Level 7 English

ENGLISH LANGUAGE AND LITERATURE
CURRICULUM GUIDE
GRADE 7
FOREWORD
It is acknowledged that thorough planning is essential for effective teaching and learning. Such planning is even more critical today
when one considers the limited resources, both human and material which are available.
The Ministry of Education, through the Secondary School Reform Project (SSRP), has developed curriculum materials that have
been designed to improve the quality, equity and efficiency of secondary education. The curriculum materials include Grades 7-9
Curriculum Guides and Teachers Guides for Language, Mathematics, Science, Social Studies, Reading and Practical Activities
Guides for Science. These materials have been tested in all secondary-age schools nationwide and are considered useful in
providing teachers with a common curriculum framework for planning, monitoring and evaluating the quality of teaching and learning.
The curriculum materials also provide a basis for continuous assessment leading to the National Third Form Examination (NTFE).
The initial draft curriculum materials have been subjected to evaluation, by Heads of Departments, from all ten Administration
Regions and Georgetown and they have been subsequently revised to reflect the views expressed by teachers.
The revised curriculum materials are now published as National Curriculum documents to provide consistency and support for
teachers in the process of planning for an effective delivery of the curriculum. All secondary teachers must ensure that they make
good use of these curriculum materials so that the quality of teaching and learning can be improved in all schools.
Ed Caesar
Chief Education Officer.
PREFACE
This is the Revised Curriculum Guide for Grade 7. This document fulfils the objective of making English
Language and Literature accessible to all students at Grade 7. Hence the teachers of Grade 7 students should make
a conscious effort to see how best they could utilise the ideas contained to plan for instruction. This document can
serve as a focal point for departmental and regional subject committee meetings, where methodologies and
strategies for both teaching and assessing are deliberated on. Lessons should be delivered in an environment in
which there is opportunity for active and creative participation by both students and teacher. This Guide has a
direct focus on an integrated approach to curriculum delivery, in which the teacher is not unduly restricted by the
subject content. The students total development as a person should be of foremost concern to the teacher.
In the curriculum process, feedback is a necessary condition for change and improvement, and I would urge
all of our English Language teachers to provide such feedback to the curriculum staff as they visit to provide
support that will enhance your classroom teaching.
Mohandatt Goolsarran
Head, Curriculum Development and Implementation Unit
National Centre for Educational Resource Development (NCERD)
March 2002
ACKNOWLEDGEMENTS
The following persons were involved in writing and reviewing the Grade 7 English Language and Literature Curriculum
Guide.
Cecelia Holder Former Subject Specialist (S.S.R.P)

Elizabeth Duncan Subject Specialist (S.S.R.P)
Vilma Lynch Subject Specialist (S.S.R.P)
CONTENTS
ENGLISH LANGUAGE - ENGLISH A

Page
WRITTEN EXPRESSION
Narrative 1
Descriptive 2
Expository 5
Letters 6
Kinds of Paragraph 8
COMPREHENSION
Reading 9
Recall and Inferred information 10
Meaning in context 10
Summary 11
SPEAKING AND LISTENING

Formal speech 13
Semi- formal speech 14
Informal speech 15
Listening 16
CONTENTS
PAGE
GRAMMAR
The Sentence 17
Clause and Phrase
Subject and Predicate
Joining sentences
Parts of Speech 19
Noun
Pronoun
Adjective
Verb
Adverb
Preposition
Possessive Noun/ Pronoun/Adjective.
VOCABULARY
Gathering Information 26
Affix 28
Prefix
Suffix
Compound word 32
Synonym and Antonym 34
Homophone 35
CONTENTS
Page
Abbreviation and Acronym 35
ENGLISH LITERATURE - ENGLISH B
SHORT STORY AND NOVEL

Introduction 37
Character 38
Setting 39
Plot 40
Theme 41
DRAMA
Role- play and Plays 42
POETRY
Introduction 44
Literary devices 45
Rhyme and Rhythm 46
Other types of poems 47
GRADE 7 CURRICULUM GUIDE ENGLISH A
WRITTEN EXPRESSION
ACTIVITIES/
OBJECTIVES MATERIALS/
TOPIC Skill Knowledge Understanding Attitude CONTENT STRATEGIES EVALUATION INTEGRATION
Narrative Weave . Narratives Narratives Show Elements: Pre-writing Can students: Social Studies
the basic are can be true, interest in setting, conflict, Using pictures to Write narratives
elements compositio partly true or writing plot and provide details and and accounts Literature-short
of ns of make narratives characters events that can which show: story
narrative sequenced believe, sad, and develop into stories
writing events funny or accounts. Features of a and accountss - Sequencing of Environmental
into a which tell exciting. narrative events and Education
coherent, what paragraph Initiating a discussion time?
story or happens Not all for individual students
account. where, to narratives Organising ideas to share on a - Details
whom and have conflict. in chronological challenge they faced relevant to
when. order: or an obstacle or fear topic?
- First event they overcame Then
Narratives - Second event students discussing - A clear
have a - Third event the story elements beginning,
clear Appropriate that the accounts middle, and
beginning, techniques to link have in common end. ?
middle and narrative
end. paragraphs Using a chart of four
columns headed
Accounts and WHAT HAPPENED
stories that are TO WHOM/WHERE/
imagined, factual WHEN, for students
experiences or to insert the
fantasised. necessary details
Suggested titles: Using a time table to

- Boating on the illustrate the concept
river of time sequence
- A family trip
- My trip to Mars
- All alone in the
City or Jungle
1
WRITTEN EXPRESSION
ACTIVITIES/
Narrative Pre-writing Written Draft
Contd. questions: Drafting imagined
- Who are my and real stories
characters? and accounts
- What conflict from
would they be - Given
involved in? beginnings and
- When and endings
where does - Information that
my story take was put on the
place? four column chart
- What is the
conflict? Final draft
- How do the Working in pairs
characters to revise the
overcome their contents of the
conflict? draft and
- Do rewriting where
characters appropriate
change during Checking for
the course of grammatical
the story? mistakes
Writing final draft
Descriptive Insert Descriptive The added To endeavour Describe
details and details give details are for to make persons, Examining the Can students: Art
use a more identity a particular writing places and descriptive
range of to persons, audience and interesting. things in devices and - Use relevant Literature-
appropriate places and purpose. exactly the techniques used devices and short story
devices to things. way they are in several kinds techniques for
create an perceived. of descriptive accurate spatial Environmental
overall paragraphs from and physical Education
impression various sources. description?
in a Using the devices
description. and techniques in
description
2
WRITTEN EXPRESSION
ACTIVITIES/
TOPIC CONTENT STRATEGIES EVALUATION INTEGRATION
Skill Knowledge Understanding Attitude
Descriptive The topic sentence Describing
Contd. at the beginning - An object or place
sets the mood of for a sightless
the description. person
- A lost item or
Topic sentence at animal for a
the end newspaper
summarises and - A building or a
pulls together all priceless object for
the details in the a prospective buyer
paragraph.
Supporting
sentences give Drawing and /or
. descriptive details painting a detailed
that support the scene Writing a
topic sentence. paragraph to
describe the scene
Clincher sentence Adding vivid
at the end modifiers to the
reinforces the topic details
sentence Comparing the
written with the
painted scene for
accuracy of details
.
3
WRITTEN EXPRESSION
ACTIVITIES/
Descriptive Organising Presenting a photo or
Contd. details: painting or picture of
Near to far a part of, or a whole
Inside to outside person. Students
Front to back describing the
Left to right features orally and
Top to bottom the main descriptive
words are written on
Devices: the chalkboard.
Vivid modifiers- Students then writing
Adjectives, the description
Adverbs
Specific nouns Selecting a friend or
e.g. Shirt not important person and
clothes describing them.
Presenting the written
Areas to description in a folder
describe: with the picture of the
Appearance, person
habits, strengths,
personality Students describing
an imaginary story:
Size, colour, - Describing the
shape natural setting
- Describing the
- The smell building and
- The feel, structures
- The sound, - describing the kinds
- The taste of people and
animals
4
WRITTEN EXPRESSION
ACTIVITIES/
Expository Produce The Informative Introduction: Drawing a map of Can students: All Curriculum
short expository writing uses a A sentence that a community with areas
informative writer simpler, clearer indicates the its important Include in their
pieces written informs style than purpose. buildings. expository Environmental
in sequence. and narrative Students then compositions Education
explains writing. Body: write a paragraph - A statement
Order the facts and Details that support explaining the of introduction
steps in a processes the statement. route they would and benefits of
process and that the take from one the process?
establish audience Conclusion: point to arrive at
relationships needs to Summarises or places to transact - Steps in
between know. gives implications business sequential or
these steps. of what was said. chronological
The Creating a new order?
sequential Explain how to do game and
order something or get reporting the - Transitional
ensures somewhere. steps in the order words?
clarity needed in the
Transitions: process to play
As soon as, before, the game
first, following, in
order to, now, Choosing a topic-
soon, so that, then, an experiment or
until. a method e.g.
How to prepare a
The Plan: seedbed, or a
- Choose topic dish, and writing
- Define audience an exposition to
- Gather explain or
information describe the
. process
5
WRITTEN EXPRESSION
ACTIVITIES/
TOPIC CONTENT STRATEGIES EVALUATION INTEGRATION
Skill Knowledge Understanding Attitude
Expository Listing facts in
Contd. sequential order
or steps in
chronological
order
Note any special
instructions
Telling results of
process
Letters Write Letters have Letters vary Be Informal letters Discovering the Do letters have: All Curriculum
formal and two in tone, comfortable Newsy Letters differences in - Appropriate areas
informal categories, content, to express - are friendly talks format, audience, format, tone,
letters for a the formal greeting and ideas within giving interesting purpose and tone audience and Environmental
wide range and the closure. the correct news. by examining purpose? Education
of informal. letter format. - Give details of samples of both
audiences one or two events formal and - Clarity of
and Most letters - Avoid informal letters written
purposes, have a comments like, I statements?
in ways simple, was too busy Examining what
that coherent, is required for - Relevant
attempt to non- Special greeting each type of details to
engage the chronological - Peggy dear, letter and writing achieve
interest of form of - Hi pal, letters to real purpose?
the reader. writing. - Howdy, audiences
Letters for Writing newsy

special letters using the
occasions e.g. air-letter forms
- Invitation e.g. a
party
6
WRITTEN EXPRESSION
ACTIVITIES/
Letters The reply Filing samples of
Contd. - Thank you e.g. a formal and
gift informal letters
- Congratulation and recording the
- Get well differences and
- Sympathy similarities
Formats:
Punctuated
Unpunctuated
The five parts of
the informal letter
and six parts of the
formal letter
Addresses are
blocked.
Formal
Request e.g. to use
a venue
Excuse e.g. for not
showing up at an
event
The Body brief,

clear and precise
7
WRITTEN EXPRESSION
ACTIVITIES/
Paragraph Construct Paragraphs Some Topic Implementing Can students All Curriculum
Development and link have features that sentence and the features areas
paragraphs structure. are included supporting of a - Write and
Narrative with the in the sentences paragraph in link structured
Descriptive necessary Paragraphs structure of a accordance paragraphs as
Expository features for need to be paragraph Logical with the type required?
Body of narrative, linked to unify vary based sequence of paragraph,
letter descriptive and add new on the type of and be it narrative,
and ideas on a paragraph or chronological expository
expository topic. letter. order etc.
paragraph,
formal and Relevant
informal sentences to
letters. support topic
Indentation
Linking
paragraphs
8
COMPREHENSION
ACTIVITIES/
Reading Read Reading is Punctuation, Increased Responding to Reading only a few Can students: All Curriculum
literary more than paragraphing, interest in punctuation in lines at a time or a areas
extracts simply enunciation reading reading text to whole paragraph - Read at a
and recognising and meaningfully derive meaning - from interesting reasonable
respond words. pronunciation topics relevant to the pace?
to the contribute to Full stop age group and
content. meaning. complete pause relating to the class - Pronounce
the understanding and enunciate
Comma slight derived from what words correctly?
pause was read or heard
- Give
Question mark Reading and appropriate
rise in pitch of responding to a few responses
voice questions based on during
any literary material discussion and
Exclamation mark or text to extract the questioning?
expression of main ideas
strong feeling
Questioning to obtain
Paragraphs main ideas to decide
separate ideas to on titles for poems
order events. and passages
Discussing in small
groups the ideas
given in a text and
presenting
alternatives or
extending on the
issues
9
COMPREHENSION
ACTIVITIES/
Recall and Produce Not all Answers to Increasing Recall questions Listening and Can students: All Curriculum
Inferred answers information questions interest in The answers following the reading areas
Information to factual is are not extracting are taken directly of passages from - Give
and presented always more from the facts narrative and adequate and
inferential directly, explicit. meaning given. expository writings in accurate
questions. some is from written magazines, novels, details to recall
inferred. material Inferential cook- books and and inferential
Read to questions school text to extract questions?
identify - answers are details and main
main obtained through ideas by answering
ideas and reasoning of the questions.
inferred facts given.
details. Teacher
demonstrating the
skill of answer
inferential questions.
Students to do
likewise
Meaning in Decipher Words can Dictionary Appreciate Words in context Circling the clues - Give All Curriculum
Context the also derive meanings the ways in the meaning that helped them to meanings of areas
meaning their are not which words given must fit find the appropriate words as used
of words meaning applicable in are used smoothly into the meaning of in the text?
in context through the all sentence. underlined words
context in situations. e.g. He taken from
which they dismissed it from Comprehension
are used. his mind. He got passages or
rid of it from his paragraphs from
. mind. other school text
10
COMPREHENSION
ACTIVITIES/
Meaning Based on the
in Context context the word
Contd. may have another
shade of meaning
Summary Tabulate Information Tables and Appreciate Tables Reading the Can students: Mathematics
given or that is charts the - Timetables, information on a
acquired summarized present presentation - Schedules. timetable to - Arrive at Social Studies
data and can be information in of data given determine the conclusions
information presented a more in various Charts task to be done that are in
into tables through concise forms - Bar and its duration keeping with
and charts. diagrams, manner. - Pie. to completion the data
. tables and presented?
Pick out and charts. Information is They provide Developing
re-word the also information from tables and charts - Maintain the
salient A summary summarized which conclusions from given or meaning in a
points is a from an can be drawn. collected data or summary?
shortened original prose information from
version of the passage passages and
text that reporting the
captures the conclusions
meaning of arrived at
the original
11
COMPREHENSION
ACTIVITIES/
Summary Summaries give Preparing All Curriculum
Contd. back the main questionnaires to areas
points of a gather data,
compound or tabulate facts and
complex sentence, report findings
a few sentences or
passage without a Reading
change in sentences or short
meaning. passages taken
from any literary
Summarise material, then
paragraphs and selecting the main
passages. points and re-
telling or recording
Appropriate choice in own words
of words
Listening to a talk
Use one word to by a teacher, or
replace many or a student, then
phrase to give the recalling the main
meaning of a issues raised
clause or sentence
12
ACTIVITIES/
Formal Prepare Speech has Formal Strive to be Research facts for Forming discussion Can students: All Curriculum
Speech and conventions speech is for effective particular topics committees to plan areas
present that need to certain speakers in and consider the areas of class - Pause after
formal oral be followed. occasions given following: activities worthy of important Environmental
reports on and specific situations. - Time allowed for report. Gathering points? Education
given Speech can kinds of speech the needed
topics be formal audiences. - How to organise information through - Use gestures
within the semi-formal, ideas interviews with to help explain
framework or informal, - Review and peers the material,
of formal covering improve script Compiling and e.g. pointing to
speaking. specific - Rehearse for organising data for an illustration;
topics and delivery oral reporting indicating size
purposes. - Consider tone, with hands?
pitch, intonation, Choosing a poem
and pauses needed and preparing it for - Make eye
to communicate individual or contact?
feelings and set dramatic choral
moods reading - Vary the tone
- Consider and pitch of
language that is Selecting a topic of voice?
appropriate to the interest or one from
situation, topic and a topic box.
purpose. Students will work
in pairs to help
Standard language each other in
is required. gathering data,
compiling and
Clear speech is organising it into a
essential. speech for formal
presentation.
13
ACTIVITIES/
Formal Involves Choosing a topical
Speech extensive issue, and using
Contd. preparation. television, radio or
the internet to gather
Covers a specific information
topic and Preparing a speech
purpose. for the in class radio
programme View
Interaction Point , and
between speaker presenting it to the
and audience class in person or
limited and recorded
controlled
.
Semi- Deliver oral Little or no Language Appreciate Some non- Presenting individual Can students: All Curriculum
formal presentations preparation used is the fact standard varieties or group readings of areas
Speech within the is needed. determined that of language are stories Present
framework of by the registers allowed. speeches with Environmental
semi-formal situation. have a Using the appropriate - Precision and Education
speech. place in Stories are read registers to relate the clarity of
creative to entertain and stories language,
writing. convey realism. style, co-
Choosing the events ordination,
Use of different and details to be fluency and
registers is announced tone?
appropriate. - Necessary
Announcements Periodically individual details and
give the event, students make their sequence of
what is required, announcements. salient points?
the venue and - Dialect and
the date. registers to
portray
realism?
14
ACTIVITIES/
Semi- Conventional Forming discussion
formal guidelines for committees that are
Speech effective small groups with a
Contd. discussion: leader and a
- Good listening secretary to take
and participation notes, discuss a
- Questions are topic and posit the
asked for arguments and
clarification. conclusions that
- Take turns to are arrived at
speak.
- Disagree politely.
Informal Exercise No Speaking Various registers Students Can students All Curriculum
Speech informal preparation is style is are allowed in interviewing each areas
speech as needed for it adjusted to keeping with the other in pairs. Then Include details
is required is the register match the situation. introducing their based on
for each that is used situation. partner to the class - The situation?
given daily. Involves little giving name and - Mannerisms?
situation. planning or interesting details - Positive
preparation. attitude?
Enacting two old
Often covers many friends meeting and
topics. a conversation
ensuing.
There is much
interaction among Engaging in a
speakers. telephone
conversation
15
ACTIVITIES/
Listening Listen to Listening Listening is Have a Notes verbal Selecting an action that Can students: All Curriculum
interpret is more than disciplined clues to help can be completed in six areas
accurately required hearing approach to organise steps. Enacting the - Recall
and for many what is said. listening. information steps to complete the accurately the
express a purposes heard. action main ideas and
point of . Listening Appreciate details?
view from a can be for the role of Listening first to
range of information listening to Thinks about recorded or read - Respond
statements and communicate what is heard passages. Writing quickly and
made by enjoyment. and relate so as to questions on correctly to
others. information. remember the chalkboard. Responding questions?
points. orally to questions from
memory - Reproduce the
Evaluates what events in
is heard. Recording on the sequential
chalkboard events of a order?
Summarises jumbled story, and
and covering it with paper.
paraphrases at Reading story so that
the appropriate students can rewriting
time. events in order after
paper is removed
Taking turns in an
alphabet game to
substitute the name of a
fruit in a sentence
e. g. I put an apple in the
basket. I put a banana in
the basket. contd.
Listening to a paragraph
and noting the important
facts given
16
GRAMMAR
ACTIVITIES/
Sentence Use the A sentence is The idea is a To be Statements Reading a passage, Can students: All Curriculum
different kinds a clause, a statement aware of Wish and then in groups areas
of sentences group of that can be the wide Request classifying the types - Express
to create words a request, range and Command of sentences used complete
interest in oral expressing a an enquiry, purposes Declarative ideas in
and written complete a feeling, or of Question Conducting a simple sentences?
compositions. idea. a command. statements Exclamation conversation or
used daily interview between - Use the
Punctuation of two students. appropriate
Sentences each type of Recording the types types of
differ in statement of statements used sentences in
accordance Capitals? . ! writing?
with their Composing written
purpose and dialogues in groups
function. or individually, using
different kinds of
statements.
Recording the
statements used
Clause Recognise A phrase or A phrase Be aware Define the Using sentences - Express All Curriculum
and sentence sentence can be a that Clause and the from a paragraph, ideas in areas
Phrase fragments in fragment is a part of the sometimes Phrase. making some complete
paragraphs group of subject or only parts incomplete and sentences?
and convert words that the of ideas Missing parts recording them on
them into fail to predicate. are stated. that cause the chalkboard - Supply
complete express a incompleteness meaningful
sentences. complete Endeavour are the subject, Copying from given parts to
idea. to state the predicate examples the complete the
complete and a part of the incomplete sentences?
ideas. predicate. sentences and
completing them
17
GRAMMAR
ACTIVITIES/
Clause . Stating the Can students:
And missing part, then
Phrase adding it to
Contd. complete the
sentence.
Rewriting the
complete
sentences into
the paragraph
Subject Construct A sentence A simple A simple sentence Composing the - Create All Curriculum
and and identify has two sentence can have a simple different kinds of simple areas
Predicate simple parts, a does subject and simple simple sentences sentences?
sentences subject and a communicate predicate; a Identifying and
from predicate. one idea. compound subject recording simple - Create
paragraphs and a simple sentences that compound
predicate or a are present in a sentences?
simple subject and paragraph
compound
predicate.
Joining Use the co- Sentences or A compound Co-ordinate Joining two - Understand All Curriculum
sentences ordinate clauses can sentence has conjunctions that sentences using the effective areas
conjunction be made more than are used to join the appropriate use of
and relative longer by one idea. sentences are and, co-ordinate compound
pronoun to joining them but, or, nor, yet, conjunction or sentences?
join two or with a When long for relative pronoun
more conjunction sentences The use of the and inserting the - Create
sentences. are included comma as a necessary compound
in passages, substitute for and in punctuation sentences?
Compose they create a list; used before Joining more than
paragraphs reading the conjunction to two sentences to
using some rhythm and separate two long form a list and
compound create clauses. punctuating with
sentences. interest. the necessary
commas
18
GRAMMAR
ACTIVITIES/
Joining Relative pronouns Combining Can students:
Sentences that join sentences appropriate
Contd. are who, that, sentences using - Create
which. the relative embedded
The sentences pronoun or co- sentences?
created are ordinate
embedded conjunction to
sentences. create a passage of
simple and
compound
sentences
Parts of Demonstrate The words One word Willing- The part of speech Defining the part of - Identify the All Curriculum
Speech knowledge of that are may be used ness to is dependent on speech and parts of speech areas
the main used to as different analyse the context in applying it to words of words in
parts of create parts of and so which the word is in sentences to given
speech used sentences speech determine used in the determine their sentences?
in sentences. can be depending on the part of sentence. function
classified its function. speech of The word book - Competing team
as parts of words can be used as a members
speech. noun, an adjective identifying the parts
and a verb e.g. of speech of each
The book is word in given
. noun sentences selected
The book bag is from paragraphs
adj. - Selecting a word
Lets book the from a sentence,
flight verb identifying its
Parts of Speech function then
Noun, Pronoun stating its position
Verb, Adverb in relation to the
Adjective other words
Conjunction - Adjective placed
Preposition before the noun
Interjection
19
GRAMMAR
ACTIVITIES/
Parts of Writing sentences Can students
Speech using one word to
Contd. function as
different parts of
speech.
Noun Use nouns Nouns Nouns can To be more Nouns are the Picking out the - Classify All Curriculum
effectively name the be divided sensitive in names of nouns from nouns areas
in persons or into four providing everything found in sentences and according to
sentences things groups. details in the universe. sentences in gender,
and spoken of speech and paragraphs and number and
paragraphs in writing Types of nouns classifying them type?
according sentences Common by gender and
to type, in a Proper number
gender, paragraph. Collective
and Abstract Drawing up four
number. labelled columns
Nouns can be and recording the
classified by nouns according
gender: to their types.
. Masculine
singular, plural. Changing the
Feminine number of nouns
singular, plural. in sentences from
Dual e g. teacher, a comprehension
baby. passage, and
Neuter e.g. mango, making the
foot. necessary
changes to
present tense
verbs
20
GRAMMAR
ACTIVITIES
OBJECTIVES MATERIALS
Pronoun Use Pronouns The use of To use Pronouns replace Replacing nouns Can students: All Curriculum
pronouns are used to pronouns pronouns nouns maintaining with pronouns in areas
effectively replace along with correctly in their gender and sentences and vice - Replace
to replace nouns. nouns oral and number. versa appropriate
the erases written They can appear by pronouns in
necessary monotony work themselves as Identifying the sentences?
nouns. and subjects of nouns that could be
maintains sentences, e.g. He changed and - Identify
interest. ran away. underlining them in subject
These sentences are a paragraph pronouns in
not isolated but written on the paragraphs?
appear in the context chalkboard. Re-
of a paragraph. writing the
Or can appear as paragraph with the
objects or possessive appropriate
pronouns in pronouns
sentences along with
the nouns they
replaced:
e.g. The snake sheds
its (the snakes)
skin
e.g. John
struck Mary with the
ruler.
John struck her with
the ruler.
Necessitates change
because of the use of
the noun Mary in
other sentences.
21
GRAMMAR
ACTIVITIES
Adjective Use Adjectives Adjectives To focus on Some types of Classifying Can students:
appropriate add more help to writing Adjectives adjectives found in - Give clear
adjectives to details to communicate description Distributive- comprehension descriptions
add description a clear and with more each passages, given through the use
descriptive in writing. interesting precision Demonstrative - sentences and of adjectives?
details in picture. that paragraphs
composition Quantitative -
some Using cloze
Qualitative tall passages to insert
. the appropriate kind
Adjectives give of adjective
degrees of
comparison of
persons and
things.
- Positive
- Comparative
- Superlative
Verb Use the Verbs are Verbs To be Verbs Placing the verbs - Use verbs in
correct forms time indicate precise in demarcate time found in sentences the present,
of verbs in markers. present, past stating the Present, past, from a paragraph, a past and
composed and future time at future e.g. is, literary or school continuous
sentences time. which was, will / shall. tex,t in columns tenses?
and actions Present, past, according to their
paragraphs. occur future kind
continuous - Converting the
tenses: e.g. verbs in sentences
- Is coming, or simple passages
- Was coming, from one time to
- Will be coming another: e.g. past
- Shall be to present or past
coming. continuous to
present continuous
22
GRAMMAR
ACTIVITIES
Verb Contd. . Concord /Agreement Forming the Can students:
Singular and plural continuous tense
subjects must agree by using the - Produce
with the present auxiliary and the sentences in
tense form of the present participle which the
verb in the different verbs subject and
types of statements. verb are in
agreement?
.
Adverb Use Adverbs Adverbs tell To be Adverbs tell how, Identifying - Add details All Curriculum
adverbs to modify a how, when, conscious when, how little etc. adverbs in to sentences areas
enhance verb, why, where of the roles sentences through the
details adjective etc. played by They affirm or deny use of
given in or another adverbs e.g. Yes, he will Expanding given adverbs?
their oral adverb by come. sentences and
and making its No, he will not short paragraphs
expression. meaning come. by adding
more adverbs to modify
specific. verbs, adjectives
or other adverbs
as directed.
23
GRAMMAR
ACTIVITIES
Adverb Express degrees Filling in blanks in Can students:
Contd. of certainty and a narrative
doubt passage
E.g. They have
probably taken
the wrong road.
Preposition Use A Each The Prepositions are Substituting one - Use All Curriculum
prepositions preposition preposition correct important in preposition for prepositions areas
to enhance indicates has an use of this recipes, in giving another appropriately?
oral and the position object.. part of direction, in preposition to
written of one speech is spatial conceptualise the
expression. person or The important description, for difference in
thing in relationship in speech time sequence in meaning
relation to between and narrative writing.
another. prepositions writing. Filling
can be Prepositions give prepositions in the
spatial, specific meaning blank spaces in a
chronological E.g. The descriptive
etc. aeroplane flew passage or a
up. recipe or a close
(not down) passage that
gives directions
The aeroplane
flew over.
(not under)
24
GRAMMAR
ACTIVITIES
Possessive Use the In some Not all To utilize Singular and plural Doing exercises Can students
Noun, correct cases possessive the skill in possessive nouns, to highlight the
Pronoun, number, nouns, words have narrative pronouns and difference in - Use noun,
Adjective gender adjectives the and adjectives terms of the pronoun or
and and apostrophe. descriptive position of the adjective to
person in pronouns writing Conversion of possessive show
sentences. identify possessive nouns pronoun and possession?
ownership. to pronouns e.g. possessive
This is Johns hat. adjective
This hat is his.
Identifying and
Use of possessive using the
adjectives possessive
e. g. This is his hat. pronoun, noun
and adjectives in
sentences,
paragraphs and
cloze passages
25
GRAMMAR
ACTIVITIES
Gathering Find and Different Some books Be at ease Contents of the Listing words in Can students: All Curriculum
Information record books are lay information when Dictionary and alphabetical areas
information referred to in alphabetical using Thesaurus order- first, - Find words
on a given for the order. various second, third letter and verify their
topic from spelling reference Alphabetical or mixed. spelling,
reference and Encyclopeadias material order can de pronunciation
material. meaning of do not define derived from Finding words in and meaning?
words, for words but give Develop initial, second the dictionary.
Name and information information on the habit and third letters - Locate
state the on a topic topics of of a word Checking correct accurately
importance for an exploring spelling, information on
of each assignment in order to Dictionaries give punctuation and topics?
part of the or for discover definitions, parts examples of use
book of general given of speech, in the dictionary - Find and
various knowledge. facts. correct spelling and thesaurus. extract
texts. and origins of information
words. Filling in the blank from reference
with synonyms material?
Topics in the and antonyms.
encyclopaedia
are written in Finding
alphabetical information on a
order and much topic in the
information is encyclopaedia
given and recording it as
notes.
26
GRAMMAR
ACTIVITIES
Gathering Thesaurus provides Writing sentences, Can students: All Curriculum
Information synonyms, which make the areas
Contd. antonyms and meaning of the - Respond
origins of words. words, clear to the positively to
reader questions based on
Encyclopaedia the parts of a
Topics are written in Using the index to book?
alphabetical order. locate the pages
containing - Put appropriate
Other texts information on a headings in
The importance and particular topic assignments,
use of projects and
- Title page Reporting and research papers?
- Name of author, answering questions
- Publisher, based on the
- Copyright date information found
- Preface or / and
- Introduction
- Acknowledgement
- Table of contents
27
GRAMMAR
ACTIVITIES/
Gathering - Index Comparing the Can students:
Information - Glossary parts of the
Cont. - Bibliography dictionary, - Make
thesaurus, effective use
encyclopaedia, of the various
novel, and parts of
textbook reference and
other books?
Examining the
parts of a
chosen book to
determine and
state the
purpose of
each part
Affix Add Words can An affix can Be Prefix Creating word - Use the new
affixes to have added be a prefix or aware Un = not - webs showing words to
words to meaning or a suffix. that produces words the relationship enhance oral
form other change their words of opposite of new words and written
word meanings and can be meaning and the prefix expression?
classes, classes by created. (antonyms) e.g.
synonyms adding an affix un-happy. Adding prefix to Can students:
and before (prefix) root word in
antonyms. or after a word In = not, but sentences to - Use the skills
(suffix). does not always create to formulate
produce an antonyms, thus new words?
antonym e. g. changing the
Indoors, situation
include. formerly
presented
28
GRAMMAR
ACTIVITIES/
Affix Contd. Re = back
e.g. remove
Dis = not,
away, apart
or can
produce an
antonym e.g.
disagree,
dismiss.
Pre = before
in time or
position e.g.
pre-school,
prevent
Sub =
under/below
subway,
submarine,
subsoil
29
GRAMMAR
ACTIVITIES/
Affix Contd. Suffix Students
S/es = plurals contributing to
of nouns the topic
Some nouns
have no Inserting
plural. correct forms
in sentences
S, ing, ed or passages
present tense .with blanks
present
participle, Creating
past tense. comparisons
with er, -set
Er, est to effect
comparative, change in
superlative. description.
Revising
more and
most for
comparison
30
GRAMMAR
ACTIVITIES/
Affix Contd. Ly adverb Forming
e.g. slowly adverbs by
adding ly to
Ful/less full words given
of/without in sentences
e.g. careful, and passages
spotless
Adding the
Fy/ify to suffix
become into - ful/less;
something (to - fy/ify;
make verbs) able/ible
e.g. purify, - en
beautify - ion/tion
to form new
words
Filling in blank
spaces in
sentences or
passages with
new words.
31
GRAMMAR
ACTIVITIES/
Affix Contd. Able/ible Stating the parts of Can students:
can be, able speech of these
to be, words as used in - Coin words
deserving of the and use them
sentence/passage correctly in
En to constructing
make, or to sentences?
cause e.g.
lengthen.
Ion/tion
indicates an
action,
process, and
the outcome
of
Compound Create new A new The new Appreciate Joining two Making word lists - Produce
Word words from word can word has its that creating words more
base words. be derived own words can together to Adding words to compound
from joining connotation. be fun. create a new base words to words derived
two base word e.g. create compound from base
words. mailbox words words?
Not all
compound
words are
fused
32
GRAMMAR
ACTIVITIES/
Compound Some words Pairing words
Word can be base from a number
Contd. words and of given words
have other to create
words added compound
before or words
after them,
creating new Supplying a
words base word and
E.g. giving a
sunflower, suitable
sunlight; compound
letterhead, word
overhead.
Sharing the
words given
from their own
vocabulary or
obtained from
reference
books.
Using the new

words in
sentence
construction
exercises
Recording the
words and
learning to
spell the
strange ones
33
GRAMMAR
ACTIVITIES/
Synonym Discriminate Synonyms Synonyms Thinking Synonyms Giving words Can students: All Curriculum
and between the are substitute have shades about words express the that are areas
Antonym meaning and words with of meaning, in terms of same idea in similar in - Vary the
usage of the similar which must comparative a variety of meaning to words used in
synonyms meanings be and ways those their oral and
and that can best distinguished. contrasting E.g. supplied written work?
antonyms. replace relationships, - under the
another contradictory sea Extracting
word. concepts and - below sea from a short
statements level. passage
Antonyms words that are
are words Few similar in
that mean antonyms meaning
the opposite are the exact
to another opposite of Filling blank
word. other words. spaces in
sentences or
passages with
words
opposite in
meaning.
34
GRAMMAR
ACTIVITIES/
Homophone Discriminate Homophones Homophones Homophones One student Can students:
between the are are the basis sound the giving a word,
spellings of phonemically for puns and same but its spelling - Spell the
the words identical riddles. differ in and possible homophones
that sound words but do spelling, meanings.
alike. not convey origin and Other - Use them in
the same meaning e.g. students sentences
Use them in meaning - Bough, supplying the correctly?
their correct bow; homophone,
context. - Site, cite, its spelling
sight. and meaning
Using the
words
correctly in
sentences of
their own
Abbreviation Recognize Some words Some To Abbreviations Making a note Can students All Curriculum
and the use of have abbreviated appreciate can be found of - Use areas
Acronym abbreviations abbreviated forms are where and in abbreviations abbreviations
and forms. accepted in when to use dictionaries. found in the correctly in
acronyms formal the Some of Dictionary, formal and
and interpret presentations. shortened them can be periodicals, informal
their forms used in newspapers, writing?
meanings writing e.g. reference and
Pp pages other written
Vol. volume material.
Anon
anonymous
Et al and
others
35
GRAMMAR
ACTIVITIES/
Abbreviation - Mr., Dr. Examining Can students:
and - M.O.E their use in
Acronym Ministry of their relevant - Decide when
Contd. Education, contexts. they should
- B.A. not use
Bachelor of Compiling a abbreviations?
Arts reference list
- B. Ed. of
- Dip. Ed. abbreviations
and acronyms
Some with their
abbreviations meanings
form name
words called Discussing
acronyms. when it is
appropriate to
An acronym use individual
is formed abbreviations
from the first and acronyms
syllables of a
compound
term e.g.
SIMAP,
PAHO,
REPAHA,
RADAR,
SCUBA.
36
ENGLISH LANGUAGE ENGLISH B
ACTIVITIES/
Introduction Identify The People Reflect on Characters are Students Can students: Social Studies
the features of involved in how man is real or imagined relating to the
features a story are some involved with people and class personal - Identify the
of the the activity in a himself and animals in a experiences features of the
short characters place create the story. and identifying novel?
story and setting, the story. environment Characters as many
novel plot, change and features of the - Create stories
conflict develop as the short story from wit these
and story what was features?
resolution. progresses. related
Setting is the Reading short

time and place in stories and
which the events identifying the
of the story features
occur.
Reading and
Plot constitutes listening to a
the events of the novel to identify
story. the details of
the characters,
Conflict is the plot and setting
trouble created and placing the
by the character. information in a
folder
Resolution is the
point at which
the conflict is
resolved.
37
ACTIVITIES/
Character Distinguish Characters Some Develop an The character Sitting in small Can students: Art
between are stories have appreciation can be groups to
main and believable main as well of the visualized and describe the - Give accurate Drama
other and further as minor differences is described by main character written and
characters. the plot of characters. in what he says, Then presenting concrete
the story individuals. how he acts, the character portrayal of a
Assess the through what he thinks sketch to the character in a
credibility action, Appreciate and what other class short story or
of speech and that fictional characters say novel?
characters thought. characters about him. Comparing and
as real are like real contrasting the - State the
persons. people. Minor characters to importance of
characters determine the the characters to
support the role importance of the story?
of the main each
character. - Identify with the
Identifying the characters flaw?
The main flaw in the main
character has a character and
flaw or tracing how it
shortcoming in develops the plot
his/her attitude to a resolution
to life and
persons around Using an art
them. medium to
create the
described image
of one of the
characters
38
ACTIVITIES/
Setting Classify the The setting Events must Be The setting Comparing and Can students: Geography
settings of is a named occur in a consciously sometimes contrasting the
stories read. place by the place, and aware that reflects the setting of two -Identify the Art
narrator or involve environments emotional state of stories mood created
a character persons. differ. the main Stating the by the setting? Environmental
or a place character. effectiveness of Education
that can be each setting - Explain the
identified by In a novel the importance of
the setting changes Exchanging the the setting to
geographic as the mood settings of the the story?
al features changes in the stories and
presented story. noting the - Relate the
in the story. changes that settings in the
Pieces of are needed to stories with
description aid in make the settings in
identifying the settings their own
setting. adaptable. environment?
Classification of Tracing setting

settings changes in a
novel. Then
using any art
medium to
depict the
various scenes
39
ACTIVITIES/
Plot Trace the Plots can be Stories are Appreciate A simple plot Reading and Can students: Technical
plots of simple or developed that begins with a listening to Drawing
stories. complex, from plots. everything situation that stories with - Give an Architecture
with a has introduces a simple plots, accurate gist of
beginning, Plot line is structure. conflict. then recording the plot orally Mathematics
middle and the structure the plot line of or in writing? parts of a whole
ending, that binds the The conflict the story
rising action story develops to a - State the plot
and climax. high point called Using a diagram in their own
the climax. to show story words?
development
Immediately - Use a
following is the Arriving at a plot diagram to
resolution. through show the plot?
responding to a
The plot line of series of
stories questions
40
OBJECTIVES
Theme Develop Many A novel has Being aware To analyse the Reading and Can students: Health and
point of view different more than and theme, focus listening to stories Family Life
and stories stories can one theme. appreciative on the main to examine the - Support the Education
from themes. be derived of the fact characters key events so as theme with sharing
or that there are problem and its to arrive at the details from views on a
constructed several view resolution. theme the story? theme
from one points in a Providing
theme theme Themes can be supporting
found in evidence for the
The theme movies, theme given.
is the commercials,
central idea songs and In groups,
in the story. conversations. discussing to
arrive at the
The theme is theme for a
the reason why favorite song,
the story is movie, or
written. It is the televised show
thought that
suggests the Enacting
story in the first conversations to
place identify their
themes
Justifying
opposing views
on a theme
37
DRAMA
ACTIVITIES/
Role Write and Drama allows Drama Empathise Features of drama Examining a short Can students: Social Studies
Play enact characters to communicates with the Setting, characters, piece of drama as a
simulation, interface live its message in feelings, conflict situation, class or in groups to - Display the Environmental
Plays role-play against a a shorter time actions climax, resolution discover the features features of Education
and pieces back-ground than prose. and of drama drama?
of drama. scene. reactions Drama has setting
of the -visual or stated in Creating situations, - Give life-like
Drama is characters. lines spoken by the conflicts and portrayals of
another characters. resolutions in characters?
medium used simulations and role-
to present a Characters use body play so as to identify - Produce
story. language, gestures features of drama appropriate
and speech to express setting for the
emotions in keeping Plotting a story line situation
with the situation. Writing the drama for presented?
presentation
Use of tone, pitch,
intonation and stress Selecting a section of
a novel and
Basic stage directions converting it into a
- Centre stage piece of drama and
- Up stage presenting it at
- Down stage Assembly or in class.
- Right and left
of stage
Role of narrator
42
DRAMA
ACTIVITIES/
Role Play Use of props and Enacting pieces
costuming to of written
Plays Contd. stereotype characters dialogue
Creating the
Simulations are short setting and
spontaneous suggesting the
enactments of style of clothes
situations. worn by the
All the features of characters
drama are not
present. Selecting a
poem, and
Role-play is a short, preparing it for
prepared enactment dramatization
of a situation.
All drama features
are not present.
43
POETRY
ACTIVITIES/
Introduction Produce Writing can The form of To Comparison of Reading and Can students:
examples take two writing is appreciate prose and poetry comparing
of forms that of appropriate written writing paragraph/s and - Demonstrate
composed prose or to its communicati - Paragraphs stanza/s. a clear
writing in poetry. purpose on in other compared to understanding
prose and forms stanzas Converting of the
poetry - Paragraphs and dramatised difference
forms. stanzas can be of narrative poetry between prose
varying lengths. into a short story of and poetry?
-.Long sentences one or more
as against short paragraphs
sentences
Re-writing stanzas
Grammatical of poems into
structure of the paragraphs
sentences
Analysing poems
Difference of for meaning
speech rhythms.
Conciseness of
the printed
material.
.
Use of symbols.
44
POETRY
ACTIVITIES/
Literary Arrive at A poem is a A poem Respect for Figures of speech Reading poems Can students: Environmental
Devices the sight sound expresses a a persons Simile and answering Education
meaning picture that writers view interpretatio Metaphor, questions to - Assess the
of the captures a of his/her n of his/her Onamatopaeia extract main ideas use figures of Social Studies
poem by moment in world. experience/s Alliteration speech and
noting the time. It can be fact Using the figures descriptive Themes
exact or opinion. Descriptive words of speech and words in Oceans
words and Literary Adjectives descriptive words poetry and Animals
phrases devices are Adverbs to gather the prose? Celebrations
that tell used to Verbs details that would Recreation
what is communicate help to determine - Compose Rebellion
seen and the meaning They help to paint what the poem is suitable
heard in of the poem. and give the about poems with
the poem. sound of the the figures of
picture. Composing poems speech given?
using similes,
metaphors,
onomatopoeia,
alliteration
Compiling poems
to arrive at holistic
information about
a theme or topic
45
POETRY
ACTIVITIES/
Rhyme and Read and Rhyme and In poems Enjoy being End rhymes Identifying the Can students; All subjects
Rhythm write rhythm are there are creative. - Couplet: a pair rhyme scheme and and issues
poems essential internal as of rhymed lines stating its - Reproduce
with features of well as end - Alternate rhyme: effectiveness to the rhyme
specific poetry. rhymes or the rhyming of rhythm and scheme or
rhyme no rhymes. alternate lines meaning. Rapping rhythm in a
schemes the poem to its composed
and Rhyming words rhythm poem?
rhythm. are found too in
the middle of the Stating how the - Identify the
lines. rhythm of the types of
poem poems?
Blank verse has complements the
no rhyme. imagery presented
in the poem
Rhythm can be
slow or upbeat Using the length of
depending on the the stanzas and
rhythm. their combination
in forming the
poem along with
. the rhyme scheme
produced to
determine the type
of poem
46
POETRY
ACTIVITIES/
Types of Create Poems are Poetry can Expressing Acrostic: Reading examples Can students: All subjects
poems three constructed be fun and creativity - Verse in which provided by the and issues
forms of in different can be the first letter teacher and - Create
poetry forms. based on when read examining `the poems that
any subject. together make up features of that contain the
a word. particular type of features of the
poem specific type?
Limerick:
- A poem of five Creating similar
lines with a, a, b, poems in groups,
b, a rhyme individually or as a
pattern. The last class.
line must be
humorous.
Shape poem:
- The layout of the
poem conveys the
topic. It can be
from one word to
two sentences e.
g.
I
M L
S E
or
F N
R W
O
47

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ENGLISH LANGUAGE AND LITERATURE

Cecelia Holder Former Subject Specialist (S.S.R.P)

ENGLISH LANGUAGE - ENGLISH A

SPEAKING AND LISTENING

ENGLISH LITERATURE - ENGLISH B

SHORT STORY AND NOVEL

Suggested titles: Using a time table to

Letters for Writing newsy

The Body brief,

Using the new

Setting is the Reading short

Classification of Tracing setting

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