph
y,
com
edy,
tra
gedy
, lo
ve st
orie
s, fic
tion,
no
n-fic
tion,
fr
ee v
erse
, m
emor
ies.
adve
ntur
e,
biog
raph
y,
trage
dy,
com
ic,
love
, fic
tion,
no
n fic
tion,
fr
ee v
erse
, st
anza
.
adve
ntur
e de
tect
ive,
fic
tion
i) St
uden
ts to
-
brai
nsto
rm o
n ki
nds o
f lite
rary
w
orks
they
wou
ld
like
to w
rite
on.
- in
divi
dual
ly,
choo
se o
ne k
ind
of st
ory
of th
eir
inte
rest
and
list
do
wn
gene
ral
idea
s.-
draf
t the
ir w
ork,
an
d go
thro
ugh
to
edit
them
ii)
The
teac
her t
o go
ar
ound
the
clas
s as
sist
ing
stud
ents
w
ith id
eas,
styl
e an
d vo
cabu
lary
.iii
) St
uden
ts to
su
ppor
t one
an
othe
r in
chec
king
sp
ellin
g,
voca
bula
ry a
nd
gram
mar
.
Rea
lia,
visu
als,
mod
el
com
posi
tions
, di
ctio
narie
s, en
cycl
oped
ia,
inte
rnet
, new
s pa
pers
.
Is th
e st
uden
t ab
le to
writ
e an
acc
ount
of
even
ts th
at
happ
ened
in
the
past
?
12
70
Topi
c/su
b-to
pic
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng m
ater
ials
Ass
essm
en
Peri
ods
4.2
Iden
tifyi
ng
them
esT
he
stud
ent
shou
ld b
e ab
le to
id
entif
y th
eme.
The
sto
ry is
se
t in.
..T
he w
rite
r us
es...
The
wri
ter
port
rays
...
i)
Hav
ing
read
a
liter
ary
wor
k th
e te
ache
r to
gui
de th
e st
uden
ts to
iden
tify
dist
inct
ive
cultu
ral
elem
ents
dep
icte
d in
the
wor
k.ii)
In
grou
ps, t
he
stud
ents
to:
• dis
cuss
the
mai
n th
emes
fou
nd in
the
liter
ary
wor
k st
udie
d.
• pre
sent
thei
r w
ork
for
clas
s di
scus
sion
du
ring
whi
ch th
e te
ache
r gu
ides
st
uden
ts to
rea
ch a
co
nsen
sus.
• rel
ate
the
liter
ary
wor
k to
rea
l lif
e ex
peri
ence
s.–
pres
ent t
heir
an
swer
s fo
r cl
ass
disc
ussi
on.
Sele
cted
lite
rary
w
orks
.Is
the
stud
ent
able
to
iden
tify
them
es in
lit
erar
y w
orks
?
8
ENGLISH Language.pdf 1 6/29/16 8:41 AM
71
Topi
c/su
b-to
pic
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng m
ater
ials
Ass
essm
en
Peri
ods
4.3
Ide
ntif
ying
m
ain
i) f
eatu
res
of
diff
eren
t ge
nres
.
The
st
uden
t sh
ould
be
able
to
iden
tify
mai
n fe
atur
es o
f di
ffer
ent
genr
es.
A p
lay
is
divi
ded.
..A
nov
el
cons
istts
of
...A
poe
m is
m
ade
up o
f ...
scho
ol,
hom
esc
ene,
st
anza
, act
pr
ose,
ch
apte
r
i) S
tude
nts
indi
vidu
ally
– to
wri
te d
own
the
mai
n fe
atur
es o
f no
vels
, pla
ys a
nd
poem
s.–
to f
orm
pai
rs to
sh
are
idea
s.–
in tw
o pa
irs
join
to
for
m a
gro
up
and
shar
e id
eas.
ii) T
he te
ache
r to
co
nduc
t a c
lass
di
scus
sion
and
cl
arif
y is
sues
th
at n
eed
clar
ific
atio
n.
Sele
cted
lite
rary
w
orks
Is th
e st
uden
t ab
le to
id
entif
y m
ain
feat
ures
of
diff
eren
t ge
nres
?
6
ENGLISH Language.pdf 1 6/29/16 8:44 AM
72
72
Topi
c/su
b-to
pic
ob
ject
ives
Patt
erns
/ st
ruct
ures
Situ
atio
nsVo
cabu
lary
/ ph
rase
sTe
achi
ng/
lear
ning
stra
tegi
esTe
achi
ng/
lear
ning
m
ater
ials
Ass
essm
ent
Peri
ods
5.0
WR
ITIN
G
USI
NG
A
PPR
OPR
IAT
E
LA
NG
UA
GE
C
ON
TE
NT
AN
D
STY
LE
5.1
Wri
ting
narr
ativ
e co
mpo
sitio
ns/
essa
ys (
of n
ot
less
than
250
w
ords
).
The
stu
dent
sh
ould
be
able
to :
a)
wri
te a
n ac
coun
t of
even
ts/th
at
happ
ened
in
the
past
.
Tens
es –
all
styl
e -
for
narr
ativ
e.
scho
ol
revi
se, e
dit,
orga
nize
, br
ains
torm
, fe
edba
ck,
draf
t, co
mpa
re,
cont
rast
.w
orst
for
ms
of c
hild
la
bour
.
i)
The
teac
her
and
stud
ents
to s
elec
t a
topi
c (i
nclu
ding
afor
esta
tion
and
the
plig
ht o
f ch
ildre
n w
orki
ng
in m
ines
)ii)
The
teac
her
to in
trod
uce
the
wri
ting
proc
ess.
iii)
St
uden
ts
and
the
teac
her
to b
rain
stor
m,
list d
own
and
orga
nize
idea
s in
an
ess
ay f
orm
at.
iv)
Stud
ents
to:
-
wri
te th
e
grou
ps.
- r
evis
e an
d ed
it th
eir
wor
k fo
cusi
ng o
n th
e co
nten
t of
the
topi
c.
A v
arie
ty o
f te
xts,
di
ctio
nari
es,
ency
clop
edia
, in
tern
et,
new
spap
ers.
Is th
e st
uden
t ab
le to
wri
te
an a
ccou
nt o
f ev
ents
that
ha
ppen
ed in
th
e pa
st?
8
ENGLISH Language.pdf 1 7/8/16 4:53 PM
73
73
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
v) T
he te
ache
r to
mov
e fr
om g
roup
to
grou
p en
cour
agin
g
inte
ract
ion
amon
g
the
stud
ents
as t
hey
wor
k.
vi)
Stud
ents
to
wor
k to
geth
er in
thei
r gro
ups t
o
corr
ect s
pelli
ng
erro
rs, p
unct
uatio
n,
capi
taliz
atio
n an
d
othe
r mec
hani
cal
erro
rs.
74
74
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ lea
rnin
g m
ater
ials
Ass
essm
ent
Peri
ods
b) W
ritin
g im
agin
ary
even
ts in
the
past
.
Onc
e up
on
a tim
e,
som
etim
e in
th
e pa
st…
tens
es a
ll te
nses
, st
yle
- na
rrat
ive.
Imag
ined
,vi
vid
i) Th
e te
ache
r to
inst
ruct
stud
ents
to
thin
k of
an
imag
inar
y ev
ent.
ii) S
tude
nts t
o:-
draf
t the
co
mpo
sitio
n in
pai
rs.
- re
vise
and
edi
t th
eir w
ork
focu
sing
on
the
cont
ent.
iii) T
he te
ache
r to
mov
e fr
om p
air t
o pa
ir en
cour
agin
g in
tera
ctio
n am
ong
the
stud
ents
.iv
) St
uden
ts to
w
ork
in p
airs
to
impr
ove
thei
r wor
k by
che
ckin
g sp
ellin
g er
rors
, pun
ctua
tion,
ca
pita
lizat
ion
and
othe
r mec
hani
cal
erro
rs.
v)
The
teac
her
to d
ispl
ay th
e co
mpo
sitio
ns fo
r st
uden
ts to
read
in
thei
r ow
n tim
e.
Pict
ures
Is
the
stud
ent
able
to w
rite
imag
inar
y ev
ents
in th
e pa
st?
75
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/lear
ning
m
ater
ials
Ass
essm
ent
Peri
ods
5.2
Writ
ing
expo
sito
ry
com
posi
tions
/ es
says
.
The
stud
ent
shou
ld b
e ab
le to
writ
e fa
ctua
l in
form
atio
n on
a to
pic/
subj
ect
Bes
ides
, M
oreo
ver,
scho
ol
expo
sito
ryre
vise
, edi
t.i)
The
teac
her
to g
uide
stud
ents
to
sele
ct to
pics
(
incl
udin
g th
ose
on
soil
eros
ion,
the
p
light
of c
hild
ren
e
mpl
oyed
in
m
ines
\ or
larg
e
pla
ntat
ions
).ii)
Stu
dent
s to
writ
e
the
firs
t dra
ft in
gro
ups/
pairs
.iii
) The
teac
her t
o
m
ove
from
one
gro
up to
ano
ther
pro
vidi
ng re
quire
d
ass
ista
nce.
iv)
Stud
ents
to e
dit
and
revi
se th
eir
w
ork
focu
sing
on
c
onte
nt a
nd th
en
o
n sp
ellin
g.v)
Stu
dent
s to
post
the
ir co
mpo
sitio
ns
o
n no
tice
boar
ds
f
or o
ther
s to
read
Sam
ple
com
posi
tions
Is th
e st
uden
t ab
le to
writ
e fa
ctua
l in
form
atio
n on
a to
pic/
su
bjec
t?
8
75
75
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/lear
ning
m
ater
ials
Ass
essm
ent
Peri
ods
5.2
Writ
ing
expo
sito
ry
com
posi
tions
/ es
says
.
The
stud
ent
shou
ld b
e ab
le to
writ
e fa
ctua
l in
form
atio
n on
a to
pic/
subj
ect
Bes
ides
, M
oreo
ver,
scho
ol
expo
sito
ryre
vise
, edi
t.i)
The
teac
her
to g
uide
stud
ents
to
sele
ct to
pics
(
incl
udin
g th
ose
on
soil
eros
ion,
the
p
light
of c
hild
ren
e
mpl
oyed
in
m
ines
\ or
larg
e
pla
ntat
ions
).ii)
Stu
dent
s to
writ
e
the
firs
t dra
ft in
gro
ups/
pairs
.iii
) The
teac
her t
o
m
ove
from
one
gro
up to
ano
ther
pro
vidi
ng re
quire
d
ass
ista
nce.
iv)
Stud
ents
to e
dit
and
revi
se th
eir
w
ork
focu
sing
on
c
onte
nt a
nd th
en
o
n sp
ellin
g.v)
Stu
dent
s to
post
the
ir co
mpo
sitio
ns
o
n no
tice
boar
ds
f
or o
ther
s to
read
Sam
ple
com
posi
tions
Is th
e st
uden
t ab
le to
writ
e fa
ctua
l in
form
atio
n on
a to
pic/
su
bjec
t?
8
76
76
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
5.3
Writ
ing
desc
riptiv
e co
mpo
sitio
ns/
essa
ys
The
stud
ent
shou
ld b
e ab
le to
w
rite
vivi
d de
scrip
tions
of
peo
ple/
pl
aces
/ ev
ents
.
App
aren
tly,
In a
dditi
on
Mor
eove
r
scho
ol,
libra
ry.
Obv
ious
, dr
esse
d,D
escr
iptiv
e.
i) Th
e te
ache
r to
in
trodu
ce th
e
writ
ing
activ
ity
to
the
stud
ents
p
rovi
ding
them
with
t
opic
s fro
m w
hich
p
airs
sele
ct o
ne to
writ
e on
.ii)
Stu
dent
s to:
- dr
aft t
heir
co
mpo
sitio
ns in
pai
rs.
- ed
it an
d re
vise
the
ir w
ork
to
i
mpr
ove
it.iii
) The
teac
her t
o
mov
e fr
om o
ne
p
air t
o an
othe
r
prov
idin
g ne
cess
ary
as
sist
ance
.iv
) St
uden
ts fi
nally
to
pr
oduc
e a
fi
nal d
raft
of th
e
com
posi
tion.
v) T
he te
ache
r to
pos
t the
com
posi
tions
on
th
e no
tice
boar
d
fo
r oth
er st
uden
ts
t
o re
ad.
Any
text
with
a
desc
riptiv
e co
mpo
sitio
n
Is th
e st
uden
t ab
le to
writ
e a
vivi
d de
scrip
tion
of
peop
le/p
lace
s an
d ev
ents
?
8
77
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
5.4
Writ
ing
argu
men
tativ
e co
mpo
sitio
ns/
essa
y.
The
stud
ent
shou
ld b
e ab
le to
pr
esen
t co
ntra
stin
g vi
ews o
f a
give
n to
pic.
On
the
cont
rary
, on
the
othe
r han
d,
neve
rthel
ess,
yet,
how
ever
.
scho
ol,
hom
e.on
the
one
hand
, ho
wev
er, i
t sh
ould
be
rem
embe
red
that
….
It ha
s bee
n ob
serv
ed.
i) Th
e te
ache
r to
prov
ide
s
tude
nts w
ith
m
odel
arg
umen
tativ
e
com
posi
tions
on
a
var
iety
of i
ssue
s
(inc
ludi
ng a
reas
whe
re c
orru
ptio
n is
ram
pant
and
form
s
of c
hild
labo
ur).
ii) S
tude
nts t
o re
ad
t
he c
ompo
sitio
ns
s
ilent
ly.
iii) T
he te
ache
r to
g
uide
stud
ents
to
disc
uss t
he a
rgum
ents
pre
sent
ed in
the
com
posi
tion
used
.iv
) St
uden
ts in
pai
rs
to
:-s
elec
t top
ics
on
whi
ch to
writ
e a
rgum
enta
tive
com
posi
tions
Mod
el
argu
men
tativ
e es
says
.
Is th
e st
uden
t ab
le to
pre
sent
co
ntra
stin
g vi
ews o
n a
give
n to
pic
oral
ly a
nd in
w
ritin
gs?
8
77
77
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
5.4
Writ
ing
argu
men
tativ
e co
mpo
sitio
ns/
essa
y.
The
stud
ent
shou
ld b
e ab
le to
pr
esen
t co
ntra
stin
g vi
ews o
f a
give
n to
pic.
On
the
cont
rary
, on
the
othe
r han
d,
neve
rthel
ess,
yet,
how
ever
.
scho
ol,
hom
e.on
the
one
hand
, ho
wev
er, i
t sh
ould
be
rem
embe
red
that
….
It ha
s bee
n ob
serv
ed.
i) Th
e te
ache
r to
prov
ide
s
tude
nts w
ith
m
odel
arg
umen
tativ
e
com
posi
tions
on
a
var
iety
of i
ssue
s
(inc
ludi
ng a
reas
whe
re c
orru
ptio
n is
ram
pant
and
form
s
of c
hild
labo
ur).
ii) S
tude
nts t
o re
ad
t
he c
ompo
sitio
ns
s
ilent
ly.
iii) T
he te
ache
r to
g
uide
stud
ents
to
disc
uss t
he a
rgum
ents
pre
sent
ed in
the
com
posi
tion
used
.iv
) St
uden
ts in
pai
rs
to
:-s
elec
t top
ics
on
whi
ch to
writ
e a
rgum
enta
tive
com
posi
tions
Mod
el
argu
men
tativ
e es
says
.
Is th
e st
uden
t ab
le to
pre
sent
co
ntra
stin
g vi
ews o
n a
give
n to
pic
oral
ly a
nd in
w
ritin
gs?
8
78
78
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
br
ains
torm
the
m
ain
idea
s to
be
in
clud
ed
in
the
com
posi
tions
.-w
rite
the
first
dra
ft.v)
The
teac
her t
o
gu
ide
stud
ents
to
edit
thei
r dra
ft
focu
sing
on
co
nten
t of t
he to
pic.
vi)
Stud
ents
to
go
thro
ugh
thei
r
dra
ft co
rrec
ting
g
ram
mat
ical
,
spel
ling
and
p
unct
uatio
n
err
ors.
vii)
The
teac
her t
o
di
spla
y on
a
notic
e bo
ard
the
fi
nish
ed
c
ompo
sitio
ns fo
r
othe
r stu
dent
s
79
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
5.5
Cre
ativ
e w
ritin
g.Th
e st
uden
t sh
ould
be
able
to w
rite
a w
ork
of a
rt us
ing
liter
ary
devi
ces a
nd
skill
s.
Scho
ol,
adve
ntur
e,
biog
raph
y,
com
edy,
tra
gedy
, lo
ve st
orie
s, fic
tion,
no
n fic
tion,
fr
ee v
erse
, m
emor
ies.
Fict
ion,
no
vel,
shor
t st
ory.
i)
Stu
dent
s -
to b
rain
stor
m o
n
kind
s of l
itera
ry
w
ork
they
wou
ld
lik
e to
writ
e on
.-
indi
vidu
ally
, to
ch
oose
one
kin
d of
liter
ary
wor
k of
thei
r int
eres
t and
list d
own
gene
ral
id
eas.
- on
thei
r ow
n tim
e
to d
raft
thei
r s
torie
s, po
ems,
edi
t and
with
the
tea
cher
’s su
ppor
t
with
idea
s, st
yle
and
voc
abul
ary
com
plet
e t
heir
wor
k.-
to su
ppor
t one
a
noth
er in
che
ckin
g s
pelli
ng a
nd
gra
mm
ar fr
om
dic
tiona
ries a
nd
gra
mm
ar b
ooks
.-
read
eac
h ot
her ‘
s
wor
k of
art.
Dic
tiona
ries,
gram
mar
bo
oks.
Is th
e st
uden
t ab
le to
writ
e a
wor
k of
art
usin
g lit
erar
y de
vice
s and
sk
ills?
8
79
Topi
c/su
b-to
pic
ob
ject
ives
Patt
erns
/ st
ruct
ures
Situ
atio
nsVo
cabu
lary
/ ph
rase
sTe
achi
ng/
lear
ning
stra
tegi
esTe
achi
ng/
lear
ning
m
ater
ials
Ass
essm
ent
Peri
ods
5.5
Cre
ativ
e w
ritin
g.T
he s
tude
nt
shou
ld b
e ab
le to
wri
te
a w
ork
of a
rt
usin
g lit
erar
y de
vice
s an
d sk
ills.
Scho
ol,
adve
ntur
e,
biog
raph
y,
com
edy,
tr
aged
y,
love
sto
ries
,
free
ver
se,
mem
oir.
Fict
ion,
no
vel,
shor
t st
ory.
i)
Stu
dent
s -
to b
rain
stor
m o
n
kind
s of
lite
rary
wor
k th
ey w
ould
like
to w
rite
on.
- in
divi
dual
ly, t
o
choo
se o
ne k
ind
of
lit
erar
y w
ork
of
th
eir
inte
rest
and
list d
own
gene
ral
id
eas.
- o
n th
eir
own
time
to
dra
ft th
eir
sto
ries
, poe
ms,
e
dit a
nd w
ith th
e t
each
er’s
sup
port
w
ith id
eas,
sty
le a
nd
voc
abul
ary
com
plet
e t
heir
wor
k.-
to s
uppo
rt o
ne
ano
ther
in c
heck
ing
spe
lling
and
g
ram
mar
fro
m
dic
tiona
ries
and
g
ram
mar
boo
ks.
- r
ead
each
oth
er ‘
s
wor
k of
art
.
Dic
tiona
ries
, gr
amm
ar
book
s.
Is th
e st
uden
t ab
le to
wri
te
a w
ork
of a
rt
usin
g lit
erar
y de
vice
s an
d sk
ills?
8
80
80
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
5.6
Writ
ing
spee
ches
.Th
e st
uden
t sh
ould
be
able
to:
a) W
rite
a sp
eech
.
Mr.
Pres
iden
t, G
uest
of
hono
ur, M
ay
I tak
e th
is
oppo
rtuni
ty…
I am
ple
ased
to
…It
give
s m
e m
uch
plea
sure
…I f
eel h
onou
red
to b
e he
re…
Let m
e be
gin/
st
art b
y…
Last
but
not
le
ast…
.,Yo
u ar
e al
l aw
are
of…
Allo
w m
e to
sa
y.D
ear p
aren
ts/
stud
ents
/ te
ache
rs…
O
n be
half
of…
Dea
r fel
low
st
uden
ts…
My
fello
wtu
dent
s..La
stly
….
Cla
ss,
scho
ol,
pare
nts d
ay,
grad
uatio
n…da
y, m
eetin
g,
publ
ic
mee
tings
, op
en d
ays,
cere
mon
ies,
func
tions
.
Hon
orab
le,
dist
ingu
ishe
d gu
est,
your
ex
celle
ncy,
m
ajes
ty,
chai
rman
, hi
ghne
ss,
chai
rper
son,
Secr
etar
y,G
ener
al, M
r. Pr
esid
ent,
besi
des,
mor
eove
r, fin
ally
, ce
rem
onie
s.
i) Th
e te
ache
r to
se
lect
a fa
mili
ar
to
pic
and
cont
ext.
ii) S
tude
nts t
o
bra
inst
orm
on
the
p
urpo
se, c
onte
xt
a
nd a
udie
nce.
iii) T
he te
ache
r to
intro
duce
the
f
orm
at a
nd st
yle
o
f a sp
eech
and
to
guid
e st
uden
ts
t
o br
ains
torm
on
app
ropr
iate
vo
cabu
lary
.iv
) St
uden
ts to
org
aniz
e id
eas i
n
log
ical
ord
er a
nd
i
n pa
irs to
dra
ft,
r
evis
e an
d ed
it a
s
peec
h.v)
The
teac
her t
o
pro
vide
stud
ents
with
sam
ple
sp
eech
es fo
r
rein
forc
emen
t.
Sam
ple
spee
ches
.Is
the
stud
ent a
ble
to w
rite
a sp
eech
?
20
81
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
ttern
s/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng m
ater
ials
Ass
essm
ent
Peri
ods
Link
wor
ds
besi
des,
final
ly,
Than
k yo
u fo
r yo
ur a
ttent
ion.
b) D
eliv
er a
sp
eech
Mr.
Pres
iden
t, G
uest
of
hono
ur,
May
I ta
ke th
is
oppo
rtuni
ty..
I am
ple
ased
to
….
It gi
ves
me
muc
h pl
easu
re…
.I f
eel h
onou
red
to b
e he
re…
.Le
t me
begi
n/
star
t by…
.La
st b
ut n
ot
leas
t
Cla
ss,
scho
ol,
pare
nts’
days
, gr
adua
tion…
da
y, m
eetin
g,
publ
ic
mee
tings
, op
en d
ays,
cere
mon
ies,
func
tions
.
Hon
orab
le,
dist
ingu
ishe
d gu
est,
Exce
llenc
y,
maj
esty
, ch
airm
an,
high
ness
, ch
airp
erso
n,
secr
etar
y,
gene
ral,
Mr.
Pres
iden
t, be
side
s, m
oreo
ver,
final
ly,
cere
mon
ies.
i) St
uden
ts to
bra
inst
orm
on
th
ings
to ta
ke in
to
c
onsi
dera
tion
whe
n
del
iver
ing
a
spe
ech.
ii) S
tude
nts t
o
pr
actic
e
del
iver
ing
a sp
eech
usi
ng th
e cl
ass a
s
the
aud
ienc
e.
Stud
ents
to
brai
nsto
rm o
n th
ings
to ta
ke
into
con
side
ratio
n w
hen
deliv
erin
g a
spee
ch.
Is th
e st
uden
t abl
e to
del
iver
a
spee
ch?
81
Topi
c/su
b-to
pic
ob
ject
ives
Patte
rns/
st
ruct
ures
Situ
atio
nsVo
cabu
lary
/ ph
rase
sTe
achi
ng/
lear
ning
stra
tegi
esTe
achi
ng/
lear
ning
mat
eria
lsA
sses
smen
tPe
riod
s
Lin
k w
ords
be
side
s,
Tha
nk y
ou f
or
your
atte
ntio
n.
b) D
eliv
er a
sp
eech
Mr.
Pres
iden
t, G
uest
of
hono
ur,
May
I ta
ke th
is
oppo
rtun
ity..
I am
ple
ased
to
….
It g
ives
m
e m
uch
plea
sure
….
I fe
el h
onou
red
to b
e he
re…
.L
et m
e be
gin/
st
art b
y….
Las
t but
not
le
ast
Cla
ss,
scho
ol,
pare
nts’
day
s,
grad
uatio
n…
day,
mee
ting,
pu
blic
m
eetin
gs,
open
day
s,
cere
mon
ies,
fu
nctio
ns.
Hon
orab
le,
dist
ingu
ishe
d
gues
t,
Exc
elle
ncy,
maj
esty
,
chai
rman
,
high
ness
,
chai
rper
son,
secr
etar
y,
gene
ral,
Mr.
Pres
iden
t,
besi
des,
mor
eove
r,
i)
Stud
ents
to
b
rain
stor
m o
n
th
ings
to ta
ke in
to
c
onsi
dera
tion
w
hen
d
eliv
erin
g a
s
peec
h.
ii)
Stud
ents
to
prac
tice
d
eliv
erin
g a
spee
ch
u
sing
the
clas
s as
t
he a
udie
nce.
Stud
ents
to
brai
nsto
rm o
n th
ings
to ta
ke
into
con
side
ratio
n w
hen
deliv
erin
g a
spee
ch.
Is th
e st
uden
t abl
e to
del
iver
a
spee
ch?
82
82
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
You
are
all
awar
e of
….
Allo
w m
e to
sa
y…..
Dea
r par
ents
/ st
uden
ts/
teac
hers
…
On
beha
lf of
…D
ear f
ello
w
stud
ents
…..
My
fello
w
stud
ents
….
Last
ly…
…Li
nk w
ords
be
side
s,Fi
nally
.Th
ank
you
for
your
atte
ntio
n.
82
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng m
ater
ials
Ass
essm
ent
Peri
ods
5.7
Writ
ing
Cur
ricul
um
Vita
e (C
V).
The
stud
ent
shou
ld b
e ab
le to
writ
e hi
s/ h
er o
wn
CV.
Dat
e of
bi
rth, y
ear o
f gr
adua
tion.
Cla
ssro
om,
offices
Gen
der,
CV,
resu
me,
bi
ogra
phy,
se
x,
natio
nalit
y,
mar
ital
stat
us, h
obby
, re
fere
e,
surn
ame,
se
cond
nam
e.
i) Th
e te
ache
r to
in
trodu
ce th
e us
e
of C
V.ii)
The
teac
her a
nd
s
tude
nts t
o di
scus
s
the
form
at o
f CV
s.iii
) Stu
dent
s to
prac
tise
writ
ing
CV.
iv
) Th
e te
ache
r
to
mov
e fr
om o
ne
s
tude
nt to
ano
ther
ass
istin
g th
e
stu
dent
s.v)
Whe
n th
e w
ritin
g
is c
ompl
eted
the
t
each
er to
dis
play
the
CV
s for
stud
ents
to re
ad
ea
ch o
ther
’s.
Sam
ple
CV
s.Is
the
stud
ent
able
to w
rite
his/
her o
wn
CV
?
8
83
82
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng m
ater
ials
Ass
essm
ent
Peri
ods
5.7
Writ
ing
Cur
ricul
um
Vita
e (C
V).
The
stud
ent
shou
ld b
e ab
le to
writ
e hi
s/ h
er o
wn
CV.
Dat
e of
bi
rth, y
ear o
f gr
adua
tion.
Cla
ssro
om,
offices
Gen
der,
CV,
resu
me,
bi
ogra
phy,
se
x,
natio
nalit
y,
mar
ital
stat
us, h
obby
, re
fere
e,
surn
ame,
se
cond
nam
e.
i) Th
e te
ache
r to
in
trodu
ce th
e us
e
of C
V.ii)
The
teac
her a
nd
s
tude
nts t
o di
scus
s
the
form
at o
f CV
s.iii
) Stu
dent
s to
prac
tise
writ
ing
CV.
iv
) Th
e te
ache
r
to
mov
e fr
om o
ne
s
tude
nt to
ano
ther
ass
istin
g th
e
stu
dent
s.v)
Whe
n th
e w
ritin
g
is c
ompl
eted
the
t
each
er to
dis
play
the
CV
s for
stud
ents
to re
ad
ea
ch o
ther
’s.
Sam
ple
CV
s.Is
the
stud
ent
able
to w
rite
his/
her o
wn
CV
?
8
84
83
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry/
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/ le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
6.0
WR
ITIN
G
APP
LIC
ATIO
N
LE
TT
ER
S
Writ
ing
lette
rs o
f ap
plic
atio
n fo
r jo
bs.
The
stud
ent
shou
ld b
e ab
le
to w
rite
lette
rs
of a
pplic
atio
n fo
r job
s.
Ref
er to
…D
ear S
ir/M
adam
, Yo
urs
Sinc
erel
y.
Scho
olSi
ncer
ely
faith
fully
, re
fer,
Re,
ad
verti
sem
ent.
i) St
uden
ts to
bra
inst
orm
on
l
ette
rs o
f
app
licat
ion
for
jo
bs, m
entio
ning
jobs
they
wou
ld
li
ke to
app
ly fo
r
and
how
lette
rs o
f
app
licat
ion
for
jo
bs d
iffer
from
othe
r let
ters
.ii)
The
teac
her t
o
pro
vide
stud
ents
with
sam
ple
lette
rs
t
o st
udy.
iii) S
tude
nts t
o w
ork
in p
airs
, dra
ft,
r
evis
e an
d ed
it a
l
ette
r of
a
pplic
atio
n fo
r
job
s.iv
) Th
e te
ache
r to
mov
e fr
om
o
ne p
air t
o an
othe
r
ass
istin
g th
em
w
ith c
hoic
e of
wor
ds a
nd
g
ram
mar
.
Sam
ple
lette
rs.
Is th
e st
uden
t abl
e to
writ
e le
tters
of
appl
icat
ion
for j
obs?
10
8584
FORM FOUR
CLASS LEVEL COMPETENCESThe student should demonstrate ability to:
1. Read, analyze texts and relate them to real life situations.
2. Start, intervene and close a discussion on a familiar topic using suitable phrases.
3. Present orally and in writing descriptions of complex subjects.
4. Express herself/himself clearly, orally and in writing, expressing points of view at
some length.
5. Read and understand long and complex factual texts.
6. Scan a text for relevant information.
7. Listen to and point out relevant information.
8. Read literary texts appreciating messages and themes read.
CLASS LEVEL OBJECTIVESBy the end of Form Four the student should be able to:
(a) Listen to, understand and respond to texts from various sources.
(b) Express oneself orally and in writing using appropriate language in different
social contexts.
(c) Read and analyze literary works.
(d) Read and understand complex texts.
86
85
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
1.0
EX
PRE
SSIN
G
ON
ESE
LF
1.1
Expr
essi
ng
o
ne’s
f
eelin
gs, i
deas
,
opi
nion
s, vi
ews
a
nd
em
otio
ns.
The
stud
ent
shou
ld b
e ab
le to
ex
pres
s pe
rson
al
idea
s, fe
elin
gs,
opin
ions
, vi
ews a
nd
emot
ions
on
a v
arie
ty
of is
sues
in
diff
eren
t co
ntex
ts.
In m
y op
inio
n…,
As s
tate
d/
obse
rved
by
the
prev
ious
sp
eake
r,I a
m o
f the
op
inio
n th
at…
Con
side
ring
the
fact
that
…..,
If…
..,U
nles
s….,
This
mig
ht..
I wou
ld
rath
er…
..,I s
ugge
st…
,H
owev
er..,
Alth
ough
...,
Nev
erth
eles
s…H
ardl
y….
Bar
ely…
App
aren
tly…
I stro
ngly
ad
vice
…I w
ould
like
to
dra
w y
our
atte
ntio
n…
Cla
ssro
om,
publ
ic
spea
king
Land
de
grad
atio
n,
Soil
cons
erva
tion,
re
cycl
ing,
po
lluta
nts,
fum
es,
pest
icid
es,
reex
amin
e,
tole
rate
, su
ffer,
limit,
af
fect
ed,
infe
cted
, po
llute
d,
dete
riora
tion,
pr
even
t, en
sure
safe
ty
mea
sure
s, pr
ecau
tion,
pr
otec
t.
i) Th
e te
ache
r to
guid
e st
uden
ts to
se
lect
topi
cs fo
r di
scus
sion
from
a
varie
ty o
f iss
ues
(incl
udin
g ca
uses
of
road
acc
iden
ts,
gend
er in
rela
tion
to H
IV/ A
IDS,
an
d en
viro
nmen
tal
degr
adat
ion)
.ii)
Stu
dent
s ind
ivid
ually
to
thin
k ab
out t
he
topi
c se
lect
ed th
en
pair
and
shar
e th
eir
idea
s/vi
ews/
opin
ions
on
the
topi
c.iii
) The
teac
her t
o co
nduc
t a c
lass
di
scus
sion
dur
ing
whi
ch th
e st
uden
ts
oral
ly sh
are
thei
r id
eas/
view
s/op
inio
ns
and
com
e to
a
cons
ensu
s.iv
) Stu
dent
s ind
ivid
ually
w
rite
on th
e to
pic
disc
usse
d.
Text
s on
a va
riety
of
issu
es.
Is th
e st
uden
t abl
e to
exp
ress
pe
rson
al
idea
s, fe
elin
gs,
opin
ions
, vi
ews a
nd
emot
ions
on
a v
arie
ty
of is
sues
in
diff
eren
t co
ntex
ts?
16
PB
86
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
2.0
LIS
TE
NIN
G
FOR
IN
FOR
MAT
ION
2.1
Lis
teni
ng to
in
stru
ctio
ns
The
stud
ent
shou
ld b
e ab
le to
re
spon
d ap
prop
riate
ly
to
inst
ruct
ions
.
Clo
se y
our
eyes
, Pi
ctur
e a
wed
ding
…,
But
ton
your
…Li
ne u
p, L
iste
n an
d dr
aw,
Pin
dow
n, W
alk
stra
ight
on
,…fa
cing
the…
,…
as…
as,
….e
r tha
n..
…es
t of…
scho
ols,
scie
nce
expe
rimen
ts,
spor
ts a
nd
gam
es,
road
s, ai
r por
ts,
harb
ours
, m
edic
ine
reci
pe.
unbu
tton,
bu
tton,
sq
ueez
e,
twis
t, un
tie, b
end,
st
raig
hten
be
side
, in
betw
een,
un
dern
eath
, pa
ralle
l, di
lute
, dis
sect
, re
actio
n,
obse
rve,
al
ign,
rear
en
d, o
bey,
ad
jace
nt,
follo
w…
. pe
rpen
dicu
lar.
i) Th
e te
ache
r to
read
a te
xt w
ith
inst
ruct
ions
to
the
stud
ents
or
to in
stru
ct th
em
to li
sten
to a
re
cord
ed te
xt w
ith
inst
ruct
ions
.ii)
Stu
dent
s to
liste
n an
d de
mon
stra
te
wha
t the
text
in
stru
cts t
hem
to
do.
Pape
r, re
alia
, re
cord
ed ta
pes,
tape
reco
rder
.
Is th
e st
uden
t abl
e to
resp
ond
appr
opria
tely
to
in
stru
ctio
ns?
8
2.2
Giv
ing
inst
ruct
ions
The
stud
ent
shou
ld b
e ab
le to
giv
e in
stru
ctio
ns.
List
en c
aref
ully
Scho
ol,
hom
e,
hosp
ital,
on
the
stre
et.
Dra
w…
.Fo
ld…
.Po
ur…
.Sh
ake…
.
i) Th
e te
ache
r to
inst
ruct
stud
ents
, in
gro
ups t
o de
velo
p a
text
w
ith in
stru
ctio
ns
for c
arry
ing
out a
ce
rtain
task
.
A v
arie
ty
of te
xts o
n in
stru
ctio
ns,
expe
rimen
ts,
reci
pes.
Is th
e st
uden
t ab
le to
giv
e in
stru
ctio
ns?
8
87PB
86
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
2.0
LIS
TE
NIN
G
FOR
IN
FOR
MAT
ION
2.1
Lis
teni
ng to
in
stru
ctio
ns
The
stud
ent
shou
ld b
e ab
le to
re
spon
d ap
prop
riate
ly
to
inst
ruct
ions
.
Clo
se y
our
eyes
, Pi
ctur
e a
wed
ding
…,
But
ton
your
…Li
ne u
p, L
iste
n an
d dr
aw,
Pin
dow
n, W
alk
stra
ight
on
,…fa
cing
the…
,…
as…
as,
….e
r tha
n..
…es
t of…
scho
ols,
scie
nce
expe
rimen
ts,
spor
ts a
nd
gam
es,
road
s, ai
r por
ts,
harb
ours
, m
edic
ine
reci
pe.
unbu
tton,
bu
tton,
sq
ueez
e,
twis
t, un
tie, b
end,
st
raig
hten
be
side
, in
betw
een,
un
dern
eath
, pa
ralle
l, di
lute
, dis
sect
, re
actio
n,
obse
rve,
al
ign,
rear
en
d, o
bey,
ad
jace
nt,
follo
w…
. pe
rpen
dicu
lar.
i) Th
e te
ache
r to
read
a te
xt w
ith
inst
ruct
ions
to
the
stud
ents
or
to in
stru
ct th
em
to li
sten
to a
re
cord
ed te
xt w
ith
inst
ruct
ions
.ii)
Stu
dent
s to
liste
n an
d de
mon
stra
te
wha
t the
text
in
stru
cts t
hem
to
do.
Pape
r, re
alia
, re
cord
ed ta
pes,
tape
reco
rder
.
Is th
e st
uden
t abl
e to
resp
ond
appr
opria
tely
to
in
stru
ctio
ns?
8
2.2
Giv
ing
inst
ruct
ions
The
stud
ent
shou
ld b
e ab
le to
giv
e in
stru
ctio
ns.
List
en c
aref
ully
Scho
ol,
hom
e,
hosp
ital,
on
the
stre
et.
Dra
w…
.Fo
ld…
.Po
ur…
.Sh
ake…
.
i) Th
e te
ache
r to
inst
ruct
stud
ents
, in
gro
ups t
o de
velo
p a
text
w
ith in
stru
ctio
ns
for c
arry
ing
out a
ce
rtain
task
.
A v
arie
ty
of te
xts o
n in
stru
ctio
ns,
expe
rimen
ts,
reci
pes.
Is th
e st
uden
t ab
le to
giv
e in
stru
ctio
ns?
8
88
87
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
ii) S
tude
nts t
o de
velo
p
th
e te
xt a
nd th
en in
tu
rns p
ract
ise
g
ivin
g a
nd
resp
ondi
ng to
th
e
in
stru
ctio
ns in
pai
rs.
iii) T
he te
ache
r to
mon
itor
the
activ
ity
so th
at e
ach
stud
ent
prac
tices
giv
ing
and
resp
ondi
ng to
inst
ruct
ions
.
2.3.
Lis
teni
ng fo
r m
ain
idea
s and
ta
king
not
es.
The
stud
ent
shou
ld
be a
ble
to m
ake
sum
mar
y no
tes.
If…
….,
Unl
ess…
..,It
shou
ld b
e re
mem
bere
d th
at…
..,A
s a re
sult
of…
…,
Scho
olEx
ploi
tatio
n,
abus
e,
sust
aina
ble
deve
lopm
ent,
enda
nger
, op
pres
sion
, eq
ualit
y,
empo
wer
,
i) Th
e te
ache
r to
sele
ct
a co
nten
t rel
ated
text
an
d re
ad it
alo
ud
to th
e st
uden
ts a
t no
rmal
spea
king
pa
ce.
ii) S
tude
nts t
o:-
liste
n ca
refu
lly.
- ta
ke d
own
mai
n id
eas a
s the
teac
her
read
s the
text
twic
e m
ore.
w
ork
in p
airs
to
com
pare
thei
r
A v
arie
ty
of te
xts.
Is th
e st
uden
t abl
e to
mak
e su
mm
ary
note
s?
12
88
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
no
tes a
nd m
ake
pair
note
s.-
have
two
pairs
ge
tting
toge
ther
to
com
pare
thei
r pai
r w
ork
and
mak
e gr
oup
note
s.i)
One
mem
ber o
f ea
ch g
roup
to
read
alo
ud th
e gr
oup’
s not
es to
th
e cl
ass a
nd th
e ot
her g
roup
s to
com
pare
it w
ith
thei
r ver
sion
.ii)
Th
e te
ache
r to
disp
lay
each
gr
oup’
s wor
k an
d st
uden
ts g
o ar
ound
to re
ad it
.
89
88
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
no
tes a
nd m
ake
pair
note
s.-
have
two
pairs
ge
tting
toge
ther
to
com
pare
thei
r pai
r w
ork
and
mak
e gr
oup
note
s.i)
One
mem
ber o
f ea
ch g
roup
to
read
alo
ud th
e gr
oup’
s not
es to
th
e cl
ass a
nd th
e ot
her g
roup
s to
com
pare
it w
ith
thei
r ver
sion
.ii)
Th
e te
ache
r to
disp
lay
each
gr
oup’
s wor
k an
d st
uden
ts g
o ar
ound
to re
ad it
.
90
89
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
2.4
Dic
tatio
ns.
The
stud
ent
shou
ld b
e ab
le to
w
rite
dow
n co
rrec
tly
wha
t is r
ead.
inve
rted
com
mas
scho
ol
Com
ma,
co
lon,
sem
i co
lon.
i) Th
e te
ache
r to
sele
ct a
text
for
dict
atio
nii)
Stu
dent
s to
liste
n to
th
e di
ctat
ion
as th
e te
ache
r rea
ds th
e w
hole
text
the
first
tim
e at
a ta
lkin
g pa
ce.
iii) S
tude
nts t
o w
rite
the
text
as t
he
teac
her r
eads
it
the
seco
nd ti
me
in
man
agea
ble
paus
es
to a
llow
stud
ents
to
writ
e.iv
) The
teac
her
to p
rovi
de th
e st
uden
ts c
opie
s of
the
dict
atio
n or
writ
e it
on th
e bo
ard.
v) S
tude
nts t
o us
e it
to
corr
ect t
heir
wor
k in
pai
rs.
A v
arie
ty
of te
xts f
or
dict
atio
n
Is th
e st
uden
t ab
le to
w
rite
dow
n co
rrec
tly
wha
t is r
ead?
10
90
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
3.0
RE
AD
ING
L
ITE
RA
RY
W
OR
KS
3.1
Iden
tifyi
ng
and
anal
ysin
g se
tting
, mai
n pl
ot a
nd
char
acte
rs.
The
stud
ent
shou
ld b
e ab
le to
de
scrib
e ch
arac
ters
, se
tting
an
d pl
ot o
f lit
erar
y w
orks
st
udie
d.
The
book
is se
t in
…,
The
auth
or...
The
writ
er
uses
…..
The
writ
er
potra
ys…
.
scho
ol,
hom
e,
libra
ry.
Blu
rb, s
ettin
g,
char
acte
r, pl
ot.
i) Th
e te
ache
r to:
- gu
ide
stud
ents
to
bra
inst
orm
on
the
cove
r, tit
le, a
utho
r, ba
ckgr
ound
/ se
tting
and
blu
rb
of th
e bo
ok to
be
stud
ied.
- gu
ide
stud
ents
to
pred
ict t
he st
ory.
ii) S
tude
nts t
o:-
read
alo
ud k
ey
pass
ages
, -
answ
er
com
preh
ensi
on
ques
tions
.-
disc
uss p
assa
ges
read
- ro
le p
lay
impo
rtant
par
ts
and
- de
scrib
e ch
arac
ters
, set
ting
and
plot
.
Sele
cted
lit
erar
y w
orks
.Is
the
stud
ent
able
to
desc
ribe
char
acte
rs,
setti
ng
and
plot
of
lite
rary
w
orks
ora
lly
and
in
writ
ings
?
16
91
90
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
3.0
RE
AD
ING
L
ITE
RA
RY
W
OR
KS
3.1
Iden
tifyi
ng
and
anal
ysin
g se
tting
, mai
n pl
ot a
nd
char
acte
rs.
The
stud
ent
shou
ld b
e ab
le to
de
scrib
e ch
arac
ters
, se
tting
an
d pl
ot o
f lit
erar
y w
orks
st
udie
d.
The
book
is se
t in
…,
The
auth
or...
The
writ
er
uses
…..
The
writ
er
potra
ys…
.
scho
ol,
hom
e,
libra
ry.
Blu
rb, s
ettin
g,
char
acte
r, pl
ot.
i) Th
e te
ache
r to:
- gu
ide
stud
ents
to
bra
inst
orm
on
the
cove
r, tit
le, a
utho
r, ba
ckgr
ound
/ se
tting
and
blu
rb
of th
e bo
ok to
be
stud
ied.
- gu
ide
stud
ents
to
pred
ict t
he st
ory.
ii) S
tude
nts t
o:-
read
alo
ud k
ey
pass
ages
, -
answ
er
com
preh
ensi
on
ques
tions
.-
disc
uss p
assa
ges
read
- ro
le p
lay
impo
rtant
par
ts
and
- de
scrib
e ch
arac
ters
, set
ting
and
plot
.
Sele
cted
lit
erar
y w
orks
.Is
the
stud
ent
able
to
desc
ribe
char
acte
rs,
setti
ng
and
plot
of
lite
rary
w
orks
ora
lly
and
in
writ
ings
?
16
92
91
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
3.2
Iden
tifyi
ng
them
esTh
e st
uden
t sh
ould
be
able
to re
late
w
orks
stud
ied
with
per
sona
l an
d na
tiona
l ex
perie
nces
.
The
them
e is
….
scho
ol,
hom
e,
libra
ry
mai
n th
eme,
su
b-th
eme
i) Th
e te
ache
r to
guid
e
stud
ents
to:
- dis
cuss
them
es
of li
tera
ry w
orks
stud
ied.
- rel
ate
wor
ks
stud
ied
with
pers
onal
and
natio
nal
expe
rienc
es.
ii) S
tude
nts t
o w
rite
sum
mar
ies o
f
liter
ary
wor
ks
stud
ied.
Sele
cted
lit
erar
y w
orks
.Is
the
stud
ent
able
to re
late
liter
ary
wor
ks
stud
ied
with
pers
onal
and
natio
nal
expe
rienc
es
oral
ly a
nd in
writ
ings
?
16
92
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
3.3
Inte
rpre
ting
poem
sTh
e st
uden
t sh
ould
be
able
to
inte
rpre
t po
ems.
The
poet
sa
ys…
The
poem
is
abou
t
Hom
e,
scho
ol.
Stan
za v
erse
, si
mile
, m
etap
hor,
pers
onifi
catio
n,
them
e,
mes
sage
.
i) St
uden
ts to
br
ains
torm
on
the
topi
c/tit
le o
f the
po
em.
ii) T
he te
ache
r to
read
al
oud
the
poem
on
ce.
iii) S
tude
nts t
o re
ad
the
poem
sile
ntly
an
d an
swer
co
mpr
ehen
sion
qu
estio
ns in
tend
ed
to g
uide
them
in
inte
rpre
ting
the
poem
.iv
) The
teac
her a
nd
stud
ents
to d
iscu
ss
the
answ
ers t
o th
e co
mpr
ehen
sion
qu
estio
ns a
nd th
e te
ache
r to
writ
e th
e an
swer
s on
the
boar
d.v)
Stu
dent
s in
grou
ps
to w
rite
abou
t the
po
em u
sing
the
poin
ts o
n th
e bo
ard.
poem
sIs
the
stud
ent
able
to
inte
rpre
t po
ems
oral
ly a
nd in
w
ritin
gs?
16
93
92
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
3.3
Inte
rpre
ting
poem
sTh
e st
uden
t sh
ould
be
able
to
inte
rpre
t po
ems.
The
poet
sa
ys…
The
poem
is
abou
t
Hom
e,
scho
ol.
Stan
za v
erse
, si
mile
, m
etap
hor,
pers
onifi
catio
n,
them
e,
mes
sage
.
i) St
uden
ts to
br
ains
torm
on
the
topi
c/tit
le o
f the
po
em.
ii) T
he te
ache
r to
read
al
oud
the
poem
on
ce.
iii) S
tude
nts t
o re
ad
the
poem
sile
ntly
an
d an
swer
co
mpr
ehen
sion
qu
estio
ns in
tend
ed
to g
uide
them
in
inte
rpre
ting
the
poem
.iv
) The
teac
her a
nd
stud
ents
to d
iscu
ss
the
answ
ers t
o th
e co
mpr
ehen
sion
qu
estio
ns a
nd th
e te
ache
r to
writ
e th
e an
swer
s on
the
boar
d.v)
Stu
dent
s in
grou
ps
to w
rite
abou
t the
po
em u
sing
the
poin
ts o
n th
e bo
ard.
poem
sIs
the
stud
ent
able
to
inte
rpre
t po
ems
oral
ly a
nd in
w
ritin
gs?
16
94
93
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng m
ater
ials
Ass
essm
ent
Peri
ods
4.0
SPE
AK
ING
U
SIN
G
APP
RO
PRIA
TE
L
AN
GU
AG
E
CO
NT
EN
T A
ND
ST
YL
E
4.1
Star
ting,
in
terv
enin
g an
d cl
osin
g a
conv
ersa
tion/
di
scus
sion
The
stud
ent
shou
ld b
e ab
le to
use
ap
prop
riate
ex
pres
sion
s fo
r sta
rting
, in
terv
enin
g an
d cl
osin
g a
conv
ersa
tion/
disc
ussi
on.
Excu
se m
e…,
Do
you
min
d if… If
you
will
ex
cuse
me…
I am
sorr
y I
have
to le
ave…
Can
we
end
here
if y
ou
don’
t min
d?Se
e yo
u la
ter/
next
tim
e Pa
rdon
…C
an y
ou
expl
ain
wha
t yo
u m
ean?
If I
may
……
My
poin
t is
That
is a
ll I h
ave
noth
ing
else
to a
dd.
Shal
l we
stop
he
re?
Scho
ol,
on th
e st
reet
, in
the
offic
e,
hom
e.
Tech
nolo
gy,
dist
ance
, co
mpu
ter,
head
light
s, m
odifi
ed,
conv
erse
, gl
obal
izat
ion,
flo
ods,
drou
ght
trage
dy,
capt
ure,
re
solv
e,
cont
ract
ion,
cu
ltura
l di
ffere
nces
, in
terf
ere,
cu
rren
t, ts
unam
i.
i) St
uden
ts g
uide
d by
the
teac
her
to b
rain
stor
m o
n ho
w o
ne st
arts
, in
terv
enes
or c
lose
s a
conv
ersa
tion/
disc
ussi
on.
ii) T
he te
ache
r to:
- lis
t on
the
boar
d th
e ex
pres
sion
s m
entio
ned.
- pr
ovid
e st
uden
ts
with
tape
d co
nver
satio
ns/
disc
ussi
ons o
n a
varie
ty o
f iss
ues
(incl
udin
g im
pact
of
cor
rupt
ion,
way
s of
cre
atin
g w
orth
an
d pr
even
tion
of e
nviro
nmen
tal
degr
adat
ion)
.in
stru
ct st
uden
ts to
lis
ten
care
fully
to
the
conv
ersa
tions
- to
not
e ho
w
diffe
rent
peo
ple
parti
cipa
te in
them
.iii
) St
uden
ts in
gro
ups
to ro
le p
lay
the
conv
ersa
tions
.
Tape
d co
nver
satio
ns/
disc
ussi
onIs
the
stud
ent
able
to u
se
appr
opria
te
expr
essi
ons
for s
tarti
ng,
inte
rven
ing
and
clos
ing
a co
nver
satio
n/
disc
ussi
on?
14
94
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng m
ater
ials
Ass
essm
ent
Peri
ods
4.2
Neg
otia
ting
solu
tions
to
prob
lem
s
The
stud
ent
shou
ld b
e ab
le to
:a)
use
ap
prop
riate
la
ngua
ge
to re
solv
e a
prob
lem
/co
nflic
t.
If I
wer
e…Is
it
poss
ible
…?
Don
’t yo
u th
ink…
.,W
ould
you
m
ind,
Can
I…?
Cho
ose
betw
een.
scho
ol, o
n th
e st
reet
, ho
me
patie
nt,
stru
ggle
, an
tago
nize
, co
mpr
omis
e,
aggr
essi
ve,
reta
liate
, re
veng
e,
aver
t, cr
isis
so
lutio
n ap
olog
ies,
veng
eanc
e,
coun
sel
i) St
uden
ts to
dis
cuss
a
prob
lem
/con
flict
de
pict
ed in
a li
tera
ry
wor
k re
ad.
ii) T
he te
ache
r to
deve
lop
guid
ing
ques
tions
for
stud
ents
to u
se w
hen
brai
nsto
rmin
g on
so
urce
, dev
elop
men
t an
d en
d or
re
solu
tion
of th
e pr
oble
m (i
f it w
as
reso
lved
).iii
) Stu
dent
s to
use
the
guid
ing
ques
tions
to
bra
inst
orm
in
grou
ps.
- to
pre
sent
for c
lass
di
scus
sion
thei
r gr
oup
wor
k.
Lite
rary
wor
ks
new
spap
er a
nd
text
s on
true
life
expe
rienc
es.
Is th
e st
uden
t ab
le to
use
ap
prop
riate
la
ngua
ge
to re
solv
e a
prob
lem
/ co
nflic
t?
14
95
94
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng m
ater
ials
Ass
essm
ent
Peri
ods
4.2
Neg
otia
ting
solu
tions
to
prob
lem
s
The
stud
ent
shou
ld b
e ab
le to
:a)
use
ap
prop
riate
la
ngua
ge
to re
solv
e a
prob
lem
/co
nflic
t.
If I
wer
e…Is
it
poss
ible
…?
Don
’t yo
u th
ink…
.,W
ould
you
m
ind,
Can
I…?
Cho
ose
betw
een.
scho
ol, o
n th
e st
reet
, ho
me
patie
nt,
stru
ggle
, an
tago
nize
, co
mpr
omis
e,
aggr
essi
ve,
reta
liate
, re
veng
e,
aver
t, cr
isis
so
lutio
n ap
olog
ies,
veng
eanc
e,
coun
sel
i) St
uden
ts to
dis
cuss
a
prob
lem
/con
flict
de
pict
ed in
a li
tera
ry
wor
k re
ad.
ii) T
he te
ache
r to
deve
lop
guid
ing
ques
tions
for
stud
ents
to u
se w
hen
brai
nsto
rmin
g on
so
urce
, dev
elop
men
t an
d en
d or
re
solu
tion
of th
e pr
oble
m (i
f it w
as
reso
lved
).iii
) Stu
dent
s to
use
the
guid
ing
ques
tions
to
bra
inst
orm
in
grou
ps.
- to
pre
sent
for c
lass
di
scus
sion
thei
r gr
oup
wor
k.
Lite
rary
wor
ks
new
spap
er a
nd
text
s on
true
life
expe
rienc
es.
Is th
e st
uden
t ab
le to
use
ap
prop
riate
la
ngua
ge
to re
solv
e a
prob
lem
/ co
nflic
t?
14
96
95
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
iv)
The
teac
her a
nd
stud
ents
to
men
tion
pro
blem
s tha
t
pe
ople
may
find
th
emse
lves
faci
ng.
v) S
tude
nts i
n pa
irs
to: -
disc
uss h
ow
the
men
tione
d pr
oble
ms c
an
be re
solv
ed a
nd
the
appr
opria
te
lang
uage
to u
se
for e
ach
situ
atio
n.-
take
turn
s to
sugg
est s
olut
ions
to
the
prob
lem
s.-
play
a ro
le o
f a
pers
on b
eing
ad
vise
d on
how
to
reso
lve
a pr
oble
m
that
he/
she
has.
O
ne st
uden
t to
play
the
role
of
the
advi
sor a
nd
the
othe
r the
role
of
the
pers
on w
ith
a pr
oble
m.
96
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
4.3
See
king
and
gi
ving
adv
ice
The
stud
ent
shou
ld b
e ab
le to
giv
e ad
vice
usi
ng
appr
opria
te
lang
uage
.
Wha
t do
you
thin
k I s
houl
d do
?W
hat i
s you
r ad
vice
?D
o yo
u th
ink
I sh
ould
….
Why
don
’t yo
u….
Don
’t yo
u th
ink…
..?W
hat a
bout
….?
If I
wer
e yo
u…
scho
ol,
hom
e, st
reet
abst
ain,
av
oid
stop
, se
ek, p
rote
ct,
info
rm
i) Th
e te
ache
r and
st
uden
ts to
read
al
oud
a di
alog
ue o
n se
ekin
g an
d gi
ving
ad
vice
.ii)
The
teac
her t
o pr
ovid
e st
uden
ts
situ
atio
ns fo
r w
hich
they
in p
airs
, de
velo
p a
dial
ogue
on
seek
ing
and
givi
ng a
dvic
e.iii
) Stu
dent
s to
take
tu
rns t
o ro
le p
lay
thei
r dia
logu
es.
iv) F
or re
info
rcem
ent
the
teac
her t
o in
stru
ct st
uden
ts to
re
ad o
n th
eir o
wn
iden
tified
text
s on
a va
riety
of i
ssue
s in
clud
ing
how
to
take
car
e of
AID
S pa
tient
s.
Text
on
seek
ing
and
givi
ng
advi
ce.
Is th
e st
uden
t ab
le to
giv
e ad
vice
usi
ng
appr
opria
te
lang
uage
?
14
97
96
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
4.3
See
king
and
gi
ving
adv
ice
The
stud
ent
shou
ld b
e ab
le to
giv
e ad
vice
usi
ng
appr
opria
te
lang
uage
.
Wha
t do
you
thin
k I s
houl
d do
?W
hat i
s you
r ad
vice
?D
o yo
u th
ink
I sh
ould
….
Why
don
’t yo
u….
Don
’t yo
u th
ink…
..?W
hat a
bout
….?
If I
wer
e yo
u…
scho
ol,
hom
e, st
reet
abst
ain,
av
oid
stop
, se
ek, p
rote
ct,
info
rm
i) Th
e te
ache
r and
st
uden
ts to
read
al
oud
a di
alog
ue o
n se
ekin
g an
d gi
ving
ad
vice
.ii)
The
teac
her t
o pr
ovid
e st
uden
ts
situ
atio
ns fo
r w
hich
they
in p
airs
, de
velo
p a
dial
ogue
on
seek
ing
and
givi
ng a
dvic
e.iii
) Stu
dent
s to
take
tu
rns t
o ro
le p
lay
thei
r dia
logu
es.
iv) F
or re
info
rcem
ent
the
teac
her t
o in
stru
ct st
uden
ts to
re
ad o
n th
eir o
wn
iden
tified
text
s on
a va
riety
of i
ssue
s in
clud
ing
how
to
take
car
e of
AID
S pa
tient
s.
Text
on
seek
ing
and
givi
ng
advi
ce.
Is th
e st
uden
t ab
le to
giv
e ad
vice
usi
ng
appr
opria
te
lang
uage
?
14
98
97
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
5.0
WR
ITIN
G
USI
NG
A
PPR
OPR
IAT
E
LA
NG
UA
GE
C
ON
TE
NT
AN
D S
TY
LE
5.1
Writ
ing
narr
ativ
e co
mpo
sitio
ns/
essa
ys (o
f not
le
ss th
an 2
50
wor
ds) .
The
stud
ent
shou
ld b
e ab
le to
:a)
w
rite
an
acco
unt o
f ev
ents
/that
ha
ppen
ed
in th
e pa
st.
Tens
es –
all
styl
e - f
or
narr
ativ
e.
scho
ol
libra
ryre
vise
, edi
t, or
gani
ze,
brai
nsto
rm,
feed
back
, dr
aft,
com
pare
, co
ntra
st.
wor
st fo
rms
of c
hild
la
bour
.
i) Th
e te
ache
r an
d st
uden
ts to
se
lect
a to
pic
(incl
udin
g dr
ugs
traffi
ckin
g af
ores
tatio
n an
d th
e pl
ight
of
chi
ldre
n w
orki
ng in
m
ines
)ii)
Th
e te
ache
r to
intro
duce
the
writ
ing
proc
ess.
iii)
Stud
ents
and
th
e te
ache
r to
brai
nsto
rm,
list d
own
and
orga
nize
idea
s in
an
essa
y fo
rmat
.
A v
arie
ty
of te
xts,
dict
iona
ries,
ency
clop
edia
, in
tern
et,
new
spap
ers.
Is th
e st
uden
t ab
le to
w
rite
an
acco
unt o
f ev
ents
that
ha
ppen
ed
in th
e pa
st?
8
98
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
i) St
uden
ts to
:- w
rite
the
first
dr
aft i
n pa
irs/
grou
ps.
- rev
ise
and
edit
thei
r wor
k fo
cusi
ng o
n th
e co
nten
t of t
he
topi
c.ii)
Th
e te
ache
r to
mov
e fr
om
grou
p to
gro
up
enco
urag
ing
inte
ract
ion
amon
g th
e st
uden
ts a
s the
y w
ork.
iii)
Stud
ents
to
wor
k to
geth
er
in th
eir g
roup
s to
cor
rect
sp
ellin
g er
rors
, pu
nctu
atio
n,
capi
taliz
atio
n an
d ot
her
mec
hani
cal
erro
rs.
99
98
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
i) St
uden
ts to
:- w
rite
the
first
dr
aft i
n pa
irs/
grou
ps.
- rev
ise
and
edit
thei
r wor
k fo
cusi
ng o
n th
e co
nten
t of t
he
topi
c.ii)
Th
e te
ache
r to
mov
e fr
om
grou
p to
gro
up
enco
urag
ing
inte
ract
ion
amon
g th
e st
uden
ts a
s the
y w
ork.
iii)
Stud
ents
to
wor
k to
geth
er
in th
eir g
roup
s to
cor
rect
sp
ellin
g er
rors
, pu
nctu
atio
n,
capi
taliz
atio
n an
d ot
her
mec
hani
cal
erro
rs.
100
99
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
b) W
ritin
g im
agin
ary
even
ts in
th
e pa
st.
Onc
e up
on a
tim
e, so
met
ime
in th
e pa
st…
tens
es a
ll te
nses
, sty
le
- nar
rativ
e.
Imag
ined
,vi
vid
i) Th
e te
ache
r to
inst
ruct
stud
ents
to
thin
k of
an
imag
inar
y ev
ent.
ii)
Stud
ents
to:
- dr
aft t
he
com
posi
tion
in
pairs
.-
revi
se a
nd e
dit
thei
r wor
k fo
cusi
ng o
n th
e co
nten
t.iii
) Th
e te
ache
r to
mov
e fr
om p
air t
o pa
ir en
cour
agin
g in
tera
ctio
n am
ong
the
stud
ents
.iv
) St
uden
ts to
w
ork
in p
airs
to
impr
ove
thei
r w
ork
by c
heck
ing
spel
ling
erro
rs,
punc
tuat
ion,
ca
pita
lizat
ion
and
othe
r mec
hani
cal
erro
rs.
v)
The
teac
her
to d
ispl
ay th
e co
mpo
sitio
ns fo
r st
uden
ts to
read
in
thei
r ow
n tim
e.
Pict
ures
Is
the
stud
ent
able
to w
rite
imag
inar
y ev
ents
in th
e pa
st?
100
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
5.3
Writ
ing
desc
riptiv
e co
mpo
sitio
ns/
essa
ys.
The
stud
ent
shou
ld b
e ab
le to
w
rite
vivi
d de
scrip
tions
of
peo
ple/
pl
aces
/ ev
ents
.
App
aren
tly,
In a
dditi
on
Mor
eove
r
scho
ol, l
ibra
ry.
Obv
ious
, dr
esse
d,D
escr
iptiv
e.
i) Th
e te
ache
r to
intro
duce
the
writ
ing
activ
ity
to th
e st
uden
ts
prov
idin
g th
em
with
topi
cs fr
om
whi
ch p
airs
sele
ct
one
to w
rite
on.
ii) S
tude
nts t
o:-
draf
t the
ir co
mpo
sitio
ns in
pa
irs.
- ed
it an
d re
vise
th
eir w
ork
to
impr
ove
it.iii
) The
teac
her t
o m
ove
from
one
pa
ir to
ano
ther
pr
ovid
ing
nece
ssar
y as
sist
ance
.iv
) Stu
dent
s fina
lly to
pr
oduc
e a
final
dra
ft of
the
com
posi
tion.
v) T
he te
ache
r to
post
th
e co
mpo
sitio
ns
on th
e no
tice
boar
d fo
r oth
er st
uden
ts
to re
ad.
Any
text
with
a
desc
riptiv
e co
mpo
sitio
n
Is th
e st
uden
t abl
e to
writ
e a
vivi
d de
scrip
tion
of p
eopl
e/pl
aces
and
ev
ents
?
8
101
100
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
5.3
Writ
ing
desc
riptiv
e co
mpo
sitio
ns/
essa
ys.
The
stud
ent
shou
ld b
e ab
le to
w
rite
vivi
d de
scrip
tions
of
peo
ple/
pl
aces
/ ev
ents
.
App
aren
tly,
In a
dditi
on
Mor
eove
r
scho
ol, l
ibra
ry.
Obv
ious
, dr
esse
d,D
escr
iptiv
e.
i) Th
e te
ache
r to
intro
duce
the
writ
ing
activ
ity
to th
e st
uden
ts
prov
idin
g th
em
with
topi
cs fr
om
whi
ch p
airs
sele
ct
one
to w
rite
on.
ii) S
tude
nts t
o:-
draf
t the
ir co
mpo
sitio
ns in
pa
irs.
- ed
it an
d re
vise
th
eir w
ork
to
impr
ove
it.iii
) The
teac
her t
o m
ove
from
one
pa
ir to
ano
ther
pr
ovid
ing
nece
ssar
y as
sist
ance
.iv
) Stu
dent
s fina
lly to
pr
oduc
e a
final
dra
ft of
the
com
posi
tion.
v) T
he te
ache
r to
post
th
e co
mpo
sitio
ns
on th
e no
tice
boar
d fo
r oth
er st
uden
ts
to re
ad.
Any
text
with
a
desc
riptiv
e co
mpo
sitio
n
Is th
e st
uden
t abl
e to
writ
e a
vivi
d de
scrip
tion
of p
eopl
e/pl
aces
and
ev
ents
?
8
102101
FORM FOUR
CLASS LEVEL COMPETENCESThe student should demonstrate ability to:
1. Read, analyze texts and relate them to real life situations.
2. Start, intervene and close a discussion on a familiar topic using suitable phrases.
3. Present orally and in writing descriptions of complex subjects.
4. Express herself/himself clearly, orally and in writing, expressing points of view at
some length.
5. Read and understand long and complex factual texts.
6. Scan a text for relevant information.
7. Listen to and point out relevant information.
8. Read literary texts appreciating messages and themes read.
CLASS LEVEL OBJECTIVESBy the end of Form Four the student should be able to:
(a) Listen to, understand and respond to texts from various sources.
(b) Express oneself orally and in writing using appropriate language in different
social contexts.
(c) Read and analyze literary works.
(d) Read and understand complex texts.
103101
FORM FOUR
CLASS LEVEL COMPETENCESThe student should demonstrate ability to:1. Read, analyze texts and relate them to real life situations.2. Start, intervene and close a discussion on a familiar topic using suitable phrases.3. Present orally and in writing descriptions of complex subjects.4. Express herself/himself clearly, orally and in writing, expressing points of view at
some length.5. Read and understand long and complex factual texts.6. Scan a text for relevant information.7. Listen to and point out relevant information.8. Read literary texts appreciating messages and themes read.
CLASS LEVEL OBJECTIVESBy the end of Form Four the student should be able to:1. Listen to, understand and respond to texts from various sources.2. Express oneself orally and in writing using appropriate language in different
social contexts.3. Read and analyze literary works.4. Read and understand complex texts.
102
Topi
c/Su
b-To
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
esSi
tuat
ions
Voca
bula
ry /
Phra
ses
Teac
hing
/L
earn
ing
Stra
tegi
esTe
achi
ng/
Lea
rnin
g M
ater
ials
Ass
essm
ent
Peri
ods
5.3
Writ
ing
desc
riptiv
e co
mpo
sitio
ns/
essa
ys.
5.4
Writ
ing
argu
men
tativ
e co
mpo
sitio
ns/
essa
y.
The
stud
ent
shou
ld b
e ab
le
to w
rite
vivi
d de
scrip
tions
of
peop
le/ p
lace
s/
even
ts.
The
stud
ent
shou
ld b
e ab
le
to p
rese
nt
cont
rast
ing
view
s of a
gi
ven
topi
c.
App
aren
tly,
In a
dditi
on
Mor
eove
r
On
the
cont
rary
, on
the
othe
r han
d,
neve
rthel
ess,
yet,
how
ever
.
scho
ol,
libra
ry.
scho
ol,
hom
e.
Obv
ious
, dre
ssed
,D
escr
iptiv
e.
on th
e on
e ha
nd, h
owev
er,
it sh
ould
be
rem
embe
red
that
….
It ha
s bee
n ob
serv
ed.
i) Th
e te
ache
r to
intro
duce
the
writ
ing
activ
ity to
the
stud
ents
pr
ovid
ing
them
with
to
pics
from
whi
ch p
airs
se
lect
one
to w
rite
on.
ii) S
tude
nts t
o:-
draf
t the
ir co
mpo
sitio
ns in
pa
irs.
- ed
it an
d re
vise
thei
r w
ork
to im
prov
e it.
iii) T
he te
ache
r to
mov
e fr
om o
ne p
air t
o an
othe
r pro
vidi
ng
nece
ssar
y as
sist
ance
.iv
) Stu
dent
s fina
lly to
pr
oduc
e a
final
dra
ft of
th
e co
mpo
sitio
n.v)
The
teac
her t
o po
st th
e co
mpo
sitio
ns o
n th
e no
tice
boar
d fo
r oth
er
stud
ents
to re
ad.
i) Th
e te
ache
r to
prov
ide
stud
ents
with
m
odel
arg
umen
tativ
e co
mpo
sitio
ns o
n a
varie
ty
of is
sues
(inc
ludi
ng
area
s whe
re c
orru
ptio
n is
ram
pant
and
form
s of
child
lab
our)
Any
text
w
ith a
de
scrip
tive
com
posi
tion
Is th
e st
uden
t abl
e to
writ
e a
vivi
d de
scrip
tion
of p
eopl
e/pl
aces
and
ev
ents
?
8
104
103
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
ii) S
tude
nts t
o re
ad
the
com
posi
tions
si
lent
ly.
iii) T
he te
ache
r to
guid
e st
uden
ts
to d
iscu
ss th
e ar
gum
ents
pr
esen
ted
in th
e co
mpo
sitio
n us
ed.
iv) S
tude
nts i
n pa
irs
to: -
sele
ct to
pics
on
whi
ch
to w
rite
argu
men
tativ
e co
mpo
sitio
ns-
brai
nsto
rm
the
mai
n id
eas t
o be
in
clud
ed in
the
com
posi
tions
.-
writ
e th
e fir
st
draf
t.v)
The
teac
her t
o gu
ide
stud
ents
to
edi
t the
ir dr
aft
focu
sing
on
cont
ent
of th
e to
pic.
vi) S
tude
nts t
o go
th
roug
h th
eir
draf
t cor
rect
ing
gram
mat
ical
, sp
ellin
g an
d pu
nctu
atio
n er
rors
.vi
i) Th
e te
ache
r to
disp
lay
on a
not
ice
boar
d th
e fin
ishe
d co
mpo
sitio
ns fo
r ot
her s
tude
nts t
o re
ad.
Mod
el
argu
men
tativ
e es
says
.
Is th
e st
uden
t abl
e to
pre
sent
co
ntra
stin
g vi
ews o
n a
give
n to
pic
oral
ly a
nd
in w
ritin
gs?
8
104
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
5.5
Cre
ativ
e w
ritin
g.Th
e st
uden
t sh
ould
be
able
to w
rite
a w
ork
of a
rt us
ing
liter
ary
devi
ces a
nd
skill
s.
Scho
ol,
adve
ntur
e,
biog
raph
y,
com
edy,
tra
gedy
, lov
e st
orie
s, fic
tion,
no
n fic
tion,
fr
ee v
erse
, m
emor
ies.
Fict
ion,
nov
el,
shor
t sto
ry.
i) S
tude
nts
- to
bra
inst
orm
on
kind
s of l
itera
ry
wor
k th
ey
wou
ld li
ke to
w
rite
on.
- in
divi
dual
ly, t
o ch
oose
one
kin
d of
lite
rary
wor
k of
thei
r int
eres
t an
d lis
t dow
n ge
nera
l ide
as.
- on
thei
r ow
n tim
e to
dra
ft th
eir
stor
ies,
poem
s, ed
it an
d w
ith th
e
- te
ache
r’s su
ppor
t w
ith id
eas,
styl
e an
d vo
cabu
lary
co
mpl
ete
thei
r w
ork.
- to
supp
ort
one
anot
her
in c
heck
ing
spel
ling
and
gram
mar
from
di
ctio
narie
s and
gr
amm
ar b
ooks
.-
read
eac
h ot
her
‘s w
ork
of a
rt.
Dic
tiona
ries,
gram
mar
bo
oks.
Is th
e st
uden
t abl
e to
writ
e a
wor
k of
ar
t usi
ng
liter
ary
devi
ces a
nd
skill
s?
8
105
104
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
5.5
Cre
ativ
e w
ritin
g.Th
e st
uden
t sh
ould
be
able
to w
rite
a w
ork
of a
rt us
ing
liter
ary
devi
ces a
nd
skill
s.
Scho
ol,
adve
ntur
e,
biog
raph
y,
com
edy,
tra
gedy
, lov
e st
orie
s, fic
tion,
no
n fic
tion,
fr
ee v
erse
, m
emor
ies.
Fict
ion,
nov
el,
shor
t sto
ry.
i) S
tude
nts
- to
bra
inst
orm
on
kind
s of l
itera
ry
wor
k th
ey
wou
ld li
ke to
w
rite
on.
- in
divi
dual
ly, t
o ch
oose
one
kin
d of
lite
rary
wor
k of
thei
r int
eres
t an
d lis
t dow
n ge
nera
l ide
as.
- on
thei
r ow
n tim
e to
dra
ft th
eir
stor
ies,
poem
s, ed
it an
d w
ith th
e
- te
ache
r’s su
ppor
t w
ith id
eas,
styl
e an
d vo
cabu
lary
co
mpl
ete
thei
r w
ork.
- to
supp
ort
one
anot
her
in c
heck
ing
spel
ling
and
gram
mar
from
di
ctio
narie
s and
gr
amm
ar b
ooks
.-
read
eac
h ot
her
‘s w
ork
of a
rt.
Dic
tiona
ries,
gram
mar
bo
oks.
Is th
e st
uden
t abl
e to
writ
e a
wor
k of
ar
t usi
ng
liter
ary
devi
ces a
nd
skill
s?
8
106
105
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
5.6
Writ
ing
spee
ches
.Th
e st
uden
t sh
ould
be
able
to:
a) W
rite
a sp
eech
.
Mr.
Pres
iden
t, G
uest
of
hono
ur, M
ay
I tak
e th
is
oppo
rtuni
ty…
I am
ple
ased
to
…It
give
s m
e m
uch
plea
sure
…I f
eel
hono
ured
to
be h
ere…
Let m
e be
gin/
st
art b
y…
Last
but
not
le
ast…
.,Yo
u ar
e al
l aw
are
of…
Allo
w m
e to
sa
y.D
ear p
aren
ts/
stud
ents
/ te
ache
rs…
On
beha
lf of
…D
ear f
ello
w
stud
ents
…M
y fe
llow
st
uden
ts..
Last
ly…
.Li
nk w
ords
be
side
s, fin
ally
,Th
ank
you
for y
our
atte
ntio
n.
Cla
ss, s
choo
l, pa
rent
s day
, gr
adua
tion…
day,
mee
ting,
pu
blic
m
eetin
gs,
open
day
s, ce
rem
onie
s, fu
nctio
ns.w
Hon
orab
le,
dist
ingu
ishe
d gu
est,
your
ex
celle
ncy,
m
ajes
ty,
chai
rman
, hi
ghne
ss,
chai
rper
son,
Secr
etar
y,G
ener
al, M
r. Pr
esid
ent,
besi
des,
mor
eove
r, fin
ally
, ce
rem
onie
s.
i) Th
e te
ache
r to
sele
ct a
fam
iliar
to
pic
and
cont
ext.
ii) S
tude
nts t
o br
ains
torm
on
the
purp
ose,
con
text
an
d au
dien
ce.
iii) T
he te
ache
r to
intro
duce
the
form
at a
nd st
yle
of a
spee
ch a
nd
to g
uide
stud
ents
to
bra
inst
orm
on
app
ropr
iate
vo
cabu
lary
.iv
) Stu
dent
s to
orga
nize
idea
s in
logi
cal o
rder
and
in
pai
rs to
dra
ft,
revi
se a
nd e
dit a
sp
eech
.v)
The
teac
her t
o pr
ovid
e st
uden
ts
with
sam
ple
spee
ches
for
rein
forc
emen
t.
Sam
ple
spee
ches
.Is
the
stud
ent a
ble
to w
rite
a sp
eech
?
20
106
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
b) D
eliv
er a
sp
eech
Mr.
Pres
iden
t, G
uest
of
hono
ur,
May
I ta
ke th
is
oppo
rtuni
ty..
I am
ple
ased
to
….
It gi
ves
me
muc
h pl
easu
re…
.I f
eel
hono
ured
to
be h
ere…
.Le
t me
begi
n/
star
t by…
.La
st b
ut n
ot
leas
tYo
u ar
e al
l aw
are
of…
.A
llow
me
to
say…
..D
ear p
aren
ts/
stud
ents
/ te
ache
rs…
…
Cla
ss, s
choo
l, pa
rent
s’ da
ys,
grad
uatio
n…
day,
mee
ting,
pu
blic
m
eetin
gs,
open
day
s, ce
rem
onie
s, fu
nctio
ns.
Hon
orab
le,
dist
ingu
ishe
d gu
est,
Exce
llenc
y,
maj
esty
, ch
airm
an,
high
ness
, ch
airp
erso
n,
secr
etar
y,
gene
ral,
Mr.
Pres
iden
t, be
side
s, m
oreo
ver,
final
ly,
cere
mon
ies.
i) St
uden
ts to
br
ains
torm
on
thin
gs to
take
in
to c
onsi
dera
tion
whe
n de
liver
ing
a sp
eech
.
ii) S
tude
nts t
o pr
actic
e de
liver
ing
a sp
eech
us
ing
the
clas
s as
the
audi
ence
.
Sam
ple
spee
ches
.Is
the
stud
ent a
ble
to d
eliv
er a
sp
eech
?
107
106
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
b) D
eliv
er a
sp
eech
Mr.
Pres
iden
t, G
uest
of
hono
ur,
May
I ta
ke th
is
oppo
rtuni
ty..
I am
ple
ased
to
….
It gi
ves
me
muc
h pl
easu
re…
.I f
eel
hono
ured
to
be h
ere…
.Le
t me
begi
n/
star
t by…
.La
st b
ut n
ot
leas
tYo
u ar
e al
l aw
are
of…
.A
llow
me
to
say…
..D
ear p
aren
ts/
stud
ents
/ te
ache
rs…
…
Cla
ss, s
choo
l, pa
rent
s’ da
ys,
grad
uatio
n…
day,
mee
ting,
pu
blic
m
eetin
gs,
open
day
s, ce
rem
onie
s, fu
nctio
ns.
Hon
orab
le,
dist
ingu
ishe
d gu
est,
Exce
llenc
y,
maj
esty
, ch
airm
an,
high
ness
, ch
airp
erso
n,
secr
etar
y,
gene
ral,
Mr.
Pres
iden
t, be
side
s, m
oreo
ver,
final
ly,
cere
mon
ies.
i) St
uden
ts to
br
ains
torm
on
thin
gs to
take
in
to c
onsi
dera
tion
whe
n de
liver
ing
a sp
eech
.
ii) S
tude
nts t
o pr
actic
e de
liver
ing
a sp
eech
us
ing
the
clas
s as
the
audi
ence
.
Sam
ple
spee
ches
.Is
the
stud
ent a
ble
to d
eliv
er a
sp
eech
?
108
107
Topi
c/su
b-to
pic
Specific
obje
ctiv
esPa
tter
ns/
stru
ctur
esSi
tuat
ions
Voca
bula
ry /
phra
ses
Teac
hing
/le
arni
ng st
rate
gies
Teac
hing
/le
arni
ng
mat
eria
ls
Ass
essm
ent
Peri
ods
5.7
Writ
ing
Cur
ricul
um
Vita
e (C
V).
The
stud
ent
shou
ld b
e ab
le to
writ
e hi
s/ h
er o
wn
CV.
On
beha
lf of
…D
ear f
ello
w
stud
ents
…..
My
fello
w
stud
ents
….
Last
ly…
…Li
nk w
ords
be
side
s,Fi
nally
.Th
ank
you
for y
our
atte
ntio
n.
Dat
e of
bi
rth, y
ear o
f gr
adua
tion.
Cla
ssro
om,
offices
Gen
der,
CV,
resu
me,
bi
ogra
phy,
sex,
na
tiona
lity,
m
arita
l sta
tus,
hobb
y, re
fere
e,
surn
ame,
se
cond
nam
e.
i) Th
e te
ache
r to
intro
duce
the
use
of C
V.ii)
The
teac
her a
nd
stud
ents
to d
iscu
ss
the
form
at o
f CV
s.iii
) Stu
dent
s to
prac
tise
writ
ing
CV.
iv
) The
teac
her t
o m
ove
from
one
st
uden
t to
anot
her
assi
stin
g th
e st
uden
ts.
v) W
hen
the
writ
ing
is c
ompl
eted
the
teac
her t
o di
spla
y th
e C
Vs f
or
stud
ents
to re
ad
each
oth
er’s
.
Sam
ple
CV
s.Is
the
stud
ent a
ble
to w
rite
his/
her o
wn
CV
?
6
108
Topi
c/Su
b-To
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
esSi
tuat
ions
Voca
bula
ry /
Phra
ses
Teac
hing
/L
earn
ing
Stra
tegi
esTe
achi
ng/
Lea
rnin
g M
ater
ials
Ass
essm
ent
Peri
ods
6.0
WR
ITIN
G
APP
LIC
ATIO
N
LE
TT
ER
S
6.1W
ritin
g le
tters
of
appl
icat
ion
for j
obs.
The
stud
ent
shou
ld b
e ab
le
to w
rite
lette
rs
of a
pplic
atio
n fo
r job
s.
Ref
er to
…D
ear S
ir/M
adam
, Yo
urs
Sinc
erel
y.
Scho
olSi
ncer
ely
faith
fully
, ref
er,
Re,
ad
verti
sem
ent.
i) St
uden
ts to
br
ains
torm
on
lette
rs o
f ap
plic
atio
n fo
r jo
bs, m
entio
ning
jo
bs th
ey w
ould
lik
e to
app
ly fo
r an
d ho
w le
tters
of
appl
icat
ion
for j
obs
diffe
r fro
m o
ther
le
tters
.
ii) T
he te
ache
r to
prov
ide
stud
ents
w
ith sa
mpl
e le
tters
to
stud
y.iii
) Stu
dent
s to
wor
k in
pa
irs, d
raft,
revi
se
and
edit
a le
tter
of a
pplic
atio
n fo
r jo
bs.
iv) T
he te
ache
r to
mov
e fr
om o
ne p
air
to a
noth
er a
ssis
ting
them
with
cho
ice
of w
ords
and
gr
amm
ar
Sam
ple
lette
rs.
Is th
e st
uden
t abl
e to
writ
e le
tters
of
appl
icat
ion
for j
obs?
10
109
108
Topi
c/Su
b-To
pic
Specific
Obj
ectiv
esPa
tter
ns/
Stru
ctur
esSi
tuat
ions
Voca
bula
ry /
Phra
ses
Teac
hing
/L
earn
ing
Stra
tegi
esTe
achi
ng/
Lea
rnin
g M
ater
ials
Ass
essm
ent
Peri
ods
6.0
WR
ITIN
G
APP
LIC
ATIO
N
LE
TT
ER
S
6.1W
ritin
g le
tters
of
appl
icat
ion
for j
obs.
The
stud
ent
shou
ld b
e ab
le
to w
rite
lette
rs
of a
pplic
atio
n fo
r job
s.
Ref
er to
…D
ear S
ir/M
adam
, Yo
urs
Sinc
erel
y.
Scho
olSi
ncer
ely
faith
fully
, ref
er,
Re,
ad
verti
sem
ent.
i) St
uden
ts to
br
ains
torm
on
lette
rs o
f ap
plic
atio
n fo
r jo
bs, m
entio
ning
jo
bs th
ey w
ould
lik
e to
app
ly fo
r an
d ho
w le
tters
of
appl
icat
ion
for j
obs
diffe
r fro
m o
ther
le
tters
.
ii) T
he te
ache
r to
prov
ide
stud
ents
w
ith sa
mpl
e le
tters
to
stud
y.iii
) Stu
dent
s to
wor
k in
pa
irs, d
raft,
revi
se
and
edit
a le
tter
of a
pplic
atio
n fo
r jo
bs.
iv) T
he te
ache
r to
mov
e fr
om o
ne p
air
to a
noth
er a
ssis
ting
them
with
cho
ice
of w
ords
and
gr
amm
ar
Sam
ple
lette
rs.
Is th
e st
uden
t abl
e to
writ
e le
tters
of
appl
icat
ion
for j
obs?
10
110
Tanzania Institute of Education
