English Schemes All Forms & Terms

FORM 1: ENGLISH LANGUAGE SCHEME: COMPRESSED VERSION
CHADEMUWIRI A. EC No: 0128500Y
CHADEMUWIRI HIGH SCHOOL
NEWCASTLE
BLACK LABEL PROVINCE
TERM 1: 2022
PERSONAL DETAILS
QUALIFICATION:
M.A. DEGREE IN RELIGIOUS STUDIES (UNIVERSITY OF ZIMBABWE)
B.A. HONOURS IN RELIGIOUS STUDIES (UNIVERSITY OF ZIMBABWE)
DIPLOMA IN PHILOSOPHY (ST AUGUSTINE’S SEMINARY)
SOURCES/ REFERENCES:
STEP-AHEAD BOOK
ENGLISH FOR ZIMBABWE BOOK
LONGMAN - THE LIVING DICTIONARY
AIMS:
The aims of the syllabus are to promote in pupils an awareness of:
- The usefulness of the English Language as a medium of National and international communication.
- The values of effective language command and use for personal and National development.
- develop reading abilities and skills that:-
- are useful for everyday life such as reading instructions, newspapers, reports;
- motivate pupils to develop a lifelong reading habit for enjoyment and knowledge;
- become effective users of English in a place of work;
- write different kinds of letters, notes and reports
Among other things, the NATIONAL English Syllabus also aims to:
1. Enhance the pupils’ skills of listening, speaking, reading and writing so as to enable them to meaningfully and
creatively take part in the social, political and economic spheres of their country.
2. Equip pupils with linguistic to help them advance themselves in the acquisition of vocational skills as well as make them
linguistically relevant in society.
3. Empower pupils with creative writing prowess.
4. Expose pupils to diverse values of their society as well as those of other societies.
5. Develop reading abilities to enhance a thorough understanding of various texts for purposes of responding to
comprehension passages.
1.Wk/Ending TOPIC Content OBJECTIVES S.O.M Teacher and pupil Activities
By the end of
the lesson,
pupils should
be able to:
Lesson 1 Simple sentences Countable Write common Teacher’s notes and Word roots
and their personal insight. Ante = before
plurals ICT Tools Antenatal, Ante-nuptial contract, etc
Spelling:
Advise Affair Forbid Adventitious
Affable Affirmative Agape Fair Promptly
Reply
Students give common nouns in their

classroom and write their plurals.
A sentence is a group of words that make a
complete sense. It begins with a capital
letter and ends with a full stop, question
mark or an exclamation mark, depending on
the nnumber and meaning of the sentence.
It must contain a subject and a predicate (it
begins with a finite verb).
Construct five simple sentences using the
common nouns in their classroom.
Lesson 2 Simple sentences Uncountable nouns Write Teacher’s notes and Spelling:
uncountable personal insight. Believe Gorgeous Achieve Receive Belief
nouns and their ICT Tools Ingenious Perceive Mischievous Conceive
plurals Zealous
Students study words on the board such as
luggage, furniture and so on. Construct
simple sentences using the uncountable
nouns, paying particular attention to subject
and verb agreement.
Lesson 3 Comparatives and Adjectives Construct NATIONAL Spelling
superlatives sentences using Syllabus page Absence Accidentally Announce Answered
the adjectives. ICT Tools Approximate Acquaint Argument Athlete
Benefit Business
Study the sentences on the board and
construct simple sentences using the
adjectives such as tall, taller, tallest, and
careless.
For longer adjectives, use more: more
careless and most careless.
Lesson 4 Comparatives and Adverbs Construct NATIONAL Spelling: Changeable, Character,
superlatives sentences using Syllabus page Committee, Conscious, Convenient,
the adverbs. ICT Tools Descend, Definitely, Dependable,
Desperate, Development
-study the sentences on the board and
construct simple sentences using the
adverbs: Slowly – more slowly, Quickly –
more quickly, for example,
Tendai shivered uncontrollably as she
stood by the street.
She arranged her shawl securely round her
neck before moving to a more prominent
spot in the street.
Lesson 5 Comprehension Give contextual Define given National Syllabus Spelling: Dictionary, Different, Dining,
Vocabulary meanings of words words 4005/1Pg 4 Disappear, Disappoint, Eligible,
contextually Teacher’s Resource Embarrass, Enormous, Equator,
Book Exaggerate.
Class discussion on the techniques on giving
word meaning.
learnt vocabulary.
Lesson 6 Sentence So + adjective + that Tell that in NATIONAL Spelling: Hazardous, Verge, Sufficient,
construction speech, the Syllabus p Item Nothing for it, Eventually, Instantly,
word so may Word Web Online Glimpse, Regularly, Withstand, Single out,
show strength Dictionary. Panted, Barely
of feeling when ICT Tools In speech: ‘I am so pleased that you could
an emphasis is come.’
placed on the In writing: He was very pleased that she
word. In could come.
writing so The bus was full. It could not take any more
carries no passengers.
emphasis and The bus was so full that it could not take
the so in so any more passengers.
very is Construct five similar sentences using the
redundant. given adjectives.
2.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of
the lesson,
pupils should
be able to:
Lesson 1&2 Sentence too plus adjectives plus Construct NATIONAL Word roots
construction to simple Syllabus p Item Anti = against
sentences using Word Web Online Antibiotics, anticlockwise, etc
too. Dictionary. Spelling: Therefore, Tragedy,
Unnecessary, Valuable, Wooden,
Absolutely, Access, Adjust, Affect,
Agencies.
Sentence construction
Too + adjective + to (Expresses an
impossibility)
The bus was full. It could not take any more
passengers.
The bus was too full to take any more
passengers.
Construct five similar sentences using the
given adjectives.
Lesson 3 Sentence Using very Construct NATIONAL Spelling: Excellence, Exercise, Forecast,
construction Using much simple Syllabus p Item Guarantee, Government, Grammar,
sentences usingWord Web Online Grievous, Handkerchief, Humorous,
very. Dictionary. Illegible
Construct Teacher explains the concept.
simple Pupils study sentences on the board and
sentences using construct simple sentences using very.
much. Construct simple sentences using much.
Lesson 4 Punctuation Capital letters Punctuate NATIONAL Spelling: Imaginary, Independence, Instal,
sentences usingSyllabus Interesting, Irrelevant, Irresistible,
the capital
4005/1 Pg 5 Knowledge, Library, Lovable, Mechanic
letter whereTeacher’s Resource Use capital letters to begin days of the
appropriate. Book week, months of the year, days of special
Focus on English events such as the Christmas day, Easter and
Book 3 Pp84-85 so on.
Lesson 5 Comprehension Give contextual Define given National Syllabus Spelling
Vocabulary meanings of words words 4005/1Pg 4 Agreeable Alien Assess Attachment
contextually Teacher’s Resource Auction Author Autograph Awesome
Book Allergic Amuse

word meaning.
learnt vocabulary.
Lesson 6 Types of essays Gender To acquaint National Syllabus Spelling: Stifling heat, Signified, Scowling,
Free pupils with the Page iv Baffled, Took in, Ingenious, Receded,
Compositions. types of essays Teacher’s notes. Remote, Infested with, Dilapidated
they are Step Ahead Gender
expected to Book In what ways can schools promote equal
have mastered opportunities for boys and girls?
by the end of ‘Women should be restricted to work
the two-year connected with the home and children. They
course, on should not engage in politics, commerce or
gender. industry.’ How far do you agree with this
statement?
Discuss ways in which women contribute to
society.
‘Boys are lazier than girls.’ Do you agree?
Do you consider that the lives of women in
your country could be improved?
By the end of
the lesson,
pupils should
be able to:
Lesson 1&2 Pronouns Use of Pronouns Complete the Teacher’s Resource Word roots
blank spaces Book Step Ahead Aqua = water
with the Book Aquarium, aquamarine, etc
appropriate
pronouns. Spelling: Beautiful, Behaviours, Beware,
Bough (firm branch of a tree), Boulder,
Boundary, Brake, Break, Breathless,
Brethren
Study the sentences on the board. Complete
the blank spaces with the appropriate
pronouns.
Lesson 3 Sentence Using some and others Use the words NATIONAL Spelling: Brief, Burglar, Calm, Carriage,
construction Using one and another some and Syllabus Category, Celebration, Certain, Cheques,
complex others Chocolate, Circuit
sentences correctly in Construct five simple sentences using some
sentences of and others. For example: Some wear
their own. trousers while others wear shorts.
Use the words
one and Construct five complex sentences using one
another and another. for example:
correctly in I saw one on Wednesday and another on
sentences of Thursday.
their own.
Lesson 4 Sentence Using otherwise Construct Teacher’s Resource Spelling: College, Community,
construction Using perhaps simple Book Competition, Complaining, Complete,
sentences using Concerned, Confidence, Consider,
otherwise. Considerate, Continued
Construct Construct two simple sentences using
simple otherwise.
sentences using For examples:
perhaps. Leave me alone, otherwise I will scream!
We must water the flowers, otherwise they
will die.
Construct three simple sentences using
perhaps.
Perhaps it will rain tomorrow.
Lesson 5 Comprehension Give contextual Define given National Syllabus Spelling: Practically, Principally,
Vocabulary meanings of words words 4005/1Pg 4 3. To shoot cleanly
contextually Teacher’s Resource 4. Immortality
Book 5. Carnivorous
6. Genuinely
7. Chief
8. Appreciating
9. Obviously
10. Merely - simply
word meaning.
learnt vocabulary.
Sentence Using maybe Construct Teacher’s Resource Spelling
Construction Using sometimes simple Book 1. Convince
sentences using ICT Tools 2. Coordinator
Lesson 6 maybe. 3. Corpses
Construct 4. Creature
simple 5. Crevice
sentences using 6. Criminal
sometimes. 7. Crystal
8. Curious
9. Damage
10. Dangerous
Construct two simple sentences using
maybe.
Construct three simple sentences using
sometimes. For example:
Sometimes I walk and sometimes I go by
bicycle.
By the end of
the lesson,
pupils should
be able to:
Lesson 1&2 Time phrases Using the last time, the Construct NATIONAL Word roots
Complex first time, the next simple Syllabus Auto = self
sentence time, when, and so on. sentences using Teacher’s Resource Automobile, autograph, automatic, etc
construction the last time, Book Spelling
the first time, ICT Tools 1. Decided
the next time, 2. Decision
when, and so 3. Decorate
on. 4. Defence
5. Delicious
6. Demolished
7. Demonstrate
8. Depot
9. Depression
10. Deprived
Construct five complex sentences using the
last time, the first time, the next time,
when, and so on. For example:
The last time I arrived there, there was
nobody home. I arrived in time for
assembly.
I got there on time at exactly seven in the
evening.
Lesson 3 Reasons and Using because and in Construct NATIONAL Spelling
purpose order for or in order to sentences using Syllabus 1. Deserts
Complex because, in 4005/1 2. Dessert
sentence order to and in Pg 4-5 3. Designed
construction order for Teacher’s notes 4. Detective
Internet Sources 5. Digest
6. Disappear
7. Discover
8. Drawer
9. Drought
10. Dye
-Teacher’s exposition
-Group discussion
- Construct five complex sentences using
because, in order to and in order for. For
example: I got there late because the bus
broke down.
He spoke up in order for everyone to hear
him.
Lesson 4 Contrast and Using bigger, smaller, Construct NATIONAL Spelling
comparison and so on. simple Syllabus 1. Senseless
Comparatives sentences using Teacher’s Resource 2. Rich
bigger Book 3. Drovers
ICT Tools 4. Swamps
5. Bog down
6. Foraging
7. Highly-coloured tales
8. Grazing
9. Set up
10. Offend
Construct five simple sentences using

bigger. For example: The black cow is
bigger but the brown cow gives more milk.
Vocabulary meanings of words words 4005/1Pg 4
contextually Teacher’s Resource 1. Easiest
Book 2. Edible
3. Educational
4. Eerie
5. Effect
6. Effective
7. Emerged
8. Endangered
9. Energy
10. Engage

word meaning.
learnt vocabulary.
Lesson 6 Disaster Risk Speech write a speech National Syllabus Spelling (Instead of very)
Management 4005/1
(Guided) Pg v 1. Deafening (very noisy)
compositions. Teacher’s notes 2. Frequently (very often)
Step Ahead 3. Ancient (very old)
Book 4. Archaic (very old-fashioned)
5. Transparent (very open)
6. Excruciating (very painful)
7. Ashen (very pale)
8. Flawless (very perfect)
9. Destitute (very poor)
10. Compelling (very powerful)
Disaster Risk Management
What are the causes of road accidents?
Discuss ways to stop road carnages.
Write a story beginning with, ‘The tour bus
suddenly hurtled headlong over a
precipice!’
Dangers on the road.
Imagine you were involved in a car
accident. Describe how you were rescued.
Safety on our roads.
By the end of
the lesson,
pupils should
be able to:
Lesson 1&2 Frequency Expressing frequency Make correct NATIONAL Word roots
using modifiers such as use of words Syllabus pg Bene = good (well)
sometimes, seldom, that express Item (h) Benefactor, beneficial, benefit, etc
normally, every now how frequently Step Ahead Spelling (Instead of very)
and then, always, something Book
occasionally, often and happens. Pg 94-95 1. Beautiful (very pretty)
rarely Teacher’s Resource 2. Rapid (very quick)
Construct Book 3. Hushed (very quiet)
simple 4. pouring (very rainy)
sentences using 5. Wealthy (very rich)
occasionally, 6. Sorrowful (very sad)
often and 7. Petrified (very scared)
rarely 8. chilling (very scary)
9. Grave (very serious)
10. Keen (very sharp)
Construct eight simple sentences using
sometimes, seldom, normally, every now
and then, always, occasionally, often and
rarely. For example:
Sometimes I travel to Harare alone.
He comes here every now and then.
Father often does the work.
He rarely visits us.
She always goes to Namibia.
Lesson 3 Quantity Using modifiers such as Construct NATIONAL Spelling
many and most simple Syllabus 1. Engine
sentences using Teacher’s Resource 2. Enjoyable
many and Book 3. Enormous
most 4. Ensure
5. Episode
6. Especially
7. Esteem
8. Except
9. Exciting
10. Exert
Construct five simple sentences using many
and most. For example:
He went to Bulawayo many times.
Most of the times he will be reading books.
Lesson 4 Degree Using modifiers such as Construct NATIONAL Spelling:
quite, rather, very and simple Syllabus 1. Abandoned
fairly sentences using Teacher’s Resource 2. Abased
quite, rather, Book 3. Abashed
very and fairly 4. Abated
5. Abate
6. Immaculate
7. Spotless
8. Abandoned all hope
9. Abide by
10. No fixed abode
Construct five simple sentences using quite,
rather, very and fairly
Vocabulary meanings of words words 4005/1Pg 4 1. Expensive
contextually Teacher’s Resource 2. Experience
Book 3. Explosion
4. Extremely
5. Famous
6. Favourite
7. Features
8. February
9. Fellowship
10. Fete
word meaning.
learnt vocabulary.
Lesson 6 Complex The perfect tense. Put various Spelling
sentences verbs into their
construction correct tense 1. Fibre
forms. 2. Fiction
3. Field
4. Fierce
5. Formal
6. Fractures
7. Fragile
8. Frenzied
9. Frightened
10. Furniture
Construct five compound sentences such as:
We had just entered the house when it
started raining.
We were just entering the house when it
started raining. Itai’s bag was stolen last
night.
I had thought it was over, but then I
realised there was more.
6.Wk/Ending TOPIC OBJECTIVES S.O.M Teacher and pupil Activities
By the end of
the lesson,
pupils should
be able to:
Giving Modal verbs Give directions NATIONAL Word roots
Lesson 1&2 directions and and advice. Syllabus Bi - two
advice 4005/1 Bicycle, binocular, etc
Pg 4-5 Spelling
Teacher’s notes
Step Ahead 1. Further
Book 2. Galaxy
3. Generation
4. Gesture
5. Gigantic
6. Glacier
7. Global
8. Gnawed
9. Goblet
10. Government
Give directions and advice. Use I think you
should…
In my opinion, you ought to…
One possibility is that you could…
Modal verbs
He won’t be able to see you today.
I should be able to finish by nine o’clock in
the evening.
Make similar sentences.
Lesson 3 Prepositions Using on, to, in, Construct Step Ahead Spelling
simple Book2
sentences using Pg 1. Graphics
prepositions. 2. Grumble
3. Guess
4. Hammock
5. Haphazard
6. Haste
7. Haul
8. Health
9. Heir
10. Herd
Sit on; listen to, on the way, in my opinion,
in the shade, on the radio,
Make sentences using these prepositions.
Lesson 4 Phrasal verbs Using down, up, after, Make English Today Spelling:
on, and so on sentences using Students’ Book EC 1. Above and beyond
the Machingaidze pg 115 2. Abstract
prepositions 3. Abundantly
down, up, 4. Accommodation
after, on, and 5. Accompaniment
so on 6. Accord
7. Account for
8. Accustomed to
9. Acknowledgment
10. Acquaint oneself
Phrasal verbs are verbs which change their
meaning in some way by adding particles.
For example: down, up, after, on, and so
on.
Make sentences using: knock down, operate
on, pick up, look after, put out, return (no
back), discuss (no about), cope (no up),
and dress (normally no up), come across
meet, fill in, turn down, speak up, speak
out, down, up, after, on, and so on
Speak out, keep on, hold up, take off, take
away, catch up with, cope with, and turn
out, and so on.
Lesson 5 Test 3 Give contextual Define given NATIONAL Spelling
Comprehension meanings of words words Syllabus
Vocabulary contextually 4005/1 1. Receive
Pg 4 2. Recent
Teacher’s Resource 3. Recognise
Book 4. Recommend
5. Rectangular
6. Relationships
7. Relevant
8. Reliving
9. Reluctant
10. Remnant
word meaning.
learnt vocabulary.
Lesson 6 Essay writing Enterprise Discuss how National Syllabus pg Spelling
Guided people from v
composition your area earn 1. Hesitated
their living 2. Hilarious
and how 3. History
various jobs 4. Hoarse
affect family 5. Honest
life. 6. Horrified
7. Hostel
8. Humorous
9. Hurriedly
10. Hygiene
Enterprise
Write a letter to the editor of your school
magazine describing a project which has
been done by you and your class.
Write about how people from your area earn
their living and how various jobs affect
family life.
The importance of (piggery, pottery,
swimming, soccer, and so on)
The importance of technical and vocational
subjects.
By the end of
the lesson,
pupils should
be able to:
Lesson 1&2 Sentence Conjunctions and ways Use only one Word roots
construction of joining sentences conjunction to Explore and Write 2, Circum - around
join two by John Jennings, pg Circumference, circumstances, etc
clauses. Use 6 Spelling
difficult Step Ahead New
conjunctions Secondary English 1. Illegal
such as: every Learner’s Book, 2. Imagination
time (often Chinodya S, pg 7 3. Imaginative
incorrectly 4. Implicate
used as an 5. Improvement
adjective); 6. Including
otherwise; 7. Inexpert
because, and 8. Information
so on. 9. Informative
10. Insane
Study these sentences: ‘He went up to the
door.’ ‘He did not knock.’
Become ‘He went up to the door but he
did not knock.’
Join different sentences using ‘and, yet, or’,
and so on.
You can go to the farm by bus. You can go
to the farm by train.
The early maize crop did very well. The
tobacco did not do so well.
The passengers shouted for him to stop. He
proceeded past the station.
She claims to love children. Her own are
looked after by her mother.
He wrote two novels on country life. He
wrote many language textbooks.
Old Jari likes to chew bones. He has never
broken a tooth.
Lesson 3 Direct and Reported speech Correct the NATIONAL Spelling
indirect speech (indirect speech) punctuation in Syllabus
direct speech; 4005/1 1. Insolent
use ‘that’ in Pg 5 2. Insurance
indirect speech; 3. Intelligent
Switch from New Secondary 4. Intention
direct to Step Ahead 5. Interesting
indirect, English Book 4 6. Interrupt
particularly Pg. 125 7. Invisible
with negative 8. Irrational
statements, 9. Issue
exclamations, 10. Jeopardy
imperatives
and all kinds
of questions.
Report what was said
‘Don’t be late!’ she said. She told me not to
be late.
‘Why haven’t you finished?’ she asked me
why I had not finished.
‘Be quiet!’ she shouted. The teacher told
us to be quiet.
‘Sh-h-h!’ The teacher told us to be quiet.
Lesson 4 Verbs Compound verbs and Use the future NATIONAL 1. Jettison
constructions perfect, future Syllabus 2. Journey
continuous and Pg 3. Kidnapped
other New Step Ahead 4. Kiosk
English Book 5. Knowledge
compound
6. Language
tenses in
7. League
various 8. Library
sentences. 9. Lightning
10. Litany
By this time next month I will have
finished building my house. (We, you, he,
she, it, they)
I will have done my work by the time you
arrive home.
I will be boarding the train at seven in the
morning.
I would like to have met her.
I am pleased to have been able to help
Make similar sentences of your own.
contextually Teacher’s Resource 1. Literacy
Book 2. Lullaby
3. Lunar
4. Lyrebird
5. Majestic
6. Malt
7. Martial
8. Matted
9. Mayor
10. Measured
word meaning.
learnt vocabulary.
Lesson 6 Complex The use of the Construct NATIONAL Spelling
sentences subjunctive were in (if) sentences using Syllabus 1. Medicine
clauses the subjunctive Pg 2. Medieval
‘were’. English Today 3. Minerals
Students’ Book EC 4. Molecule
Machingaidze pg 4 5. Molten
6. Moult
7. Mucous
8. Muscle
9. Muscular
10. Museum
Use the subjunctive ‘were’ in formal
conversation only. Use if to say that
something will happen only after something
else happens or becomes true.
Use the subjunctive ‘were’ in the ‘if’ clause
to show that the meaning is conditional.
Construct five complex sentences such as:
If I were a queen, I would remove all
beggars from the streets.
If I were/was taller, I could be a policeman.
If I were you, I would think twice before
bringing up the issue again.
By the end of
the lesson,
pupils should
be able to:
Lesson 1&2 Register and Character Precisely and NATIONAL Word roots
communication Attitude correctly Syllabus p Co - with, together
answer Focus on English Co-pilot, cooperate, etc
questions on Book pg Spelling
register. ‘O’ 4005/2 Syllabus
pg 9 1. Mysterious
Step Ahead 2. Mystery
Book pg 3. Music
4. Myth
5. Natural
6. Negligent
7. Neighbour
8. Niece
9. Normality
10. Nutrition
Class discussion on comprehension
answering skills.
Written exercise.
Lesson 3 Discourse Emphasis words Use discourse NATIONAL Spelling:
markers Addition words markers in Syllabus 1. Advise
Change of direction essay writing Teacher’s notes 2. Affair
words correctly. Step Ahead 3. Forbid
Illustration words 4. Adventitious
5. Affable
6. Affirmative
7. Agape
8. Fair
9. Promptly
10. Reply
Copy all the discourse markers on the board.
Use them correctly in essay writing.
Lesson 4 Ways to begin Participial phrases: Construct Teacher’s notes Spelling
sentences sentences Step Ahead
beginning with Book 1. Notice
participial 2. Oblige
phrases: 3. Observe
4. Occur
5. Ogre
6. Omit
7. Opportunity
8. Optical
9. Option
10. Organize
The way you begin your sentences makes
your writing good or boring to the reader.
Beginning your sentences in a variety of
ways adds high interest value to your
writing as it breaks monotony.
Searching round for evidence, they found
two footprints.
With her husband living, she ran the farm
herself.
Comprehension Give contextual Define given National Syllabus Spelling
Vocabulary meanings of words words 4005/1Pg 4 1. Origami
contextually Teacher’s Resource 2. Oxygen
Book 3. Parallel
4. Pedestal
5. Personalities
6. Pincer
7. Plait
8. Pleasure
9. Prankster
10. Pray
word meaning.
learnt vocabulary.
Lesson 6 Essay writing Health issues such as Write a speech NATIONAL Spelling
(Guided) HIV and AIDS and on what people Syllabus
compositions. other chronic diseases should do to 4005/1 1. Precious
control the Pg v 2. Predators
spread of Step Ahead 3. Present
AIDS. Book 4. Prey
5. Principal
6. Principle
7. Professor
8. Pumpkin
9. Punctual
10. Pure
Health issues such as HIV and AIDS and
other chronic diseases
The importance of HIV testing.

What, in your opinion, should people do to
control the spread of AIDS?
The challenges being faced by people living
with disabilities in my community (in the
world).
How should the youth fight against HIV and
AIDS?
The spread of HIV and AIDS can be
prevented. Do you agree?
A doctor who seriously neglected his
patients.
Describe an occasion when you were ill and
spent a week or more at home.
9. Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities
By the end of
the lesson,
pupils should
be able to:
Lesson 1&2 Complex Clauses beginning with Construct NATIONAL Word roots
sentences conjunctions: complex Syllabus Contra - against
Ways to begin As long as… sentences using Teacher’s notes Contradict, contravene, etc
sentences Provided that… As long as… Step Ahead Spelling
Provided
that… 1. Pursuit
2. Quaint
3. Quay
4. Quench
5. Query
6. Queue
7. Radial
8. Ravine
9. Razor
10. Realistic
The way you begin your sentences makes
your writing good or boring to the reader.
Beginning your sentences in a variety of
ways adds high interest value to your
writing as it breaks monotony.
Construct complex sentences such as:
As long as you are there, I do not mind
what happens.
Provided that it rains within two weeks,
this will be an excellent crop.
Lesson 3 Sentence Unfortunately, Construct NATIONAL Spelling:
modifiers and Reluctantly, To be sentences using Syllabus
connectors: frank, What is more, modifiers and Teacher’s notes 1. Aiding
connectors Step Ahead 2. Abetting
3. Sound/raise alarm
4. Ajar
5. on alert
6. Alight
7. Alive and kicking
8. All of a sudden
9. Alluding to
10. Altogether
11. Always
Unfortunately, the news is bad.
Reluctantly, I carried out her orders.
To be frank, I wish I had never cone.
What is more, he did not tell me he was
leaving.
Lesson 4 Preposition and Complex sentences Construct NATIONAL Spelling
gerund using prepositions and sentences using Syllabus
constructions verbs with an –ing such Pg 1. Remorse
as: respecting, going, Focus on English 2. Replenish
and so on. Book 3. Replenish
Pg 4. Require
5. Responsible
6. Rhyme
7. Ridiculous
8. Rogue
9. Saxophone
10. Scavenger
Running in the sun makes Jane feel dizzy.
Reading many books gives you knowledge.
‘Running in the sun’ and ‘Reading many
books’ stand for nouns or subjects and help
you break away from the simple sentence
construction.
They are also called verbal nouns.
Construct sentences such as: On hearing
the news, she decided to go home.
By respecting our elders, we uphold our
culture.
For all the work you have done, the
company is going to pay you.
I came straight her without going home
first.
contextually Teacher’s Resource 1. Scene
Book 2. Skeptical
3. Schnitzel
4. Scientific
5. Seize
6. Sewage
7. Sewerage
8. Shoulder
9. Shrieked
10. Signal
word meaning.
learnt vocabulary.
Lesson 6 Indefinite Using whatever, Construct NATIONAL Spelling
constructions however, wherever, complex Syllabus
whoever, and so on sentences such Pg 1. Skeleton
as: Wherever 2. Slaughter
3. Society
you go, I will
4. Sought
always think of
5. Spectacular
you. Whatever 6. Stammered
I do, it seems I 7. Stomach
am doing the 8. Submarine
wrong thing. 9. Subside
Whenever it 10. Success
rains, Construct complex sentences such as:
Whenever the Wherever you go, I will always think of
employer calls, you.
To me, Whatever I do, it seems I am doing the
wrong thing. Whatever happened, she
Whenever she arrives at the gate,
Much to my annoyance,
However much I tried,
Whatever John does,

By the end of
the lesson,
pupils should
be able to:
Lesson 1&2 Sentence Comment clauses Construct NATIONAL Word roots
construction complex Syllabus Counter - against
sentences using Teacher’s notes Counteract, counterattack, etc
as you know, Step Ahead Spelling
as far as I
understand, 1. Summoned
and I suppose. 2. Supervision
3. Surround
4. Survive
5. System
6. Taffeta
7. Talons
8. Tarantula
9. Taught
10. Technique
Construct five complex sentences using as
you know, as far as I understand, and I
suppose.
For example:
As you know, I detest smoking.
The problem – as far as I understand – has
to do with the method of drying the leaves.
What we need, I suppose, is a new valve.
Lesson 3 Relative clauses Using Join sentences NATIONAL Spelling
(with Relative clauses (with using ‘at Syllabus 1. Attempting
prepositions) prepositions) which’, ‘in Teacher’s notes 2. Amulet
whose’, ‘in Step Ahead 3. Anticipate
whom’, ‘on 4. Keep up appearances
which’, ‘by 5. Apple of an eye
which’, 6. Arduous
‘through 7. Apart from
whom’ 8. Bleary-eye
depending on 9. Turn a new leaf
the level of 10. Unorthodox behaviour
intimacy Construct five sentences using ‘at which’,
between you ‘in whose’, ‘in whom’, ‘on which’, ‘by
and the person which’, ‘through whom’
to whom you
are writing. That is the man to whom I sold the cow.
The relative clause ‘to whom’ links the
subject ‘the man’ and the object ‘the cow’.
Without the relative clause you would have
two sentences.
That is the man.
I sold my cow to him.
The prepositions are joined to pronouns, for
example which, whom, and so on.
Lesson 4 Sentence Compound sentences Construct NATIONAL Spelling
construction sentences with Syllabus 1. Maintenance
two or more Teacher’s notes 2. Mischievous
verbs, joined Step Ahead 3. Misspell
using and and 4. Necessary
but 5. Nervous
6. Occasion
7. Outrageous
8. Parallel
9. Particular
10. Personal
Construct sentences with two or more verbs,
joined using and and but.
Avoid mixing tenses, that is, past and
present tenses.
Vocabulary meanings of words words 4005/1Pg 4 1. Personnel
contextually Teacher’s Resource 2. Permanent
Book 3. Pursue
4. Popular
5. Population
6. Privilege
7. Procedure
8. Professor
9. Pronunciation
10. Recommend
word meaning.
learnt vocabulary.
Lesson 6 Essay writing Heritage Studies Argue whether NATIONAL Spelling
school subjects Syllabus
and activities Pg v 1. Ridiculous
are supposed to 2. Referring
be compulsory 3. Rhyme
or not. 4. Separate
5. Seize
6. Similar
7. Slippery
8. Steadily
9. Successful
10. Temporary
Heritage Studies
Should all school subjects and activities be
compulsory or should you have a choice?
‘Schools are not strict enough’. What do
you think?
Superstitions.
The importance of our national monuments.
NAME & SURNAME. NCUB E OCTAVIA
FORM 1 ENGLISH LANGUAGE SCHEME
EC No. 5875774K
NGANUNU HIGH SCHOOL
DISTRICT MATOBO
PROVINCE MATABELELAND SOUTH
TERM 2: 2024
SOURCES/ REFERENCES
1. STEP AHEAD BOOK

2. ENGLISH FOR ZIMBABWE BOOK
3. STRUCTURES AND SKILLS BOOK
AIMS:
Enhance the pupils’ skills of listening, speaking, reading and writing so as to enable them to meaningfully and creatively take
part in the social, political and economic spheres of their country.
Equip pupils with linguistic to help them advance themselves in the acquisition of vocational skills as well as make them
linguistically relevant in society.
Empower pupils with creative writing prowess.
Expose pupils to diverse values of their society as well as those of other societies.
Develop reading abilities to enhance a thorough understanding of various texts for purposes of responding to comprehension
passages.
By the end of the lesson,
pupils should be able to:
Lesson 1&2 Sentence Relative clauses Join sentences using to NATIONAL Word roots
construction (with contact Syllabus De = away, down, remove
clauses): Teacher’s notes Decent, decompose, etc
Step Ahead Spelling
1. Tension
2. Tentacles
3. Terrance
4. Terrible
5. Terribly
6. Territory
7. Thermonuclear
8. Travelled
9. Treasure
10. Uncomfortable
That is the man I sold my cow to.
That is the bus I boarded to
Mutare last week.
Two sentences can be joined with
a contact clause, but no relative
pronoun, which, whose, and so
on.
The two sentences are:
That is the bus.
I boarded it to Mutare last week.
Now construct five sentences
using to.
Lesson 3 Comprehension Give contextual Define given words NATIONAL Spelling:
Vocabulary meanings of contextually Syllabus 1. Scheme
words 4005/1 2. Secure
Pg 4 3. Litmus
Teacher’s 4. Odious
Resource Book 5. Insidious
6. Insipid
7. Insolent
8. Pell-mell
9. Muster
10. Tumult
Class discussion on the techniques
on giving word meaning.
Construct five simple sentences
using the learnt vocabulary.
Lesson 4 Sentence What clauses as Construct sentences using NATIONAL 1. Unexpectedly
construction subjects What clauses as subjects Syllabus 2. Unfortunately
Teacher’s notes 3. Unique
Step Ahead 4. Unnatural
5. Upholsterer
6. Urban
7. Urgency
8. Useless
9. Valuable
10. Vegetables
Construct five sentences using

what clauses as subjects.
For example:
What I do at home is my own
business.
What I do outside school is my
own business.
What annoys me is that he denies
it.
Lesson 5 The infinitive of Using the Use the infinitive of result NATIONAL Spelling
result infinitive of ‘to’ Syllabus
result ‘to’ Teacher’s notes p. 1. Able
28 2. Aboard
Step Ahead 3. Above
4. Actor
5. Adventure
6. Although
7. Always
8. Another
9. Anybody
10. Anyone
Join sentences using the infinitive
of result.
For example:
I returned home after school. I
found the house in total disaster.
I returned home after school to
find the house in total disaster.
I arrived early. I discovered he
had not got out of the bed.
I arrived early, only to discover
he had not got out of the bed.
Lesson 6 Children’s rights Problems faced Bring out the problem he or NATIONAL Spelling
and by youths. she can face and who he or Syllabus
responsibilities she can confide in for Pg v 1. Anywhere
advice. 2. Appear
3. Around
4. Arrive
5. Asleep
6. Attach
7. Baby
8. Backyard
9. Bare
10. Beach
Children’s rights and
responsibilities
If you had a problem, to whom

would you turn for advice and
why?
Describe some ways in which
young people of your community
seem to offend their elders.
What problems are faced by
young people today?
Are rich children always happier
than those who come from poorer
families?
Parents.
Is it important that young people
should know about the history of
their country?
Young people have more
problems than adults. Do you
agree?
Teenagers sometimes complain
that they are treated like children.
What are your opinions about
this?
‘Teenagers should not be sold
cigarettes by shopkeepers’. What
do you think?
‘Young people should not be
allowed into cinemas’. What do
you think?
Write a story about a boy who
suffered from cancer as a result of
cigarette smoking.
‘Young become bored during
their free time’. What do you
think?
Too many young people are ill-
mannered’. What do you think?
The dangers of smoking.
The problems of alcohol abuse.
What were you afraid of when
you were a small child?
What dangers should young
people guard against when they
leave school?
It is said that young people should
always respect and obey those
older than themselves. What are
your feelings about this?
Describe an occasion when you
said or did something that you
later regretted very much.
The most popular student in my
class
Write about ways in which
students can conserve the
community while at school.
‘Between the ages of 16 and 21 all
young people should be required
to give one year of service to the
community.’ What is your opinion
about this?
What I wish my parents could do
to their children.
Parents should have no control
over a child when that child
becomes eighteen years old.
Young people owe their parents at
all. What are your views?
Should parents be blamed if their
children behave badly?
Waiting for the results?
Parent: I know what life is like. If
you have any sense of you’ll take
my advice.
Young Person: The world has
changed since you were young.
You don’t understand our
problems today. Besides, we
ought to be free to do what we
like.
What are your views on this
argument?
Lesson 1&2 Impersonal Impersonal ‘it’ Construct sentences using NATIONAL Word roots
clauses + ‘that’ clauses impersonal clauses Syllabus Dis = not
Teacher’s notes p. Discourage, disembark, etc
28 Spelling
Step Ahead
1. Beaks
2. Behind
3. Being
4. Belly
5. Below
6. Birthday
7. Bleed
8. Blind
9. Bodies
10. Bought
impersonal clauses. For example:
It is strange that she should want
to leave so suddenly.
It is important that we finish
before it rains.
Lesson 3 Sentence Construction Construct sentences using NATIONAL Spelling:
construction with ‘such’ ‘such’ Syllabus
Teacher’s notes p. 1. Attracted
28 2. Constantly
3. Frequent
4. In progress
5. Conscious
6. Fading
7. Domesticated
8. Guarantee
9. Enjoy comfort
10. Accept confinement
‘such’.
For example:
It fell with such force that it
shattered into tiny pieces.
It was such a long way that we
decided to leave early.
Lesson 4 Adverbs and Using adverbs Construct sentences using NATIONAL Spelling
‘enough’ together with adverbs and ‘enough’ Syllabus
‘enough’ Teacher’s notes p. 1. Verdant
28 2. Vessel
3. Victory
4. Villages
5. Violence
6. Vision
7. Voyage
8. Vultures
9. Wary
10. Weary
adverbs together with ‘enough’.
For example: I could not run fast
enough to catch him.
I did not start quickly enough to
win the race.
Lesson 5 Comprehension Give contextual Define given words NATIONAL Spelling
Vocabulary meanings of contextually Syllabus
words 4005/1 1. Wearisome
Pg 4 2. Weighed
Teacher’s 3. Weight
Resource Book 4. Weird
5. Wholly
6. Witchery
7. Women
8. Wonderful
9. Wrapped
10. Wrinkle
Lesson 6 Sentence Using ‘so as to’, Construct sentences using NATIONAL Spelling
construction ‘so that’ ‘So as to’, ‘so that’ Syllabus 1. Written
Teacher’s notes p. 2. Yacht
29 3. Yearn
4. Yield
5. Youngster
6. Youthful
7. Zany
8. Zenith
9. Zodiac
10. Zoology
Construct five sentences using so
as to and so that.
For example: She climbed the tree
so as to have a better view.
She climbed the tree so that she
would have a better view.
Lesson 1&2 Sentence ‘Except’ Construct sentences using NATIONAL Word roots
construction ‘Except’ Syllabus E = out of
Teacher’s notes p. Emit, emigration, etc
30 Spelling
1. Accelerating
2. Accidentally
3. Accommodation
4. Accumulate
5. Acquainted
6. Acquire
7. Adrenaline
8. Aisle
9. Annihilate
10. Annoyance
except and except that.
For example:
It was a wonderful idea, except
that there was not enough money.
Everyone was cheerful except
Susan.
Lesson 3 Sentence Using whether or Construct sentences using NATIONAL Spelling:
construction not whether or not. Syllabus
Teacher’s notes p. 1. Nomadic
30 2. Diminished
3. Gradually
4. Predators
5. Initially in the beginning
6. Annually
7. Detect
8. Flee
9. Acute
10. Instances
11. Camouflage
whether or not.
For example:
Whether or not it rains, we will
go out.
Whether it rains or not, we will
go out.
Lesson 4 Verbs: Using Construct sentences using NATIONAL Spelling
progressive progressive tenses and Syllabus
tenses and ‘always’ to denote Teacher’s notes p. 1. Appearance
‘always’ to disappointment 30 2. Appreciated
3. Appropriate
denote
4. Archeology
disappointment
5. Awkwardly
6. Baulk
7. Beige
8. Belligerence
9. Benefited
10. Benevolent
Construct five sentences using the
progressive and ‘always’ to
denote disappointment.
For example:
You are always breaking things.
He is always telling lies.
Vocabulary meanings of contextually Syllabus 1. Blase
words 4005/1 Pg 4 2. Brevity
Teacher’s 3. Brilliance
Resource Book 4. Brusque
5. Buoy
6. Camouflage
7. Carcasses
8. Changeable
9. Climatic
10. Colloquial
Lesson 6 Essay writing Environmental Describe the results of NATIONAL Spelling
issues unusual weather conditions Syllabus
in Zimbabwe. 4005/1 1. Colossal
Pg v and 2 2. Column
3. Competence
4. Complementary
5. Complimentary
6. Conscience
7. Conscious
8. Consequently
9. Correspond
10. Courageous
Environmental Issues
Describe the results of unusual
weather conditions in your
community (Zimbabwe).
The effects of water shortage.
Communities should contribute to
protecting the environment. How
far do you agree?
Land.
Food.
Drought followed by famine is
almost always a problem
somehow in the world. What are
your views on this subject?
Describe a place of great natural
beauty, or a place of great local or
national importance.
Discuss the importance of wildlife
in your country.
The beauty of wood.

The importance of plants and
animals to human life.
The pleasure of gardening.
Imagine that someone from
abroad has visited your home.
Describe what you showed him
(or her) to introduce him (or her)
to everyday in your area.
Lesson 1&2 Sentence Using ‘So’ + Construct five sentences NATIONAL Word roots
using ‘So’ + ‘do’ to replace Syllabus En = take in
construction ‘do’ to replace a a verb group Teacher’s notes p. Encourage, engulf, enjoy, etc
verb group 30 Spelling
1. Cylinder
2. Debris
3. Decomposed
4. Deficient
5. Definitely
6. Delicious
7. Dependence
8. Desiccate
9. Desperate
10. Desperation
‘So’ + ‘do’ to replace a verb
group.
For example:
John drives a lorry. Thomas
drives a lorry.
John drives a lorry. So does
Thomas.
He promised to finish spreading

the manure. He did not finish
spreading manure.
He promised to finish spreading
the manure, but he did not do so.
Lesson 3 Negatives Double Construct five sentences NATIONAL Spelling:
negatives: using double negatives Syllabus
Teacher’s notes p. 1. Intact
31 2. Minor
3. Baffled
4. Regularly
5. Withstand
6. Singled out
7. Annual
8. Obvious
9. Seriously
10. Accelerates
double negatives.
For example:
His statement cannot go
unchallenged.
Lesson 4 Questions Negative Construct five sentences NATIONAL Spelling
questions using negative questions Syllabus
Teacher’s notes p. 1. Dominant
31 2. Draught
3. Dungeon
4. Effervescent
5. Efficient
6. Embarrassed
7. Environment
8. Esteem
9. Euphoric
10. Exaggerate
negative questions.
For example:
Don’t you know where the bursar
is?
Vocabulary meanings of contextually Syllabus 1. Exhilarating
words 4005/1 Pg 4 2. Explanatory
Teacher’s 3. Facilities
Resource Book 4. Fascinating
5. Fluorescent
6. Fuchsia
7. Gauge
8. Ghoul
9. Grandeur
10. Guaranteed
Lesson 6 Sentence Using neither Construct five sentences NATIONAL Spelling
construction nor: using neither nor. Syllabus
Teacher’s notes p. 1. Guillotine
31 2. Gynecology
3. Hemoglobin
4. Hallucinate
5. Humanitarian
6. Imaginable
7. Incandescent
8. Incompetent
9. Inconsequential
10. Inconsolable

neither nor.
For example:
Neither Tom nor Jerry was
paying attention.
Lesson 1&2 Quasi–negatives Little Construct five sentences NATIONAL Word roots
(Seemingly but Few using Little Syllabus Ex = out of, previous, from
not really Only Few Teacher’s notes p. Extract, exploit, exodus, etc
negative) hardly/barely/ Only 32 Spelling
scarcely hardly/barely/ scarcely 1. Incorporate
rarely/seldom rarely/seldom 2. Indecipherable
3. Insanity
4. Interrogate
5. Intrigue
6. Intriguing
7. Iridescent
8. Irrelevant
9. Irresponsible
10. Judicial
words such as: We rarely/seldom
visit our aunt.
Scarcely any were left.
I can hardly/barely/ scarcely
hear him.
Only on times of severe drought
does the river dry up.
Few people succeed without hard
work.
Little rain means a small harvest.
Lesson 3 Sentence Negative Construct five sentences NATIONAL Spelling:
construction constructions using negative constructions Syllabus 1. Will - desire
Teacher’s notes p. 2. Forced - compelled
32 3. Offer - present
4. Fresh - new
5. in time - in the future (one day)
6. Popular appeal - it pleases
many people
7. Inhabited place - a place where
there are people living
8. All but impossible - it was so
difficult that it was almost
impossible to ...
9. Invasion - attack by other
people, animals etc
10. Apparitions - sight of ghosts
etc
such as:
Why don’t you ask the teacher?
I think so, not that I am an expert.
Lesson 4 Appropriate words Word Give meaning to contracted NATIONAL Spelling
and their meaning contraction It’s words. Syllabus
Its Teacher’s notes p. 1. Kaleidoscope
Theirs 32 2. Kayaking
There’s 3. Lacerate
Whose 4. Leisure
Who’s 5. Lieutenant
We’re 6. Liquefy
You’re 7. Litigious
Yours 8. Longevity
9. Luminescent
10. Magnificent
Give meaning to contracted words
such as:
It’s = it is
Its = of it (belong(s) to it)
Theirs = of them (belong(s) to
them)
There’s = there is
Whose = of who (belong(s) to
who)
Who’s = who is
We’re = we are
You’re = you are
Yours = of you (belong(s) to you)
words 4005/1 Pg 4 1. Malaria
Teacher’s 2. Mandible
Resource Book 3. Manoeuvre
4. Mathematician
5. Mediaeval (medieval)
6. Miniature
7. Minions
8. Mischievous
9. Misconstrue
10. Misogyny
Lesson 6 Essay writing Financial State the importance of NATIONAL Spelling
literacy developing a country Syllabus
through agriculture or Pg v 1. Naivety
manufacturing industries. 2. Narcissist
3. Necessary
4. Nonchalant
5. Noticeable
6. Notoriety
7. Nuisance
8. Obedient
9. Obnoxious
10. Obscure
Financial literacy
Which is more important to
develop in your country,
agriculture or manufacturing
industries?
The importance of technical and
vocational subjects.
The importance of (piggery,
pottery, swimming, soccer, and so
on).
Money is the key to happiness. Do
you agree?
‘Advertisements are boring,
useless, and often misleading.’
How far do you agree with this
opinion?
Cheap things are ‘expensive’.
Discuss.
Is it more important to enjoy your
job than to earn a great deal of
money?
Lesson 1&2 Sentence Precise Construct five sentences NATIONAL Word roots
construction references to day using phrases such as: Every Syllabus Fore = in front, before
and times other Monday, Teacher’s notes p. Foreground, foresee, etc
The first Tuesday of every 33 Spelling
month 1. Observation
The day before yesterday; 2. Obsessed
The day after tomorrow; and 3. Obsessive
so on 4. Occasionally
5. Occasions
6. Occurrence
7. Opaque
8. Oscillate
9. Peculiar
10. Personally
Phrases such as:
Every other Monday,
The first Tuesday of every month
The day before yesterday;
The day after tomorrow; and so
on
The twenty-four hour clock

Seventeen hundred hours; and so
on
Lesson 3 Directions Using Construct five sentences NATIONAL Spelling:
expressions using expressions such as: Syllabus
such as: On the left/right Teacher’s notes p. 1. Mass hysteria
On the left/right To the left/right 33 2. Civil strife
To the left/right The second turning 3. Entire
The second By the left/right 4. Keen
turning When you come to the 5. Astounding
By the left/right Right at the end of the; and 6. Apparent
When you come so on. 7. Scarcely
to the 8. Concentration
Right at the end 9. Mystified
of the; and so on 10. Deduced
expressions such as: On the
left/right
To the left/right
The second turning
By the left/right
When you come to the
Right at the end of the; and so on
Lesson 4 Using prefer… to What do you Construct sentences using 1. Mass hysteria - mental illness
prefer? expressions such as: of many people
2. Civil strife - fighting among
themselves
3. Entire - whole
4. Keen - eager, interested,
anxious
5. Astounding - amazing,
surprising,
6. Apparent - obvious
7. Scarcely - hardly
8. Concentration - grouping,
assembly, collection
9. Mystified - baffled, awed
10. Deduced - concluded, came to
a conclusion
expressions such as:
words 4005/1 Pg 4 1. Persuade
Teacher’s 2. Persuasive
Resource Book 3. Pessimistic
4. Phosphorescent
5. Physically
6. Plateau
7. Population
8. Precise
9. Privileged
10. Proposition
Lesson 6 Word formation Opposites Using Form word using prefixes Spelling
prefixes such as un- dis- im- in- ir-
1. Psychiatrist
2. Psychic
3. Psychology
4. Purest
5. Purist
6. Quiescent
7. Racquet
8. Rancour (rancor)
9. Realistically
10. Recognisable
Prefixes are syllables put in front
of a word to give a different
meaning. For example, a bicycle
(two wheels) is different from a
tricycle (three wheels); an adverb
is quite different from a proverb.
Happy – unhappy
Correct – incorrect
Agree – disagree
Kindness - unkindness
Prefixes you should know are: un-
dis- im- in- ir-
We also know the prefix re-
meaning ‘again’.
Lesson 1&2 Language Correcting errors Correct errors in given Explore and Word roots
in given sentences Write 2, by John Hyper = extreme, exaggerated
sentences Jennings, pg 6 Hypersensitive, hypermarket, etc
Spelling
1. Redemption
2. Reign
3. Rein
4. Reminiscent
5. Responsibility
6. Resurrect
7. Resuscitate
8. Rhythm
9. Ricochet
10. Rigorous
Correct errors in the following
sentences:
They were all dressed very tidy
for the event.
I am after doing all my exercises.
I have permission for to go home.
Lesson 3 Punctuation Capital letters Punctuate sentences using NATIONAL Spelling
and other marks the capital letter where Syllabus
appropriate. 4005/1 1. Sabotage
Pg 5 2. Scimitar
3. Scintillate
Explore and 4. Separate
Write 2, by John 5. Silhouette
Jennings, pg 6 6. Skulduggery
7. Sovereign
8. Stationary
9. Sufficient
10. Telekinesis
Punctuate and insert capital letters
in the following sentences:
Have you seen the film you only
die once I asked if you arent doing
anything after 8 tonight you
should go to see it I said.
Lesson 4 Technicalities Clauses and Define a clause. Explore and Spelling
adverbs Tell the function of a clause. Write 2, by John 1. Temperamental
Give examples of clauses. Jennings, pg 6 2. Temporary
3. Therapeutic
4. Thoroughly
5. Tournament
6. Tsunami
7. Ubiquitous
8. Unconscious
9. Unnecessary
10. Vertebrates
Analyse the components of A clause is part of a sentence.
the given sentence Subordinate clauses do the work
Grammar of a noun, adjective or adverb.
Explore and Examples:
Write 2, by John Noun clauses: John said that he
Jennings, pg 38 was late for school.
Adjective clauses: I do not know
the boys who are coming to the
party.
Adverb clauses: We can begin the
work when everyone is ready.
An adverb clause can be
introduced by the following
words: when, while, where,
because, in order that, though
They lost their way because the
snow had covered their pathway.
Write out separately the clauses in
this sentence.
Say what kind the subordinate is
and what its function is.
Write out separately the subject
and predicate of the principal
clause.
Say what part of speech each of
the words in bold is.
Vocabulary meanings of contextually⅝ Syllabus 1. Vicious
words 4005/1 Pg 4 2. Voila
Teacher’s 3. Vulnerable
Resource Book 4. Waive
5. Wilful or willful
6. Wondrous
7. Wraith
8. Wrought
9. Wrath
10. Zephyr
Lesson 6 Essay writing Digital literacy Describe the advantages and NATIONAL Spelling
disadvantages of using cell Syllabus
phones. 4005/1 1. Cake
Pg v 2. Carries
3. Catch
4. Chain
5. Chalk
6. Change
7. Chase
8. Chest
9. Child
10. City
Digital literacy
Has life been improved by the
widespread use of cell phones?
Explain how new scientific
knowledge or a new process has
helped one of the following in
recent years: farmers;
manufacturers; doctors;
engineers; road congestion;
astronomy; and navigation;
physics, and chemistry. (Explore
and Write 2, by John Jennings,
Westgate Educational Publishing
Limited, Walintown1976) Pg 81
Computers. (Explore and Write 2,
by John Jennings, Westgate
Educational Publishing Limited,
Walintown1976) Pg 81
The use of cell phones has
destroyed the reading habit.
What would you consider to be
attributes of a good community
library?
Success depends on academic
qualifications. Do you agree?
Lesson 1&2 Technicalities Punctuation Use the capital letter, NATIONAL Word roots
marks comma and the question Syllabus In, Im, ir, il = not
mark where appropriate. 4005/1 Insufficient, improper, irregular,
Pg 5 illegal, etc
Explore and Spelling:
Write 2, by John 1. tending
Jennings, pg 6 2. pocketed
3. deserted
4. unwary
5. retrieve
6. fragments
7. extended
8. penetrating
9. appallingly
10. wound
11. dense
Put a full stop at the end of a
sentence (.)
Put a comma whenever there is a
list of items, a pause, after a
quotation mark and after direct
speech (,). Put a question mark
after a question (?).
Lesson 3 Words at work Longer word Form longer words. Explore and Spelling: class, claw, clean, climb,
formation Write 2, by John click, close, colour, contains,
Jennings, pg 6 cough, could,
Select words from line 1 and join
them with words from line 2 to
form longer words.
1. Wall, work, card, fire, toy,
foot, super, rail.
2. Ball, shop, market, book,
way, board, paper,
brigade.
Wallpaper, workshop, cardboard,
fire brigade, toy book, football,
supermarket, railway.
Lesson 4 Compound Joining Make sentences longer by Explore and Spelling: couple, cracked, crime,
sentences sentences joining them Write 2, by John crowd, calm, carriage, category,
Jennings, pg 6 celebration, Certain, character
Step Ahead New Join the following sentences:
Secondary James came home. He ate his
English Learner’s dinner.
Book Form 1, I saw the girl. She has blonde hair.
Chinodya S, pg 7 The book is on the shelf. I had it.
I was at school. The visitors came.
The boy sat down. His mother
entered the room.
You can go to the farm by bus.
You can go to the farm by train.
The early maize crop did very
well. The tobacco did not do so
well.
The passengers shouted for him to
stop. He proceeded past the
station.
She claims to love children. Her
own are looked after by her
mother. He wrote two novels on
country life. He wrote many
language textbooks.
Old Jari likes to chew bones. He
has never broken a tooth.
Vocabulary meanings of contextually Syllabus Class discussion on the techniques
words 4005/1 on giving word meaning.
Pg 4 Construct five simple sentences
Teacher’s using the learnt vocabulary.
Resource Book
Lesson 6 Punctuation Capital letters Punctuate sentences using NATIONAL Spelling:
and other marks the capital letter where Syllabus 1. Acquaintance
appropriate. 4005/1 Pg 5 2. Acquit
Explore and 3. Reconcile
Write 2, by John 4. Balancing
Jennings, pg 9 5. Actuality
6. Fuel
7. Adhere
8. Adjourn
9. Adrift
10. Advance
Punctuate and insert capital letters
Cork city is located on the south
coast of Ireland the river lee flows
through it.
Lesson 1&2 Grammar Sentence Analyse the components of Explore and Word roots
construction the given sentence Write 2, by John Mal = bad
Jennings, pg 9 Malfunction, malnutrition, etc
He told me that I must play much

better in the next game. Write out
separately the clauses in this
sentence.
clause.
Lesson 3 Language Correcting errors Correct errors in given Explore and Correct errors in the following
in given sentences Write 2, by John sentences:
sentences Jennings, pg 9 He has being on holidays for two
weeks.
I think he past his driving test.
They do not know to who you are
referring.
Lesson 4 Technicalities Nouns and verbs Pick out five nouns within Explore and A noun is a word which names
their vicinity Write 2, by John something (boy, girl, teacher,
Jennings, pg 9 desk).
A verb is a word which describes
an action (write, talk, play, and
laugh).
Pick out five nouns in the
classroom.
Lesson 5 Comprehension Give contextual Define given words NATIONAL Class discussion on the techniques
Vocabulary meanings of contextually Syllabus on giving word meaning.
words 4005/1 Pg 4 Construct five simple sentences
Resource Book
Lesson 6 Essay writing Collaboration Enumerate what is being NATIONAL Collaboration
done to help poor people in Syllabus What is being done to help poor
their community. 4005/1 people in your community?
Pg v What should be done to improve
the living conditions in your area?
Write a magazine article
suggesting ways in which you
think your school could help
starving children in the poor
nations.
You have accidentally broken the
window of a neighbour’s house.
Write a letter of apology
explaining the circumstances
which led to the breaking of the
window.
Write about your neighbours and
the way they behave.
‘A fool who has got himself into
danger shouldn’t expect to be
helped. It is ridiculous for a brave
person to risk death helping a
fool. What do you think of this
opinion?
Describe an incident that angered
everyone in your neighbourhood.
Describe an incident when you
helped a friend who was in
trouble.
What qualities will you look for in
your future husband or wife?
How important is it that people
should marry and remain living
together permanently?
Lesson 1&2 Word game Words at play Fill in the missing letters. Explore and Word roots
Write 2, by John Mid = middle
Jennings, pg 9 Midway, midrib, etc
Given the following clues fill in
the missing letters:
A single man BAC
To mislead someone DEC
Stops a ship from moving ANC
A disagreement DIS
To hold a view OP
Lesson 3 Noun formation Form nouns from Add –ion to the given verbs Explore and By adding –ion to the word
the given verbs Write 2, by John examine you get the word
Jennings, pg 9 examination. Add –ion to the
following words:
Construct, Satisfy, Correct,
Invent, destroy, receive, deceive,
educate, enumerate, inscribe,
describe, confront
Lesson 4 Sentence Vocabulary Construct sentences using NATIONAL Write sentences using each of the
construction each of the given words Syllabus following words: Construct,
4005/1 Satisfy, Correct, Invent, destroy,
Pg 4 receive, deceive, educate,
Explore and enumerate, inscribe, describe,
Write 2, by John confront
Jennings, pg 9
Vocabulary meanings of contextually Syllabus on giving word meaning.
words 4005/1 Construct five simple sentences
Pg 4 using the learnt vocabulary.
Teacher’s
Resource Book
Lesson 6 Grammar Sentence Analyse the components of Explore and When he arrived, he came to see
construction the given sentence Write 2, by John me.
Jennings, pg 12 Write out separately the clauses in
this sentence.
clause.
MISS OCTAVIA NCUBE
EC NO. EC No: 5875774K
FORM 1 ENGLSH LANGUAGE SCHEME
NGANUNU SECONDARY SCHOOL
TERM 3: 2024
SOURCES/ REFERENCES
1. STEP AHEAD BOOK

2. H
3. LONGMAN - NEW EDITION DICTIONARY
AIMS:
- the usefulness of the English Language as a medium of National and international communication.
- the values of effective language command and use for personal and National development.
Enhance the pupils’ skills of listening, speaking, reading and writing so as to enable them to meaningfully and creatively take part in the
social, political and economic spheres of their country.
Equip pupils with linguistic to help them advance themselves in the acquisition of vocational skills as well as make them linguistically
relevant in society.
Develop reading abilities to enhance a thorough understanding of various texts for purposes of responding to comprehension passages.

Lesson 1&2 Punctuation Capital letters and Punctuate sentences using NATIONAL Word roots
other marks the capital letter where Syllabus Mis = not, incorrect
appropriate. 4005/1 Misinformation, misguided, etc
Pg 5 Punctuate and insert capital letters
Explore and in the following sentences:
Write 2, by John That mans coat was most unusual
Jennings, pg 12 having a red collar blue buttons a
yellow belt and reaching to his
ankles.
Lesson 3 Language Correcting errors in Correct errors in given Explore and There has being no sunshine this.
given sentences sentences Write 2, by John Its a beautiful day for a drive.
Jennings, pg 12 He was decieved by the girl’s
face.
Lesson 4 Technicalities The apostrophe Use the apostrophe where Explore and An apostrophe is used in the
it is necessary Write 2, by John following cases: to indicate
Jennings, pg 12 possession (Genitive case).
Examples: the girl’s book; Jack’s
house.
To show that letters are left out.
Examples: we’ll; you’re; it’s (it
is).
Note: its; belonging to it (no
apostrophe).
It’s; it is (apostrophe).
Vocabulary meanings of words contextually Syllabus on giving word meaning.
4005/1 Pg 4 Construct five simple sentences
Resource Book
Lesson 6 Essay writing Cross cultural Explain how gossip, NATIONAL Cross cultural issues
issues though natural and often Syllabus Explain how gossip, though
harmless, can be a source 4005/1 natural and often harmless, can be
of irritation and even Pg v
danger. a source of irritation and even
danger.
The advantages and disadvantages
of leaving school.
Write about customs of hospitality
in your community.
‘It’s better to be fat and jolly than
thin and miserable.’ What are
your views on this statement?
Write a letter to an embassy
requesting information for a
geography project. (Give some
details about the project)
World peace.
Is population control necessary?
Lesson 1&2 Sentence Contracted forms Write sentences using Explore and Word roots
construction contracted forms. Write 2, by John Mono = one
Jennings, pg 12 Monogamous, monotheistic, etc
Step Ahead New Write sentences using the
Secondary following words: we’re, were, its,
English Learner’s it’s, we’ll, well, o’clock, James’,
Book Form 1, your, you’re, I’ll, ill, theirs,
Chinodya S, pg there’s, book’s, women’s,
26 school’s, student’s, town’s, man’s
Lesson 3 Comparisons Adjectives Fill in the missing words Explore and Fill in the missing words in the
in the given comparisons Write 2, by John given comparisons of the
Jennings, pg 12 following adjectives:
Good, great, bad, little, plentiful,
big, small, fine, late, much
Lesson 4 Grammar Sentence Analyse the components Explore and She could not do her homework,
construction of the given sentence Write 2, by John because he was watching
Jennings, pg 15 television.
this sentence.
clause.
4005/1 Construct five simple sentences
Teacher’s
Resource Book
Lesson 6 Language Correcting errors in Correct errors in given Explore and Correct errors in the following
given sentences sentences Write 2, by John sentences:
Jennings, pg15 I do not know who done it.
There is six chairs in the dining
room.
Jack is the biggest of the two
boys.
Lesson 1&2 Punctuation Capital letters and Punctuate and insert NATIONAL Word roots
other marks capital letters in the given Syllabus Multi = many
sentences: 4005/1 Multimedia, multimillion, etc
Explore and He had tried to tease her but she
Write 2, by John ignored him next tie she would
Jennings, pg 15 get her own back on him boys are
so boring she said to herself.
Lesson 3 Technicalities Adjectives Add full to a word Explore and When you add full to a word you
Write 2, by John drop one l (beautiful, careful).
Jennings, pg 15 Make your own list of words
ending with ‘ful’. Check the
spelling in your dictionary and so
avoid mistakes.
Bucketful, useful, mouthful,
hateful, cheerful, restful,
sorrowful, fearful, playful,
thoughtful, delightful.
Lesson 4 Nouns Singular and plural Write the singular or Explore and Write the singular or plural of the
nouns plural of the given words. Write 2, by John following words: boy, girl, city,
Jennings, pg 15 field, army, lorry, bully, penny,
country, tables.
Teacher’s
Resource Book
Lesson 6 Conflict NATIONAL Conflict management
management Syllabus What part does religion play in
4005/1 your daily life?
Pg v Write a letter to your teacher
explaining why you were absent
from school during your English
test.
the attributes of a good
neighbour?
What do you think are some of the
joys and sorrows of teaching?
Lesson 1&2 Punctuation Capital letters and Punctuate and insert NATIONAL Word roots
other marks capital letters in the given Syllabus Non = not
sentences: 4005/1 Nontoxic, nonstop, etc
Explore and Ring the bell as it is time for the
Write 2, by John morning break the principal said
Jennings, pg 18 the bell rang and the students
thundered from the classrooms
Jennings, pg He had neither a book or a copy.
There were a big team playing
against us.
Our teacher learned us our poetry.
Lesson 4 Grammar Sentence Analyse the components Explore and An adverb clause can be
construction of the given sentence Write 2, by John introduced by the following
Jennings, pg 18 words: when, while, where,
The boy said that he forgot to
bring his book.
this sentence.
clause.
Teacher’s
Resource Book
Lesson 6 Adjectives Constructing Construct sentences using Explore and An adjective tells one more about
sentences using different adjectives. Write 2, by John the noun, (the big boy, the good
different adjectives. Jennings, pg 18 student, the hungry child), (It
shone brightly, The dog barked
loudly. He shouted angrily).
different adjectives.
Underline the adjective and
adverb in this sentence:
‘The blue biro writes beautifully.’
Lesson 1&2 Spelling Putting ‘i’ before Spell difficult words NATIONAL Word roots
‘e’ except after ‘c’ correctly Syllabus Poly = many
4005/1 Pg 5 Polygamous, poly clinic, etc
Explore and Put ‘i’ before ‘e’ except after ‘c’
Write 2, by John (believe; receive; relieve;
Jennings, pg 18 deceive).
Lesson 3 Word formation Words at work Form verbs, nouns, Explore and Form nouns from the following
adjectives, and adverbs Write 2, by John verbs: Move, amuse, choose,
from the given words. Jennings, pg 18 judge, explain.
Form adverbs from the following
adjectives: bright, beautiful,
instant, annual, and accidental.
Construct sentences using the
words from the completed list.
Lesson 4 Word game Words at play Fill in the missing letters. Explore and Given the following clues fill in
Write 2, by John the missing letters:
Jennings, pg 19 A man who rides horses JO….
It travels on rails T….
A bird with long legs CR…
A type of necktie CR….
Resource Book
Lesson 6 Entertainment The advantages and Enumerate the advantages NATIONAL Entertainment
disadvantages of and disadvantages of Syllabus The advantages and disadvantages
being an only child. being an only child. 4005/1 of being an only child.
Pg v Write a paragraph describing how
you would feel after a
disappointment.
Write a paragraph describing a
derelict house.
Write a paragraph, describing the
demolition, of a building. (Words
to use: crash, thunder, collapse,
machine, heap, rubble.)
Imagine you have been lost in a
forest for three days. Describe
some experiences while you were
lost.
Write a paragraph which
accurately describes the view
from your bedroom window.
Write an imaginative paragraph
describing how you feel as you
stand outside the school gate at
quarter past four on Friday
afternoon.
Lesson 1&2 Language Correcting errors in Correct errors in given Explore and
Word roots
given sentences sentences Write 2, by John
Post = after
Jennings, pg 22
Postwar, postpone, etc
sentences:
Them have never read a book.
Everyone are happy during the
holidays.
He laid on the beach for two
hours.
When he came home, he read the

newspaper.
this sentence.
clause.
Lesson 4 Punctuation Capital letters and Punctuate sentences using NATIONAL Punctuate and insert capital
other marks the capital letter where Syllabus letters in the following sentences:
appropriate. 4005/1 I read a book recently entitled the
Pg 5 rise and fall of a teenager which
was a most interesting study of
Explore and the life of a young man the
Write 2, by John speaker said.
Jennings, pg 22
Sentence Subject and Underline the subject and Explore and The subject of a sentence (or
construction predicate predicate in each Write 2, by John clause) is the word which
sentence. Jennings, pg 22 something is said.
For example: ‘The girl goes to
school’.
In this sentence something is said
about the girl (subject).
The predicate in a sentence (or
clause) tells us what is said about
the subject. For example: ‘The
girl goes to school’. The
underlined predicate tells us
something about the girl.
Teacher’s
Resource Book
Jennings, pg 22 Found between programmes on
TV ADV……….
In memory of someone.
REM……..
Standing on your own two feet.
IND……..
A group of people at a meeting.
COM……

Lesson 1 Nouns Plurals of nouns Put nouns into their Explore and Word roots
plurals Write 2, by John Pre = before
Jennings, pg 23 Pre-marital, premature, etc
Put the following nouns into their
plurals: goose, woman, calf, sign,
man, mouse, half, life
Word suffixes
Lesson 2 - Use of : -ly, -ing,
Jennings, pg 24 He took the book of the shelf.
The team are in the football field.
There books are in the desks.
Lesson 4 Punctuation Capital letters and Punctuate sentences using NATIONAL Punctuate and insert capital letters
other marks the capital letter where Syllabus in the following sentences:
appropriate. 4005/1 The town has its advantages and
Pg 5 disadvantages the mayor said I
believe there is a great economic
Explore and future for this area he continued.
Write 2, by John
Jennings, pg 25
Teacher’s
Resource Book
Lesson 6 Gender Women in politics, Argue whether women Gender
commerce or should not engage in In what ways can schools promote
industry.’ politics, commerce or equal opportunities for boys and
industry. girls?
‘Women should be restricted to
work connected with the home
and children. They should not
engage in politics, commerce or
industry.’ How far do you agree
with this statement?
Discuss ways in which women
contribute to society.
‘Boys are lazier than girls.’ Do
you agree?
Do you consider that the lives of
women in your country could be
improved?
Lesson 1&2 Grammar Sentence Analyse the components Explore and Word roots
construction of the given sentence Write 2, by John Re = again
Jennings, pg 25 Rewind, reopen, etc
The boy said that he had done his

homework.
this sentence.
clause.
Lesson 3 Pronouns Personal pronouns Identify and underling the Howard Sargeant A pronoun is a word used instead
used as subjects. different pronouns in each (2007), Basic of a noun. For example:
sentence. English John (noun) is absent today. He
Grammar: For (pronoun) is absent today.
English Language Underline the pronouns in each of
Learners. the given sentences. My name is
Saddleback Michael. I am fourteen.
Educational
My father works hard. He works
Publishing, 3
Watson, Irvine. in a factory.
Book 2, pg 24 My sister is older than me. She is
fifteen.
Explore and Our dog is very naughty. It likes
Write 2, by John to chase cats.
Jennings, pg 25 Bob, you are a bad dog!
David and I are playing football.
We like sports.
Jim and Jeff are my brothers.
They are older than I am.
Adjectives Descriptive words Use descriptive words Explore and Using descriptive words complete
complete the given Write 2, by John the following sentences.
sentences. Jennings, pg 25 During the springtime the
The sun shone on the
He was fourteen years of age
There were some magnificent
scenes which showed
Lesson 4 Word formation Adverbs Form adverbs from the Explore and The word kindly is formed from
given adjectives. Write 2, by John the word kind: (kindly) adverb;
Jennings, pg 25 kind – adjective.
Complete the following by filling
in the missing words.
Kind, busy, careful, beautiful,
actual, happy, practical, fortune
Teacher’s
Resource Book
Lesson 6 Grammar Sentence Analyse the components Explore and She went into the supermarket
construction of the given sentence Write 2, by John while her husband waited in the
Jennings, pg 28 car.
this sentence.
clause.
Lesson 1&2 Language Correcting errors in Correct errors in given Explore and Word roots
given sentences sentences Write 2, by John Semi/hemi = half
Jennings, pg 28 Semicolon, semicircle,
hemisphere,
sentences:
The captain as well as the players
were late for the game.
I was in the principle’s office.
They have not got no
understanding of what they are
studying.
Lesson 3 Punctuation Capital letters Punctuate sentences using NATIONAL Mr o neil is in the street I will call
the capital letter where Syllabus him in for you said the
appropriate. 4005/1 Pg 5 receptionist mr o neil there is
Teacher’s someone to see you.
Resource Book
Focus on English
Book 3 Pp84-85
Explore and
Write 2, by John
Jennings, pg 28
Lesson 4 Technicalities Prepositions Construct sentences using Explore and A preposition is a word that
Conjunctions prepositions at and to and Write 2, by John governs a noun or pronoun (on, at,
the conjunction and. Jennings, pg 28 in, to).
For example: ‘’ The book is on
the desk’.
A conjunction is a word that joins
sentences or words.
The most commonly used
conjunction is and.
Construct two sentences using
prepositions at and to.
Construct three sentences using
the conjunction and.
Resource Book
Lesson 6 Essay writing Disaster Risk Discuss ways to stop road NATIONAL Disaster Risk Management
Management carnages. Syllabus What are the causes of road
4005/1 accidents?
Pg v Discuss ways to stop road
carnages.
Write a story beginning with,
‘The tour bus suddenly hurtled
headlong over a precipice!’
Imagine you were involved in a
car accident. Describe how you
were rescued.
10.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.fM Teacher and pupil Activities
Lesson 1&2 Words at work Noun formation Form nouns from the Explore and Word roots
given verbs words. Write 2, by John Sub = under
Jennings, pg 28 Submarine, subdivision, etc
Form nouns from the words
inform, imply, imitate, divide,
conclude, multiply, destroy, and
educate.
Lesson 3 Sentence Tenses Write out sentences using Explore and Write out sentences using the past
construction the past tense of the given Write 2, by John tense of the verbs in the following
verbs. Jennings, pg 28 list: imply, imitate, divide,
conclude, multiply, destroy, and
educate. For example: ‘I
informed the police about the
accident.’
Lesson 4 Sentence Nouns Write out sentences using Explore and Write out sentences using the
construction the nouns of the given Write 2, by John nouns of the verbs in the
verbs. Jennings, pg 28 following list: imply, imitate,
divide, conclude, multiply,
destroy, and educate. For
example: ‘One can get the
information about the library
services by contacting the
librarian.’
Resource Book
Lesson 6 Grammar Sentence Analyse the components Explore and When they arrived, they were
construction of the given sentence Write 2, by John introduced to the teachers.
this sentence.
clause.
GOROMONZI DISTRICT
MASHONALAND EAST PROVINCE
TERM 1: 2022
PERSONAL DETAILS
QUALIFICATION: M.A. DEGREE IN RELIGIOUS STUDIES (UNIVERSITY OF ZIMBABWE)

B.A. HONOURS IN RELIGIOUS STUDIES (UNIVERSITY OF ZIMBABWE)
DIPLOMA IN PHILOSOPHY (ST AUGUSTINE’S PHILOSOPHATE)
SOURCES/ REFERENCES
1. STEP AHEAD BOOK

3. BASIC ENGLISH GRAMMAR FOR ENGLISH LANGUAGE LEARNERS BOOK 2, HOWARD SARGEANT, 2007
4. CAMBRIDGE ADVANCED LEARNERS’ DICTIONARY
AIMS:
- the usefulness of the English Language as a medium of National and interNational communication.
- the values of effective language command and use for personal and National development.
Lesson 1&2 Punctuation Capital letters and Punctuate sentences using NATIONAL Tele = at a distance
other marks the capital letter where Syllabus Telephone, television, etc
appropriate. 4005/1 Punctuate and insert capital letters
Pg 5 in the following sentences:
Where are you going I asked the
Explore and boy continued on his way
Write 2, by John ignoring my question and taking
Jennings, pg 30 with him his fathers umbrella
Jennings, pg 31 None of us are going with him.
He liked the book, it was very
good.
They have being friends for a long
time.
Lesson 4 Technicalities Sentences Define a sentence. Explore and A sentence is a group of words
Phrases Define a phrase. Write 2, by John which makes complete sense but a
Identify phrases in the Jennings, pg 31 phrase does not.
different sentences. Sentence: I am going home.
Phrase: in the afternoon.
Resource Book
Lesson 6 Essay writing Enterprise Describing a project NATIONAL Enterprise
which has been done by Syllabus Write a letter to the editor of your
you and your class. 4005/1 school magazine describing a
Pg v project which has been done by
you and your class.
Write about how people from
your area earn their living and
how various jobs affect family
life.
on)
Lesson 1&2 Words at work Writing contracted Write the following words Explore and Word roots
words in full. in full: It’s, Write 2, by John Trans = across
There’s, Who’s, We’re, Jennings, pg 31 Transport, translate, etc
You’re, here’s, I’m, we’ve Write the following words in full:
It’s,
There’s, Who’s, We’re, You’re,
here’s, I’m, we’ve
Jennings, pg 34 The teacher with all her pupils
were lost in Africa.
Neither John or Mary are in class
today.
I think I will go their tomorrow.
appropriate. 4005/1 Pg 5 Accidents happen despite many
attempts to stop them the minister
Explore and said he also condemned those who
Write 2, by John exceed the speed limits
Jennings, pg 34
Resource Book
Lesson 6 Technicalities Prefixes Use the prefixes dis, un, NATIONAL Add prefixes to the original word.
mis, in and so on well, Syllabus Do not double the letter at the
especially in spelling the 4005/1 beginning of the original word
words where they are Pg 5 and do not drop a letter in the
used. original word.
Explore and For example: dis – similar –
Write 2, by John dissimilar
Jennings, pg34 Dis – satisfy – dissatisfy
Un – named – unnamed
In – correct – incorrect
Mis – use – misuse
Lesson 1&2 Grammar Sentence Analyse the components Explore and Word roots
construction of the given sentence Write 2, by John Ultra = extreme
Jennings, pg34 Ultra-sensive, ltrasonic, etc
They hid the treasure where they
could easily find it again.
this sentence.
clause.
Lesson 3 Words at work Opposites Write out the opposite of Explore and Write out the opposite of the
the given words. Write 2, by John following words: For example
Jennings, pg34 satisfy – dissatisfy
Allow Honest Just Possible
Approve
Connect Balance Grateful Distinct
Regular
Jennings, pg 35 A big group of musicians
ORCxxxxxx
Another word for suggest
INSIxxxxx
The result of an action
CONSxxxxxx
The opposite to modern ANxxxxx
Lesson 5 Essay writing Health issues such Describe the challenges NATIONAL Health issues such as HIV and
as HIV and AIDS being faced by people Syllabus AIDS and other chronic
and other chronic living with disabilities in 4005/1 diseases
diseases their community Pg v
The importance of HIV testing.
What, in your opinion, should
people do to control the spread of
AIDS?
The challenges being faced by
people living with disabilities in
my community (in the world).
How should the youth fight
against HIV and AIDS?
The spread of HIV and AIDS can
be prevented. Do you agree?
A doctor who seriously neglected
his patients.
were ill and spent a week or more
at home.
Teacher’s
Resource Book
Lesson 1&2 Language Correcting errors in Correct errors in given Explore and
Word roots
given sentences sentences Write 2, by John
Un = not
Jennings, pg 38
Unnecessary, unexpected, etc
sentences:
I was there as they are arriving.
It is me who is the oldest in the
class.
The bigger of the three boys live
in the country.
appropriate. 4005/1 Give it to me immediately he said
Pg 5 in a commanding tone youre
always keeping other peoples
Explore and belongings
Write 2, by John
Jennings, pg 38
I wish that I could go to the

moon.
this sentence.
clause.
Lesson 5 Technicalities Clauses Define a clause. Explore and A clause is part of a sentence.
Tell the function of a Write 2, by John Subordinate clauses do the work
clause. Jennings, pg 38 of a noun, adjective or adverb.
Give examples of clauses. Examples:
Noun clauses: John said that he
was late for school.
Adjective clauses: I do not know
the boys who are coming to the
party.
Adverb clauses: We can begin the
work when everyone is ready.
4005/1Pg 4 Construct five simple sentences
Resource Book
Lesson 1&2 Sentence Words at work Write out separate Explore and Write out separate sentences using
construction sentences using each of Write 2, by John each of the following words:
the given words: Jennings, pg 38 Ceiling, disgrace, highlight,
beginning, grumble, gloomy,
frequently, marvelous business.
Lesson 3 Spelling Completing Put in the correct word in NATIONAL Put in the correct word in the
sentences using the the given sentences Syllabus following sentences:
correct words. 4005/1 I would like to eat a ripe (pair,
Pg 5 pear)
He kept (stairing, staring) at me.
Explore and They put (their, there) books over
Write 2, by John (their, there).
Jennings, pg 38 – I bought my coat at the (sails,
39 sales).
He could not (bear, bare) to look
at it.
Lesson 4 Grammar Clauses and Define a clause. Explore and An adverb clause can be
Technicalities Adverbs Tell the function of a Write 2, by John introduced by the following
clause. Jennings, pg41 words: when, while, where,
Give examples of clauses. because, in order that, though
Analyse the components
of the given sentence I am going now so that I will not
be late for the bus.
this sentence.
clause.
Resource Book
Lesson 6 Heritage Studies School rules What they think schools NATIONAL Heritage Studies
rules. Syllabus Should all school subjects and
4005/1 Pg v activities be compulsory or should
you have a choice?
‘Schools are not strict enough’.
What do you think?
Superstitions.
The importance of our national
monuments.
Lesson 1&2 Language Correcting errors in Correct errors in given Explore and Correct errors in the following
Jennings, pg 41 The class are studying for
examinations.
I taught that we had no
homework.
The pupil read the book instead of
the teacher.
appropriate. 4005/1 Pg 5 The teachers book is on the desk
he said we were all surprised
Explore and because none of us had seen it
Write 2, by John there.
Jennings, pg 41
Jennings, pg 41 To make bigger ENLxxxx
To meet ENCxxxxxx
To join the army ENxxxx
Something is certain DEFxxxxx
Teacher’s
Resource Book
Lesson 6 Verbs Tenses Put in the correct form of the verb
The army (fight) bravely during
the first battle.
I (speak) to him yesterday.
Were the prisoners (catch)?
He (sing) in the choir before he
(join) the army.
The woman (pay) the shop
assistant when she (buy) the
groceries.
He (accompany) her on the
journey.
They were very (worry) before
their examinations.
Lesson 1&2 Language Correcting errors in Correct errors in given Explore and Correct errors in the following
Jennings, pg 44 None of them were able to do
their homework.
Each of them made their own
contribution to the project.
Whenever he does anything, he
doesn’t do it good.
appropriate. 4005/1 Pg 5 James book is most interesting I
think I will get it from the library
Explore and when he returns I must ask him
Write 2, by John what its library number is
Jennings, pg 44
Lesson 4 Grammar Sentence Analyse the components Explore and He continued playing even
construction of the given sentence Write 2, by John though he had broken his index
Jennings, pg 44 finger.
this sentence.
clause.
Resource Book
Lesson 6 Essay writing Children’s rights Describe some ways in NATIONAL Children’s rights and
and which young people of Syllabus responsibilities
responsibilities your community seem to 4005/1
offend their elders. Pg v If you had a problem, to whom
why?
young people today?
families?
Parents.
their country?
agree?
this?
do you think?
you think?
cigarette smoking.
think?
leave school?
class
about this?
to their children.
my advice.
like.
argument?
Lesson 1&2 Technicalities Reported speech Write out the given Explore and Reported or indirect speech means
sentences as reported Write 2, by John that the actual words spoken are
speech Jennings, pg 44 recorded or reported indirectly by
another person.
Inverted commas are used when

you are writing the exact words
spoken by someone (‘’)
Write out the following sentences
as reported speech: for example:
‘The chalk is in the box,’ Mary
said.
Mary said that the chalk was in
the box.
‘We are all in the same boat,’ he
said.
‘He has no chance of getting
home before five o’clock,’ the
boy said.
‘Cigarette smoking is dangerous,’
said the advertisement.
‘What is wrong?’ asked John.
‘I will swop desks with you,’ she
said.
‘Can you help me across the
road?’ the blind man asked.
I saw the man who captured the
lion.
this sentence.
clause.
appropriate. 4005/1 Weren’t you here yesterday I
Pg 5 asked he gave me no reply but the
Explore and suspicious look in his eyes was
Write 2, by John sufficient reply for me
Jennings, pg 47
Resource Book
Jennings, pg 47 None of the boys are fit enough
for the match.
Did you recieve that my letter
yesterday?
She was as weak that the wind
could blow her away.
Lesson 1&2 Technicalities Singular and plural Give plurals words of the Explore and Singular means one, plural means
nouns given nouns. Write 2, by John more one. For example teacher
Jennings, pg 47 (singular) – teachers (plural).
Some words ending in ‘y’ have
‘ies’ in the plural. For example:
body, bodies; factory, factories.
If there is a vowel before the ‘y’
add ‘s’ for the plural. For
example: day, days; way, ways;
boy, boys.
Give the plurals of the following
nouns:
Cargo, motto, hero, potato, hobby,
pony, knife, wife, leaf, himself,
rally, dolly.
Lesson 3 Sentence Completing Complete the given Explore and Complete the following sentences:
construction sentences sentences. Write 2, by John He said that
Jennings, pg 48 I go to school because
People save money in order that
No one knows where
I will blow my top (get angry)
unless
I people read so that
Do you know the famous man
who
Jennings, pg 50 The town is very quite.
A motor cycle is very different
than a scooter.
He said that he will be in the club-
house yesterday.
Resource Book
Lesson 6 Essay writing Environmental Discuss how NATIONAL Environmental Issues
Issues communities should Syllabus Describe the results of unusual
contribute to protecting 4005/1 weather conditions in your
the environment. Pg v and 2 community (Zimbabwe).
far do you agree?
Land.
Food.
in your country.
The beauty of wood.

Lesson 1&2 Punctuation Capital letters and Punctuate sentences usingNATIONAL Punctuate and insert capital letters
appropriate. 4005/1 Ill see to it that youre given a
Pg 5 place on the team for the Olympic
Explore and game we will be picking the team
Write 2, by John next week
Jennings, pg 50
Lesson 3 Grammar Sentence Analyse the components Explore and Did you hear the girl who came
construction of the given sentence Write 2, by John into the classroom yesterday?
this sentence.
clause.
Lesson 4 Technicalities Prefixes and suffix Fill in the blank spaces in Explore and A prefix is placed at the beginning
the given list of words. Write 2, by John of a word. For example: disagree,
Jennings, pg 50 disorder.
A suffix is added to the end of a
word. For example: beautiful,
manhood.
Fill in the blank spaces in the
following list of words: Obey,
order, honest, satisfy, pleasure,
service, danger, list, slave, large,
circle, close.
Lesson 5 Word game Words beginning Write as many words as Explore and Write as many words as you can
with ‘trans’. they can which begin with Write 2, by John which begin with ‘trans’. For
‘trans’. Jennings, pg 50 example: transport, translate.
Lesson 6 Write a paragraph Explore and Write a paragraph beginning
beginning with the given Write 2, by John with the following: ‘The creaking
words. Jennings, pg 50 noise of the door gave me a
shock.’
Sentence Making sentences Write interesting Explore and Write interesting sentences
construction using the given sentences beginning with Write 2, by John beginning with the following
words. the given words. Jennings, pg 51 words:
The dead man
It is futile to
The flowers were
We jumped with joy
The autumn leaves
Grammar Sentence Analyse the components Explore and I will give you an expensive
construction of the given sentence Write 2, by John present although you do not
Jennings, pg 54 deserve it.
this sentence.
clause.
OCTAVIA NCUBE EC No: 5875774K
MATABELELAND SOUTH PROVINCE
TERM 2: 2024
SOURCES/ REFERENCES
1. STEP AHEAD BOOK

3. BASIC ENGLISH GRAMMAR FOR ENGLISH LANGUAGE LEARNERS BOOK 2, HOWARD SARGEANT, 2007
4. CAMBRIDGE ADVANCED LEARNERS’ DICTIONARY
AIMS:
Lesson 1&2 Punctuation Capital letters and Punctuate sentences using NATIONAL Punctuate and insert capital letters
appropriate. 4005/1 Pg 5 It’s a well known proverb that too
many cooks spoil the broth but I
Explore and do not know what it means
Write 2, by John
Jennings, pg 54
in given sentences sentences Write 2, by John sentences:
Jennings, pg 54 He was gone for three days before
he was mist.
There is to much emphasis on
materialism.
‘Where did you spend your
holidays’, he say.
Lesson 4 Technicalities Suffix Suffixing words. Explore and Many words drop the final ‘e’
Write 2, by John when ‘ing’ is added. For example:
Jennings, pg 54 Come, coming; drive, driving;
make, making; write, writing.
Teacher’s
Resource Book
Lesson 6 Essay writing Financial literacy Discuss the importance of NATIONAL Financial literacy
technical and vocational Syllabus Which is more important to
subjects. 4005/1 develop in your country,
Pg v agriculture or manufacturing
industries?
on).
you agree?
opinion?
Discuss.
money?
Lesson 1&2 Word game Words at play Fill in the missing letters. Explore and Given the following clues fill in
Jennings, pg 54 A place for young children
NURxxxx
Where a doctor works SURxxxx
Used instead of cash CHExxx
Very big in size ENOxxxxx
Lesson 3 Sentence Completing Write out the given Explore and Write out the following sentences,
construction sentences sentences, inserting the Write 2, by John inserting the correct form of the
correct form of the word in Jennings, pg 54 word in brackets.
brackets. I like (been, being) a student at
this school.
I have (been, being) attending
school for almost two years.
It has (been, being) raining for the
past month.
What do you like most about
(been, being) a teenager?
They have always (been, being)
very friendly to me.
It (been, being) a nice day we
went to the seaside.
Jennings, pg 57 There are twenty five in my class.
Singing as a career is much
different than acting.
Neither the boy or the girl called
today.
Lesson 5 Comprehension Give contextual - define given words Teacher’s -Class discussion on the
Vocabulary meanings of contextually Resource Book techniques on giving word
words NATIONAL meaning.
Syllabus -construct five simple sentences
4005/1 using the learnt vocabulary.
Pg 4
ICT Tools
appropriate. 4005/1 There is no future for young
Pg 5 people without some basic
education the minister said he
Explore and concluded his speech by saying
Write 2, by John that he would like to see a young
Jennings, pg 57 persons education continue until
he was about eighteen years of
age
Lesson 1&2 Grammar Sentence Analyse the components of Explore and An adverb clause can be
construction the given sentence Write 2, by John introduced by the following
The boy asked me where I had

left my new books.
this sentence.
clause.
Lesson 3 Technicalities Tenses Name the tenses of the Explore and The tense of a verb tells you
verb used in the given Write 2, by John whether the action described is in
sentence. Jennings, pg 57 the past, present or future. For
example: present – I like; future –
I will like; present perfect – I have
liked.
Name the tenses of the verb used
in this sentence:
‘I liked him before he changed his
hairstyle but since the change I
don’t like him, however, I will
probably like him again since I
have liked him before.’
Jennings, pg 57 Something which is necessary.
ESS
To sneer or make fun of. SAR
Lives next door. NE
The opposite to noisy. QU
The people elect representatives
to it. PARL
Lesson 5 Comprehension - define given words Teacher’s -Class discussion on the
Vocabulary contextually Resource Book techniques on giving word
NATIONAL meaning.
Pg 4
ICT Tools
Lesson 6 Essay writing Digital literacy Explain how new scientific Syllabus 4005/1 Digital literacy
knowledge or a new Pg v (Explore and Has life been improved by the
process has helped one of Write 2, by John widespread use of cell phones?
the following in recent Jennings, Explain how new scientific
years Westgate knowledge or a new process has
Educational helped one of the following in
Publishing
Limited,
alintown1976) Pg manufacturers; doctors;
81 engineers; road congestion;
library?
Lesson 1&2 Verbs Tenses Fill in the missing words. Explore and Fill in the missing words.
Write 2, by John I love – I loved – I have loved
Jennings, pg 58 It is
We sing
You run
She goes
I eat
They are
He imagines
I drive
He drinks
Lesson 3 Grammar Sentence Analyse the components of Explore and When the match was over, the
construction the given sentence Write 2, by John winning team attended a victory
Jennings, pg 60 celebration.
this sentence.
clause.
Jennings, pg 60 I should have went to the dentist
before now.
He and me are planning a school
concert.
We have no school yesterday.
4005/1 Pg 4 ICT using the learnt vocabulary.
Tools
appropriate. 4005/1 You appear to be a much travelled
Pg 5 man I said where do you intend to
go next year its surprising to learn
Explore and how well travelled some of ones
Write 2, by John friends are.
Jennings, pg 60
Lesson 1&2 Technicalities Using the Look up in your dictionary Explore and In a dictionary the following
dictionary five words from any Write 2, by John abbreviations are used for words
passage of their choice and Jennings, pg 60 derived from the original or
write down any words headword: adjective – adj; adverb
derived from them which – adv; verb – v.
are in your dictionary. Look up in your dictionary five
words from any passage of your
choice and write down any words
derived from them which are in
your dictionary.
Lesson 3 Words at work Use the given list of words Explore and Using the following list of words
writes ten sentences Write 2, by John write ten sentences describing
describing interesting Jennings, pg 61 interesting experiences which you
experiences which you had had or could have: shiver,
or could have. scramble, dart, collapse, frantic,
disrepute, distress, group, shock,
faint.
Lesson 4 Sentence Completing Complete the given Explore and Complete the following sentences:
construction sentences sentences Write 2, by John The laneway was colourful
Jennings, pg 61 It was a most beautiful picture
The dawn is
The dull boring
Sounds were rarely heard except
In the cold empty atmosphere of
the room
words National Syllabus meaning.
4005/1 Pg 4 ICT -construct five simple sentences
Tools using the learnt vocabulary.
Lesson 6 Essay writing Collaboration Discuss what should be NATIONAL Collaboration
done to improve the living Syllabus What is being done to help poor
conditions in their area. 4005/1 people in your community?
What should be done to improve
nations.
window.
opinion?
trouble.
Lesson 1&2 Language Correcting errors Correct errors in given Explore and Correct errors in the following
Jennings, pg 63 The countries valleys are very
beautiful.
You should not never leave your
desk in an untidy condition.
They took off their coats.
appropriate. 4005/1 The books are in my desk she said
Pg 5 the teacher asked her to take them
out there was great confusion
Explore and when she found that her desk was
Write 2, by John empty
Jennings, pg 63
Lesson 4 Grammar Sentence Analyse the components of Explore and An adverb clause can be
I do not know when the battle of

Waterloo took place.
this sentence.
clause.
Lesson 5 Comprehension Give contextual Define given words Teacher’s Class discussion on the techniques
Vocabulary meanings of contextually Resource Book on giving word meaning.
words National Syllabus -construct five simple sentences
Tools
Lesson 6 Technicalities Relative pronouns: Construct sentences using Explore and A pronoun is a word that takes the
who, which and the relative pronouns. Write 2, by John place of a noun. Who, which and
that Jennings, pg 63 that are relative pronouns.
Who is used of persons only, and
stands in place of the subject of
the sentence.
Which refers to everything except
people. That may also be used in
the same way.
That is used of persons and
things.
Examples:
Where is the girl who owns the
car?’
This is the boy who won the
prize.
I lost the book which I bought
yesterday.
This is the vase which I bought
for you.
This is the vase that was thrown
through the window.
NB: The part of the sentence
which starts with a relative
pronoun must be placed as close
as possible to the noun to which it
refers.
The girl, who wore a red dress,
sang beautifully.
This is the girl who wore a red
dress.
relative pronouns.
Lesson 1&2 Fill in the gaps with who, whose,
that or which
Whom did you discuss this with?
Who prevented you from phoning
us?
Whom did mother complain
about?
Who did you meet at church?
I have two varieties. Which do
you wish to buy?
Whose books are these? They do
not belong to me.
Lesson 3 Test Pronouns Fill in the gaps with he, she, or it.
Jane is my sister. She is older than
I.
His brother is ill. He is in bed.
Mrs. Zwane lives here. She is my
aunt.
I saw a horse. It was black.
That is the man. He shot at me.
Lesson 4 The pronoun one One can also be used as a
pronoun. It is used when people in
general are being referred to and
when the writing is too formal for
‘you’ to be used. For instance, a
mother would say to her family:
‘You must remember to say your
prayers before you go to bed.’
However, a pastor, giving a
sermon, will say to the audience:
‘One must remember to say one’s
prayers before one goes to bed.’
When the general pronoun one is

used, it must not be changed to I
or we or any other pronoun later
in the sentence.
It is wrong to say:
When one enters an exhibition
hall, he is full of anticipation.
hall, one is full of anticipation.
(correct)
Pg 4
ICT Tools
Lesson 6 Essay writing Cross cultural Discuss what should be NATIONAL Cross cultural issues
issues done to improve the living Syllabus Explain how gossip, though
conditions in their area. 4005/1 natural and often harmless, can be
Pg v a source of irritation and even
danger.
of leaving school.
in your community.
World peace.
Lesson 1&2 Self of selves I cut (me) with a sharp blade.
myself
She looked at (her) in the mirror.
herself
The bird killed (it) when it flew
against the window. itself
We enjoyed (us) on the farm.
Ourselves
They found (them) in the wrong
train. Themselves
Lesson 3 Peter and (I/me) will stay home.
Anne and (she/her) are sisters.
We as well as (they/them) are
coming home.
Neither I nor (he/him) was
invited.
I can assure you it was not (I/me)
who answered.
It is she/her who will have to do
the work.
Lesson 4 They said it was we/us who had
stolen the grapes.
James is older than they/them.
We are poorer than them/they.
All are going next week except
they/them.
Everyone but he/him has read the
document.
Lesson 5 Comprehension Give contextual - define given words Teacher’s Class discussion on the techniques
Tools
Lesson 6 Prepositions A preposition is a word
connecting a noun or noun
substitute to some other word or
part of the sentence.
For example:
The cushion is on the chair.
I will meet you at five o’clock.
The preposition is generally found
in front of a noun, or substitute or
noun phrase. Most prepositions
are short words:
For example:
On, in, at, of, by, to, for, to,
from, with, into, up, down, and
so on.
There are also compound
prepositions, consisting of several
words.
For example: instead of, on to,
with regard to, in connection with,
out of, as regards, in respect of.
There are not more than forty
prepositions in common use, but
they cause much difficulty,
because there is no easy way to
decide which prepositions should
be used in many particular cases.
Even English speakers frequently
use the ‘wrong’ preposition in
sentences. This is because the
most common prepositions have a
number of meanings and are used
in combination with other words
in ways which must be gradually
learnt.
Lesson 1&2 Prepositions Prepositions and The noun that follows a
nouns that follow preposition is regarded an object.
them The object of a preposition
cannot be the subject of a verb. If
we use a personal pronoun after a
preposition we must remember to
use the form which shows that it
is an object.
By him/by he
For her/for she
With me/with I
Among us/among we
Lesson 3 A frequent mistake is found in the
following sentence:
Between you and I…
‘You’ and ‘I’ are both objects of
between; they must be in the
object form. The correct phrase is:
Between you and me…
The pronoun I never comes after a
preposition.
For example: with her and me; to
him and me
The same rule applies to who.
The form used as an object must
follow a preposition.
For example: of whom, to whom
and by whom
Lesson 4 prepositions Some meanings of Some meanings of most
most common common prepositions:
prepositions: In refers to a position inside of
something (not necessarily to do
with place: in can also refer to
time or manner).
They are in the tent.
I will join you in an hour.
You are in a good mood.
Into refers to movement towards

the inside something.
He fell into a pit.
He drove into the tree.
He fell into a mood of sadness.
Tools
Lesson 6 Essay writing Conflict NATIONAL Conflict management
test.
neighbour?
Lesson 1&2 With refers to close relationship.
He always argues with strangers.
She is living with her parents.
He spoke with a sorrowful voice.
I will never part with my books.
She is popular with her friends.
Lesson 3 At refers to nearness of direction
towards.
I met him at home.
I will meet you at one o’clock.
He felt at home.
Petrol is sold here at thirty cents a
litre.
He had a good try at it.
Lesson 4 By refers to nearness or to being
in the cause of.
He is travelling by train.
They followed the path by
moonlight.
I was helped by him.
He won the race by ten metres.
I will get it done by half past two.
Lesson 6 From refers to direction out of
something.
These eggs are from the farm.
The show will be open from
today.
The patient is now free from
headaches.
The first gift was from his father.
They suffer from bad eyesight.
From the drop in temperature, I
would say it might rain.
MISS OCTAVIA NCUBE EC No: 5875774K
TERM 3: 2024
SOURCES/ REFERENCES
- STEP AHEAD BOOK

- HOW TO LEARN IN ENGLISH FORM 1-4
- STRUCTURES AND SKILLS ENGLISH 2
- LONGMAN NEW EDITION DICTIONARY
AIMS:
Lesson 1&2 For refers to representing of, or
because of.
He did it for me.
He did it for ten dollars.
They have left for the sea.
He was punished for his late
arrival.
They lived here for twelve
months.
Lesson 3 Of refers to removal from, source,
or quality.
Their farm is north of the village.
She was robbed of her clothes. He
came of peasant stock.
I expect it of him.
She is a woman of fine character.
I bought a ball of wool.
They are the most loyal of friends.
Lesson 4 On refers to attachment or
covering.
They stood on the tabled.
I expect her on Sunday.
He is an authority on firearms.
The acrobat stood on his hands.
The book is based on fact.
The men are on strike.
Lesson 6 Entertainment The advantages Enumerate the advantages NATIONAL Entertainment
and disadvantages and disadvantages of being Syllabus Write a paragraph describing how
of being an only an only child. 4005/1 you feel when you have been
child. Pg v rebuked by your parents or
teacher.
Write a paragraph describing your
feelings as you enter school
before the first lesson in Monday
morning.
‘The engine stalled and stuttered
as I feverishly pressed the
accelerator while turning the
starter’. Write a paragraph
beginning with this sentence.
‘She was a pampered, spoiled
child who was shocked and upset
by the way she was now treated’.
Write a story beginning with that
statement.
Find out about the history of your
school. When was it opened?
How many pupils attended it
when it opened? Has your school
any distinguished past pupils?
Have you ever heard of a
premonition? Ask your parents
about stories they have heard
about people who knew
beforehand that something terrible
was going to happen.
‘While millions of people starve,
the rich spend millions of dollars
on cats and other pets.’ What are
your opinions on this statement?
Lesson 1&2 To refers to a leading towards or
affecting or purpose.
I am going to bed.
I gave it to his brother.
He was faithfully to the end.
She had a duty to her parents.
He does it to annoy.
Add a teaspoon to every litre.
My hat is similar to hers.
Lesson 3 Prepositions We could see the fish beneath the
sometimes surface of the water.
confused She saw her friend disappear
beneath the waves.
The cat lay under/underneath
the table.
My father works on the floor
below this one.
We do not often have
temperatures below zero.
The foreman has fifteen workers
under him.
The foregoing (previous)
examples illustrate only some of
the meanings of the prepositions
under discussion. A fuller list of
the uses of these prepositions may
be found if you look them up in a
good dictionary.
Lesson 4 (Me) was given the letter by (he).
I, him
(him) will share the money
between you and (I). he, me
An invitation was sent to (they)
them and (we). Us
Lesson 6 Fill in the gaps with the
appropriate preposition.
The door of the house was ripped
off/ from its hinges.
If you come to/with me, I will see
that you are back at/by two
o’clock.
Come at once and get into the
car!
She is a person of considerable
courage in the face of danger.
When you come for your
injection, the doctor will give it to
you on the left arm.
Lesson 1&2 Relative whom and whose Whom is used to refer only to
pronouns: people, and stands in place of the
subject of the sentences, after a
preposition, after another
pronoun, or after a noun.
This is the boy whom I told you
about. (before another pronoun)
This is the boy whom I gave the
prize. (after a preposition)
This is the boy whom Sheila is
going to marry. (After another
noun)
Whose is used to show that a
person possesses something.
For example:
This is the boy whose book I
borrowed.
Lesson 3 Sentence Homophones Write sentences to show Explore and Write sentences to show the
construction the different meanings of Write 2, by John different meanings of the
the given words. Jennings, pg 63 following words:
Pale, pail, veil, vale, steal, steel,
sale, sail, tale, tail, pain, rain,
reign, grate, great, breath, breadth,
hair, hare, been, being, their,
there, bear, bare, lie, lay, alone, a
loan, loose, lose.
Lesson 4 Sentence Completing Complete the given Explore and Complete the following sentences
construction sentences sentences by making them Write 2, by John by making them as interesting as
interesting Jennings, pg 64 you can:
The house went on fire because
The flames were
With the coming of summer the
Whenever I hear the of
The animals moved gracefully
along
The screeching cry
Lesson 6 Types of essays Gender To acquaint pupils with the National Syllabus Gender
Free types of essays they are Page iv In what ways can schools promote
Compositions. expected to have mastered Teacher’s notes. equal opportunities for boys and
by the end of the two-year Step Ahead girls?
course, on gender. Book ‘Women should be restricted to
you agree?
improved?
Jennings, pg 66 It was the most frightening seen
he ever seen.
Each of the students are very
conscientious.
I have being eating beans.
The area where I live is highly
populated.
this sentence.
clause.
appropriate. 4005/1 Are you coming home now I
Pg 5 asked or will I see you later he
Explore and answered saying that he would be
Write 2, by John home within an hour
Jennings, pg 66
Pg 4
ICT Tools
Lesson 6 Technicalities The apostrophe Construct sentences using Explore and The apostrophe s is added to the
the apostrophe to indicate Write 2, by John singular of the noun to indicate
possession or belonging to. Jennings, pg 66 possession or belonging to, for
example, the boy’s book; the
girl’s copy. The apostrophe is put
after the ‘s’ for the plural, for
example, the boys’ books; the
girls’ copies.
Lesson 1&2 Words at work Opposites Fill in the blank spaces in Explore and Fill in the blank spaces in the list
the list by putting in words Write 2, by John by putting in words with the
with the opposite meaning. Jennings, pg 66 opposite meaning.
Lead mislead; able unable; behave
---; employed --; --- misfortune;
concerned ---; continue --; ---
inactive; --- disobedient;
convenient ---; grace ---; visible
---.
Lesson 3 Punctuation The apostrophe Write the shortened form NATIONAL Look at the two examples and
of the given sentences. Syllabus then write the shortened form of
4005/1 the following:
Pg 5 The coat belonging to the woman;
Explore and the woman’s coat. The class in
Write 2, by John which the boys are; the boys’
Jennings, pg 66 class.
a) The bicycle belonging to
Mary.
b) The school where the
infants go.
c) The chair made by the
boys.
d) The victory won by the
team.
e) The car belonging to my
father.
f) The desks where the girls
sit.
g) The ball belonging to the
class.
h) The game played by the
team.
The man said that I had done the
job excellently.
this sentence.
clause.
Pg 4
ICT Tools
Lesson 6 Disaster Risk Speech write a speech National Syllabus Disaster Risk Management
Management 4005/1 What are the causes of road
(Guided) Pg v accidents?
compositions. Teacher’s notes Discuss ways to stop road
Step Ahead carnages.
Book Write a story beginning with,
were rescued.
Lesson 1&2 Punctuation Capital letters and Punctuate sentences using
NATIONAL Punctuate and insert capital letters
other marks the capital letter where
Syllabus in the following sentences:
appropriate. 4005/1 I saw john in the city on
Pg 5 Wednesday and I don’t expect
Explore and that ill see him again until the
Write 2, by John beginning of may
Jennings, pg 69
Jennings, pg 69 I and she travelled on the bus
together.
Some of the boys is very rough.
Them is the ones who stole the
diamond.
Lesson 4 Technicalities Nouns Kinds of nouns Explore and There are different kinds of
Write 2, by John nouns.
Jennings, pg 69 A proper noun names particular
persons, places, or things and has
a capital letter, for example:
James, Harare, Domboshava.
A common noun names persons,
places, or things, for example:
boy, city, door.
A collective noun names a group
or collection, for example, a team,
an army.
What kinds of nouns are in the
following sentence?
Jack and the boy saw a big crowd
walking down First Street.
Pg 4
ICT Tools
Lesson 6 Words at work Spelling Find the correct spelling of Explore and Find the correct spelling of each
each of the word in your Write 2, by John of the word in your dictionary and
dictionary and then rewrite Jennings, pg 69 then rewrite the list.
the list. Sereous, loveing, receive,
personally, referance,
independent, television, privilege,
beleive, correct, beautyful,
comfortable, ordinary, diging,
thankful, entermediate, ofen,
onely, misspell, distaste, dissalow,
plentiful, tabernacle, drier,
refered, deterred, conect, confuse.
Lesson 1&2 Proverbs Meaning of Briefly explain the given Explore and Briefly explain the following
proverbs proverbs Write 2, by John proverbs:
Jennings, pg 70 Look before you leap.
A friend in need is a friend
indeed.
Dead men tell no tales.
A rolling stone gathers no moss.
Far-away hills look green.
appropriate. 4005/1 Its very boring to have sit inside
Pg 5 and watch the rain especially
Explore and when one has been looking
Write 2, by John forward to a free day out in the
Jennings, pg73 sunshine it always seems to rain
when theres a day off school
Jennings, pg 73 The children are very quite today.
I didnt think that it was that big.
‘With who are you travelling?,’ I
asked.
words NATIONAL Construct five simple sentences
Syllabus using the learnt vocabulary.
4005/1
Pg 4
ICT Tools
Lesson 6 Essay writing Enterprise Discuss how people from National Syllabus Enterprise
Guided your area earn their pg v Write a letter to the editor of your
composition living and how various school magazine describing a
jobs affect family life. project which has been done by
you and your class.
life.
on)
Lesson 1&2 Grammar Sentence Analyse the components of Explore and An adverb clause can be
I look after your beautiful dog
while you are away..
this sentence.
clause.
Lesson 3 Words at work Spelling Fill in the blank spaces Explore and Fill in the blank spaces below.
with the correct word in Write 2, by John He is a very------------ man.
parenthesis. Jennings, pg 73 (descent, decent)
I must -------------- my speech for
the debate. (practice, practise)
He ------------ the alarm when he
saw the bank robbers. (raised,
rose)
There are sixty -------------- in an
hour. (minuets, minutes)
The mystery is still -------------.
(dissolved, unsolved)
Lesson 4 Adjectives Adding -ous to the Add -ous to the given Explore and Add ous to the following words:
given words. words. Write 2, by John Danger, fame, ridicule, beauty,
Jennings, pg 73 industry, poison, outrage, joy.
Tools
Jennings, pg 76 It was always them who did the
damage.
My friends are the people which I
like best.
He must have drove the car to
town.
Lesson 1&2 Punctuation Capital letters and Punctuate sentences usingNATIONAL Punctuate and insert capital letters
appropriate. 4005/1 Jamess friend and I are going to
Pg 5 the concert I said my mother then
Explore and asked me at what time I would be
Write 2, by John home I will be at nine o clock I
Jennings, pg76 said
I saw the play which was
beautifully presented by the
senior students.
this sentence.
clause.
Lesson 4 Technicalities Auxiliary verbs Construct sentences using Explore and The word auxiliary means to help
auxiliary verb Write 2, by John or assist, for example, auxiliary
Jennings, pg 76 nurse.
An auxiliary verb helps to make
meaning of the main verb clearer.
Example: ‘I do whatever I like
doing’; but with the auxiliary verb
may put in, the meaning changes;
‘I may do whatever I like doing:
a) I shall go with you.
b) I have eaten my breakfast.
Pg 4
ICT Tools
Lesson 6 Essay writing Health issues Write a speech on what NATIONAL Health issues such as HIV and
(Guided) such as HIV and people should do to control Syllabus AIDS and other chronic
compositions. AIDS and other the spread of AIDS. 4005/1 diseases
chronic diseases Pg v
Step Ahead The importance of HIV testing.
Book What, in your opinion, should
AIDS?
his patients.
at home.
Lesson 1&2 Words at work Poem Write a short paragraph or Explore and Write a short paragraph or poem
poem about two of the Write 2, by John about two of the following
given phrases. Jennings, pg 76 phrases:
1. A bird in flight.
2. The window of a flower
shop.
3. A guard dog.
4. A lazy horse.
5. A falling star.
6. The street at night.
Lesson 3 Sentence Vocabulary Write interesting sentences Explore and Write interesting sentences using
construction using the given words: Write 2, by John the following words: rough,
Jennings, pg 76 slither, horrifying, smooth, swoop,
eerie, desperate, squeeze, untamed
Jennings, pg 76 Rhymes with ‘seen’ (in a play).
SCxxx
A noun formed from verb ‘know’.
KNOxxxxxx
It is a common market. EURxxx
Worth a lot of money. VALxxxxx
The opposite of ‘service’.
DISxxxxxxx
Pg 4
ICT Tools
As soon as the others arrive, I
will go home.
this sentence.
clause.
GOROMONZI DISTRICT

TERM 1: 2022
PERSONAL DETAILS
QUALIFICATION: M.A. DEGREE IN RELIGIOUS STUDIES

B.A. HONOURS IN RELIGIOUS STUDIES
DIPLOMA IN PHILOSOPHY
SOURCES/ REFERENCES
STEP AHEAD BOOK

BASIC ENGLISH GRAMMAR FOR ENGLISH LANGUAGE LEARNERS BOOK 2, HOWARD SARGEANT, 2007
CAMBRIDGE ADVANCED LEARNERS’ DICTIONARY
AIMS:

appropriate. 4005/1 A bird in the hand is worth two in
Pg 5 the bush is a well known saying
which could be applied to annes
Explore and situation now that she has lost
Write 2, by John everything despite all her hard
Jennings, pg 79 work
Jennings, pg 79 There essays are very poorly
wrote.
There exercises are will done.
Theres no rest for the wicked.
Lesson 4 Technicalities Homophones Explore and Words which are pronounced
Write 2, by John alike may be spelled differently,
Jennings, pg 79 for example: plane, plain; threw,
through; so, sew.
Write out ten words which are
pronounced alike but spelled
differently.
Tools
Lesson 6 Essay writing Heritage Studies Argue whether school NATIONAL Heritage Studies
subjects and activities are Syllabus Should all school subjects and
supposed to be compulsory Pg v activities be compulsory or should
or not. you have a choice?
‘Schools are not strict enough’.
What do you think?
Superstitions.
The importance of our national
monuments.
Lesson 1&2 Words at work Homophones Fill in the blank spaces in Explore and Fill in the blank spaces in the
the given sentences by Write 2, by John following sentences by selecting
selecting words from the Jennings, pg 79 words from the list: alter, altar,
list. bridal, bridle, made, maid, check,
cheque, principal, principle,
prophet, profit, seem, seam, been,
being.
I did not ----------- the desks in the
classroom.
She got her ----------- bouquet
from the florist.
A scientific ----------- is not easily
proven by students.
She doesn’t ------ to be a very
attractive person.
There is a beautiful -------- in the
church.
We have studied about the --------
in the Old Testament.
Did you ------ your money at the
cash desk?
The head of a school is called the
-------.
The horse had a ----- on his head.
She worked as a ------- in the
mansion.
I wrote a --------- in payment for
the goods.
Some companies make a good
----- from the sale of their
products.
I do not like -------- deceived.
The girl is learning how to sew a
-------.
I ------ no mistake in this exercise.
He has never ------- absent from
school.
Lesson 3 Sentence Homophones Write sentences of their Explore and Write sixteen sentences of your
construction own using the words which Write 2, by John own using the words which you
they have inserted in the Jennings, pg 80 have inserted in the blank spaces
blank spaces in the in the previous lesson.
previous lesson.
Jennings, pg 82 Mary said that it was not her who
was responsible for what
happened.
They had no sooner gone out
when it began to rain.
I am going to the shop for to get a
copy.
Tools
She said that the animal was
brutally killed by the dogs.
this sentence.
clause.
appropriate. 4005/1 Where are the boys the teacher
Pg 5 asked he did not realise that they
had gone to the principal’s office
Explore and to discuss the publication of
Write 2, by John outlook the school magazine.
Jennings, pg 82
Lesson 3 Technicalities Conjunctions and Construct sentences using Explore and A conjunction joins words and
exclamation marks conjunctions and Write 2, by John parts of a sentence (and). An
exclamation marks. Jennings, pg 82 exclamation mark is put at the end
of a command or exclamation (!),
for example:
Go to the door!
Oh!
Hello!
Write two sentences using the
conjunction ‘and’ and ‘but’.
Write three sentences using the
above exclamation marks above.
Jennings, pg 82 The opposite depth. HExxxx
It rhymes with paid. TRxxx
Used for cutting cloth. SCxxxxxx
An animal with a trunk. ELxxxxx
Happens easily to shy people.
EMAxxxxxxxxx
Tools
Lesson 6 Children’s rights Problems faced by Bring out the problem he NATIONAL Children’s rights and
and youths. or she can face and who he Syllabus responsibilities
responsibilities or she can confide in for Pg v
advice. If you had a problem, to whom
why?
young people today?
families?
Parents.
their country?
agree?
this?
do you think?
you think?
cigarette smoking.
think?
leave school?
class
about this?
to their children.
my advice.
like.
argument?
Lesson 1&2 Adjectives Comparisons Put words into the Explore and Put the following words into the
comparative and Write 2, by John comparative and superlative
superlative forms. Jennings, pg 83 forms:
Sad, fat, thin, hot.
Lesson 3 Word formation Suffixes Suffix the given words Explore and Suffix the following words
correctly using -ing: Write 2, by John correctly using -ing:
Jennings, pg 83 Drive, make, bake, come, take,
write, bite, ride, close, love.
Lesson 4 Word formation Suffixes Suffix the given words Explore and Suffix the following words
correctly using -ing: Write 2, by John correctly using -ing:
Jennings, pg 83 Dot, rot, run, get, stop, put, hop,
slap.
Lesson 5 Comprehension Give contextual Define given words Teacher’s -Class discussion on the
Pg 4
ICT Tools
appropriate. 4005/1 Has mary read the novel the land
Pg 5 of wonder I asked he answered
Explore and saying that he had given it to her
Write 2, by John but that he didn’t know whether
Jennings, pg 86 or not she had read it
Jennings, pg 86 It was the worst film I seen.
The city was so crowded that you
could not get nowhere.
Either Mary nor john have got any
money.
All the older boys in the class who
sat for the examination were
successful.
this sentence.
clause.
Lesson 4 Word play Abbreviations Say out the abbreviations Explore and R.S.V.P. These letters are usually
of the given letters. Write 2, by John printed on invitation cards and
Jennings, pg 86 indicate that a reply is requested.
(Respondez s’il vous plait)
P.T.O. Found at the bottom of a
page in documents indicating that
you should please turn over the
page.
P O Box 45. Often found on
business addresses. The letters are
deposited in a special box in the
Post Office and are collected by
the owner.
Give the abbreviations that you
know.
Tools
Lesson 6 Essay writing Environmental Describe the results of NATIONAL Environmental Issues
issues unusual weather conditions Syllabus Describe the results of unusual
in Zimbabwe. 4005/1 weather conditions in your
Pg v and 2 community (Zimbabwe).
far do you agree?
Land.
Food.
in your country.
The beauty of wood.

Lesson 1&2 Words at work Completing Make longer sentences Explore and Make longer sentences from the
sentences from the pairs of single Write 2, by John pairs of single sentences below
sentences given using the Jennings, pg 86 using the words: when, so, who,
words: when, so, who, but, but, because.
because. We did not play the match. It was
raining.
We were very tired. We did not
go to the cinema.
They went to class. They were
late.
The man was driving the car. He
was drunk.
The sun was shining. We arrived
at the resort.
Lesson 3 Sentence Expressing Write sentences which Explore and Write sentences which accurately
construction sorrow, accurately describe the Write 2, by John describe the feeling of sorrow,
disappointment feeling of sorrow, Jennings, pg 87 disappointment and joy using:
and joy. disappointment and joy gloomy, ecstasy, depression,
using: gloomy, ecstasy, enthralls, grief, agony, and so on.
depression, enthralls, grief,
agony, and so on.
Lesson 4 Language Opposites Find a word that would Eileen Sanders Find a word that would give the
structures give the opposite meaning Book 4, pg 3 opposite meaning to each of the
to each of the given words. following:
Appeared, deep, broad, always,
before, under.
Tools
Lesson 6 Rhyming words Write six sentences using Eileen Sanders Write six sentences using one of
one of the words each pair. Book 4, pg 3 the words each pair.
Step Ahead New Higher, hire, heard, herd, groan
Secondary and grown; ship, sheep; slip,
English Learner’s sleep; rich, reach; live, leave, fit,
Book Form 1, feet; steel, steal, still; wheel, will;
Chinodya S, pg
17
Lesson 1&2 Reading Pronunciation Find the words that are Eileen Sanders Repeat the words ink, ank, unk,
pronounced as ink, ank, Book 4, pg 4 ing, ang, ung. Find more difficult
unk, ing, ang, ung. words like:
Think, trinket, ankle, plank,
sprinkle, trunk, swung, bangle,
hung, sprang, jungle, single.
Lesson 3 Grammar Kinds of Use adjectives in sentences Basic English Adjectives
Adjectives of their own. Grammar for Adjectives describe nouns and
English Language pronouns. They give you more
Learners Book 2, information about people, places,
Howard Sargeant, and things.
2007, pg 32 - 43 Some adjectives tell about the
size of people or things: a big
house; a long bridge; tiny feet; a
large army; a high mountain; big
hands; a huge ship; a short man;
a short skirt; a tall building; a
thin boy; long trousers.
The dark clouds seemed to
forecast an impending heavy
downpour.
The strong biting wind seemed to
penetrate into her bones.
Lesson 4 Indefinite articles A, AN Use and abuse of
A and AN are called the
English indefinite articles. The decision
(Including whether to use a or an depends
Common Errors),upon the first sound of word that
M D Sharman, follows the indefinite article, not
Harare pg 10 upon the first letter of that word.
The general rule is: use a before a
word that begins with a consonant
sound. For example: a goat, a
young cow, a free country.
Use an before a word that begins
with a vowel sound. For example:
an animal, an old ox, an
oppressed country.
Tools
Lesson 6 Poem Let’s pretend
I am reading a book, snug by the

fireside
When my young child enters.
Let’s pretend you are mouse and I

am an eagle.
Arms lifted in the air,
Out, grow his enormous claws,
wing and sharp beak
And on tippy toes he prances and
shrieks eagle cries
As I cower and quiver.
And then, without warning, his
shape begins to change.
Let’s pretend you are a buck and I

am a lion.
On all fours, growling and
stalking he closes in on me,
Trapped in fright in the far corner
of the room.
And as he pounces, laughter fills
the room as we roll
On the floor
In our love-filled moment.
Lesson 1&2 Punctuation Using commas Put commas where they Step Ahead New Rewrite the sentences by putting
are needed. Secondary in commas where they are needed.
English Learner’s Life in Bhakubha was happy
Book Form 1, peaceful and pleasant.
Chinodya S, pg Nomlambo was tall strong and
27 brave.
After war broke out the villagers
were no longer happy.
The farmers’ cattle sheep goats
and chickens were stolen.
The chief was a brave man but the
war made him very sad.
If Mthunzi had not learned to play
the drum the war would not have
ended.
The villagers sang danced
ululated and shouted happily at
Mthunzi and Nomlambo’s
wedding.
Even though the chief was very ill
he recovered with the help of the
medicine that Nomlambo gave
him.
The soldiers melted their spears
and knives and turned them into
spoons plates basins and bowls.
Lesson 4 Language Correcting errors Correct errors in given Explore and The following sentences contain
in given sentences sentences Write 2, by John errors, which are indicated by the
Jennings, pg 6 italicised words. Rewrite the
sentences, correcting the error in
each case.
The most thing I hate is
punishment.
The library’s books got burnt in
the fire.
The shop could not cope up with
demands for sugar.
There was no rain since 2001 to
2002.
The child did not do nothing
wrong.
I have stayed in Gweru all my
life.
Please borrow me two dollars.
This bus is for Zupco.
There are many schools in town
than in the rural areas.
An aeroplane is very fast than a
train.
Tools
Lesson 6 Sentence Improving your Add variety to sentence Step Ahead New Jessie carefully peeled the onions.
construction sentences construction through the Secondary Subject + adverb + verb +
use of adverbs English Learner’s object
Book Form 1, We can change this sentence like
Chinodya S, pg this:
27 Carefully, Jessie peeled the
onions.
Adverb + subject + verb +
object
The contents of the beaker
suddenly began to form.
Subject + adverb + verb
We can change this sentence like
this:
Suddenly, the contents of the
beaker began to form.
Adverb + subject + verb
Notice that a comma usually

follows an adverb that introduces
a sentence. However, adverbs of
time – often, now, always,
sometimes, never, and seldom –
do not always require a comma.
As a general rule, use a comma if
you want the reader to pause
briefly.
Lesson 1&2 Sentence Beginning Rewrite the following Step Ahead New Rewrite the following sentences
construction sentences with sentences by shifting the Secondary by shifting the adverbs to the
adverbs. adverbs to the beginning. English Learner’s beginning. First identify the
Book Form 1, adverb.
Chinodya S, pg Make sure you punctuate
28 correctly.
He skilfully prepared his bicycle
for the race.
Two stewardesses briskly
welcomed her onto the plane.
The Governor occasionally visits
the school.
Revise your composition always.
Martha foolishly lied to her
mother.
Hoarding petrol can sometimes be
dangers.
Lesson 3 Sentence Beginning Construct sentences that Step Ahead New Construct six sentences of your
construction sentences with begin with the given Secondary own that begin with the following
adverbs. adverbs: English Learner’s adverbs:
Book Form 1, Cheerfully, lazily, often, absent-
Chinodya S, pg mindedly, surprisingly,
27 sometimes.
Lesson 4 Complete Complete and Identify the five complete Step Ahead New Five of the sentences below are
sentences incomplete sentences and write them Secondary complete and are meaningful
sentences down. English Learner’s while the others are not. Identify
Book Form 1, the five complete sentences and
Chinodya S, pg write them down.
50
As the telephone kept ringing.
Sam laughed.
Without any desks or books.
How foolish I was!
Hardly a day passes without
somebody dying.
I hope he comes tomorrow.
Having been one of the judges in
the competition.
It is no secret that the manager
stole the money.
All the magazines that I have
read.
Last year just before Christmas
Tools
Lesson 6 Essay writing Financial literacy State the importance of NATIONAL Financial literacy
developing a country Syllabus Which is more important to
through agriculture or Pg v develop in your country,
manufacturing industries. agriculture or manufacturing
industries?
on).
you agree?
opinion?
Discuss.
money?
Lesson 1&2 Sentence Improving your Join ideas using –ing Form five sentences by beginning
construction sentences modifiers. with a verb with an –ing.
Lesson 3 Language Correcting errors Correct errors in given Students’ written Correct errors in the following
in given sentences sentences essays: remedial. sentences:
My grandfather he always goes to
town.
My grandmother she went to
Harare.
His brother he is a doctor.
His husband is a wealthy business
men.
Her wife had gone to Bulawayo
for a trip.
Lesson 4 Sentence The present tense Use ‘I am, we are, you are, Use ‘I am, we are, you are, he is,
construction (to be) he is, she is, it is, and they she is, it is, and they are in
are in sentence sentence construction
construction
Tools
Lesson 6 Adjectives The Order of Use adjectives to describe Sometimes several adjectives are
Adjectives nouns and used to describe a single noun or
pronoun. When you use two or
For example: a more adjectives, the usual order
small (size) green is: size, quality, colour, origin,
(colour) plastic substance (SQCOS).
(substance) box; a
stylish (quality)
red (colour) Here are more examples: a large
Italian (origin) car Indian temple; a tall white stone
building; a colourful cotton shirt;
a long Chinese silk robe;
delicious Spanish food; an old
graceful Japanese lady; crunchy
Australian apples; a short
handsome English man
Adjectives of quality sometimes

come before adjectives of size.
For example: beautiful long hair;
elegant short hair;
But adjectives of size always

come before adjectives of
colour.
For example: beautiful long black
hair; elegant short red hair;
If you use any adjective of

substance, it comes after the
colour adjective.
For example: a beautiful long
black silk dress
OCTAVIA NCUBE. EC No. 5875774K
MATOBO DISTRICT
MATABELELAND SOUTH PROVINCE
TERM 2: 2024
SOURCES/ REFERENCES
ENGLISH BRIDGING COURSE

TEACHER’S RESOURCE BOOK
STEP AHEAD BOOK 3
AIMS:
Lesson 1&2 Grammar Correcting errors Correct the given Teachers’s Correct the following
sentences. resource book The doctor removed the glass
from the boy’s foot and bathed it.
She divided the cake between
Collin, Dan and Ian.
We was in the playground when it
started raining.
‘Who done that?’ he asked.
We all went to the childrens’
party.
‘I’ve forgot my pencil,’ he said.
I agreed with the suggestion.
We could not get nothing else in
the case.
Lesson 3 Phrasal verbs Completing Complete the given Complete the following sentences
sentences sentences using the correct using the correct phrasal verbs.
phrasal verbs. Showed off, stand up for, make
up, broke up, talked into, stand
for,
My mother used to… stories to
tell us at bedtime.
The salesman talked me into
buying the expensive shoes
although I hadn’t planned to
spend that much money.
The whole family went to the
station to… their brother when he
went away to Zambia.
She … with her boyfriend because
he was not faithful.
Lesson 4 Verbs Transitive verbs Write transitive sentences Verbs are transitive when they can
in groups have objects to complete their
Individual work using meaning.
given Verbs ( ran, slept, If the questions who Or what
sat,walked,kicked,drove)
asked after the verb receives a
direct answer, then that sentence
contains an object.
For example: The ball hit the
fence.
4005/1 Pg 4 ICT
Tools
Lesson 6 Essay writing Digital literacy Describe the advantages NATIONAL Digital literacy
and disadvantages of using Syllabus Has life been improved by the
cell phones. 4005/1 widespread use of cell phones?
Pg v Explain how new scientific
library?
Lesson 1&2 Active and passive Verbs can have voice. In the
voice active voice, the action is done by
the subject of the sentence.
In the passive voice, the action is
done to the subject.
For example: Paul eats the apple.
(active)
Subject + verb + object
The apple is eaten by Paul.
(passive)
Subject + verb + indirect object
Construct five sentences in the
passive voice.
Lesson 3 Mood When we speak about the mood
of a verb, we refer to the manner
in which a verb is expressed.
Indicative mood:
Expresses or states a fact:
For example: He reads every
night.
Imperative mood:
Expresses a command:
For example: Go home.
Or a request: Please call me at
nine in the morning.
Subjunctive mood:
Expresses a wish or a possibility:
For example: I wish I were a
millionaire.
If he were to become Principal,
we might see drastic changes.
The verb ‘were’ is used for the
present and the future tenses for
all persons (I, we, you, he, she, it,
they)
Lesson 4 Write down the correct form of
the verb in brackets.
The bully tried (hit) the little boy.
to hit
(play) in the final, the winner
scored a goal.
I want you (clean) your shoes.
(trap) by the fire, the old woman
began to scream.
She does seem (like) her new job.
(catch) fish you must have much
patience.
She has earned great praise for her
(sing).
4005/1 Pg 4 ICT
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Lesson 6 Say whether the verbs in these
sentences are used transitively or
intransitively.
She reads hundreds of books
every year.
Yesterday he told me that his car
was stolen.
The bridal couple walked up the
aisle.
The wagon was cut out of wood.
The artist mixed his paints on a
pallet.
Lesson 1&2 Understanding Characteristics of verbs Characteristics of verbs
parts of speech A verb describes an action or a
state of being.
It describes when the action has
taken place, by means of tenses
(past, present, future and so on).
Verbs indicate person and
number – I do, we do, you do,
they do, he does, she does, it does.
Singular has s the end of the
verb.
To buy and to be are verbs.
To be has many forms, depending
on the tense for which it is used.
Forms for to be
I am, was, shall be
We are, were, shall be
You (singular or plural) are, were,
will be
He, she, it, Paul, the dog is, was,
will be
We are, were, shall be
They, Jim and Peter, these/those
boys are, were will
Lesson 3 Main types of verbs
There are two main types of
verbs:
Finite verbs
Finite verbs are always linked to
subjects are expressed in tenses. A
finite verb, then, will change
according to the person or persons
performing the action described
and according to when the action
happened.
I eat my food.
He eats his food.
He ate his food.
Non-finite verbs
Non-finite verbs have no subject
or tense. They are not limited by
time or person.
Lesson 4 Adverbs An adverb tells us about a verb. It
tells us about how, when, where,
how often, and why something
done.
Adverbs are formed in the
following ways:
By adding - ly to adjectives:
Careful – carefully, certain –
certainly, wise – wisely
When a word ends in – e, the – e
is kept and – ly is added:
Sore - sorely
When a word ends in – y, the – y
changes to – i:
Gay – gaily
When a word ends in –y which is
preceded by a consonant, the –y is
dropped and it is replaced by –ily:
Heavy – heavily, funny – funnily
When adjective ends –ible or –
able, the final – e is dropped and
–y is added:
Miserable – miserably, possible –
possibly
When adjective ends in a vowel
plus - l, - ly is added:
Wonderful – Wonderfully
By adding –s:
Upward – upwards, southward –
southwards
By adding –wise to the end of the
word:
Like – likewise, other – otherwise
By changing the word completely
Good – well
4005/1 Pg 4 ICT
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nations.
window.
opinion?
trouble.
Lesson 1&2 Adverbs Summary Words showing time, such as:
always, usually, yesterday, last
month, tomorrow, often, before,
already, ago, are all adverbs.
Words such as high, low, far, fast,
early, late, much, little, and
enough, can be used as
adjectives as well as adverbs.
Sometimes adverbs do not have
the same meaning as their
corresponding adverbs:
‘Nearly’ means ‘almost’ and not
something that is close by.
‘lately’ means ‘recently’
‘warmly’, ‘hotly’, coolly’ and
‘coldly’ are used emotionally and
not literally:
She stared at me coldly means
that she was unfriendly, not that
she was cold.
Not all words ending in ‘ly’ are
adverbs. The following words are
adjectives: friendly, miserly,
kindly, and womanly.
For example:
She had a friendly smile.
Only is a word that can be used in
many positions in a sentence. It
must be placed as near as possible
to the word it modifies:
He only encouraged his wife. (Did
not force her to do anything.)
Only he encouraged his wife. (No
one else did)
He encouraged only his wife. (No
one else)
He encouraged his only wife. (He
had only one)
Lesson 3 Other adverbs and their
position in the sentence
The following come before the
verb, but after the auxiliary if
there is one.
I seldom go to town.
We never leave late.
She hardly greeted me.
I sincerely hope so.
You surely do not mean that!
Father generally catches the eight
o’clock train.
We nearly died of fright.
They definitely said no.
They always visit us in winter.
Fane often comes here.
He really swims well.
I scarcely knew her.
He still remembers me.
She probably misunderstood me.
Lesson 4 Adverbs Adverbs of place Adverbs of place and manner
and manner come after the verb:
I looked everywhere for him.
The soldiers fought bravely.
We stayed there for a time.
The moon was shining brightly.
4005/1 Pg 4 ICT
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Lesson 6 Adverbs of time come at the end
or the beginning of the sentence.
Suddenly we heard the boom of
cannon.
We left the farm yesterday.
Lesson 1&2 Comparison of Comparison of adverbs
adverbs Positive Fast, comparative faster,
superlative the fastest
Long longer longest
Most adverbs with two or more

syllables form the comparative
and superlative degrees by using
more and most.
Beautifully more beautifully
most beautifully
Slowly more slowly most slowly
Fairly more Fairly most Fairly
Exception: early earlier earliest

Lesson 3 Adjectives Sentences consisting only of
nouns and verbs can be boring.
Mary eats an apple.
To make this statement mote
interesting, we could say:
Mary eats a juicy apple.
The word juicy is an adjective.
Adjectives are words which
describe and tell us more about
nouns.
The brave man stood on the
burning bridge.
The words brave and burning are
adjectives.
Lesson 4 Placing of Placing of adjectives
adjectives The adjective is usually placed
before the noun: a sunny day, a
pretty girl.
If a noun is described by more
than one adjective, a comma
separates the two: a tall, thin girl.
If a noun is described by an
adjective as well as a phrase (a
group of words), it is placed after
the noun: it was a day too wet for
a picnic.
Sometimes an adjective is placed
after the verb: The girl was shy.
4005/1 Pg 4 ICT
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of irritation and even Pg v a source of irritation and even
danger. danger.
of leaving school.
in your community.
World peace.
Lesson 1&2 Comparison of Comparison of adjectives
adjectives Adjectives can describe nouns by
degrees (certain amounts). There
are three degrees of comparison:
positive (relating to one)
The tall thin girl.
Comparative (relating to two
only) add –er, but when the
positive ends in –e only –r is
added:
The taller, thinner girl.
But when the positive ends in –e
only –r is added, brave – braver.
When the positive ends in –y,
preceded by a consonant, the –y
changes to -i before –er of –est is
added: tiny – tinier, tiniest, happy,
happier, happier.
Superlative (relating to more
than two) add –est
The tallest, thinnest girl.
When the adjective has more than
two syllables, more is added for
the comparative and most for the
superlative: beautiful, more
beautiful, most beautiful
Lesson 3 Irregular Irregular adjectives
adjectives Some adjectives have irregular
degree of comparison. Memorise
the following: bad, worse, worst
Good, better, best
Late, later, latest
Little, less, least
Many, more, most
Near, nearer, nearest
Old, older, oldest
Old, elder, eldest
Far, farther, farthest
Far, further, furthest
Lesson 4 Word formation Adjectives Add -able, -al, -ous, - Using the given suffixes, form
en, -full, -like, -ish, -ic, adjectives from the following
-ve, -y, -some, -ly, - words:
aneous, Accident Attract Autumn Bible
Child Courage Favour Honour
Danger Enthusiasm Father Fool
Habit Humour
Instant Joy Life Magnet Mercy
Metal Mischief Mountain Music
Nation Notice Occasion Parent
Plenty energy Prophet Prosper
Quarrel Respect Skill Talk Tire
Wit Wood Wool
4005/1 Pg 4 ICT
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Lesson 6 Test Adjectives and Rewrite the sentences, choosing
Adverbs the correct word each time.
The singer has a (clear; clearly)
voice.
He is checking the list (careful;
carefully).
She is (glad; gladly) that she has
practised playing the (difficult;
difficulty) parts.
He knows very (good; well) that
while he is negotiating, he will
have to think (quick; quickly).
During an exciting match, he
sometimes shouts (loud; loudly)
when a player stops (sudden;
suddenly).
Lesson 1&2 Give the correct form of the
word in brackets or fill in a
suitable word, or choose the
correct word.
The president was not serious
injured.
The food smells (good, well).
We hope he will be (successful,
successfully).
We did it (voluntary, voluntarily).
He has a (temporary, temporarily)
appointment.
Nomsa was appointed (temporary,
temporarily).
We visited a near town.
He wants to go to the (far) town.
The new machine works (bad,
badly).
Lesson 3 Adjectives Comparative or Use the correct comparative or
superlative form superlative form of each
adjective in brackets.
My cousin, Louis is (old) than I,
and my cousin, Sean, is the (old)
of us all.
It was the (courageous) deed I
have ever seen.
We were afraid to venture (far)
into the water.
She is the (shy) girl in our office.
We have far (few) books than our
neighbours.
Have you ever heard of a (noble)
deed?
The sick child is not any (bad)
than he was yesterday.
Anne is the (intelligent) of the two
sisters.
With (much) application and
(little) indolence, you should do
better at school.
Lesson 4 Pronouns Personal pronouns I, we, you, he, she, it, they Words that are used in the place
of nouns to save repetition are
called pronouns.
Peter told Ellen to bring the bag to

Peter but Ellen replied that the
bag was too heavy for Ellen to
carry and besides the bag did not
belong to Peter.
This sounds much better:
Peter told Ellen to bring the bag to
him but she replied that it was too
heavy for her to carry and besides
it did not belong to him.
A noun can be the subject the
person or thing doing the action
described by the verb), or the
object (the person or thing to
whom the action of the verb is
directed) of a sentence.
The subject forms of pronouns

are: I, we, you, he, she, it, they
The object forms of pronouns
are: me, us, you, him, her, it and
them.
Subject: I will attend the lessons.
David and I shall attend the
lessons.
Object: John will help her.

John will help Peter and me.
4005/1 Pg 4 ICT
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Lesson 6 Conflict NATIONAL Conflict management
test.
neighbour?
Lesson 1&2 Be careful to use a pronoun only
when it is clear to which noun it
refers:
John told Allan that he did not
understand.
It is not clear to which of the two
boys the he refers.
It would be better to say:
John told Allan that Allan did not
understand.
When two or more pronouns are

used together and one of them is
in the first person, the first person
pronoun is always used placed
last.
Lesson 3 Pronouns Possessive The possessive is used when we
Pronouns want to show that something
belongs to someone.
It belongs to me = it is mine
It belongs to you = it is yours
It belongs to him = it is his
It belongs to her = it is hers
It belongs to us = it is ours
It belongs to them = it is theirs
Notice that no apostrophes are
used.
Take care not to use ‘its’
(belonging to it) with an
apostrophe.
Lesson 4 A pronoun is a word that takes the
place of a noun. Who, which and
that are relative pronouns
Who is used of persons only, and
stands in place of the subject of
the sentence.
Which refers to everything except
people
That may also be used in the
same way.
That is used of persons and
things.
Examples:
Where is the girl who owns the
car?’
This is the boy who won the
prize.
I lost the book which I bought
yesterday.
This is the vase which I bought
for you.
This is the vase that was thrown
through the window.
NB: The part of the sentence
which starts with a relative
pronoun must be placed as close
as possible to the noun to which it
refers.
The girl, who wore a red dress,
sang beautifully.
This is the girl who wore a red
dress.
relative pronouns.
4005/1 Pg 4 ICT
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Lesson 6 One can also be used as a
pronoun. It is used when people in
general are being referred to and
when the writing is too formal for
‘you’ to be used. For instance, a
mother would say to her family:
‘You must remember to say your
prayers before you go to bed.’
However, a pastor, giving a
sermon, will say to the audience:
‘One must remember to say one’s
prayers before one goes to bed.’
When the general pronoun one is

used, it must not be changed to I
or we or any other pronoun later
in the sentence.
It is wrong to say:
hall, he is full of anticipation.
hall, one is full of anticipation.
(correct)
Lesson 1&2 Nouns and Jane and I are coming.
pronouns The others and I shall be there.
Both they and we have been
invited.
He told him and me.
Note: When characteristics of
people are being compared, than
is always followed by the subject
form of the pronoun.
For example:
He is shorter than I (am),
Mary is quicker than he (is).
Note: be careful not to confuse
masculine and feminine pronouns.
He always refers to a male, and
she always refers to a female.
Lesson 3 test Fill in the gaps with who, whose,
that or which
Whom did you discuss this with?
Who prevented you from phoning
us?
Whom did mother complain
about?
Who did you meet at church?
I have two varieties. Which do
you wish to buy?
Whose books are these? They do
not belong to me.
Lesson 4 Fill in the gaps with he, she, or it.
Jane is my sister. She is older than
I.
His brother is ill. He is in bed.
Mrs. Zwane lives here. She is my
aunt.
I saw a horse. It was black.
That is the man. He shot at me.
4005/1 Pg 4 ICT
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Lesson 6 Entertainment The advantages Enumerate the advantages NATIONAL The Man-Eater.
and disadvantages and disadvantages of being Syllabus Conquest of Everest.
of being an only an only child. 4005/1 Lonely Youth.
child. Pg v Smoking.
The Undernourished.
Lionel and Peter.
The Escape.
Fools’ Day.
Lesson 1&2 I cut (me) with a sharp blade.
Myself
She looked at (her) in the mirror.
herself
The bird killed (it) when it flew
against the window. itself
We enjoyed (us) on the farm.
Ourselves
They found (them) in the wrong
train. Themselves
Lesson 3 Peter and (I/me) will stay home.
Anne and (she/her) are sisters.
We as well as (they/them) are
coming home.
Neither I nor (he/him) was
invited.
I can assure you it was not (I/me)
who answered.
It is she/her who will have to do
the work.
Lesson 4 They said it was we/us who had
stolen the grapes.
Sipho is older than they/them.
We are poorer than them/they.
All are going next week except
they/them.
Everyone but he/him has read the
document.
4005/1 Pg 4 ICT
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Lesson 6 A preposition is a word
connecting a noun or noun
substitute to some other word or
part of the sentence.
For example:
The cushion is on the chair.
I will meet you at five o’clock.
The preposition is generally found
in front of a noun, or substitute or
noun phrase. Most prepositions
are short words:
For example:
On, in, at, of, by, to, for, to,
from, with, into, up, down, and
so on.
There are also compound

prepositions, consisting of several
words.
For example: instead of, on to,
with regard to, in connection with,
out of, as regards, in respect of.
There are not more than forty
prepositions in common use, but
they cause much difficulty,
because there is no easy way to
decide which prepositions should
be used in many particular cases.
Even English speakers frequently
use the ‘wrong’ preposition in
sentences. This is because the
most common prepositions have a
number of meanings and are used
in combination with other words
in ways which must be gradually
learnt.
OCTAVIA NCUBE EC NO.5875774K

FORM 3 ENGLISH LANGUAGE SCHEMES
TERM 3: 2024
SOURCES/ REFERENCES
STEP AHEAD BOOK 3

NEW SECONDARY ENGLISH BOOK 3 – New curriculum
HOW TO LEARN IN ENGLISH FORM 1-4
LONGMAN DICTIONARY
AIMS:
OBJECTIVES
Learners should be able to:
. Construct correct English sentences orally and in writing.
.Use appropriate language in different situations.
. Read a variety of texts for knowledge and recreation.
. Make appropriate use of social networks.
. Evaluate information given orally or in writing.
. Listen to and understand texts or any form of communication in English.
. Use writing conventions correctly.
. Express themselves using appropriate non-verbal communication skills.
. Write meaningfully on variety of topics.
. Use skills acquired for creative writing or career identification.
Lesson 1&2 The noun that follows a
preposition is regarded an object.
The object of a preposition
cannot be the subject of a verb. If
we use a personal pronoun after a
preposition we must remember to
use the form which shows that it
is an object.
By him not by he
For her not for she
With me not with I
Among us not among we
Lesson 3 A frequent mistake is found in the
following sentence:
Between you and I…
‘You’ and ‘I’ are both objects of
between; they must be in the
object form. The correct phrase is:
Between you and me…
The pronoun I never comes after a
preposition.
For example: with her and me; to
him and me
The same rule applies to who. The
form used as an object must
follow a preposition.
For example: of whom, to whom
and by whom
Lesson 4
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Lesson 6 Types of essays Gender To acquaint pupils with the National Syllabus Gender
Free types of essays they are Page iv In what ways can schools promote
Compositions. expected to have mastered Teacher’s notes. equal opportunities for boys and
by the end of the two-year Step Ahead girls?
course, on gender. Book ‘Women should be restricted to
you agree?
improved?
Lesson 1&2 Some meanings of most common
prepositions:
In refers to a position inside of
something (not necessarily to do
with place: in can also refer to
time or manner).
They are in the tent.
I will join you in an hour.
You are in a good mood.
Into refers to movement towards

the inside something.
He fell into a pit.
He drove into the tree.
He fell into a mood of sadness.
Lesson 3 At refers to nearness of direction

towards.
I met him at home.
I will meet you at one o’clock.
He felt at home.
Petrol is sold here at thirty cents a
litre.
He had a good try at it.
Lesson 4 With refers to close relationship.
He always argues with strangers.
She is living with her parents.
He spoke with a sorrowful voice.
I will never part with my books.
She is popular with her friends.
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Lesson 6 By refers to nearness or to being
in the cause of.
He is travelling by train.
They followed the path by
moonlight.
I was helped by him.
He won the race by ten metres.
I will get it done by half past two.
Lesson 1&2 From refers to direction out of
something.
These eggs are from the farm.
The show will be open from
today.
The patient is now free from
headaches.
The first gift was from his father.
They suffer from bad eyesight.
From the drop in temperature, I
would say it might rain.
Lesson 3 For refers to representing of, or
because of.
He did it for me.
He did it for ten dollars.
They have left for the sea.
He was punished for his late
arrival.
They lived here for twelve
months.
Lesson 4 Of refers to removal from, source,
or quality.
Their farm is north of the village.
She was robbed of her clothes.
He came of peasant stock.
I expect it of him.
She is a woman of fine character.
I bought a ball of wool.
They are the most loyal of friends.
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Lesson 6 Disaster Risk Speech write a speech National Syllabus Disaster Risk Management
Management 4005/1 What are the causes of road
(Guided) Pg v accidents?
compositions. Teacher’s notes Discuss ways to stop road
Step Ahead carnages.
Book Write a story beginning with,
were rescued.
Lesson 1&2 On refers to attachment or
covering.
They stood on the tabled.
I expect her on Sunday.
He is an authority on firearms.
The acrobat stood on his hands.
The book is based on fact.
The men are on strike.
Lesson 3 To refers to a leading towards or
affecting or purpose.
I am going to bed.
I gave it to his brother.
He was faithfully to the end.
She had a duty to her parents.
He does it to annoy.
Add a teaspoon to every litre.
My hat is similar to hers.
Lesson 4 We could see the fish beneath the
surface of the water.
She saw her friend disappear
beneath the waves.
The cat lay under/underneath
the table.
My father works on the floor
below this one.
We do not often have
temperatures below zero.
The foreman has fifteen workers
under him.
The foregoing (previous)
examples illustrate only some of
the meanings of the prepositions
under discussion. A fuller list of
the uses of these prepositions may
be found if you look them up in a
good dictionary.
4005/1 Pg 4 ICT
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Lesson 6 (Me) was given the letter by (he).
I, him
(him) will share the money
between you and (I). he, me
An invitation was sent to (they)
them and (we). Us
Lesson 1&2 Fill in the gaps with the
appropriate preposition.
The door of the house was ripped
off/ from its hinges.
If you come to/with me, I will see
that you are back at/by two
o’clock.
Come at once and get into the
car!
She is a person of considerable
courage in the face of danger.
When you come for your
injection, the doctor will give it to
you on the left arm.
Lesson 3 Prepositional Use agreed to (a proposal) Certain words (mainly adjectives,
idiom agreed in (principle) nouns and verbs) are followed by
agreed with (a person) particular prepositions. There is
agreed on (rules) often no particular reason for this,
angry with (a person) except that English speakers agree
on the use of these combinations.
The agreement on this kind of use
in what makes up the idiom of a
language. Idiom is best learnt by
reading and speaking the
language. Here is a selection of
prepositional idioms:
He agreed to a meeting the next
day.
The committee agreed in
principle.
My mother seldom agreed with
my father.
The teams agreed on a five
minute break.
My sister is often angry with me.
Lesson 4 Prepositional answerable to (a person) When I return, you will be
idiom answerable for (a thing) answerable to me for any damage
anxious about which occurs.
appealed to (a person) He was anxious about his health.
apologise to (a person)
She refused to apologise to him.
appealed against (a
decision) The leader appealed to his
supporters.
The players appealed against the
penalty.
4005/1 Pg 4 ICT
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Lesson 6 Essay writing Enterprise Discuss how people from National Syllabus Enterprise
Guided your area earn their pg v Write a letter to the editor of your
composition living and how various school magazine describing a
jobs affect family life. project which has been done by
you and your class.
life.
on)
Lesson 1&2 Prepositional authority over (a person) The father still has authority over
idiom authority on (a subject) his children.
aversion to (a person) He is an authority on old clocks.
bestow upon (a person) The teacher had an aversion to
buy from (a shop)
the inspector.
He bestowed his belongings upon
his friends.
The bread was bought from the
supermarkets.
Lesson 3 Prepositional careful of (a danger) You must be careful of thieves.
idiom careful about (belongings) They are never careful about
consists of (parts) their clothes.
consists in (an equivalent / This cake consists of flour, eggs
is the same as)
and butter.
contrast (verb) with
Crime consists in breaking the
law.
He contrasted his new life with
his old.
Lesson 4 Prepositional contrast (noun) to In contrast to the old, his new life
idiom conversed with (a person) was happy.
converse of (a topic) He conversed with me on the
contribution to / towards latest news.
This argument is the converse of
the last.
He contributed an article to the
school magazine.
He contributed towards the
building of the hospital.
4005/1 Pg 4 ICT
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Lesson 6 Prepositional consistent with (an His refusal was consistent with
idiom opinion) the views he had started.
consistent in (behaviour) He has been very consistent in
differ with (a person) his opposition to the scheme.
differ on (a subject)
differ in (quality) I must agree to differ with you.
We always differed on the
subject of fashion.
The new wool differed in colour
from the old.
Lesson 1&2 Prepositional differ from (something Ducks differ from geese.
idiom unlike) My handwriting is different from
different from, to yours.
(something unlike) I am disappointed in my hopes
disappointed in
for peace.
(expectations)
disappointed with (a He was disappointed with his
person) brother.
empty of (meaning) His promises are empty of
meaning.
Lesson 3 Prepositional experience of (occurrence) They had no experience of earth

idiom experience in (skill) tremors.
exchange for (a thing) He has limited experience in
effective for (a need) sewing on buttons.
enforced on (a person)
I have exchanged my car for a
scooter.
Aspirin is effective for headache.
Silence was enforced on the
class.
Lesson 4 Prepositional endow with (a talent) My brothers are not endowed
idiom independent on (a person) with patience.
intent upon (an aim) His children are quite
interest in (a subject) independent of the parents.
instill into (a person) His is intent upon a better
education.
You seem to be interested in
languages.
I will never instil any sense into
you.
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Lesson 6 Essay writing Health issues Write a speech on what NATIONAL Health issues such as HIV and
(Guided) such as HIV and people should do to control Syllabus AIDS and other chronic
compositions. AIDS and other the spread of AIDS. 4005/1 diseases
chronic diseases Pg v
Step Ahead The importance of HIV testing.
Book What, in your opinion, should
AIDS?
his patients.
at home.
Lesson 1&2 Prepositional liable to (mistakes) Computers are not liable to errors
idiom liable for payment) of arithmetic.
lives for (an aim) The tenant is liable for the unpaid
live by (an occupation) rent.
live on (a foodstuff)
His lives only for his children.
The islanders live by fishing.
The inhabitants of the tropics live
on yams.
Lesson 3 Prepositional live within (one’s income) A thrifty man tries to live within
idiom marred by (a fault) his means.
moved to (action) The concert was marred by the
moved by (requests) thunderstorms.
moved with (an emotion)
The miners were moved to protest
against their dangerous working
conditions.
He was moved by repeated
pleading of the beggar.
Your tale of woe moved me with
pity.
Lesson 4 Prepositional neglect of (duty) The whole school suffers from the
idiom obliged to (a person) for principal’s negligence of his duty.
(help) I am much obliged to them for
offence against (laws) lending me the necessary tools.
protest against (a
Gambling is a serious offence
decision)
popular with (supporters) against the hotel’s regulations.
The scholars protested against
the principal’s decision.
The new stadium has proved
popular with football crowds.
4005/1 Pg 4 ICT
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Lesson 6 Prepositional preparing for (an event) In 1939, Europe was preparing
idiom proceeded with (an for war.
occupation)
proceed from, to (a place) The court proceeded with the
proceed against (a
case.
lawbreaker)
proof of (responsibility) They then proceeded from
Harare to Mutare.
The police say they will not
proceed against the offenders
yet.
We have no proof of her guilt.
Lesson 1&2 Prepositional proof against (attack) This point has been proven
idiom prefer to (some other) against the worst weather for
replace with (an years.
alternative) They prefer the summer to the
replace by (a substitute)
winter.
ready for (an action)
The glass planes have been
replaced with plastic ones.
The manager has replaced by his
secretary.
The army is ready for invasion.
Lesson 3 Prepositional responsible to (a person) A member of parliament should
idiom responsible for (an action be responsible to the voters who
or charge) elected him.
sensitive to (criticism, The groundsman is responsible
changes)
for the state of the playing fields.
substitute for (something
else) The new government is very
sensitive to any accusations of
sympathy for (a person inefficiency.
There is no substitute for hard
work.
I feel a great deal of sympathy
for her difficulties.
Lesson 4 Prepositional satisfied with (person’s Are you satisfied with the new
idiom state of affairs) clerk?
succeed in (a venture) He succeeded in passing the
succeed to (an inheritance) examinations.
suitable for (an occasion)
The son succeeded to the crown
take after (a parent)
in 1850.
White flowers are suitable for a
wedding.
The little girl obviously takes
after her mother.
4005/1 Pg 4 ICT
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November 2022
Lesson 6 Children’s rights Problems faced by Bring out the problem he NATIONAL Children’s rights and
and youths. or she can face and who he Syllabus responsibilities
responsibilities or she can confide in for Pg v
advice. If you had a problem, to whom
why?
young people today?
families?
Parents.
their country?
agree?
this?
do you think?
you think?
cigarette smoking.
think?
leave school?
class
about this?
to their children.
my advice.
like.
argument?
Lesson 1&2 take for (someone else) On the telephone he was often
take upon (oneself a task) taken for as his father.
take to (an activity) He has taken it upon himself to
tired of (an activity) sweep the pavement.
taste for (art) He has taken to singing in bed.
I am tired of telling you to be
quiet.
useful for (a task)
He has acquired a taste for
useful to (a person) classical music.
The points of the scissors are
useful for making holes in papers.
This apparatus should be most
useful to you.
Lesson 3 Some difficulties A preposition should have an
with prepositions. object. Examine this sentence: He
said he would come with.
Since we have no object, the
sentence is incomplete. With
should be followed by an object.
For example: He said he would
come with us.
Exceptions:
Certain verbs are followed
habitually by prepositions which
determine their meanings. These
prepositions become part of the
verb and do not take an object.
For example: wake up; look up;
run down (The spring of the clock
has run down.)
(It may be argued that up and
down in these examples are
adverbs and not prepositions.)
Lesson 4 Between and among
When a sentence deals with
division of something between is
used for two recipients, among
for three.
The money was divided between
jack and Jill. (correct)
The food was divided among the
prisoners. (correct)
Note that both and between and
among must be followed by a
plural noun.
Note also that between may be
used with a different meaning for
more than two people.
For example:
There were many differences
between the musketeers.
Switzerland lies between France,
Germany, Australia and Italy.
4005/1 Pg 4 ICT
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Lesson 6 Leaving out Leaving out prepositions
prepositions Often when two words which
require different prepositions are
combined, one of the prepositions
is omitted.
For example:
He agreed but I disapproved of
the plan.
The preposition that should have
followed agreed is to. Of cannot
follow both verbs, for then the
sentence would read:
He agreed of but I disapproved of
the plan.
The correct version includes both
prepositions:
He agreed to but I disapproved
of the plan.
GOROMONZI DISTRICT
TERM 1: 2022
PERSONAL DETAILS

SOURCES/ REFERENCES
STEP AHEAD BOOK

AIMS:
Lesson 1&2 Test Leaving out prepositions
Often when two words which
require different prepositions are
combined, one of the prepositions
is omitted.
For example:
He agreed but I disapproved of
the plan.
The preposition that should have
followed agreed is to. Of cannot
follow both verbs, for then the
sentence would read:
He agreed of but I disapproved of
the plan.
The correct version includes both
prepositions:
He agreed to but I disapproved
of the plan.
Lesson 3 She became ill because she had
taken too much (to/upon) herself.
She fell/jumped (in/into) the
pool/water.
He bit (in/into) the rusk and I
poured the tea the (in/into) cups.
Mother looked/peered (in/into)
the cupboard/hole/oven etc.
They ran/walked (in/into) the
room.
He put/hid the money (in/into) the
drawer.
Lesson 4 She put the sweets/marbles
(in/into) her pocket.
His shot went wide (off/of) the
mark.
His shot was (off/of) target.
When will the aeroplane take
(off/of)?
Father prefers a holiday (off/of)
the beaten track.
Kindly switch (off/of) the
kettle/light.
4005/1 Pg 4 ICT
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Lesson 6 Essay writing Environmental Describe the results of NATIONAL Environmental Issues
issues unusual weather conditions Syllabus Describe the results of unusual
in Zimbabwe. 4005/1 weather conditions in your
Pg v and 2 community (Zimbabwe).
far do you agree?
Land.
Food.
in your country.
The beauty of wood.

Lesson 1&2 Correct the following: write out
the whole sentence.
We had no idea who was coming
with.
The inheritance was divided
among between his son and
daughter.
He had both objections and praise
praises for the new plans.
Lesson 3 Conjunctions Conjunctions
A conjunction is a word that joins
sentences or words.
The most commonly used
conjunction are and and but. We
can also join sentences using
adverbs (of time, manner, result
and reason).
And is used to join words or
sentences which you would
expect to find together. If
someone did his work, you would
expect him to do it tidily. Because
of this, we say:
He did his work correctly and
tidily.
But is used to join words or
sentences which you would not
expect to find together. If
someone did his work, you would
not expect him to do it untidily.
Because of this, we say:
He did his work correctly but
untidily.

and and but as conjunctions.
Lesson 4 The conjunctions: how, when or
where something is dome, that is,
they tell us about the words
describing actions: they are
adverbs.
Conjunctions indicating reason
(telling us why something is done)
are because, as since, for and if.
For example:
We shall be spending the whole
day indoors (Why) because it is
too wet and cold for playing
outside.
Notice that two tenses are used in
one sentence.
Conjunctions which indicate time
tell us when something happened
or will happen are: when, as, until,
after, as soon as, immediately,
whenever, since.
For example:
We will be spending the day
indoors (when?) while the
weather is clearing up.
Conjunctions indicating result
are:
So, therefore, so that.
It is too wet and cold for playing
outside (what is the result of this?)
so we will be spending the day
indoors.
Conjunctions (apart from but)
which can be used to join two
opposite or contrasting statements
are: though, although,
nevertheless, yet and however.
For example:
Although she was in a hurry, she
listened to me patiently.
She was in a hurry, nevertheless
she listened to patiently.
4005/1 Pg 4 ICT
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Lesson 6 Choose suitable conjunctions
from the list to form the links
between the sentences below:
when, before, after, while, since,
as, until, where, because, for,
that in order that, last, so that,
if, unless, provided that, though,
although, even if, as if, as
though, than.
Before the wind began to blow, a
great calm reigned over the town.
He would not repair the motor car
unless the money was paid in
advance.
Since you have come early, I will
let you leave early.
She gave him the money as he
could not pay for his own ticket.
The boys played the fool because
they were clowns.
Lesson 1&2 Complete the following sentences
by supplying the correct word.
.. Tom… jerry may go, but not
both. Either, or
I am not as strong as you are.
My brother is taller than I.
If you are my friend you will help
me.
Because opponent was weak and
slow, I managed to defeat him.
Though I have another business, I
shall visit you tomorrow.
All his efforts failed however
how hard he tried.
Lesson 3 Select suitable conjunctions and
change the sentences slightly
(where necessary) in order to
combine them. Do not use any
single conjunction more than once
in these five:
For example:
The horse ate the Lucerne. The
horse became very ill.
When he horse ate the Lucerne, it
became very ill.
(If) You put hot articles on the
table. You will damage the
surface.
(Since When Because As Seeing
that After) The price of butter
has risen. You should buy
margarine instead.
The boy is not intelligent. The boy
did very well in the examinations.
(use Although not but, otherwise
you will form a compound
sentence.)
She found the money. (where) He
had put it on the table.
The doctor told her. (that) She
would have an operation.
Lesson 4 Punctuation The full stop (.) Punctuation
Punctuation marks are the road
sighs of writing. If they are clearly
and accurately used, the meaning
of the writer will be made clear. If
they are wrongly used, confusion
results.
The full stop (.)
The full stop is used:
At the end of a sentence.
-The earth is round.
After abbreviations when the last
letter of the abbreviated word is
different from the last letter of the
original word.
Professor – prof.; Reverend –
Rev.
But: Mr, Mrs, per cent, 1st, 2nd,
and so on.
Acronyms (when the first letters
of the name of an organisation
forms a word) do not have full
stops.
University of South Africa –
Unisa
4005/1 Pg 4 ICT
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November 2015
Lesson 6 Essay writing Financial literacy State the importance of NATIONAL Financial literacy
developing a country Syllabus Which is more important to
through agriculture or Pg v develop in your country,
manufacturing industries. agriculture or manufacturing
industries?
on).
you agree?
opinion?
Discuss.
money?
Lesson 1&2 Punctuation The comma (,)
The wrong placing or the
omission of a comma can cause
more confusion than the wrong
use of any other punctuation
mark. It is wise to study its correct
very carefully.
A comma indicates a pause which
is much shorter than that of a full
stop.
The comma is used:
To separate words, phrases or
clauses.
Mr Mbeki, the local butcher, will
deliver the meat.
To separate two or more words of
the same part of speech
(adjectives, or nouns and so on).
The ingredients needed are flour,
milk, eggs and butter.
Notice that a comma is not used
before and. The same principle
applies to or.
Ask Dannie, John or Charles.
The comma must, however, be
retained if its omission is likely to
lead to ambiguity. (Confusion of
meaning).
To separate two consecutive sets
of figures of two identical words:
Of those present numbering 50,
12 did not vote.
Whatever you want to do, do it
quickly.
To mark off words or phrases
introduced in the middle of a
quotation.
“Reading,” wrote Bacon, “makes
a full man.”
Usually to mark off clauses in
sentences:
As soon as he had fallen asleep,
they started playing,
This is often not done when the
clause is adjectival.
To mark off words and phrases:
Like: of course, however,
therefore, for example, that is, in
fact.
We must, of course, clean up.
Lesson 2 The semicolon (;)
The pause indicated by a
semicolon is longer than that of a
comma, but shorter than that of a
full stop.
Its main function is to connect
ideas which are very closely
related, but which are different
enough to make using a comma
inappropriate.
The idea appealed to me; the
alternative did not.
Lesson 3 The colon (:)
The colon is used:
When the first part of the sentence
is complete and the second part is
a remark that arises from it.
It is with books as with men: a
very small number plays a great
part.
To introduce a quotation
Shakespeare said, “All the world’s
a stage.”
To introduce a list
Equipment required for
gardening: spade, wheelbarrow,
rake and hosepipe.
Question mark (?)
It is used at the end of a sentence
which asks a direct question.
Do you love me?
Lesson 4 Exclamation mark
It is used after sentences that
express strong emotion.
What a terrible man! Be careful!
Never double or treble for the
purpose of emphasis.
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Lesson 6 Brackets ()
Brackets are sometimes used
instead of commas. They enclose
words which are not essential to
the meaning of the sentence.
When I attend on Friday (I should
see her then), I will give it to her.
Note that the comma that would
normally Friday is inserted after
the bracket; it must however
precede the bracket.
Lesson 1&2 The apostrophe (’)
It is used in two ways:
To show that some letters have
been left out of a word and that
the word has been contracted, it
can be used with parts of verbs,
relative pronouns and nouns.
Do not becomes don’t
Will not becomes won’t
It is becomes it’s
Who will becomes who’ll
Susan will, can be said as Susan’ll
Johannesburg becomes Jo’burg.
NB: the apostrophe must be
placed where the letters have been
left out; the o of not in do not
has been left out, so the contracted
form is don’t not don’t
To indicate the possessive. In

other word, to show that
something belongs to somebody.
This is done in the following
ways:
Add ’s (apostrophe then –s) to all
singular words and all plural
words which do not end with –s.
The boy’s hat (singular)
The women’s books (plural)
Add only ’ (the apostrophe) to
plural words which end in –s
The boys’ hats (plural)
Add only ’ (the apostrophe) to
classical and biblical names which
end in –s
Moses’ laws
Jesus’ parables
Lesson 3 Note the following
The preposition of is used with
names of things that are not alive.
(inanimate things)
The leg of the table not the table’s
leg
But the ’-s is used with inanimate
words which express time.
A day’s journey; in three days’
time
When two or three nouns

expressing possession of THE
SAME THINGS are joined by
and or or, the ’-s is used only
with the last noun.
It is Dean and Jean’s turn to play.
He went to Father and Mother’s
room.
But we say Dean’s and Jean’s
nose are sunburned. (They do not
possess the same nose!)
The apostrophe is not used with
certain pronoun.
We say: Susan is a friend of
Anne. She is a friend of hers.
The apostrophe is not used with:
yours, ours hers, theirs, its.
The apostrophe is used with some
pronouns.
It is somebody else’s fault.
It is no one’s fault.
Nouns written with a hyphen have
– s at the end of the last word.
My father-in-law’s house.
My sister-in-law’s car.
Its without the apostrophe is used
when the possessive is indicated.
The cat hurt its paw.
It’s with the apostrophe is used to
show the contraction of it is.
It’s a cold day today.
Beware of using the apostrophe
when it is not necessary.
You often see apostrophe
incorrectly used in advertisement:
Cabbage’s – 20c. This is wrong.
It should be: cabbages -20c.
Lesson 4 Hyphen (-)
Hyphen is used:
To join the parts of a compound
word.
Fire-escape; commander-in-chief;
mother-in-law
A dash is used to denote a sudden
change of thought:
I asked her – but to what avail?
As a substitute for a bracket:
Do you think Baker – the previous
Chairman – will attend?
4005/1 Pg 4 ICT
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November 2015
Lesson 6 Essay writing Digital literacy Describe the advantages NATIONAL Digital literacy
and disadvantages of using Syllabus Has life been improved by the
cell phones. 4005/1 widespread use of cell phones?
Pg v Explain how new scientific
library?
Lesson 1&2 Inverted commas (or quotation
marks) (‘……’)
They are used to show that the
exact words of a speaker are being
used:
‘Will you sit down?’
They are also used to show that a
foreign word is being used or to
show that a word is being used in
an unusual way:
She looked like a real ‘lady’ when
she sat in the middle of the road
and removed her shoes.
They are also used to show that a
word or words have been quoted
from another piece of writing:
As Anselm said, ‘God is that than
which nothing greater can be
thought.’
In the past, inverted commas were
always double, (“…”) but recently
single commas have become
common (‘….’).
Lesson 3 Rules of punctuation in direct
speech.
When a direct speech is
introduced with words like the
teacher said or the headmaster
shouted, there must always be a
comma after the verb:
the teacher said, and the
headmaster shouted,
In English, the opening inverted
commas are placed above the line.
The first word inside the inverted
commas is always written with a
capital letter:
The teacher said, ‘Will you…?’
Punctuation of the speech inside
the inverted commas is normal:
The teacher said, ‘Will you come
here, please?’
The headmaster shouted, ‘Move
quickly up the stairs!’
NB: the question mark,
exclamation mark, full stop or
comma must be placed inside the
inverted commas.
If the name of the speaker is
placed after the words spoken,
there must be a comma before the
closing inverted commas:
‘Come here, please,’ said the
teacher.
Notice that the said is written

with a small letter. This is so even
when a question or exclamation is
written:
‘Will you come here, please?
Asked the teacher.
As it has been mentioned above,
punctuation is important to the
meaning of a sentence.
Look at this pair of sentences.
a) Boys who are inclined to

be rough, will not be
invited to the party.
b) Boys, who are inclined to
be rough, will not be
invited to the party.
Sentence a) suggests that only the
boys who are rough will not be
invited, boys who are not rough
will be invited. However, in
sentence b) it is suggested that no
boys will be invited. The comma
after ‘Boys’ in b) indicates that
the clause staring with ‘who’ has
been separated from the subject
and therefore refers to boys in
general.
Here are two more examples:
Andrew said Tom was elected
chairman.
Andrew said, ‘Tom was elected
chairman.’
The first sentence is reporting
what Andrew said; the second
sentence is telling us the actual
words used by Andrew.
Notice how words and sentences
are punctuated and be careful of
how you punctuate your own
work.
Lesson 4 The capital letters Indicate:
the first letter of a sentence ,
quotation and usually of a line of
verse
proper nouns and proper
adjectives: America, Zimbabwe
nouns and adjectives referring to
the Deity: God, Holy Spirit,
Christ
days of the week, months of the
year and principal parts of the
names of holidays: Thursday,
April, Good Friday
the first word of a letter: Dear
Carol, My dear John
Yours at the end of a letter: Yours
faithfully, Yours sincerely.
The pronoun I and the
exclamations O, Oh and Eh.
Note that only the first word of
the title of the book or poem is
written with a capital letter, unless
there are names included in the
title:
‘English made easy’
‘The rise and fall of the Roman
Empire’.
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Lesson 6 Insert the necessary
punctuation marks
What can we do now
Hurry shouted James
Pietermaritzburg the capital of
natal is not the largest city in that
province
I expect to see him on 1 January
he replied
Nothing that you say he added
will alter the problem
My sister has gone to but sugar
jam butter and rice
We should of course never have
gone there
Having had one uncomfortable
experience we must avoid another
My favourite prayer ends thy will
be done
I can give you some of the names
of diseases the vet did not tell me
all which might attack your
various pets
Lesson 1&2 Sentences, clauses and phrases
The sentences
Characteristics of a sentence:
It contains at least one finite verb
It starts with a capital letter.
It ends with a full stop.
It expresses one thought or idea
It makes complete sense.
Sentences should not be to long

because long sentences can
become vague and lose their
meaning.
Lesson 3 Types of sentences
When we speak or write, we use
different types of sentences to
help to show more clearly what
the words we are saying mean.
The most common type of

sentence is the statement. This
tells something without showing
any emotion. A statement always
ends with a full.
For example:
Lions eat meat.
The question is meant to find out

information. Written question
always ends with a question mark
(?).
Do lions eat meat?
A request is almost the same as a

question because it is asking
someone to do something. It is
not written with a question mark.
Please behave yourself.
The exclamation is usually a

comment about something. The
comment is made with emotion
like surprise or anger. A written
exclamation ends with an
exclamation mark (!). When we
say an exclamation, it is usually
said more loudly than other
sentences before or after it.
We slowly opened the door. What

a beautiful sight!
A command shows that an

instruction is being given. It is
treated the same as an
exclamation both verbally and in
writing.
Sit still!
Prohibitions are sentences which

tell us that something may not be
done. They are sometimes written
with exclamation marks.
Don’t scream!
Interjections are words or
phrases which are sometimes
added to a sentence to express an
emotion. They are sometimes
sentences in themselves. Very
often the words themselves are
meaningless. They are sometimes
written with an exclamation mark.
Oh dear! Why did you let go?
Lesson 4 The clause The clause
When a sentence has more than
one finite verb, it is said to
contain more than one clause.
A clause is a group of words
which contains a finite
(completed) verb and one which
describes a thing or an action in
the main part of the sentence.
The woman who was carrying a
basket crossed the street.
The words in bold letters form a

clause (was carrying) is a
complete verb.
In the same way as adjectives and

adverbs, so phrases and clauses
can be adjectival – when they
describe people or things or
adverbial when they describe
actions. The main part of the
sentence is called the main clause.
The additional clauses are called
subjunctive clauses. You will not
be required to do analysis of
sentences in your examination.
However, knowing about phrases
and clauses is very useful when
you have to construct your own
sentences in composition and
letter writing.
4005/1 Pg 4 ICT
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November 2017
nations.
window.
opinion?
trouble.
Lesson 1&2 The phrase
A phrase is a group of words
which describes a thing or an
action in the main part of the
sentence.
It does not contain a finite
(completed) verb.
The man in the raincoat boarded

the train.
The man wearing a raincoat
boarded the train.
The highlighted words are phrases
because:
1. They do not contain a
finite verb.
2. No complete idea is
expressed.
Phrases form part of a sentence
and cannot stand alone.
Lesson 3 Summary on phrases and clauses
The most important thing to
remember about phrases and
clauses is that they must be as
close to the word they describe
as possible.
Look at these sentences:
1. I saw the boy standing on
the chair whose name was
Conrad.
2. Walking down the road
the sun was setting.
In sentence 1, it seems as if the
chair’s name was Conrad. The
adjectival clause is nearest to the
chair.
It should read ‘I saw a boy, whose

name was Conrad, standing on the
chair.
In the second sentence, the phrase

will have to be changed to a
clause.
It should read, ‘As we were
walking down the road, the sun
was setting.’
The phrase is adjectival, that is, it
describes a noun.
It has been changed into an
adjectival clause, describing when
the action took place.
Knowledge on clauses also helps
you to know about how different
tenses can be used in a single
sentence.
Lesson 4 Punctuation
Punctuate each sentence and say
what type of sentence each one is.
For example
Did you stay long there: Did you
stay there long? Question.
Come here at once mr jones
Come here at once, Mr. Jones!
Command
Don’t forget to read the questions
carefully
Don’t forget to read the
questions carefully. Command
or prohibition
Please ask the bus driver to stop

after the traffic lights so that I can
get off the bus
Please ask the bus driver to stop
after the traffic lights so that I
can get off the bus. Request
English geography and history are

my favourite subjects
English, geography and history
are my favourite subjects?
Statement
Do you accept cards in this store

Do you accept cards in this
store? Question
4005/1 Pg 4 ICT
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Lesson 6 Use the following phrases in
sentence of your own. Remember
that the sentence must contain a
finite or compete verb.
Walking in the school
For example
Walking in the school, the
headmaster called the students.
The hot and angry conductor
For example
The hot and angry conductor
picked up the naughty child.
Dresses made by my mother
For example
I have many dresses made by my
mother during the holiday.
Going up the hill, the old man

puffed and panted.
Lesson 1&2 In each of these sentences, the
subordinate clause or phrase is
in the wrong place. Correct the
sentences.
Being ill, cigarettes were kept out
of his room.
Because he was ill, cigarettes
were kept out of his room.
No student will be allowed into

the examination room who is not
wearing an identity card.
No student who is not wearing
an identity card will be allowed
into the examination.
Riding up the road, the sun was

blinding.
As we rode up the road, we
were blinded by the sun.
The chair belonged to my uncle

with three legs.
The chair with three legs
belonged to my uncle.
He realised that tackling was part

of the game which should have
been low.
He realised that tackling was
part of the game and that it
should have been low.
The team all climbed into the bus
which consisted of eleven players
and a reserve.
The team, which consisted of
eleven players and a reserve, all
climbed into the bus.
Lesson 3 How to answer How to answer comprehension
comprehension questions.
questions. Read the passage quickly just to
find the most important points.
Write down these points in rough.
Read the passage more carefully.
Read the questions.
Read the passage again, keeping
the questions in mind as you read.
Answer the questions.
This method sounds time
consuming, but it pays dividends,
as you will find answering the
questions much easier than if you
read the passage only once.
Lesson 4 Question Paper 2 Analysis of Identify the different types Teacher’s Types of questions set on
review questions 1 and 2 of questions set on Resource Book comprehension passages vary.
of Paper 2 comprehension passages NATIONAL There are straightforward
Syllabus questions requiring a full sentence
4005/1 Pg 4 ICT
as answer. They are simple recall
Tools
questions. This is a level one type
November 2019
of questions: what, give, why,
how.
In your own words question is a

level two question which requires
you to check the number of marks
given, at the far right side of the
question. If there is one mark
given, look for one key word from
the given passage and give
another word which means the
same as the key word or
paraphrase it. If the question has
two marks awarded, look for two
key words from the given passage
and give other words which
mean the same as the key words
or paraphrase them.
The third level type of questions
tests the candidates’ ability to
infer or deduce the answer from
the facts given in the passage:
which, what, .
Some questions test candidates’

understanding of different
meaning of given words in a row,
for example the meaning of
social, political, economic and
religious factors.
Another type of questions tests the

candidates’ ability to identify the
reference of a pronoun in a text.
When reading for comprehension,
always pause to ask oneself what
certain words such as: ‘this’,
‘that’, ‘it’, ‘he’, ‘she’, ‘they’,
‘them’, ‘we’, and so on stand for.
Vocabulary questions are another

type of questions that test the
candidates’ understanding, in
particular, word
meaning/influential skills.
Another one is an evaluation

question which tests the
candidates’ analytical skills of
how meaning is conveyed.
test the candidates’ understanding,

in p
4005/1 Pg 4 ICT
Tools
November 2019
of irritation and even Pg v a source of irritation and even
danger. danger.
of leaving school.
in your community.
World peace.
Lesson 1&2 Comprehension Understanding the Answer Comprehension ZIMSEC PAST Answer Comprehension Question
Question 1 passage Question 1. Write answers EXAM PAPER 2 1. Write answers only.
only. November 2020
Lesson 3 Comprehension Vocabulary Answer Comprehension ZIMSEC PAST Answer Comprehension Question
Question 2 Question 2. Write answers EXAM PAPER 2 2. Write answers only.
only. November 2020
Lesson 4 Comprehension Summary writing Write the summary, ZIMSEC PAST Write the summary, focusing on
Question 3 focusing on answering to EXAM PAPER 2 answering to the given key words.
the given key words. November 2020
Lesson 5 Comprehension Language Answer Comprehension ZIMSEC PAST Answer Comprehension Question
Question 4 structures Question 4, following all EXAM PAPER 2 4, following all the given
the given instructions. November 2020instructions.
Lesson 6 Essay writing Guided writing: ZIMSEC PAST Write the correct and expected
Report writing EXAM PAPER 1 structural aspects of the type of
essay. Amplify all the given pegs.
NCUBE OCTAVIA EC No: 5875774K
MATOBO DISTRICT
MATABEELAND SOUTH PROVINCE
TERM 2: 2024
SOURCES/ REFERENCES
STEP AHEAD BOOK

AIMS:
only.
only.
the given key words.
Lesson 5 Direct and Rules of indirect Rules of indirect speech
indirect speech speech Verbs are changed one step back
into the past.
Present play becomes Past
played
Is playing becomes Past was
playing
present perfect has played
becomes Past had played
future tenses change from shall
and will to would (not should)
“I shall do it.” becomes He said
he would do it.
Should and would do not change.
The infinitive (for example: to
ask) does not change.
Can becomes could
May becomes might
only.
only.
Lesson 5 Direct and Rules of indirect Rules of indirect speech
indirect speech speech The first person pronoun (I, we)
changes to the third person
pronoun (he, she, and they).
Adverbs which indicate time or
place change:
Now - then
This - that
These - those
Here - there
Today - that day
Tomorrow - the next day, the
following day
Yesterday - the previous day, the
day before
Last - night the previous night
Tonight that night
Ago - before
Last week - the previous week
Next week - the following week
Thus - so
only.
only.
the given instructions. instructions.
only.
only.
only.
only.
only. November 2005
only. November 2005
only. November 2006
only. November 2006
only. November 2006
only. November 2006
only. November 2007
only. November 2007
only. November 2008
only. November 2008
GOROMONZI DISTRICT
TERM 3: 2022
PERSONAL DETAILS

SOURCES/ REFERENCES
STEP AHEAD BOOK

AIMS:
Lesson 1&2 Comprehension Understanding the Answer comprehension ZIMSEC PAST Answer Comprehension Question
only. November 2009
Lesson 3 Comprehension Vocabulary Answer comprehension ZIMSEC PAST Answer Comprehension Question
only. November 2008
Lesson 5 Comprehension Language Answer comprehension ZIMSEC PAST Answer Comprehension Question
only. November 2009
only. November 2009
Lesson 5 Comprehension Language Answer comprehension ZIMSEC PAST Answer Comprehension Question
only. November 2010
only. November 2010
only. November 2011
only. November 2011
only. November 2012
only. November 2012
Adjective Endings
Adjectives have many different endings.
Some adjectives end in -ful.
These adjectives describe nouns or pronouns that are full of something or have a lot of something:
- a beautiful face; a painful injury; a careful student; a cheerful baby; a joyful smile; a helpful teacher; a powerful machine;
a wonderful time; playful children; a skillful player; a useful book; colourful clothes
Some adjectives end in –ous:
- a famous writer; a courageous soldier; a mountainous area; an adventurous explorer; a dangerous job; a poisonous snake;
a humorous film; a generous gift; mischievous children; marvelous results
Some adjectives end in –y:
- a messy room; a noisy car; dirty hands; a sleepy dog; a cloudy sky; thirsty children; a muddy path; a sunny day; stormy
weather; an easy test; a lazy worker; juicy fruit
Some adjectives end in –less:
These adjectives describe a person or thing that does not have something:
- a cloudless sky; a meaningless word; a sleeveless dress; a fearless fighter; a careless driver; homeless people; a joyless song;
seedless grapes; a useless tool; harmless animals
Some adjectives end in –al:
- a National flag; personal possessions; musical instruments; a traditional costume; electrical goods; magical powers; a
coastal town; medical equipment
Here are some adjectives that end in -ic, -ish, -ible, -able, -ive and –ly:
- a fantastic singer; a terrible mess; an imaginative story; an energetic dog; a sensible answer; expensive jewelery; basic
grammar; horrible smells talkative children; enthusiastic shouting; visible footprints; a creative artist; a selfish act; a likeable
child; friendly teachers; foolish behaviour comfortable clothes; a lovely dress; stylish clothes; valuable advice; a lively cat;
childish talk; suitable colours; an elderly man
Many adjectives end in –ing:
- loving parents; an interesting book; a caring nurse; a disappointing result; a flashing light; an outstanding swimmer; a smiling
face; an exciting ride; a boring story; chattering monkeys; a gleaming car; shocking news
Notes
Words like smiling, caring and flashing are present participles of verbs.
They are formed by adding -ing to the verbs. Many present participles can also be used as adjectives.
Many of adjectives end in –ed:
- a closed door; satisfied customers; boiled eggs; worried passengers; wasted time; escaped prisoners; a painted wall; excited students;
reduced prices; invited guests
Notes
Words like closed, wasted and escaped are past participles of verbs.
Many past participles can also be used as adjectives:
Describing What Something Is Made Of
Some nouns can be used like adjectives. For example, if you have a chair that is made of plastic, you can use the noun plastic as an
adjective and say that the chair is a plastic chair.
If you have a watch that is made of gold, you can say it is a gold watch.
But the nouns wood and wool can’t be used like this.
To make adjectives of these nouns you have to add en.
noun adjective Example

wood wooden a wooden door
wool woolen a woolen jumper
Describing What Something Is Like
There’s another way to make adjectives from nouns. Suppose you want to say that something is like a certain material, although not
made of it.
To make these adjectives, add -en to some nouns and -y to other nouns.
noun adjective Example

gold Golden a golden sunrise(= bright
yellow like gold)
silk silky or silken silky skin (= as soft as silk)
lead Leaden a leaden sky (= dark gray like
the colour of lead)
Notes
Words like closed, wasted and escaped are past participles of verbs. Many past participles can also be used as adjectives.
Exercise 3
The following sentences contain adjectives made by adding endings to nouns. Write the noun that each adjective comes from on the
line after each sentence. The first one has been done for you.
Remember that some nouns must be changed slightly before the ending is added.
1. She’s always making careless (care) mistakes.

2. It was a very painful (pain) injury.
3. Witches and wizards have magical (magic) powers.
4. These oranges are very juicy (juice).
5. Dogs are usually more energetic (energy) than cats.
6. Our neighbours are not very friendly (friend).
7. She keeps her toys in a large wooden (wood) box.
8. Take off your muddy (mud) shoes before you come in.
9. May I borrow your pencil sharpener? Mine is useless (use).
10. What a beautiful (beauty) dress!
Exercise 4
Fill in the blank spaces with adjectives made from the verbs in parentheses. Remember that both present participles and past
participles can be used as adjectives.
Choose the adjective that suits the sentence best. The first one has been done for you.
1. It wasn’t a very (interest) interesting movie.

2. We could hear the (excite) excited fans screaming.
3. I hope the pupils don’t think that my classes are (bore) boring.
4. My father had a very (worry) worried look on his face.
5. Have the police found the (steal) stolen car yet?
6. The supermarket sells lots of (freeze) frozen food.
7. The players on the (win) winning team don’t look tired at all.
8. Some of the old houses had (break) broken windows.
The Comparison of Adjectives
The Comparative Form
To compare two people or things, use the comparative form of an adjective.
The comparative form is usually made by adding er to the adjective.
adjective comparative form

dark Darker
hard Harder
light Lighter
warm Warmer
High Higher
cold Colder
young Younger
small Smaller
soft Softer
tall Taller
poor Poorer
rich Richer
old Older
low lower
Fast Faster
Notes
The word than is often used to compare two things or people.
For example, you say: Mr. Lee is taller than Philip.
A car is faster than a bike.
The Superlative Form
When you compare three or more people or things, use the superlative form of an adjective. The superlative form is usually made by
adding est to the adjective.
adjective superlative form

dark Darkest
warm Warmest
Light Lightest
cold Coldest
high Highest
Fast Fastest
low Lowest
slow Slowest
old Oldest
young Youngest
rich Richest
Poor Poorest
tall Tallest
small Smallest
soft Softest
Hard Hardest
Notes
The word ‘the’ is often used before the superlative form. For example: A bee is a small insect. A ladybird is smaller, but an ant is the
smallest.
If the adjective ends in e, add r to form the comparative and st to form the superlative.
adjective Comparative Superlative

nice Nicer Nicest
close Closer Closest
large Larger Largest
rude Ruder Rudest
safe Safer Safest
wide Wider Widest
Suppose the adjective is a short word that ends in a consonant and has a single vowel in the middle. Just double the consonant and add
er to make the comparative and est to make the superlative.
adjective Comparative superlative

sad sadder saddest
wet wetter wettest
slim Slimmer slimmest
thin thinner thinnest
Big Bigger biggest
Suppose the adjective has two syllables and ends in y. Just change the y to i and add er to make the comparative and add est to make
the superlative.

easy Easier easiest
heavy Heavier heaviest
funny Funnier funniest
lovely lovelier loveliest
dirty dirtier dirtiest
pretty prettier prettiest
noisy noisier noisiest
tidy tidier tidiest
happy Happier happiest
friendly Friendlier friendliest
naughty naughtier naughtiest
tiny tinier tiniest
Use more and most to compare most other two-syllable adjectives. You will also use more and most with all adjectives that have
more than two syllables.

famous more famous most famous
Precious more precious most precious
handsome more handsome most handsome
exciting more exciting most exciting
beautiful more beautiful most beautiful
expensive more expensive most expensive
comfortable more comfortable most comfortable
delicious more delicious most delicious
interesting more interesting most interesting
difficult more difficult most difficult
Irregular Comparative and Superlative Forms
A few adjectives don’t form their comparative and superlative forms in any of the usual ways. The comparative and superlative forms
of these adjectives are different words, called irregular forms.
good better best
bad worse worst
little less least
many more most
far farther or further farthest or furthest
For example: My painting is good, Melanie’s painting is better, but Andrew’s painting is the best.
Adjective Phrases
Phrases can be used like single adjectives to describe nouns and pronouns. Phrases that are used in this way are called adjective
phrases.
Most adjective phrases come after the word they describe. Look at these examples. The adjective phrases are in bold and the nouns
they describe are in colour.
Who is the girl with long hair?
My friend lives in the house across the street.
Mrs. Morris is tall and slim.
This is the road to Toledo.
The lady in the bookshop is a friend of mine.

Some adjective phrases come before the word they describe.
The words in these phrases are often joined with hyphens.
- a long-legged bird
- an eight-year-old child
- a well-dressed lady
- a ten-cent coin
- a fun-loving teenager
- a twenty-story building
- user-friendly equipment
- a large-sized shirt
Exercise 5
Read the following passage. Write the correct comparative and superlative forms of the adjectives in parentheses in the blank
spaces. The first one has been done for you.
Paul likes playing football. He’s a very good player, but his friend Sally is a (good) better player. She’s the (good) best player in the
whole school. She is (fast) faster and (strong) stronger than all the boys, even the boys who are (old) older and (big) bigger than her.
That’s why Paul likes her. Paul thinks all games are exciting, but football is the (exciting) most exciting game and it’s (noisy) noisier
than all the other games he plays with his friends. When the grass is wet, everyone gets dirty when they play football. But Sally gets
(dirty) dirtier and (wet) wetter than everyone else.es:
Exercise 6
Complete the following sentences. Write an adjective phrase that includes the preposition in parentheses. The first one has been done
for you.
1. Is this the train to Tokyo (to)?

2. They live in a big house near the shops (near).
3. Emily’s desk is opposite Tendai’s (opposite).
4. The bucket has a hole in it (in).
5. Who is the man with you (with)?
Exercise 7
Complete the following sentences. Write an adjective phrase, using the adjective in parentheses and another adjective linked with and
or but. The first one has been done for you.
1. My dog is small and brown (small).

2. His sister's hair is long and black (black).
3. Our teacher is opposite but correct (opposite).
4. Tomorrow's weather will be sunny but windy (sunny).
5. The museum was quiet but busy (quiet).

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FORM 1: ENGLISH LANGUAGE SCHEME: COMPRESSED VERSION

CHADEMUWIRI A. EC No: 0128500Y

CHADEMUWIRI HIGH SCHOOL

BLACK LABEL PROVINCE

M.A. DEGREE IN RELIGIOUS STUDIES (UNIVERSITY OF ZIMBABWE)

B.A. HONOURS IN RELIGIOUS STUDIES (UNIVERSITY OF ZIMBABWE)

DIPLOMA IN PHILOSOPHY (ST AUGUSTINE’S SEMINARY)

ENGLISH FOR ZIMBABWE BOOK

LONGMAN - THE LIVING DICTIONARY

The aims of the syllabus are to promote in pupils an awareness of:

Students give common nouns in their

Class discussion on the techniques on giving

Construct five simple sentences using

Class discussion on the techniques on giving

The importance of HIV testing.

10.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities

FORM 1 ENGLISH LANGUAGE SCHEME

NGANUNU HIGH SCHOOL

PROVINCE MATABELELAND SOUTH

1. STEP AHEAD BOOK

The aims of the syllabus are to promote in pupils an awareness of:

Empower pupils with creative writing prowess.

Construct five sentences using

If you had a problem, to whom

The beauty of wood.

He promised to finish spreading

Construct five sentences using

The twenty-four hour clock

He told me that I must play much

EC NO. EC No: 5875774K

FORM 1 ENGLSH LANGUAGE SCHEME

NGANUNU SECONDARY SCHOOL

1. STEP AHEAD BOOK

Empower pupils with creative writing prowess.

1.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities

When he came home, he read the

7.Wk/Ending TOPIC CONTENT OBJECTIVES S.O.M Teacher and pupil Activities

The boy said that he had done his

FORM 2 ENGLISH LANGUAGE SCHEME

CHADEMUWIRI HIGH SCHOOL

MASHONALAND EAST PROVINCE

QUALIFICATION: M.A. DEGREE IN RELIGIOUS STUDIES (UNIVERSITY OF ZIMBABWE)

1. STEP AHEAD BOOK

Empower pupils with creative writing prowess.

I wish that I could go to the

Inverted commas are used when

The beauty of wood.

FORM 2 ENGLISH LANGUAGE SCHEME

NGANUNU SECONDARY SCHOOL

MATABELELAND SOUTH PROVINCE

1. STEP AHEAD BOOK

Empower pupils with creative writing prowess.

The boy asked me where I had

I do not know when the battle of

When the general pronoun one is

Into refers to movement towards

FORM 2 ENGLISH LANGUAGE SCHEME

NGANUNU SECONDARY SCHOOL

- STEP AHEAD BOOK

Empower pupils with creative writing prowess.