ENGLISH

LANGUAGE
CURRICULUM FOR SECONDARY
EDUCATION (SHS 1 - 3) NATIONAL COUNCIL FOR
CURRICULUM & ASSESSMENT
OF MINISTRY OF EDUCATION

MINISTRY OF EDUCATION
REPUBLIC OF GHANA SEPTEMBER 2023
ENGLISH LANGUAGE | 1
 GHANA EDUCATION SERVICE
(MINISTRY OF EDUCATION)

MINISTRY OF EDUCATION

REPUBLIC OF GHANA

PHYSICAL AND HEALTH

REPUBLICEDUCATION
OF GHANA CURRICULUM
FOR BASIC 7 – 10
ENGLISH
(COMMON CORE LANGUAGE
PROGRAMME)
CURRICULUM FOR SECONDARY EDUCATION
(SHS 1-3)

SEPTEMBER 2020
September, 2023
 ENGLISH LANGUAGE
Enquiries and comments on this Curriculum should be addressed to:
The Director-General
National Council for Curriculum and Assessment (NaCCA)
Ministry of Education
P. O. Box CT PMB 77
Cantonments Accra
Telephone: 0302909071, 0302909862
Email: [email protected]
Website: www.nacca.gov.gh

©2023 National Council for Curriculum and Assessment (NaCCA)

This publication is not for sale. All rights reserved. No part of this publication
may be reproduced without prior written permission from the Ministry of
Education, Ghana.

2 | ENGLISH LANGUAGE
FOREWORD

Through the National Council for Curriculum and Assessment (NaCCA), Ghana’s The curriculum for Senior High School (SHS), Senior High Technical School
Ministry of Education has introduced a series of curriculum reforms to improve (SHTS) and Science, Technical, Engineering and Mathematics (STEM), which
the quality and relevance of learning experiences in pre-tertiary schools in constitutes the next phase, is designed to ensure the continuation of learning
the country. These reforms will improve learning through the introduction of experiences from JHS. It introduces flexible pathways for progression to facilitate
innovative pedagogies that encourage critical thinking and problem-solving. For the choice of subjects necessary for further study, the world of work and adult
a long time, our learners memorise facts and figures, which does not develop life. The new SHS, SHTS and STEM curriculum emphasises the acquisition of
their analytical and practical skills. The Ministry recognises that learners need 21st Century skills and competencies, character development and instilling of
to be equipped with the right tools, knowledge, skills and competencies to deal national values. Social and Emotional Learning (SEL), Information Communications
with the fast-changing environment and the challenges facing their communities, Technology, Gender Equality and Social Inclusion, have all been integrated into
the nation and the world. the curriculum. Assessment – formative and summative has been incorporated
into the curriculum and aligned with the learning outcomes throughout the
These curriculum reforms were derived from the Education Strategic Plan
three-year programme.
(ESP 2018-2030), the National Pre-tertiary Education Curriculum Framework
(NPTECF) and the National Pre-Tertiary Learning Assessment Framework The Ministry of Education’s reform aims to ensure that graduates of our secondary
(NPLAF), which were all approved by Cabinet in 2018.The new standards-based schools can successfully compete in international high school competitions and,
curriculum implemented in 2019 in basic schools, aims to equip learners to at the same time, be equipped with the necessary employable skills and work
apply their knowledge innovatively to solve everyday problems. It also prioritises ethos to succeed in life. The Ministry of Education, therefore, sees the Senior
assessing learners’ knowledge, skills, attitudes, and values, emphasising their High School (SHS) curriculum as occupying a critical place in the education
achievements. The content of the basic school standards-based curriculum was system – providing improved educational opportunities and outcomes for further
therefore designed to promote a curriculum tailored to the diverse educational studies, the world of work and adult life – and is consequently prioritising its
needs of the country’s youth. It addresses the current curriculum’s deficiencies implementation.
in learning and assessment, especially in literacy and numeracy. These reforms
have been carried out in phases.The curriculum for the basic school level – KG,
Primary and Junior High School (JHS) – was developed and implemented from
2019 to 2021.

ENGLISH LANGUAGE | 3
ACKNOWLEDGEMENTS

This standards-based SHS curriculum was created using the National Pre- made by personnel from various universities, colleges of education Industry
Tertiary Learning Assessment Framework (NPLAF), the Secondary Education players, Vice Chancellors Ghana, Vice Chancellors Technical Universities as well
Assessment Guide (SEAG), and the Teacher and Learner Resource Packs which as educators and learners working within the Ghana education landscape.
include Professional Learning Community (PLC) Materials and Subject Manuals
Special appreciation is extended to consultants who contributed to development
for teachers and learners. All the above-mentioned documents were developed by
of the curriculum. The development process involved multiple engagements
the National Council for Curriculum and Assessment (NaCCA).The Ministry of
between national stakeholders and various groups with interests in the curriculum.
Education (MoE) provided oversight and strategic direction for the development
These groups include the teacher unions, the Association of Ghana Industries,
of the curriculum with NaCCA receiving support from multiple agencies of
and heads of secondary schools.
the MoE and other relevant stakeholders. NaCCA would like to extend its
sincere gratitude, on behalf of the MoE, to all its partners who participated in
the professional conversations and discussions during the development of this
SHS curriculum.
In particular, NaCCA would also like to extend its appreciation to the leadership
of the Ghana Education Service (GES), the National School Inspectorate Authority
(NaSIA), the National Teaching Council (NTC), the Commission for Technical
and Vocational Education and Training (Commission for TVET), West African
Examinations Council (WAEC) and other agencies of the MoE that supported the
entire process. In addition, NaCCA acknowledges and values the contributions

4 | ENGLISH LANGUAGE
CONTENTS

FOREWORD 3 YEAR TWO

ACKNOWLEDGEMENTS 4
STRAND 1. ORAL LANGUAGE 98
THE SHS CURRICULUM OVERVIEW 7 SUB-STRAND 1. ENGLISH SPEECH SOUNDS 98
INTRODUCTION 8 SUB-STRAND 2. LISTENING COMPREHENSION 105
PHILOSOPHY,VISION AND GOAL OF ENGLISH LANGUAGE 19 SUB-STRAND 3. CONVERSATION/COMMUNICATION 109
ENGLISH LANGUAGE CURRICULUM DEVELOPMENT PANEL 20 STRAND 2. READING 112
SCOPE AND SEQUENCE 21 SUB-STRAND 1. READING COMPREHENSION 112
SUB-STRAND 2. SUMMARISING 120
STRAND 3. GRAMMAR 124
YEAR ONE SUB-STRAND 1. GRAMMAR USAGE 124
STRAND 1. ORAL LANGUAGE 23 SUB-STRAND 2. VOCABULARY 134
SUB-STRAND1. ENGLISH SPEECH SOUNDS 23 STRAND 4. WRITING 137
SUB-STRAND 2. LISTENING COMPREHENSION 27 SUB-STRAND 1. PRODUCTION AND DISTRIBUTION OF TEXT 137
SUB-STRAND 3. CONVERSATION/COMMUNICATION IN CONTEXT 31 SUB-STRAND 2. TEXT TYPES AND PURPOSES 144
STRAND 2 READING 34 SUB-STRAND 3. BUILDING AND PRESENTING KNOWLEDGE 152
SUB-STRAND 1 READING COMPREHENSION 34 STRAND 5. LITERATURE 156
SUB-STRAND SUMMARISING 41 SUB-STRAND 1. POETRY, NARRATIVE AND DRAMA 156

STRAND 3. GRAMMAR USAGE 46 YEAR THREE

SUB-STRAND 1. GRAMMAR 46
SUB-STRAND 2. VOCABULARY 62
STRAND 1. ORAL LANGUAGE 163
SUB-STRAND 1. ENGLISH SPEECH SOUNDS 163
SUB-STRAND 3. PUNCTUATION AND CAPITALIZATION 65
SUB-STRAND 2. LISTENING COMPREHENSION 167
STRAND 4. WRITING 68
SUB-STRAND 3. CONVERSATION/COMMUNICATION 171
SUB-STRAND 1. PRODUCTION AND DISTRIBUTION OF TEXT 68
SUB-STRAND 2. TEXT TYPES AND PURPOSES 75
STRAND 2. READING 175
SUB-STRAND 3. BUILDING AND PRESENTING KNOWLEDGE 84 SUB-STRAND 1. READING COMPREHENSION 175

STRAND 5. LITERATURE 87 SUB-STRAND 2. SUMMARISING 182

STRAND 3. GRAMMAR USAGE 186
SUB-STRAND 1. NARRATIVE, DRAMA, POETRY 87
SUB-STRAND 1. GRAMMAR 186
SUB-STRAND 2. VOCABULARY 197

ENGLISH LANGUAGE | 5
 STRAND 4. WRITING 200
SUB-STRAND 1. PRODUCTION AND DISTRIBUTION OF TEXT 200
SUB-STRAND 2. TEXT TYPES AND PURPOSES 204
SUB-STRAND 3. BUILDING AND PRESENTING KNOWLEDGE 210
STRAND 5. LITERATURE 213
SUB-STRAND 1. NARRATIVE, POETRY AND DRAMA 213

6 | ENGLISH LANGUAGE
THE SHS CURRICULUM OVERVIEW

The vision for this curriculum is to ensure the nation has a secondary education the use of ICT, literacy and mathematics, Social Emotional Learning, Gender
system that enables all Ghanaian children to acquire the 21st Century skills, Equality and Social Inclusion as tools for learning and skills for life. Shared
competencies, knowledge, values and attitudes required to be responsible citizens, Ghanaian values are also embedded in the curriculum.
ready for the world of work, further studies and adult life.The nation’s core values The curriculum writing process was rigorous and involved developing and using
drive the SHS curriculum, and it is intended to achieve Sustainable Development a Curriculum Writing Guide which provided systematic instructions for writers.
Goal 4: ‘Inclusive, equitable quality education and life-long learning for all’. Above The process was quality assured at three levels: through (a) evaluation by national
all, it is a curriculum enabling its graduates to contribute to the ongoing growth experts, (b) trialling curriculum materials in schools and (c) through an external
and development of the nation’s economy and well-being. evaluation by a team of national and international experts. Evidence and insights
The curriculum is inclusive, flexible, and robust. It was written under the auspices from these activities helped hone the draft’s final version. The outcome is a
of the National Council for Curriculum and Assessment by a team of expert curriculum coherently aligned with national priorities, policies and the needs
curriculum writers across Ghana. It reflects the needs of critical stakeholders, of stakeholders. A curriculum tailored to the Ghanaian context ensures that all
including industry, tertiary education, the West African Examination Council, SHS learners benefit from their schooling and develop their full potential.
learners, teachers, and school leaders. It has been written based on the National The following section highlights the details of the front matter of the draft
Pre-Tertiary Learning and Assessment Framework and the Secondary Education curriculum.The vision, philosophy and goal of the curriculum are presented.This is
Policy. followed by the details of the 21st Century skills and competencies, teaching and
The key features of the curriculum include: learning approaches, instructional design and assessment strategies.The template
for the curriculum frame, which outlines the scope and sequence, the design that
• flexible learning pathways at all levels, including for gifted and talented learners
links the learning outcomes to particular 21st Century skills and competencies,
and those with deficiencies in numeracy and literacy, to ensure it can meet
as well as Gender Equality and Social Inclusion, Social and Emotional Learning and
the needs of learners from diverse backgrounds and with different interests
Ghanaian values are presented together with the structure of the lesson frame
and abilities.
showing the links between the content standards, learning indicators with their
• the five core learning areas for secondary education: science and technology, corresponding pedagogical exemplars and assessment strategies.
language arts, humanities, technical and vocational and business; with emphasis
placed on STEM and agriculture as integral to each subject.
• a structured, standards-based approach that supports the acquisition of
knowledge, skills and competencies, and transition and seamless progress
throughout secondary education, from JHS to SHS and through the three
years of SHS.
• a focus on interactive approaches to teaching and assessment to ensure
learning goes beyond recall enabling learners to acquire the ability to
understand, apply, analyse and create.
• guidance on pedagogy, coupled with exemplars, demonstrating how to
integrate cross-cutting themes such as 21st Century skills, core competencies,

ENGLISH LANGUAGE | 7
INTRODUCTION

Effective implementation of this Senior High School (SHS) curriculum is the Goal of Senior High School Curriculum
key to creating a well-educated and well-balanced workforce that is ready to The goal of the curriculum is to achieve relevant and quality SHS through the
contribute to Ghana’s progress by harnessing the potential of the growing youth integration of 21st Century skills and competencies as set out in the Secondary
population, considering the demographic transition the country is currently Education Policy. The key features to integrate into the curriculum are:
experiencing (Educational Strategic Plan [ESP] 2018-2030). SHS curriculum aims
to expand equitable, inclusive access to relevant education for all young people, • Foundational Knowledge: literacy, numeracy, scientific literacy, information,
including those in disadvantaged and underserved communities, those with special communication and digital literacies, financial literacy and entrepreneurship,
educational needs and those who are gifted and talented. Senior High School cultural identity, civic literacy and global citizenship
allows young people to develop further skills and competencies and progress • Competencies: critical thinking and problem-solving, innovation and creativity,
in learning achievement, building from the foundation laid in Junior High School. collaboration, and communication
This curriculum intends to meet the learning needs of all high school learners • Character Qualities: discipline, integrity, self-directed learning, self-confidence,
by acquiring 21st Century skills and competencies to prepare them for further adaptability and resourcefulness, leadership, and responsible citizenship.
studies, the world of work and adult life. Changing global economic, social and The JHS curriculum has been designed to ensure that learners are adequately
technological context requires life-long learning, unlearning, and continuous equipped to transition seamlessly into SHS, where they will be equipped with
processes of reflection, anticipation and action. the relevant knowledge, skills and competencies.The SHS curriculum emphasises
character building, acquisition of 21st Century skills and competencies and
Philosophy of Senior High School Curriculum nurturing core values within an environment of quality education to ensure the
The philosophy underpinning the SHS curriculum is that every learner can develop their transition to further study, the world of work and adult life. This requires the
potential to the fullest if the right environment is created and skilled teachers effectively delivery of robust secondary education that meets the varied learning needs of
support them to benefit from the subjects offered at SHS. Every learner needs to be the youth in Ghana.The SHS curriculum, therefore, seeks to develop learners to
equipped with skills and competencies of interest to further their education, live a become technology-inclined, scientifically literate, good problem-solvers who can
responsible adult life or proceed to the world of work. think critically and creatively and are equipped to communicate with fluency, and
possess the confidence and competence to participate fully in Ghanaian society
Vision of Senior High School Curriculum as responsible local and global citizens – (referred to as ‘Glocal citizens’).
The vision of the curriculum is to prepare SHS graduates equipped with relevant skills
and competencies to progress and succeed in further studies, the world of work and The SHS curriculum is driven by the nation’s core values of truth, integrity,
adult life. It aims to equip all learners with the 21st Century skills and competencies diversity, equity, discipline, self-directed learning, self-confidence, adaptability
required to be responsible citizens and lifelong learners. When young people are and resourcefulness, leadership, and responsible citizenship, and with the intent
prepared to become effective, engaging, and responsible citizens, they will contribute of achieving the Sustainable Development Goal 4: ‘Inclusive, equitable quality
to the ongoing growth and development of the nation’s economy and well-being. education and life-long learning for all’. The following sections elaborate on the
critical competencies required of every SHS learner:

8 | ENGLISH LANGUAGE
Gender Equality and Social Inclusion (GESI) based, inquiry-based, and other learner-centred pedagogy should be used. As well
• Appreciate their uniqueness about others. as aligning with global best practices, these approaches also seek to reconnect
• Pay attention to the uniqueness and unique needs of others. formal education in Ghana with values-based indigenous education and discovery-
based learning which existed in Ghana in pre-colonial times. This is aligned with
• Value the perspective, experience, and opinion of others.
the ‘glocal’ nature of this curriculum, connecting with Ghana’s past to create
• Respect individuals of different beliefs, political views/ leanings, cultures, and confident citizens who can engage effectively in a global world. Digitalisation,
religions. automation, technological advances and the changing nature of work globally
• Embrace diversity and practise inclusion. mean that young people need a new set of skills, knowledge and competencies
• Value and work in favour of a democratic and inclusive society. to succeed in this dynamic and globalised labour market.
• Be conscious of the existence of minority and disadvantaged groups in society
and work to support them. Critical Thinking and Problem-Solving Competency
• Gain clarity about misconceptions/myths about gender, disability, ethnicity, • Ability to question norms, practices, and opinions, to reflect on one’s values,
age, religion, and all other excluded groups in society perceptions, and actions.
• Interrogate and dispel their stereotypes and biases about gender and other • Ability to use reasoning skills to come to a logical conclusion.
disadvantaged and excluded groups in society. • Being able to consider different perspectives and points of view
• Appreciate the influence of socialisation in shaping social norms, roles, • Respecting evidence and reasoning
responsibilities, and mindsets.
• Not being stuck in one position
• Identify injustice and advocate for change.
• Ability to take a position in a discourse
• Feel empowered to speak up for themselves and be a voice for other
• The overarching ability to apply different problem-solving frameworks to
disadvantaged groups.
complex problems and develop viable, inclusive, and equitable solution options
21st Century Skills and Competencies that integrate the above-mentioned competencies, promote sustainable
In today’s fast-changing world, high school graduates must be prepared for the development,
21st Century world of work. The study of Mathematics, Science, and Language
Arts alone is no longer enough. High school graduates need a variety of skills Creativity
and competencies to adapt to the global economy. Critical thinking, creativity, • Ability to identify and solve complex problems through creative thinking.
collaboration, communication, information literacy, media literacy, technology • Ability to generate new ideas and innovative solutions to old problems.
literacy, flexibility, leadership, initiative, productivity, and social skills are needed. • Ability to demonstrate originality and flexibility in approaching tasks and
These skills help learners to keep up with today’s fast-paced job market. Employers challenges.
want workers with more than academic knowledge.The 21st Century skills and • Collaborating with others to develop and refine creative ideas
competencies help graduates navigate the complex and changing workplace. • Ability to incorporate feedback and criticism into the creative process
Also, these help them become active citizens who improve their communities. • Utilising technology and other resources to enhance creativity
Acquisition of 21st Century skills in high school requires a change in pedagogy
• Demonstrating a willingness to take risks and experiment with new approaches
from the approach that has been prevalent in Ghana in recent years. Teachers
• Adapting to changing circumstances and further information to maintain
should discourage and abandon rote memorisation and passive learning. Instead,
creativity
they should encourage active learning, collaboration, and problem-solving, project-

ENGLISH LANGUAGE | 9
• Integrating multiple perspectives and disciplines to foster creativity • Demonstrate mastery of skills in literacy, numeracy, and digital literacy.
• Ability to communicate creative ideas effectively to a variety of audiences • Develop an inquiry-based approach to continual learning.
• Be able to understand higher-order concepts and corresponding underlying
Collaboration principles.
• Abilities to learn from others; to understand and respect the needs, • Participate in the creative use of the expressive arts and engage in aesthetic
perspectives, and actions of others (empathy) appreciation.
• Ability to understand, relate to and be sensitive to others (empathic leadership) • Use and apply a variety of digital technologies
• Ability to deal with conflicts in a group • Be digitally literate with a strong understanding of ICT and be confident in
• Ability to facilitate collaborative and participatory problem-solving its application.
• Ability to work with others to achieve a common goal. • Be equipped with the necessary qualifications to gain access to further and
• Ability to engage in effective communication, active listening, and the ability higher education and the world of work and adult life
to compromise. • Ability to apply knowledge practically in the workplace so that they are able
• Ability to work in groups on projects and assignments. to utilise theory by translating it into practice.
• Develop their abilities, gifts and talents to be able to play a meaningful role
Communication in the development of the country
• Know the specific literacy and language of the subjects studied • Be able to think critically and creatively, anticipate consequences, recognise
• Use language for academic purposes opportunities and be risk-takers
• Communicate effectively and meaningfully in a Ghanaian Language and English • Ability to pursue self-directed learning with the desire to chart a path to
Language become effective lifelong learners.
• Communicate confidently, ethically, and effectively in different social contexts. • Independent thinkers and doers who show initiative and take action.
• Communicate confidently and effectively to different participants in different • Ability to innovate and think creatively, building on their knowledge base so
contexts that they take risks to achieve new goals
• Ability to communicate effectively verbally, non-verbally and through writing. • Ability to think critically and solve problems so that they become positive
• Demonstrate requisite personal and social skills that are consistent with change agents at work, in further study and in their personal lives.
changes in society • Be motivated to adapt to the changing needs of society through self-evaluation
• Ability to express ideas clearly and persuasively, listen actively, and respond and ongoing training
appropriately • Be able to establish and maintain innovative enterprises both individually and
• Ability to develop digital communication skills such as email etiquette and in collaboration with others.
online collaboration. • Be able to ethically prioritise economic values to ensure stability and autonomy
• Ability to engage in public speaking, debate, and written communication. • Show flexibility and preparedness to deal with job mobility
• Be committed towards the improvement of their quality of life and that of
Learning for Life
others
• Understand subject content and apply it in different contexts
• Feel empowered in decision-making processes at various levels e.g., personal,
• Apply mathematical and scientific concepts in daily life group, class, school, etc.

10 | ENGLISH LANGUAGE
• Be able to seek and respond to assistance, guidance and/or support when • Ability to negotiate values, principles, goals, and targets, in a context of conflicts
needed. of interests and trade-offs, uncertain knowledge and contradictions
• Ability to make and adhere to commitments.
Anticipatory Competency
• Adopt a healthy and active lifestyle and appreciate how to use leisure time
well. • Ability to understand and evaluate multiple futures – possible, probable, and
• Be enthusiastic, with the knowledge, understanding and skill that enable them desirable
to progress to tertiary level, the world of work and adult life. • Ability to create one’s vision for the future.
• Ability to transition from school to the world of work or further study by • Ability to apply the precautionary principle
applying knowledge, skills and attitudes in new situations. • Ability to assess the consequences of actions
• Be independent, have academic and communication skills such as clarity of • Ability to deal with risks and changes
expression (written and spoken), and the ability to support their arguments.
Strategic Competency
• Be innovative and understand the 21st Century skills and competencies and
apply them to everyday life. • Ability to collectively develop and implement innovative actions that further
a cause at the local level and beyond.
Global and Local (Glocal) Citizenship • Ability to understand the bigger picture and the implications of smaller actions
• Appreciate and respect the Ghanaian identity, culture, and heritage on them
• Be conscious of current global issues and relate well with people from different
Self-Awareness Competency
cultures
• Act in favour of the common good, social cohesion and social justice • The ability to reflect on one’s role in the local community and (global) society
• Have the requisite personal and social skills to handle changes in society • Ability to continually evaluate and further motivate one’s actions
• Appreciate the impact of globalisation on the society. • Ability to deal with one’s feelings and desires
• Ability to be an honest global citizen displaying leadership skills and moral Social Emotional Learning (SEL): Five Core Competencies with
fortitude with an understanding of the wider world and how to enhance
Examples
Ghana’s standing.
1. Self-Awareness
Systems Thinking Competency
Understanding one’s emotions, thoughts, and values and how they
• Ability to recognise and understand relationships influence one’s behaviour in various situations. This includes the ability
• Ability to analyse complex systems to recognise one’s strengths and weaknesses with a sense of confidence and
• Ability to think of how systems are embedded within different domains and purpose. For instance:
different scales
• Integrating personal and social identities;
• Ability to deal with uncertainty
• Identifying personal, cultural, and linguistic assets;
Normative Competency • Identifying one’s emotions;
• Ability to understand and reflect on the norms and values that underlie one’s • Demonstrating honesty and integrity;
actions • Connecting feelings, values, and thoughts;

ENGLISH LANGUAGE | 11
• Examining prejudices and biases; adapting to diverse social and cultural demands and opportunities, taking the
• Experiencing self-efficacy; initiative, and asking for or offering assistance when necessary. For instance:
• Having a growth mindset; • Communicating effectively;
• Developing interests and a sense of purpose; • Building positive relationships;
• Demonstrating cultural competence;
2. Self-Management
• Working as a team to solve problems;
The capacity to control one’s emotions, thoughts, and actions in a
• Constructively resolving conflicts;
variety of situations and to realise one’s ambitions. This includes delaying
obtaining one’s desires, dealing with stress, and feeling motivated and accountable • Withstanding negative social pressure;
for achieving personal and group goals. For instance: • Taking the initiative in groups;
• Seeking or assisting when needed;
• Managing one’s emotions;
• Advocating for the rights of others.
• Identifying and utilising stress-management strategies;
• Demonstrating self-discipline and self-motivation; 5. Responsible Decision-Making
• Setting personal and group goals; The capacity to make thoughtful and constructive decisions regarding
• Using planning and organisation skills; acting and interacting with others in various situations. This includes
• Having the courage to take the initiative; weighing the pros and cons of various personal, social, and group well-being
• Demonstrating personal and collective agency; actions. For example:
• Demonstrating curiosity and an open mind;
3. Social Awareness
• Solving personal and social problems;
The capacity to comprehend and care for others regardless of their backgrounds,
• Learning to make reasonable decisions after analysing information, data, and facts;
cultures, and circumstances.This includes caring for others, understanding larger
historical and social norms for behaviour in different contexts, and recognising • Anticipating and evaluating the effects of one’s actions;
family, school, and community resources and supports. For instance: • Recognising that critical thinking skills are applicable both inside and outside of the
classroom;
• Recognising others’ strengths
• Reflecting on one’s role in promoting personal, family, and community well-being;
• Demonstrating empathy and compassion
• Evaluating personal, interpersonal, community, and institutional impacts
• Caring about others’ feelings
• Understanding and expressing gratitude Learning and Teaching Approaches
• Recognising situational demands and opportunities Learning and teaching should develop learners as self-directed and lifelong learners.
• Understanding how organisations and systems influence behaviour Learners must be helped to build up deep learning skills and competencies
to develop the ability to acquire, integrate and apply knowledge and skills to
4. Relationship Skills solve authentic and real-life problems. Learners need to be exposed to a variety
The capacity to establish and maintain healthy, beneficial relationships and adapt of learning experiences to enable them to collaborate with others, construct
to various social situations and groups. This includes speaking clearly, listening meaning, plan, manage, and make choices and decisions about their learning.This
attentively, collaborating, solving problems and resolving conflicts as a group, will allow them to internalise newly acquired knowledge and skills and help them

12 | ENGLISH LANGUAGE
to take ownership of their education.The 21st Century skills and competencies a problem or scenario and are asked to work together to find a solution.This
describe the relevant global and contextualised skills that the SHS curriculum approach encourages learners to take an active role in their learning and helps
is designed to help learners acquire in addition to the 4Rs (Reading, wRiting, them develop important skills such as critical thinking and problem-solving.
aRithmetic and cReativity).These skills and competencies, as tools for learning and One of the main benefits of problem-based learning is that it encourages
teaching and skills for life, will allow learners to become critical thinkers, problem- learners to take ownership of their learning. By working together to solve
solvers, creators, innovators, good communicators, collaborators, digitally literate, problems, learners can develop important skills such as collaboration and
and culturally and globally sensitive citizens who are life-long learners with a keen communication. Additionally, problem-based learning can help learners develop
interest in their personal development and contributing to national development. a deeper understanding of the material as they apply it to real-world situations.
Given the diverse needs of learners, teachers need to have a thorough grasp • Project-Based Learning: Project-based learning is a hands-on approach to
of the different pedagogies as they design and enact meaningful learning learning that involves learners in creating a project or product.This approach
experiences to meet the needs of different learners in the classroom. The allows learners to take an active role in their learning and encourages them to
teaching-learning techniques and strategies should include practical activities, develop important skills such as critical thinking, problem-solving, collaboration,
discussion, investigation, role play, problem-based, context-based, and project- and communication. One of the main benefits of project-based learning is
based learning. Active learning strategies have become increasingly popular in that it allows learners to apply what they have learned in the classroom to
education as they provide learners with meaningful opportunities to engage real-world situations. Additionally, project-based learning can help learners
with the material. These strategies emphasise the use of creative and inclusive develop important skills from each other and develop a deeper understanding
pedagogies and learner-centred approaches anchored on authentic and enquiry- of the material.
based learning, collaborative and cooperative learning, differentiated teaching and • Talk for Learning Approaches: Talk for learning approaches (TfL) are a
learning, holistic learning, and cross-disciplinary learning.They include experiential range of techniques and strategies that are used to encourage learners to
learning, problem-based learning, project-based learning, and talk-for-learning talk by involving them in discussions and debates about the material they are
approaches. Some of the pedagogical exemplars to guide learning and teaching learning. This approach encourages learners to take an active role in their
of the SHS curriculum include: learning and helps them develop important skills such as critical thinking,
collaboration and communication and also makes them develop confidence.
• Experiential Learning: Experiential learning is a hands-on approach to One of the main benefits of TfL is that it encourages learners to think deeply
learning that involves learners in real-world experiences.This approach focuses about the material they are learning. By engaging in discussions and debates,
on the process of learning rather than the result. Learners are encouraged to learners can develop a deeper understanding of the material and make
reflect on their experiences and use them to develop new skills and knowledge. connections between different concepts.
Experiential learning can take many forms, including internships, service
• Initiating Talk for Learning: Initiating talk for learning requires the use
learning, and field trips. One of the main benefits of experiential learning is
of strategies that would encourage learners to talk in class. It helps learners
that it allows learners to apply what they have learned in the classroom to
to talk and participate meaningfully and actively in the teaching and learning
real-world situations. This can help them develop a deeper understanding of
process. Apart from developing skills such as communication and critical
the material and make connections between different concepts. Additionally,
thinking, it also helps learners to develop confidence. Some strategies for
experiential learning can help learners develop important skills such as critical
initiating talk among learners are Activity Ball; Think-Pair-Share; Always,
thinking, problem-solving and communication.
Sometimes, Never True; Matching and Ordering of Cards.
• Problem-Based Learning: Problem-based learning is an approach that
• Building on What Others Say: Building on what others say is an approach
involves learners in solving real-world problems. Learners are presented with
that involves learners in listening to and responding to their classmates’

ENGLISH LANGUAGE | 13
 ideas. This approach encourages learners to take an active role in their or sticky notes with different ideas or concepts into a diamond shape, with
learning and helps them develop important skills such as critical thinking the most important idea at the top and the least important at the bottom.
and communication. One of the main benefits of building on what others The Diamond Nine activity encourages learners to think critically about a
say is that it encourages learners to think deeply about the material they topic and prioritise their ideas. It also promotes collaboration and discussion
are learning. By listening to their classmates’ ideas, learners can develop a among group members.Teachers can use this activity to introduce a new topic,
deeper understanding of the material and make connections between different review material, or assess student understanding.
concepts. Additionally, building on what others say can help learners develop • Group Work/Collaborative Learning: Group work or collaborative
important skills such as collaboration and reflection. Some of the strategies learning are effective strategies for managing talk for learning in the classroom.
to encourage learners to build on what others say are brainstorming, concept These strategies encourage learners to work together to solve problems, share
cartoons, pyramid discussion, and 5 Whys, amongst others. ideas, and learn from each other. Group work and collaborative learning also
• Managing Talk for Learning: Managing talk for learning requires the use of promote communication and collaborative skills that are essential for success
various strategies to effectively coordinate what learners say in class. Effective in the workplace and in life. To implement group work effectively, teachers
communication is a crucial aspect of learning in the classroom.Teachers must must provide clear guidelines and expectations for group members. They
manage talk to ensure that learners are engaged, learning, and on-task in should also monitor group work to ensure that all learners are participating
meaningful and purposeful ways. Some strategies for managing learners’ and on-task. Teachers can also use group work as an opportunity to assess
contributions are debates, think-pair-share, sage in the circle etc. individual student understanding and participation.
• Structuring Talk for Learning: One effective way to shape learners’ • Inquiry-Based Learning: Learners explore and discover new information
contributions is to structure classroom discussions. Structured discussions by asking questions and investigating.
provide a framework for learners to engage in meaningful dialogue and develop • Problem-Based Learning: Learners are given real-world problems to solve
critical thinking skills. Teachers can structure discussions by providing clear and must use critical thinking and problem-solving skills.
guidelines, such as speaking one at a time, listening actively, and building on • Project-Based Learning: Learners work on long-term projects that relate
each other’s ideas. One popular structured discussion technique is the “think- to real-world scenarios.
pair-share” method. In this method, learners think about a question or prompt • Flipped Classroom: Learners watch lectures or instructional videos at
individually, and then pair up with a partner to discuss their ideas. Finally, home and complete assignments and activities in class.
the pairs share their ideas with the whole class. This method encourages all
• Mastery-Based Learning: Learners learn at their own pace and only move
learners to participate and ensures that everyone has a chance to share their
on to new material once they have mastered the current material.
thoughts. Another effective way to structure talk for learning is to use open-
• Gamification: Learning is turned into a game-like experience with points,
ended questions. Open-ended questions encourage learners to think deeply
rewards, and competition.
and critically about a topic. They also promote discussion and collaboration
among learners. Teachers can use open-ended questions to guide classroom These strategies provide learners with opportunities to engage with the material
discussions and encourage learners to share their ideas and perspectives. in meaningful ways and develop important skills such as critical thinking, problem-
Other strategies that can be used are Concept/Mind Mapping, “Know,” “Want solving, collaboration, and communication. By incorporating these strategies into
to Know,” “Learned” (KWL); Participatory Feedback; and the 5 Whys. their teaching, teachers can help learners develop a deeper understanding of the
material and prepare them for success in the real world. Effective communication
• Diamond Nine: The Diamond Nine activity is a useful tool for managing talk
is essential for learning in the classroom. Teachers must manage talk to ensure
for learning in the classroom. This activity involves ranking items or ideas in
that learners are engaged in learning and on-task. Strategies such as structuring
order of importance or relevance. Learners work in groups to arrange cards

14 | ENGLISH LANGUAGE
talk for learning, using Diamond Nine activities, and implementing group work/ as analysis, evaluation, and creation, which are essential for success in today’s
collaborative learning can help teachers manage talk effectively and promote complex and rapidly changing world. This framework is a valuable tool for
student learning and engagement. By implementing these strategies, teachers educators who want to design effective learning experiences that challenge
can create a positive and productive learning environment where all learners students at the appropriate level and help them develop higher-order thinking
can succeed. skills. By understanding the six levels of learning and incorporating them into their
teaching, educators can help prepare students for success in the 21st century.
Universal Design for Learning (UDL) in the SHS Curriculum The six hierarchical levels of the revised Bloom’s Taxonomy are:
The design of the curriculum uses UDL to ensure the creation of flexible learning
1. Remember – At the foundation is learners’ ability to remember. That is
environments that can accommodate a wide range of learner abilities, needs, and
retrieving knowledge from long-term memory. This level requires learners
preferences.The curriculum is designed to provide multiple means of engagement,
to recall concepts—identify, recall, and retrieve information. Remembering is
representation, and action and expression, so teachers can create a more inclusive
comprised of identifying, listing, and describing. Retrieving relevant knowledge
and effective learning experience for all learners. UDL is beneficial for all learners,
from long-term memory includes, recognising, and recalling is critical for this
but it is particularly beneficial for learners needing special support and learners
level.
who may struggle with traditional teaching approaches. The integration of UDL
in the pedagogy is aimed at making learning accessible to everyone and helping 2. Understand – At understanding, learners are required to construct meaning
all learners reach their full potential. For instance, teachers need to: that can be shown through clarification, paraphrasing, representing, comparing,
contrasting and the ability to predict. This level requires interpretation,
• incorporate multiple means of representation into their pedagogy, such as demonstration, and classification. Learners explain and interpret concepts at
using different types of media and materials to present information. this level.
• provide learners with multiple means of action and expression, such as giving 3. Apply – This level requires learners’ ability to carry out procedures at the
them options for how they can demonstrate their learning. right time in a given situation.This level requires the application of knowledge
• consider incorporating multiple means of engagement into their choice to novel situations as well as executing, implementing, and solving problems.
of pedagogy, such as incorporating games or interactive activities to make To apply, learners must solve multi-step problems.
learning more fun and engaging. 4. Analyse – The ability to break things down into their parts and determine
By doing these, teachers can help ensure that the curriculum is accessible and relationships between those parts and being able to tell the difference between
effective for all learners, regardless of their individual needs and abilities. what is relevant and irrelevant. At this level, information is deconstructed, and
its relationships are understood. Comparing and contrasting information and
Curriculum and Assessment Design: Revised Bloom’s Taxonomy organising it is key. Breaking material into its constituent parts and detecting
and Webb’s Depth of Knowledge how the parts relate to one another and an overall structure or purpose is
The design of this curriculum uses the revised Bloom’s Taxonomy and Webb’s required. The analysis also includes differentiating, organising and attributing.
Depth of Knowledge (DoK) as frameworks to design what to teach and assess. 5. Evaluate – The ability to make judgments based on criteria. To check
The Revised Bloom’s Taxonomy provides a framework for designing effective whether there are fallacies and inconsistencies.This level involves information
learning experiences. Understanding the different levels of learning, informed the evaluation, critique, examination, and formulation of hypotheses.
creation of activities and assessments that challenge learners at the appropriate 6. Create – The ability to design a project or an experiment. To create, entails
level and help them progress to higher levels of thinking. Additionally, the learners bringing something new.This level requires generating information—
framework emphasises the importance of higher-order thinking skills, such planning, designing, and constructing.

ENGLISH LANGUAGE | 15
Webb’s Depth of Knowledge (DoK) is a framework that helps educators and The main distinction between these two conceptual frameworks is what is
learners understand the level of cognitive engagement required for different measured. The revised Bloom’s Taxonomy assesses the cognitive level that
types of learning tasks.The framework includes four levels. By understanding the learners must demonstrate as evidence that a learning experience occurred.
four DoK levels, educators can design learning activities that challenge students The DoK, on the other hand, is focused on the context—the scenario, setting, or
to engage in deeper thinking and problem-solving. DoK is an essential tool for situation—in which learners should express their learning. In this curriculum, the
designing effective instruction and assessments. By understanding the different revised Bloom’s taxonomy guided the design, and the DoK is used to guide the
levels of DoK, teachers can design instruction and assessments that align with assessment of learning.The taxonomy provides the instructional framework, and
what they intend to achieve. DoK is a useful tool for differentiating instruction the DoK analyses the assignment specifics. It is important to note that Bloom’s
and providing appropriate challenges for all learners. Teachers can use DOK to Taxonomy requires learners to master the lower levels before progressing to the
Agricultural Science 
identify students who need additional support or those who are ready for more next. So, suppose the goal is to apply a mathematical formula. In that case, they
advanced tasks. The four levels assessment
of Webb’s’ task DoKrequires
assessment learners to analyse are:
framework and evaluate must
composite
first real-world
be able toproblems with formula
identify that predictable and outcomes.
its primaryA learner
purpose must(remember
apply logic,
employ problem-solving strategies, and use skills from multiple subject areas to generate solutions. Multitasking is
and understand).The cognitive rigour is therefore presented in incremental expected of learners at this steps
level.
• Level 1: Recall and Reproduction
3. Level 4: Extended– Assessment Critical at this level isand
Thinking on recall
Reasoning – At this level of assessment, the learner’s extended thinking to solve complex and
toThe
demonstrate the
belearning progression. Wheninvestigate,
measuring andassessments
reflect while in DoK,
of facts, concepts, information, and procedures—this
authentic involves basic
problems with unpredictable knowledge
outcomes is the goal. learner must able to strategically analyse, working
to specific
solve a problem, learners move fluidly through all levels. In the same example, while solving a
acquisition. Learners are asked questionsortochanginglaunch their approach
activities, to accommodate new information. The assessment requires sophisticated and creative thinking. As
exercises,
part of this assessment, the learner must know how to evaluate problem theirwith a formula,
progress learners recall
and determine whether thethey
formula are on(DoK
track1)totoa solve
feasiblethe problem
solution for
and assessments.The assessment is focused on recollection and reproduction.
themselves. (DoK 2 and DoK 3). Depending on the difficulty of the problem to be solved,
• Level 2: Skills of Conceptual
The main Understanding
distinction between – Assessment
these two at this level
conceptual the learner may progress to DoK 4.
goes beyond simple recall to includeismaking
frameworks what connections
is measured. between The revised pieces of
Bloom's
information. The learner’s Taxonomy
application assesses
of skillsthe andcognitive
conceptslevel isthat learners
assessed. The must Webb’s Depth of Knowledge Assessment
demonstrate as evidence that
assessment task is focused more on the use of information to solve multi-stepa learning experience
occurred. The DoK, on the other hand, is focused on the Extende
problems. A learner is required
context—theto make decisions
scenario, aboutorhow
setting, to apply facts
situation—in which
Recall/
Reproduction
Basic Skills/
Concepts
Strategic
Thinking d
Reasonin
and details provided to them.
learners should express their learning. In this curriculum, the g

• Level 3: Strategic Reasoning – At this

revised Bloom's level, theguided
taxonomy learner’s strategic
the design, andthinking
the DoK is Create
used toand
and reasoning which is abstract guide the assessment
complex is assessed. of The
learning. The taxonomy
assessment task
DOK 1 DOK 2

provides the instructional framework, and the DoK analyses

requires learners to analyse and evaluate composite real-world problems with Evaluate
the assignment specifics. It is important to note that Bloom's
predictable outcomes. ATaxonomy
learner must requiresapplylearners
logic, employ
to master problem-solving
the lower levels
strategies, and use skillsbefore
from multiple
progressing subject
to theareasnext. toSo,generate
suppose the solutions.
goal is to Analyse
DOK 3 DOK 4
Multitasking is expectedapply
of learners at this level.
a mathematical formula. In that case, they must first be
• Level 4: Extended Critical able toThinking
identify that and formula
Reasoning and –itsAtprimarythis level purpose
of Apply DOK 2
(remember and understand). The cognitive rigour is
assessment, the learner’stherefore
extendedpresented
thinking in to incremental
solve complex and authentic
steps to demonstrate DOK 1

problems with unpredictable outcomes

the learning is the goal.When
progression. The learner
measuring mustassessments
be able to in Understand

strategically analyse, investigate, and reflect

DoK, learners movewhilefluidlyworking
throughtoallsolve levels.a problem,
In the same
or changing their approach example, while solvingnew
to accommodate a problem
information.with Thea formula,
assessmentlearners Remember
recall the formula (DoK 1) to solve the
requires sophisticated and creative thinking. As part of this assessment, the problem (DoK 2 and
DoK 3). Depending on the difficulty of the problem to be
learner must know howsolved,to evaluate their progress and determine whether
the learner may progress to DoK 4.
they are on track to a feasible solution for themselves. Figure 1: Revised Bloom Taxonomy combined with Webb’s Depth of Knowledge for Teaching and Assessment

The structure of teaching and the assessment should align with the six levels of Bloom’s knowledge hierarchy and DoK shown in Figure 1. Each level of
16 | ENGLISH LANGUAGE DoK should be used to assess specific domains of Bloom’s Taxonomy as illustrated in the table below:
Depth of Knowledge (DoK) Bloom’s Taxonomy applied to DoK
Assessment
Level 1: Recall and Reproduction Remembering, Understanding, Application, Analysis and Creation
Level 2: Basic Skills and Concepts Understanding, Application, Analysis and Creation
The structure of teaching and the assessment should align with the six levels should be used to assess specific domains of Bloom’s Taxonomy as illustrated
of Bloom’s knowledge hierarchy and DoK shown in Figure 1. Each level of DoK in the table below:

Depth of Knowledge (DoK) Assessment Bloom’s Taxonomy applied to DoK

• Level 1: Recall and Reproduction • Remembering, Understanding, Application, Analysis and Creation
• Level 2: Basic Skills and Concepts • Understanding, Application, Analysis and Creation
• Level 3: Strategic Thinking • Understanding, Application, Analysis, Evaluation and Creation
• Level 4: Extended Reasoning • Understanding, Application, Analysis, Evaluation and Creation
In line with the National Pre-Tertiary Learning and Assessment Framework, comprehension, whereas higher DoK levels might be more appropriate for
the Secondary Education Assessment Guide (SEAG) requires that classroom assessing more complex skills such as analysis, synthesis, and evaluation.
assessments should cover Assessment as learning (AaL), Assessment of • Develop assessment items that align with the DoK levels and the skills and
learning (AoL) and Assessment for learning (AfL). Therefore, teachers competencies you want to assess. These items should be designed to elicit
should align the Revised Bloom’s Taxonomy with the DoK framework of evidence of learning across the different levels of the DoK framework.
assessment. Formative assessments should include classroom discussions, project- • Administer the assessment and collect data. Analyse the data to gain insights
based assignments, and self-reflection exercises, while summative assessments into student learning and identify areas where learners may need additional
should include standardised tests and rubric-based evaluations of learners’ work. support or instruction.
It is important to seek feedback from learners themselves, as they may have The DoK framework is a powerful tool for assessing the acquisition of 21st
unique insights into how well they are developing these skills in the classroom. Century skills and competencies in the classroom, helping teachers to better
To assess 21st Century skills and competencies in the classroom, teachers will understand how learners are learning and identify areas for improvement.
have to use a combination of both formative and summative assessments to Educational success is no longer about producing content knowledge, but rather
evaluate learners’ acquisition of these skills and competencies. For instance: about extrapolating from what we know and applying the knowledge creatively
• Identify the specific 21st Century skills and competencies to be assessed. For in new situations.
instance, you might want to assess critical thinking, problem-solving, or creativity. The overall assessment of learning at SHS should be aligned with the National
• Align the skills and competencies with the DoK levels. For example, lower Pre-Tertiary Learning and Assessment Framework and the Secondary Education
DoK levels might be more appropriate for assessing basic knowledge and Assessment Guide. Formative and summative assessment strategies must be used.

ENGLISH LANGUAGE | 17
Definition of Key Terms and Concepts in the Curriculum
• Learning Outcomes: It is a statement that defines the knowledge, skills, • Assessment: It is the systematic collection and analysis of data about
and abilities that learners should possess and be able to demonstrate after learners’ learning to improve the learning process or make a judgement
completing a learning experience.They are specific, measurable, attainable, and on learner achievement levels. Assessment is aimed at developing a deep
aligned with the content standards of the curriculum. It helps the teachers understanding of what learners know, understand, and can do with their
to determine what to teach, how to teach, and how to assess learning. Also, knowledge because of their educational experiences. Assessment involves the
it communicates expectations to learners and helps them to better master use of empirical data on learners’ learning to improve learning. Assessment is
the subject. an essential aspect of the teaching and learning process in education, which
• Learning Indicators: They are measures that allow teachers to observe enables teachers to assess the effectiveness of their teaching by linking learner
progress in the development of capacities and skills. They provide a simple performance to specific learning outcomes.
and reliable means to evaluate the quality and efficacy of teaching practices, • Teaching and Learning Resources: Teaching and learning resources are
content delivery, and attainment of learning outcomes. essential tools for teachers to provide high-quality education to their learners.
• Content Standards: It is a statement that defines the knowledge, skills, and These resources can take various forms, including textbooks, audiovisual
understanding that learners are expected to learn in a particular subject area materials, online resources, and educational software. It is also important to
or grade level.They provide a clear target for learners and teachers and help avoid stereotypes and use inclusive language in teaching and learning resources.
focus resources on learner achievement. This means avoiding language that reinforces negative stereotypes and using
• Pedagogical Exemplars: They are teaching examples used to convey values language that is respectful and inclusive of all individuals regardless of their
and standards to learners. Pedagogical Exemplars are usually demonstrated background. Using a consistent tone, style, and design is very important.
through teacher behaviour.

18 | ENGLISH LANGUAGE
PHILOSOPHY, VISION AND GOAL OF ENGLISH LANGUAGE

Philosophy • Unavailability of relevant reading materials

All learners can communicate clearly, confidently and fluently in English • Content not reflecting relevant issues
through an interactive environment, use information and ideas in language in • Learners enter JHS and SHS with low linguistic or literacy experience which
practical ways across disciplines, the world of work and/or further study. impacts negatively on their ability to learn or read
Vision • Inadequate attention for learners with special education needs e.g., dyslexia,
dysgraphia, etc.
Learners capable of communicating effectively and critically analysing texts in
the world of work and further study. The other barriers include:
v Misconceptions and biases e.g.
Goal • English Language is for girls
To equip learners with the relevant knowledge in the use of English, 21st • It is a difficult language
century skills and competencies necessary to succeed in an interactive envi- • It should not be studied because it is spoken by everybody
ronment and the world of work.
• Cultural biases
Contextual Issues • Everybody is considered competent to teach English language
The process of developing an English curriculum that transforms the learning v L1 interference in the learning of English
of English Language at the pre-tertiary level of Ghana’s education system, v Lack of innovative teaching strategies
with special regard to Secondary Education, requires a guide that provides
v Unmotivated learners
general instructions and suggests step-by-step procedures for teaching and
v Large class size (in some cases)
learning the subject. The experience from teaching English in the Ghanaian
context reveals that major issues that confront teachers and learners of the v Sub-standard English Language spoken by parents and caregivers to their
subject are the lack of opportunity to teach and learn the English language wards.
and literature in an interactive and explorative classroom where issues of v It has become the Language on the streets and in the media.
inclusion, differentiation, progression and duplication are addressed. Rationale
Teachers need guidance on how to teach a curriculum that will develop the English, as the main medium of instruction will enhance the competence of
skills and competencies of learners to progress into further study, the world learners in their academic performance, the use of higher order thinking
of work and adult life. For instance, the current English curriculum for SHS skills and communication skills.
has the following barriers:
• Inadequate technological resources
• Low reading interest in learners due to lack of adequate exposure

ENGLISH LANGUAGE | 19
ENGLISH LANGUAGE CURRICULUM DEVELOPMENT PANEL

WRITERS 5. Issah Zulkaleni Kalpohin Senior High School

Name Institution 6. Laari Ali Kalpohin Senior High School
1. Dr. Brain Akrong University of Professional Studies, Accra NaCCA TEAM
2. Dr. Joyce Anku University of Ghana 1. Prof. K. O. Kwarteng 12. Bridget Anku
3. Margaret Gifty Bassah Achimota School 2. Prof. Edward Appiah 13. Anthony Sarpong
4. Ama Nyarko Marfo Awutu Winton Senior High School 3. Mr. Matthew Owusu 14. Seth Nii Nartey
5. Alfred Quaittoo Kaneshie Senior High Technical School 4. Reginald Quartey 15. Kenneth Wontumi
6. Kukua Andoh Robertson Achimota School 5. Joana Vanderpuije 16. Sharon Antwi-Baah
7. Comfort Dorvlo Accra College of Education 6. Anita Collison 17. Dennis Adjasi
REVIEWERS 7. Rebecca Abu Gariba 18. Ogyampo S. Amankwah
Name Institution 8. Genevieve Mensah 19. Abigail Owusu Oduro
1. Dr. Abraham Okrah University of Ghana 9. Veronica Odom 20. Priscilla B. Plange
2. Richard Adjei Retired Educationist 10. Joachim Seyram Honu 21. Abigail Birago Owusu
CURRICULUM WRITING GUIDE TEAM 11. Dr. Mercy Nyamekye 22. Uriah Otoo
Name Institution EXTERNAL QUALITY ASSURANCE TEAM
1. Prof. Winston Abroampa Kwame Nkrumah University of Science and 1. Prof. Kwame Akyeampong 4. Dr. Esinam Avornyo
Technology 2. Dr. Jane Cullen 5. Dr. Christopher Yaw Kwaah
2. Cosmos Eminah University of Education, Winneba 3. Dr. Sean Higgins
3. Aaron Akwaboah Ministry of Education
4. Evans Odei Achimota School
5. Paul Michael Cudjoe Prempeh College
6. Ahmed Amihere University of Education, Winneba
TRIALLING TEAM
Name Institution
1. Imoro Salifu Dagbon State Senior High Technical School
2. Mohammed Adam Dagbon State Senior High Technical School
3. Fuseini Hamza Tamale Girls Senior High School
4. Abudu Mahama Fuseini Tamale Girls Senior High School

20 | ENGLISH LANGUAGE
SCOPE AND SEQUENCE

SHS English Language Summary

S/N STRAND SUB-STRAND YEAR 1 YEAR 2 YEAR 3
CS LO LI CS LO LI CS LO LI
1 Oral Language English Speech Sounds 1 1 3 1 2 6 1 1 2
Listening Comprehension 1 1 2 1 1 2 1 1 2
Conversation/Communication in Context 1 1 2 1 1 2 1 1 2
2 Reading Reading Comprehension 1 2 3 1 1 5 1 2 3
Summarising 1 1 2 1 1 1 1 1 3
3 Grammar Grammar Usage 2 5 11 3 3 6 4 4 5
Vocabulary 1 1 2 1 1 1 1 1 2
Punctuation and Capitalization 1 1 2 - - - - - -
4 Writing Production and Distribution of Text 2 2 3 2 2 3 1 1 1
Texts Types and Purposes 2 2 6 2 2 5 2 2 3
Building and Presenting Knowledge 1 1 1 1 1 1 1 1 1
5 Literature Narrative, Drama, Poetry 1 5 6 2 3 3 1 1 2
Total 15 23 43 16 19 34 15 16 25
Overall Totals (SHS 1 – 3)
Content Standards 46
Learning Outcomes 58
Learning Indicators 102

ENGLISH LANGUAGE | 21
 YEAR ONE

22 | ENGLISH LANGUAGE
 Subject ENGLISH LANGUAGE
Strand 1. ORAL LANGUAGE
Sub-Strand 1. ENGLISH SPEECH SOUNDS

Learning Outcomes 21st Century Skills and Competencies GESI1, SEL2 and Shared National
Values
1.1.1.LO.1
Articulate English pure vowel and Communication and Collaboration: GESI: Working together as a team and
consonant sounds effectively in oral • All learners have the opportunity to speak in their groups with sharing ideas leads to a learning
communication. clarity and confidence. They share ideas and take feedback. environment which promote:
• Through pair/group activities, learners cultivate team spirit and • gender equality and social inclusion.
work collaboratively, by sharing ideas and receiving feedback. • respect for individuals of different
linguistic backgrounds.
Creativity and Innovation: Learners creatively blend different • gendered language use in school,
speech sounds to form meaningful words. homes and communities.
• awareness of personal linguistic
Critical thinking and Problem Solving: Learners become stereotypes and biases.
critical of sound combinations that result in meaningful words. This • creating a conducive environment that
will guide them to be critical in articulating their thoughts and use supports the needs of every learner.
words appropriately in speech.
SEL: To promote holistic learning, social
and emotional learning strategies must
consciously be integrated in the teaching
and learning process through:
• working in collaborative ways.
• developing habits of turn-taking in
diverse communicative settings.
• learning to interact with others in
meaningful and positive ways, which

1
Gender Equality and Social Inclusion
2
Socio-Emotional Learning

ENGLISH LANGUAGE | 23
 can lead to a reduction in selfish
behaviours.

National Core Values: Respect,

tolerance, friendliness, open-mindedness,
patience, hard work, humility

24 | ENGLISH LANGUAGE
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.1.1.CS.1 1.1.1.LI.1 1.1.1.AS.1
Demonstrate Use pure vowel sounds (short vowels) in connected speech. Level 1 Recall
knowledge and Level 2 Skills of
understanding of Collaborative Learning: Working in mixed-ability groups, learners identify short vowel sounds in conceptual
speech sounds in oral sample texts and use them in connected speech. understanding
communication. E.g. 1. In pairs/groups, learners listen to and identify the English short vowels (e.g. /ɪ/, / e/, /ᴂ/, / ǝ/, /ʌ/, Level 3 Strategic
/ɒ/, / ʋ/) in sample-spoken texts (e.g. tape recordings, podcast, radio, read aloud exercises, tongue reasoning
twisters, YouTube videos on vowel sounds etc.). Learners pay attention to the unique qualities of each Level 4 Extended
sound. critical thinking and
reasoning
Listening Challenge Game: In groups, learners listen to a pair of words and identify the words with
short vowels. E.g. ship/sheep, cart/cut, cot/court, pull/pool

Group Work: E.g. 2 In mixed-ability groups, learners articulate short vowels (e.g. /ɪ/, / e/, /ᴂ/, / ǝ/, /ʌ/,
/ɒ/, / ʋ/) accurately in connected speech.

Conversations/Interviews: In pairs and groups, learners use short vowel sounds in words and
connected speech through conversations/interviews, skits (short plays), etc.
1.1.1.LI.2 1.1.1.AS.2
Use pure vowel sounds (long vowels) in connected speech. Level 1 Recall
Level 2 Skills of
Collaborative Learning: conceptual
• Working in teams (groups/pairs), learners identify long vowel sounds (e.g. /i/, /i:/, /3:/, / a/, /ⴢ:/, /u/) understanding
in sample- spoken texts (e.g.: audio-recordings, read aloud exercises, podcasts, vodcasts, YouTube Level 3 Strategic
videos on vowel sounds, etc). reasoning
• Learners then use long vowel sounds accurately in words and in connected speech through Level 4 Extended
conversations, interviews, skits (short plays), etc. critical thinking and
reasoning
Sort the Words: Learners, in their groups, sort words with short or long vowels from a set of word
cards. Learners first group the words according to whether the vowel sounds are long or short.
Second, learners read the words out with the correct pronunciation.

ENGLISH LANGUAGE | 25
 1.1.1.LI.3 1.1.1.AS.3
Use consonant sounds in connected speech (Plosives, Fricatives and Nasals). Level 1 Recall
Level 2 Skills of
Collaborative Learning: conceptual
• Working in teams to solve problems e.g., peer/pair work, group work: Learners identify and use understanding
plosive, fricative and nasal sounds. Level 3 Strategic
• In pairs/groups, learners listen to and identify plosives (e.g., /p, b, t/) in sample-spoken texts (e.g.: reasoning
tape recordings, podcast, radio, read aloud exercises, tongue twisters, YouTube videos on vowel Level 4 Extended
sounds etc.). critical thinking and
• Learners use plosives accurately in words and in connected speech through conversations, reasoning
interviews, skits (short plays), etc.
• In pairs/groups, learners listen to and identify fricatives (e.g., /s/, / z/, / Ө/, / ð/) in sample-spoken
texts (e.g.: tape recordings, podcast, radio, read aloud exercises, tongue twisters, YouTube videos
on English consonant sounds, etc.)
• Learners use fricatives accurately in words and in connected speech through conversations,
interviews, skits (short plays), etc.
• In pairs/groups, learners listen to and identify nasals (e.g. /m/, /n/, /ŋ/) in sample-spoken texts (e.g.:
tape recordings, podcast, radio, read aloud exercises, tongue twisters, YouTube videos on English
consonants, etc). Learners use nasals accurately in words and in connected speech through
conversations, interviews, skits (short plays), etc.
Teaching and • Audio recordings • Audio-visual aids e.g. YouTube videos, television, etc.
Learning Resources • Visual aids such as sound charts (i.e. sounds in different • https://www.speechactive.com/english-vowel-ipa-
colour backgrounds), pictures, props, regalia, etc. international-phonetic-alphabet
• Minimal pair aids • Alphabetic code chart
• Materials such as pictures or books with speech sounds, • Skits (short plays), scenarios, etc.
audio dictionaries

26 | ENGLISH LANGUAGE
Subject ENGLISH LANGUAGE
Strand 1. ORAL LANGUAGE
Sub-Strand 2. LISTENING COMPREHENSION

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
1.1.2.LO.1
Extract key ideas from oral Communication and Collaboration: GESI: Collaborating in a team in an
texts/communication using relevant • Learners develop good collaborative skills in communicating with inclusive way, communicating well with
listening skills and learner others by listening to them as they share ideas and take feedback. one another and giving listening ears to
strategies. • Learners develop effective listening skills by engaging in all forms of each other leads to:
communication including electronic communicative activities, games • peaceful coexistence among
etc. different religions, cultures, diverse
• Listening fosters friendship, teamwork and collaboration, which linguistic backgrounds and people
ultimately result in improved communication skills. with special needs.
• unity among learners and others in
Critical Thinking and Problem Solving: different situations.
• The learners' ability to make an informed judgement based on the
information received, extract relevant portions and act upon them SEL: To promote holistic learning,
requires critical thinking and problem-solving skills. social and emotional learning strategies
• Learners develop critical thinking and analytical skills as they deduce must consciously be integrated in the
relevant information from selected texts. teaching and learning process through;
• tolerating one another in a group
Digital Literacy: By listening to recordings and podcasts and ensuring as they speak and listen to one
that all learners are actively involved, their digital literacy skills are another.
enhanced. • accepting responsibility for one's
own actions and inactions in
different communication
environments.
• negotiating conflicts constructively
in discussions.
• sharing opinions noticing the facial
expressions and posture of others

ENGLISH LANGUAGE | 27
 in communicating well with one
another.

National Core Values: Respect,

tolerance, friendliness, open-
mindedness, patience, hard work,
humility

28 | ENGLISH LANGUAGE
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.1.2.CS.1 1.1.2.LI.1 1.1.2.AS.1
Demonstrate the Recognise the main ideas in level-appropriate oral texts. Level 1 Recall
ability to listen Level 2 Skills of
critically, extract and Think-Pair-Share Activity (e.g., Peer/pair work, small group work): conceptual
construct varied levels Learners listen to a level appropriate oral text (audio recordings, videos, stories, narrations, etc.) and understanding
of meaning from any discuss the main ideas in pairs. Selected texts should reflect varied cultural backgrounds, values, Level 3 Strategic
oral communication. interests and affiliations. reasoning
Level 4 Extended
Learners collaborate and communicate their ideas in a cordial manner. Learners may do this by critical thinking
deliberating on the following questions: and reasoning
• What is/are the speaker(s) referring to?
• What does/do the speaker(s) want me to know? Etc.
• What did you learn from the passage (e.g.: theme, character, moral lesson)?
• What are the key ideas in the text?
• What will you suggest as a suitable title for the text and why?

Example 2
Learners, individually or in pairs:
• Identify the key information from the oral text/communication.
• Summarise in their own words what the text is about by focusing on the key ideas identified.
• Suggest a suitable title for the narrative.

Example 3
Learners role-play the passage to reinforce the lesson.
1.1.2.LI.2 1.1.2.AS.2
Differentiate between important ideas and unimportant ideas in level appropriate oral Level 1 Recall
texts. Level 2 Skills of
conceptual
Experiential Learning: understanding
• Learners talk about their experiences relating to information presented in an oral text, reflect on Level 3 Strategic
the ideas and distinguish between the more and less important ideas in the text. reasoning

ENGLISH LANGUAGE | 29
 • Through this, learners develop an enquiry-based approach to continuous learning. Level 4 Extended
critical thinking
Use strategies such as: Word chain (i.e., repetition of similar words or sequences), sorting of word and reasoning
cards, group work to differentiate the main ideas from the subsidiary ones.

Example:
• In groups, learners sort important and less important information written on sheets of paper.
• Learners discuss why some ideas are considered as main ideas and others as less important
information.

Note:
• Pay attention to the beginning and end of a conversation.
• Pay attention to paralinguistic features (tone of voice, stressed/unstressed words) and non-verbal cues
(gestures, facial expressions, etc.).
• Pay attention to speakers’ use of descriptive terms and examples (e.g. Explanation, illustrations, statistical
information, endless adjectives and adverbs), which normally introduce subsidiary ideas in communication.
• Pay attention to speaking cues (e.g. Today we will focus on…, the story is about…, Let’s move on to…, In
other words…, the result of this is…, etc.).

Teaching and • Audio recordings (e.g. online stories, teacher recorded texts, etc.)
Learning Resources • Book extracts or reading passages for read aloud activities
• Podcasts (e.g.: Lyrics Training, Listening Notes, Accent Rosie, Teach Videos, etc.)

30 | ENGLISH LANGUAGE
Subject ENGLISH LANGUAGE
Strand 1. ORAL LANGUAGE
Sub-Strand 3. CONVERSATION/COMMUNICATION IN CONTEXT

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
1.1.3.LO.1
Employ appropriate register to Communication and Collaboration: GESI: Collaborating and communicating well
communicate competently in varied • Learners communicate confidently and effectively to different in a team in an inclusive way, leads to:
speech contexts. participants in different social context using the registers • peaceful coexistence among different
acquired in conversation lessons. religions, cultures, diverse linguistic
• Through pair or group discussions, learners collaborate with backgrounds and people with special
one another using the right choice of words in their needs.
everyday discourse. This helps to avoid interpersonal • building and maintaining healthy social
conflicts that arise when using interpreted language. relationships.
• good team spirit and unity among
Leadership Skills: learners in diverse communication
• Learners develop leadership skills and team spirit through settings.
role-play. SEL: To promote holistic learning, social and
• Learners use desired language in motivating and mobilising emotional learning strategies must
others. consciously be integrated in the teaching and
learning process through;
Cultural Identity: Learners develop their cultural identity and • tolerating one another in a group as they
relevance through communicative strategies they encounter in communicate and collaborate with one
varied speech contexts. another.
• learn from others and respect one
Creativity and Innovation: Learners are able to create and another’s views and opinions in diverse
innovate language in given speech contexts. speech context.
• understanding, relating to and being
sensitive to others’ choice of words in
both academic and social discourses.

National Core Values: Respect, tolerance,

friendliness, open-mindedness, patience, hard
work, humility

ENGLISH LANGUAGE | 31
 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.1.3.CS.1 1.1.3.LI.1 1.1.3.AS.1
Demonstrate effective Use language appropriately in different speech situations (e.g., formal and informal). Level 1 Recall
use of communicative Level 2 Skills of
strategies in a variety Talk for learning (TfL): conceptual
of speech situations. • Learners, in mixed-ability groups, engage in practical demonstrations of everyday discourse and understanding
group conversations around a particular topic to enable them, collaboratively, identify and use Level 3 Strategic
specific registers and expressions. reasoning
• E.g., Group discussions on the impact of Covid-19 on students’ academic life or asking for Level 4 Extended
direction, requesting a favour, describing a market scene, attending a job interview, asking critical thinking and
questions in class, etc. Selected topics should appeal to learners from diverse backgrounds (ethnic, reasoning
religious, cultural) and involve both males and females.

Class Activity:
• Learners watch short videos/read short stories based on a given speech context (e.g., formal, semi-
formal or informal contexts).
• In small groups, exhibiting the values of tolerance through exploratory talk, learners discuss a
video/story, give reasons for what participants in the video or story said and compile a list of useful
expressions used in the video/story.

Learners may use discussion topics such as:

• What is happening in the video/story?
• Who are the participants?
• Who are the intended audience of the video/story?
• Where is the conversation taking place?
• What lesson is the video/story teaching us?

Learners then role-play the video/story, paying attention to the language/ communicative strategies
employed by the characters.

32 | ENGLISH LANGUAGE
 1.1.3.LI.2 1.1.3.AS.2
Employ speech acts in different speech situations to express various social functions (e.g. Level 1 Recall
requests, advice-giving, offer, apology, praise, acceptance, refusal, etc.). Level 2 Skills of
conceptual
Talk for Learning: understanding
• Learners, working in gender sensitive, mixed-ability and mixed-cultural groups, discuss short Level 3 Strategic
scenarios on given speech acts (e.g., giving advice, apology, etc.). reasoning
• Learners in their groups then role-play the short scenario on a given speech act. Level 4 Extended
• Through a class discussion, learners discuss their choices in terms of appropriate ways of critical thinking
expressing the acts (direct/indirect) and their responses to the speech acts. and reasoning

Note: Ensure all learners participate and tolerate opinions of one another.
Teaching and • Short passages or stories • Audio-visuals • Wall pictures about • Short drama or role-play
Learning Resources (e.g., page turners) • Conversation practice different scenes by two or more
• Visuals games • Audio visuals about a characters
• Audio tapes particular situation or • Learner/Teacher
profession generated short
scenarios

ENGLISH LANGUAGE | 33
 Subject ENGLISH LANGUAGE
Strand 2. READING
Sub-Strand 1. READING COMPREHENSION

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
1.2.1.LO.1
Employ knowledge of Information Literacy Skills: Learners engage with materials from GESI: Learners learn in an environment which
reading and text social media to search for specific information. promotes gender equality and social inclusion and
comprehension strategies can:
to retrieve and interpret Collaboration and Communication: Learners work in • respect individuals of different linguistic
different kinds of texts. pairs/mixed ability groups to scan, skim and closely read and interpret backgrounds.
a variety of short texts. • embrace diversity and practice inclusion.
• interrogate stereotypes and biases about
Critical Thinking and Problem-Solving: Learners develop critical gender and language use in their homes and
thinking and problem-solving skills through critically examining a communities.
variety of texts (e.g., social media, biographies, etc.) for the gist of the • make texts gender-responsive in terms of
story and for comprehension. language and characters.
Leadership and Personal Development: SEL: To promote holistic learning, social and
• Learners enhance their leadership and personal development skills emotional learning strategies must consciously be
as they work collaboratively in groups and play the roles of integrated in the teaching and learning process
leaders and the led. through;
• Learners acquire presentation skills as they partake in presenting • developing relationships that make learners
their groups’ findings in class. sensitive to one another’s feelings.
• interacting with others in meaningful ways.
• accepting responsibility for their actions.
• accepting roles and responsibilities that help
learners develop leadership skills.

National Core Values: Respect, tolerance,

friendliness, open-mindedness, patience, hard work,
humility

34 | ENGLISH LANGUAGE
1.2.1.LO.2
Employ knowledge of text Communication and Collaboration: GESI: Learners learn in an environment which
comprehension strategies • Learners work together and can contribute their ideas and accept promotes gender equality and social inclusion and
to read for enjoyment and others’ views. can:
information. • Learners tolerate and appreciate the views of others. • respect individuals of different linguistic
backgrounds.
Critical Thinking and Problem Solving: Learners develop critical • embrace diversity and practice inclusion.
thinking and problem-solving skills through critically examining a • examine and dispel misconceptions/ myths
variety of texts (e.g., social media, biographies, etc.) for the gist of the about
story and by application of predictive strategies to respond to reading gender in relation to language and
texts. communication.
• interrogate stereotypes and biases about
gender and language use in their homes and
communities.

Leadership roles should be played by both male and

female members of the groups to help learners
develop the ability to challenge traditional gender
roles.

SEL: To promote holistic learning, social and

emotional learning strategies must consciously be
integrated in the teaching and learning process
through;
• developing relationships that make learners
sensitive to others’ feelings.
• writing collaboratively.
• interacting with others in meaningful ways.
• accepting responsibility for their actions.
• accepting roles and responsibilities that help
learners develop leadership skills.

ENGLISH LANGUAGE | 35
 National Core Values: Respect, tolerance,
friendliness, open-mindedness, patience, hard work,
humility

36 | ENGLISH LANGUAGE
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.2.1.CS.1 1.2.1.LI.1 1.2.1.AS.1
Demonstrate Retrieve specific information and interpret a variety of simple texts. Level 1 Recall
understanding of Level 2 Skills of
different types of Group Work/Collaborative Learning: Learners work collaboratively in pairs and mixed ability conceptual
reading and text groups to glance through short stories with simple texts (including texts from social media) for understanding
comprehension specific information (date of birth, place of birth, keywords etc.) while tolerating and respecting one Level 3 Strategic
strategies and use another’s views. reasoning
them to interpret a Level 4 Extended
variety of appropriate Talk for Learning Approaches (TFL): e.g., Brainstorming, talking circles, partner talk, think-pair- critical thinking and
level texts. share, etc. reasoning

Skimming:
• In convenient mixed gender/ability groups, learners collaborate to survey texts for the general
idea.
• Learners use features such as title of a story, illustrations (e.g., pictures), boldface words,
headings and subheadings, topic sentences and concluding sentences of paragraphs (first and last
paragraphs) to critically examine a variety of texts (e.g., social media, biographies, etc.) by
examining them for the gist of the story.
• Learners use questions at the end of texts to derive the gist of the text.
• Learners read and interpret texts from familiar backgrounds and connect the messages of the
texts to their personal lives.
• In groups, learners download (or search newspapers for) positive stories from social media
about familiar and popular personalities in the country e.g., musicians, political leaders, etc. and
use the text to practise scanning and skimming in class.

Close Reading
Initiating Talk for Learning:
• In groups, learners work collaboratively to closely read, examine and interpret level appropriate
short texts.
• Learners work collaboratively in pairs to interpret a variety of texts using a combination of the
three reading strategies i.e., scan, skim and close read texts.

ENGLISH LANGUAGE | 37
 1.2.1.LI.2 1.2.1.AS.2
Use a variety of text comprehension strategies to analyse fiction and non-fiction texts. Level 1 Recall
Level 2 Skills of
Think-Pair-Share/Group Work: conceptual
• In pairs/groups, learners discuss the importance of prediction in real life situations (e.g., If in a understanding
picture, somebody is dressed in all black, what does it imply?) and link it with its role in Level 3 Strategic
enhancing reading comprehension. reasoning
• Learners listen to a simple but interesting texts read aloud to them and try to make logical Level 4 Extended
predictions at the beginning, middle, and end of the text (fiction). Learners support their critical thinking and
predictions with evidence from the text. reasoning
• In mixed ability reading groups (of not more than five members), learners work collaboratively
under their group leaders to read other interesting texts. At breaking points (created by the
teacher or the group leaders), learners predict, review and re-predict the story till they come to
an end.
• Learners support their predictions with evidence from the text.
• Groups choose delegates to present their work to the class. Learners are encouraged to value
and accept every member’s role.
• Learners critically critique/peer review each group’s presentation.
• Model how to fill the prediction forms and ask learners to fill the forms at the beginning, middle
and end of the texts (showing their initial predictions, the revised as well as the refined ones).
• Learners work collaboratively to use titles, illustrations, bold print, italics, headings, subheadings
and other text features to predict non-fiction texts.
• Leadership roles should be assigned to both male and female members.

Group Work/Collaborative Learning: Learners use KWL, DRTA and chunking strategies to
interpret advanced texts.

Know, Want-to-know, and Learned (KWL)

• Learners work in mixed gender and mixed ability groups to brainstorm what they know and
want to know about titles of given texts.
• Learners fill the K and W columns of the KWL sheet with information from the brainstorming
exercise. (Points under W should be stated in a question form)

38 | ENGLISH LANGUAGE
• Learners read the text and then in groups, fill their L column with what they have learned about
the topic. The groups present what they have on their KWL sheets to the class explaining what
happened at each stage of the reading.
• (E.g., At the beginning, we knew … about the topic and we wanted to know… about it.
• Now we have learnt that……. are………).

Directed Reading Thinking Activity (DRTA)/Chunking:

• Breaking texts into smaller parts for easier reading and comprehension of learners.
• Using probing questions, learners' background knowledge about the title of a text is activated
and they predict what the text will be about.
• At the reading stage, learners read the text in small sections (a paragraph, a page, etc.).
• At the end of each chunk, questions are asked and if learners cannot answer correctly, they are
directed to re-read portions of the text, which are related to the answer.
• Learners are left to work in pairs to locate the answer.

Additional Metacognitive Practices:

• Learners read text and use text markers (metacognitive markers) to indicate, in the margin of
the text, their impressions about parts of the text [e.g., This is important, confusing, surprising,
funny, etc.]
• Learners use a second reading to circle/write down two (or at most three) unknown words and
try to find their meanings in context.
• Learners finally read the text and underline ideas in the text that relate to other texts, their
personal lives, or some experience elsewhere in the world.
• Learners read and re-read portions of given texts to answer comprehension questions based on
the text.
• Learners can be encouraged to create mental pictures of what is read and use them to aid their
understanding of the text as they answer different levels of comprehension questions (that are
based on the text).
• Learners work in groups to apply their knowledge of metacognitive strategies like KWL, DRA
and DRTA/Chunking of texts to enhance their comprehension of the given texts.
• Groups share their work with the class and critique one another’s work.

ENGLISH LANGUAGE | 39
 1.2.1.LI.3 1.2.1.AS.3
Read a variety of texts for enjoyment. Level 1 Recall
Level 2 Skills of
Group Work/Collaborative Learning: conceptual
• In mixed ability/gender reading groups, learners listen to a scenario on the importance of reading understanding
and discuss the message of the text. Level 3 Strategic
• Learners also identify and discuss common reading misconceptions (wrong impressions which reasoning
people hold about reading).
Building on What Others Say:
• In mixed ability/gender groups, learners listen to the teacher read an interesting story aloud up
to where it is becoming most interesting (i.e. climax). Teacher stops there and in smaller groups,
learners discuss what is read and predict how the story will end.
• Learners work in groups collaboratively to read the rest of the story.
• Under the leadership of the group leader, learners do interactive activities (dramatise, draw,
mind map, etc.) to retell the story.
• Learners read texts from familiar backgrounds for enjoyment and share the moral values that
could be drawn from the story with the class.
Continue to read with learners this way till they begin to show interest in independent reading.
Teaching and A collection of texts from social media:
Learning Resources • Passages across the various subject areas (on themes that learners can find interesting).
• Books or articles from social media, newspapers, magazines, etc., speeches from personalities, etc.
• A variety of texts for practising prediction, using KWL, DRA, DRTA/Chunking strategies
• Biographies and short stories on interesting topics
• Prediction sheets (Anchor Charts)
• Videos on reading
• Skits/short plays

40 | ENGLISH LANGUAGE
Subject ENGLISH LANGUAGE
Strand 2. READING
Sub-Strand 3. SUMMARISING

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
1.2.2.LO.1
Employ summarisation as a Collaboration and Communication: GESI: Learners learn in an environment which
technique for text • Learners work together to contribute and accept ideas or promotes gender equality and social inclusion
interpretation. feedback from others. and can:
• Learners work together to identify main ideas in paragraphs. • respect individuals of different linguistic
• Learners communicate meaningfully with an audience. backgrounds.
• embrace diversity and practice inclusion.
Cultural Identity: Learners develop their cultural identity • identify injustice, especially in recognition of
through engagement with carefully selected videos and texts. the contributions of different groups and
individuals.
Critical Thinking and Problem Solving: • be sensitive to the inter-relatedness of
• Learners enhance their critical thinking skills by isolating various aspects of life.
important ideas from less important ones. • make interesting videos/stories and give
• Learners acquire the skill of evaluation, which can be transferred positive information on characters devoid of
to other spheres of learning. stereotyped language.
• Learners critically analyse texts by applying the SWBST strategy
to summarise them. SEL: To promote holistic learning, social and
emotional learning strategies must consciously
be integrated in the teaching and learning
process through;
• developing relationships that make learners
sensitive to others’ feelings.
• writing collaboratively.
• interacting with others in meaningful ways.
• accepting responsibility for their actions.
• accepting roles and responsibilities that help
learners develop leadership skills.

ENGLISH LANGUAGE | 41
 National Core Values: Respect, tolerance,
friendliness, open-mindedness, patience, hard
work, humility, teamwork

42 | ENGLISH LANGUAGE
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.2.2.CS.1 1.2.2.LI.1 1.2.2.AS.1
Demonstrate in-depth Analyse and retell orally the main parts of stories from short videos, drama, texts, etc. Level 1 Recall
understanding of Level 2 Skills of
summarising as a Initiating Talk for Learning: conceptual
technique for text • Learners discuss and summarise stories by retelling their main parts. understanding
comprehension. • Learners watch a number of short plays/videos or read short stories in class. Level 3 Strategic
reasoning
Group Work/Collaborative Learning: Level 4 Extended
• Learners think about the stories in the video/play/text critically and work collaboratively in small critical thinking and
mixed ability/gender groups to relate only the main parts of the story to somebody who did not reasoning
watch the play/video or read the text.
• Groups write the story on a flip chart and post them on the classroom walls for a gallery walk (i.e.,
the class takes a walk round the classroom to read and appreciate the finished assignments that are
posted on the walls):
• Learners work together to critique each group's work, giving positive feedback to help learners
develop the skills of appreciating the different competencies in individuals within the groups.
• Award marks to motivate learners and make this exercise very interesting.

Talk for Learning:

• Learners do several activities to help them identify the main idea in texts (paragraphs).
• In small groups, learners discuss what the given pictures (e.g., pictures of festivals and other
celebrations, football matches, etc.) are about.
• Use probing questions to get learners to talk about things that help them to know what the picture
is about.

Think-Pair-Share:
• Learners work in pairs to examine paragraphs critically to find out how each supporting sentence is
connected to the main idea (e.g., by giving explanations and examples in support of what is said in
the main idea, etc.).
• Texts should come from different sources including social media and Core Literature textbooks.

ENGLISH LANGUAGE | 43
 1.2.2.LI.2 1.2.2.AS.2
Apply innovative strategies in summarising short but familiar stories. Level 1 Recall
Level 2 Skills of
Group Work/Collaborative Learning: Learners use the SWBST Strategy to summarise a variety of conceptual
short fiction (prose and drama). understanding
Level 3 Strategic
Note: reasoning
SWBST means: Level 4 Extended
S___ Somebody critical thinking and
W___Wants reasoning
B___But
S___So
T___Then

In small mixed ability and mixed gender groups, learners listen to a story read aloud to the class. They
work collaboratively to summarise the story heard by critically discussing and answering the following
SWBST questions:
• Somebody: Who is the main character of the narrative?
• Want: What does the main character want or want to do?
• But: What is the problem? Or Why can’t the main character get what she or he wants?
• So: How does the main character solve the problem?
• Then: What was the resolution?

In mixed-ability/mixed gender groups, learners apply the SWBST strategy to familiar stories (e.g.,
Cinderella story).
• Encourage learners to tolerate and accept one another’s views as well as connect the stories to
their personal lives, learning to identify social injustice and advocating for change.

The 5Ws
Learners use “The 5Ws” strategy: Who, When, Where, Why and How to summarise stories.
• In groups/ in pairs, learners work on given texts, responding to the 5Ws. There could be 5 groups;
each responding to one ‘W’. Ensure that each group can work on all the paragraphs in the passage.
• Selected texts should be gender responsive and reflect cultural settings that learners can identify
with in their discussions.

44 | ENGLISH LANGUAGE
Teaching and • A collection of interesting videos from the media • A variety of short but interesting texts (prose and drama)
Learning Resources • Collection of texts across the various subject areas and for practising summarisation.
Core literature books (on themes that learners can find • Stories /texts
interesting). • Copies of newspaper cuttings, etc.
• Flip charts, markers

ENGLISH LANGUAGE | 45
 Subject ENGLISH LANGUAGE
Strand 3. GRAMMAR USAGE
Sub-Strand 1. GRAMMAR

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
1.3.1.LO.1
Apply knowledge of word classes Communication and Collaboration: GESI: Learning in an environment which
and their functions in • Learners exhibit the ability to communicate with peers promotes gender equality and social inclusion will
communication. with confidence. lead to:
• Learners develop the ability to collaborate and work in • respect for individuals of different linguistic
teams. backgrounds.
• Learners develop tolerance for one another. • embracing diversity and practising inclusion.
• examining and dispelling misconceptions/
Leadership and Personal Development: myths about
• Learners develop the potential of taking up gender in relation to language and
responsibilities. communication.
• Learners develop self-confidence as they lead others • interrogating stereotypes and biases about
through role- play and other group activities. gender and language use in their schools,
homes and communities.
Creativity and Innovation: • being sensitive to the inter-relatedness of
• Learners develop the knowledge and skills of creativity various aspects of life.
and innovation in communication.
• Learners use language creatively in varied contexts. SEL: To promote holistic learning, social and
emotional learning strategies must be consciously
Critical Thinking and Problem Solving: integrated in the teaching and learning process
• Learners develop the ability to use appropriate language through;
in solving problems such as settling of disputes. • working in collaborative ways
• Learners use appropriate language to promote peaceful • developing habits of turn-taking in diverse
co-existence. communicative settings
• negotiating conflicts constructively
Digital Literacy: • sharing their opinions to grow in awareness of
• Learners develop their digital literacy skills by consulting their own emotional reaction and to notice
the Internet for appropriate grammatical usage. the facial expressions and posture of others.

46 | ENGLISH LANGUAGE
 • Learners develop literacy skills as they interact with • learning to interact with others in meaningful
technological tools such as video games, podcasts, among and positive ways, which can lead to a
others. reduction in selfish behaviours.
• tolerating one another in a group as they play
and learn.
• accepting responsibility for one’s own actions
and inactions.

National Core Values: Respect, tolerance,

friendliness, open-mindedness, patience, hard
work, humility, teamwork
1.3.1.LO.2
Distinguish between and use the Communication and Collaboration: GESI: Learning in an environment which
parts and elements that make up a • Learners are able to communicate meaningfully with an promotes gender equality and social inclusion,
sentence. audience. collaborating in teams and sharing ideas to:
• Learners avoid ambiguity when communicating with • consciously develop respect for individuals of
others. different linguistic backgrounds.
• Learners develop tolerance for one another in • embrace diversity and practice inclusion.
communication. • examine and dispel misconceptions/ myths
about
Critical Thinking: gender in relation to language and
• Learners are able to listen critically and evaluate what communication.
others say. • interrogate stereotypes and biases about
• Learners develop the skills of inference and the ability to gender and language use in their schools,
deduce the import of a statement. homes and communities.
• being sensitive to the inter-relatedness of
Creativity and Innovation: various aspects of life.
• Learners enhance their potentials in the appropriate
choice of words to function properly in their learning and SEL: To promote holistic learning, social and
in the world of work. emotional learning strategies must be consciously
• Learners creatively compose their thoughts and model integrated in the teaching and learning process
them into acceptable statements in varied contexts. through;
• working in collaborative ways

ENGLISH LANGUAGE | 47
 Critical Thinking and Problem Solving: • developing habits of turn-taking in diverse
• Learners respond adequately to situations that require communicative settings
language use such as motivating others and pacifying • negotiating conflicts constructively
parties in an arbitration. • sharing their opinions to grow in awareness of
their own emotional reaction and to notice
the facial expressions and posture of others.
• learning to interact with others in meaningful
and positive ways, which can lead to a
reduction in selfish behaviours.
• tolerating one another in a group as they play
and learn.
• accepting responsibility for one's own actions
and inactions.

National Core Values: Respect, tolerance,

friendliness, open-mindedness, patience, hard
work, humility, teamwork
1.3.1.LO.3
Distinguish between and use Communication and Collaboration: GESI: Working in collaborative ways in an
compound and complex sentences. • Learners communicate confidently with peers and other environment that promotes gender equality and
people in the larger society. social inclusion will ensure;
• Learners tolerate one another as they work in groups. • respect for other individuals of different
• Learners use language effectively in school and in the linguistic backgrounds.
society. • embracing diversity and practice inclusion.
• the examination and dispel of misconceptions/
Creativity and Innovation: myths about gender in relation to language
• Learners enhance their creative ability by varying and communication.
different types of sentences in communication. • interrogation of stereotypes and biases about
• Learners creatively plan and organise communicative gender and language use in their schools,
activities in public speaking effectively. homes and communities.
• Learners creatively use ideas acquired in grammar in
effective interpersonal communication. SEL: To promote holistic learning, Social and
Emotional Learning Strategies must be consciously

48 | ENGLISH LANGUAGE
 Leadership and Personal Development: integrated in the teaching and learning process
• Learners identify and support the capabilities of their through;
peers and others in the world of work and in adult life. • working in collaborative ways
• Learners take responsibility of their own learning both in • developing habits of turn-taking in diverse
school and in the world of work. communicative settings
• negotiating conflicts constructively
Critical Thinking and Problem Solving: • sharing their opinions to grow in awareness of
• Learners extend the skill of analysing sentences to the their own emotional reaction and to notice
analysis of issues in society. the facial expressions and posture of others.
• Learners provide solutions to societal problems using • learning to interact with others in meaningful
suitable language. and positive ways, which can lead to a
reduction in selfish behaviours.
Digital Literacy: • tolerating one another in a group as they play
• Learners enhance their digital literacy skills by utilising and learn.
the Internet to support their communication skills. • accepting responsibility for one’s own actions
• Learners develop literacy skills as they apply and inactions.
technological tools in their learning. E.g: using video
games, podcasts, and others. National Core Values: Respect, tolerance,
friendliness,
open-mindedness, patience, hard work, humility,
teamwork
1.3.1.LO.4
Distinguish between and use Communication and Collaboration: GESI: Critically thinking and problem-solving
dependent and independent clauses. • Learners demonstrate confidence in communicating with Learners learn in an environment which promotes
their peers and in the world of work. gender equality and social inclusion will lead to:
• Learners develop the ability to collaborate and work in • respect for individuals of different linguistic
teams. backgrounds.
• Learners develop tolerance for others. • embracing diversity and practice inclusion.
• examining and dispelling of misconceptions/
Creativity and Innovation: myths about gender in relation to language
• Learners’ creative ability is enhanced by employing the and communication.
knowledge of varying types of sentences in • interrogating stereotypes and biases about
communication. gender and language use in their schools,
homes and communities.

ENGLISH LANGUAGE | 49
 • Learners creatively plan and organise communicative • be sensitive to the inter-relatedness of various
activities in public speaking effectively. aspects of life.
• Learners creatively use ideas acquired in effective • managing others emotional behaviour to
interpersonal communication. promote learning.

Leadership and Personal Development: SEL: To promote holistic learning, social and
• Learners are able to identify situations when their emotional learning strategies must be consciously
peers might need support or assistance. integrated in the teaching and learning process
• Learners are able to articulate their thoughts in a through;
group easily. • working in collaborative ways
• developing habits of turn-taking in diverse
Critical Thinking and Problem Solving: communicative settings
• Learners are able to think rationally and clearly in • negotiating conflicts constructively
solving problems. • sharing their opinions to grow in awareness of
• Learners are ready to seek additional information to their own emotional reaction and to notice
build understanding. the facial expressions and posture of others.
• learning to interact with others in meaningful
Digital Literacy: Learners leverage on the use of ICT tools and positive ways, which can lead to a
in communication to improve upon their performance in reduction in selfish behaviours.
other life situations. • tolerating one another in a group as they play
and learn.
• accepting responsibility for one’s own actions
and inactions.

National Core Values: Respect, tolerance,

friendliness, open-mindedness, patience, hard
work, humility, teamwork
1.3.1.LO.5
Compose texts using phrase types. Communication and Collaboration: GESI: Through creativity and innovation, learning
• Learners are able to follow and participate in group in an environment that promotes gender equality
discussions and express opinions explicitly. and social inclusion ensures:
• Learners actively participate in varied interactive • accepting responsibility for one’s own actions
situations in the larger society. and inactions

50 | ENGLISH LANGUAGE
• Learners tolerate the views of others and find • respect for individuals of different linguistic
appropriate language to suggest corrections while backgrounds.
working in groups. • embracing diversity and practising inclusion.
• examining and dispelling misconceptions/
Creativity and Innovation: myths about
• Learners develop creativity and innovation in gender in relation to language and
communication. communication.
• Learners apply language creatively in various contexts. • interrogating stereotypes and
• Learners creatively use ideas acquired in the learning of biases about gender and language use in their
grammar in effective interpersonal communication. schools, homes and communities.
• being sensitive to the inter-relatedness of
Leadership and Personal Development: various aspects of life.
• Learners exhibit desirable leadership skills that would • recognising ones behaviour and making an
build lasting relationships and contribute to their informed judgement.
professional success.
• Learners identify and support the capabilities of their SEL: To promote holistic learning, social and
peers and others in the world of work, and in adult life. emotional learning strategies must be consciously
• Learners take responsibility of their own learning both in integrated in the teaching and learning process
school and in the world of work. through;
• working in collaborative ways.
Critical thinking and Problem Solving: Learners identify • developing habits of turn-taking in diverse
their communication challenges and transform them into communicative settings.
strengths that establish their competence in dealing with • negotiating conflicts constructively.
others. • sharing their opinions to grow in awareness of
their own emotional reaction and to notice
Digital Literacy: the facial expressions and posture of others.
• Learners become proficient in managing ICT tools in the • learning to interact with others in meaningful
world work. and positive ways, which can lead to a
• Learners’ use of ICT tools opens opportunities for them reduction in selfish behaviours.
in the world of work. • tolerating one another in a group as they play
and learn.
• accepting responsibility for one’s own actions
and inactions.

ENGLISH LANGUAGE | 51
 National Core Values: Respect, tolerance,
friendliness, open-mindedness, patience, hard
work, humility, teamwork

52 | ENGLISH LANGUAGE
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.3.1.CS.1 1.3.1.LI.1 1.3.1.AS.1
Demonstrate Use nouns accurately in speech and writing. Level 1 Recall
knowledge, Level 2 Skills of
understanding and use Brainstorming: Learners work in mixed ability groups ensuring collaboration and respecting one conceptual
of grammatical forms in another's views to identify nouns in context and use them in speech and writing. understanding
speech and writing. Level 3 Strategic
Task-Based Learning: Learners in mixed ability groups brainstorm the concept of nouns, reasoning
encouraging one another to define and give examples taking into consideration their cultural Level 4 Extended
backgrounds. critical thinking and
reasoning
Think-Pair-Share: Learners use previous examples given in the brainstorming session to identify the
noun forms as they think in pairs and share ideas, supporting the involvement of all.

Group Work:
Learners in mixed ability groups collaboratively classify nouns from selected passages into noun
types/forms.
Forms/Types of Nouns:
• Common Nouns E.g.: chair, book etc.
• Proper Nouns E.g.: Adwoa, Musa, Ghana, Lake Volta, Canada etc.
• Concrete Nouns E.g. Window, projector, computer, bottle etc.
• Abstract Nouns E.g. Love, kindness, honesty etc.
• Count Nouns E.g. Pen-Pens, book-books, boy-boys, girl-girls etc.
• Non-Count Nouns E.g. Water, oil, sugar etc.
• Collective Nouns E.g. Children, family, police, clergy etc.
Note: Teacher guides learners to identify regular and irregular nouns. E.g.

Regular Irregular
Pen/Pens Man/Men
Ox/Oxen
Dress/Dresses Sheep/Sheep

I have one ox - I have two oxen

ENGLISH LANGUAGE | 53
 Genitive Forms of Nouns

Games:

• Learners in gender groupings use games to form genitives of nouns appropriately in speech and
writing.

Examples:
i. Building on What Others Say (chain game) … ‘s’ genitive:

ii. Adding ‘s’ to regular nouns to show possession. E.g.:

a) Akwasi’s bag
b) Fuseina’s new bag
c) Dzifanu’s bowl

iii. Adding ‘s’ to the genitive case in regular plural nouns. E.g.:
a) The boys’ dormitory
b) The girls’ house

iv. Adding ‘s’ to the apostrophe/Adding the apostrophe to nouns ending in ‘s’. Eg:
a) Abass’ book
b) Rawlings’
c) James’s bag
d) Akos’ new bag

v. Adding ‘of’ to the noun phrase. E.g.:

a) The title of the poem

Conversation Drills: Using conversation drills, learners (in pairs, groups, whole class, dialogues etc)
use the ‘s’ genitive and the ‘of’ form in sentences.

KWL (What I know-What I want to know- What I have Learnt): Learners play the KWL
game in their mixed ability pairs to identify and use plural noun forms in selected passages/texts
ensuring collaboration and respect for one another’s views.

54 | ENGLISH LANGUAGE
Example: Learner A: K - river + s = rivers

W - Examples of nouns that neither adds ‘s’ nor change their form = people, sheep
L - I have learnt that not all nouns form plural by adding ’s’
1.3.1.LI.2 1.3.1.AS.2
Use pronoun types accurately in speech and writing. Level 1 Recall
Level 2 Skills of
Experiential Learning: conceptual
• Using role-play ensuring tolerance for one another’s views, learners work in mixed ability groups understanding
collaborating and communicating verbally and non-verbally to identify pronoun types. Level 3 Strategic
• Learners in their mixed ability groups creatively explore the use of pronouns from varieties of reasoning
texts respecting varieties of views. Level 4 Extended
critical thinking and
1. Personal Pronoun reasoning
E.g. I, you, she, he, it, we, they, me, us, them.

2. Possessives
E.g. mine, yours, his, hers, ours, theirs

3. Relative pronouns
E.g. who, whom, which, what, that

4. Interrogatives
E.g. who, whom, what, which, whose

5. Reflexives
E.g. myself, yourself, itself, herself, himself, ourselves, themselves

6. Demonstratives
E.g. this, that, these, those

ENGLISH LANGUAGE | 55
 1.3.1.LI.3 1.3.1.AS.3
Use various forms of Adjectives correctly in contexts. Level 1 Recall
Level 2 Skills of
Building on What Others Say: Learners in pairs discuss the varied use of words to describe their conceptual
favourite food/friend/teacher/ and other items around them. understanding
Level 3 Strategic
Collaborative Learning: Learners jigsaw with cross groupings collaboratively to explore the reasoning
accurate use of adjectives in contexts using selected texts. Level 4 Extended
critical thinking and
Examples of use of adjectives in contexts: reasoning
i. Directly before nouns. E.g. Amuzu is an amazing footballer.
ii. With the verb “to be” to describe the subject of the sentence. E.g. Fatima is very intelligent.
iii. Use of adjectives with sense (sensory) verbs (sight, taste, smell, touch, hearing). E.g. The food
tastes awful.
Or
iv. Verbs of appearance to modify the nouns, which come before the verb. E.g. Papa Minka seemed
very upset.

NOTE:
• Draw attention to comparative and superlative forms of Adjectives
• Order of Adjectives in contexts; minor to, superior to, inferior to etc.
1.3.1.LI.4 1.3.1.AS.4
Use forms of verbs in everyday activities (Tense & Aspects). Level 1 Recall
Level 2 Skills of
Experiential Learning: Using role-play ensuring tolerance for one another’s views, learners discuss conceptual
activities they engage in everyday by identifying all the various inflections of the forms of verbs understanding
Level 3 Strategic
Examples: reasoning
i. Base(V) infinitive - , sit, buy -s form…3rd person + V). Eg: sit - sits, buy – buys Level 4 Extended
ii. Past -ed1– called, drank critical thinking and
Participle (V + ing) – calling, drinking Participle (V + ed2) – called, drunk reasoning
iii. Regular – talk, want, advise, weed, etc.
iv. Irregular – come, eat, go, get, say, write, etc.
v. Use verbs correctly in appropriate tense forms:

56 | ENGLISH LANGUAGE
 • Present Tense
• Simple Present Tense
• Present Progressive
• Present Perfect
• Present Perfect Progressive
• Past Tense
• Simple Past Tense
• Past Progressive
• Past Perfect
• Past Perfect Progressive

The primary auxiliaries are: do, have, be

Use modal auxiliaries can/could; will/would, may/might; must, need, etc.

NOTE:
• Use demonstration/role play/ dialogue to distinguish forms and other uses of Tense and Aspect
• Explanation of relationship between time, tense and aspect. Forms of the Present Tense

1.3.1.LI.5 1.3.1.AS.5
Use minor word classes in speaking and writing. Level 1 Recall
Level 2 Skills of
Experiential Learning: Learners in mixed ability groups, discuss the experiences of the use of conceptual
conjunctions, prepositions and determiners on varied topics. Learners listen and share ideas understanding
supporting/ encouraging one another to identify the minor word classes and give examples. Level 3 Strategic
reasoning
i. Conjunction: Coordinating conjunctions. E.g. for, and, nor, but, or, yet, and so. Level 4 Extended
ii. Correlative conjunctions. E.g. either.. or, neither.. nor, and not only.. but also. critical thinking and
iii. Conjunctions to link ideas. E.g. because, since, as, although, though, while, and whereas. reasoning
iv. Adverbs that function as conjunctions in sentences. E.g. until, after, or before.
v. Preposition: Use prepositions in sentences.
a) E.g. consist of, in front of, on behalf of, in view of, in spite of, due to, near to, because of, by
means of, by dint of (hard work), etc.
b) E.g.: He will succeed by dint of hard work.
c) The man spoke on behalf of the group.

ENGLISH LANGUAGE | 57
 Use complex prepositions to express:
• Place
Eg. near/close to, in front of, out of, far from, by the side of, etc.
• Time
E.g. in time of, about to, during the course of, at noon, for one week, etc
• Reason
E.g. due to, because of, on account of, as a result of, etc.
• Concession
E.g. in spite of, apart from etc.

• Determiners: Articles are the most popular types of determiners. E.g. definite article ‘the,’
indefinite ‘a,’ and ‘an.’
• Possessives provide context in a sentence by informing the reader what belongs to the subject,
such as ‘our,’ ‘your,’ my,’ ‘their,’ ‘her,’ and ‘his’. E.g. Her car is over there.
• Demonstratives (that, this, there, these, and those) identify an object based on its location.
• Use determiners in sentences and paragraphs. E.g. That cat is very fat. An apple fell from the tree.
Is your coffee on the counter?

Teaching and • Word/Sentence cards • Varieties of narrative texts that reveal various types of
Learning Resources • Word Walls pronouns.
• Real objects and pictures • Pictures
• Selected passages • Real objects.
• Teacher made passages • Varieties of narrative texts that reveal use of adjectives in
• Technology tools such as computer, mobile phones, context.
projector, radio, TV, films and narratives etc. • Videos with dialogue
• Passages that reveal various forms of nouns. • Role-play
• Varieties of narrative texts and Passages

58 | ENGLISH LANGUAGE
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.3.1.CS.2 1.3.1.LI.1 1.3.1.AS.1
Demonstrate command Identify and use Subject and Predicate in text. Level 1 Recall
of structural and Level 2 Skills of
functional use of Problem-Based Learning: Learners in mixed ability groups, work by communicating and conceptual
sentences. collaborating through different tasks, listening to and sharing ideas with one another to identify the understanding
various parts of the sentence. The value of tolerance will be achieved as they work together. Level 3 Strategic
reasoning
Collaborative Learning: Learners critically and innovatively create texts (sentences and Level 4 Extended
paragraphs) and use them to distinguish the elements of a sentence. critical thinking and
reasoning
Group Work: Through think-pair-share, learners examine the composition of the Subject and
Predicate parts of the sentence.
E.g.
1. The Kwahu festival is here
2. Mensah plays well
3. All the students that came late were punished
1.3.1.LI.2 1.3.1.AS.2
Analyse accurately the elements within the sentence. Level 1 Recall
Level 2 Skills of
Collaborative Learning: Learners work collaboratively in mixed ability groups to join appropriate conceptual
clauses in analysing given sentences into the constituent elements. understanding
S. V. O. C. A. - Subject/ Verb/Object/Complement/Adjunct Level 3 Strategic
reasoning
Problem-Based Learning: Learners play games in their mixed ability groups using words/ sentence Level 4 Extended
cards to identify the constituent elements and combine to form various patterns of sentences. critical thinking and
Eg: SV - Mensa swims reasoning
SVO - Fafa sells fruits
SVOO - Amina gave me a gift.
SVC - I will be a doctor
SVOA, ASV, SVOC… ETC

ENGLISH LANGUAGE | 59
 Group Work: Learners in their mixed ability groups construct sentences and indicate the types and
functions : Simple , Compound, Complex, Compound - complex(Complete)
1.3.1.LI.3 1.3.1.AS.3
Demonstrate command and use of compound sentences. Level 1 Recall
Level 2 Skills of
Experiential Learning: Learners in mixed groupings, discuss the experiences of the use of conceptual
compound and complex sentences, on varied topics. Learners listen to and tolerate divergent views as understanding
well as share ideas supporting/ encouraging one another to identify and give examples of complex and Level 3 Strategic
compound sentences. reasoning
Level 4 Extended
Project-Based Learning: Using a problem-solving approach, learners in mixed ability groups: critical thinking and
i. Construct independent clauses (Simple sentences) respecting individual differences. reasoning
Example:
Adamu arrived early.
He enjoyed the party.
ii. Join two or more independent clauses (simple sentences) to form compound sentences using
coordinating conjunctions (so, but, and, or etc.)
1.3.1.LI.4 1.3.1.AS.4
Demonstrate command of Dependent and Independent Clauses appropriately in Level 1 Recall
communication. Level 2 Skills of
conceptual
Talk for Learning Approaches (TfL): understanding
• Through teamwork and collaborative communication skills, learners in mixed ability groups Level 3 Strategic
explore the use of independent and dependent clauses in varied contexts. reasoning
• Learners watch YouTube videos for more examples. Level 4 Extended
• Dependent clause is a part of a sentence that has subject and a verb but cannot stand alone as a critical thinking and
complete thought. reasoning
• E.g.: Manu dropped the bottle because his hands were full.
• Dependent clauses are introduced with subordinating conjunctions such as: because, before,
though, while, as, if, as if, who, that, where etc.

60 | ENGLISH LANGUAGE
 Project-Based Learning:
• Learners watch a recorded version of a renowned TV newscaster and apply in their mixed ability
groups to construct thematic narratives/ speeches with dependent and independent clauses to
suit varied contexts.
• Independent clause (main) is a group of words that contains a subject and a verb and expresses a
complete thought.
• E.g., Kafui studied in the lab for his Chemistry test.

NB: The Dependent (Subordinate) Clause depends on the main clause for completion and to make sense.
1.3.1.LI.5 1.3.1.AS.5
Use phrase types accurately in context. Level 1 Recall
Level 2 Skills of
Experiential Learning: conceptual
• Learners in mixed ability groups, identify phrase types in speech and texts. understanding
• Learners in their mixed ability groups, creatively construct sentences using phrase types while Level 3 Strategic
tolerating divergent opinions. reasoning
Level 4 Extended
Example of phrases include: critical thinking and
i. Noun phrase reasoning
ii. Verb phrase
iii. Adjective/Relative phrase
iv. Adverbial (adverb) phrase

Project-Based Learning: Learners in their mixed ability groups, solve a problem by constructing
sentences with the phrase types.
Teaching and • Sentence/Word cards • Audio • Varieties of narrative texts and
Learning Resources • Videos with dialogues • TV Passages
• Role-play • Films and narratives • Old News papers

ENGLISH LANGUAGE | 61
 Subject ENGLISH LANGUAGE
Strand 3. GRAMMAR
Sub-Strand 2. VOCABULARY

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
1.3.2.LO.1
Employ the appropriate use of Communication and Collaboration: GESI: Learners learn in an environment
vocabulary in contexts. • Learners are able to communicate effectively with appropriate which promotes gender equality and social
vocabulary. inclusion and are able to:
• Learners participate in group discussions and express opinions • respect individuals of different linguistic
explicitly. backgrounds.
• Learners participate meaningfully in various interactive • embrace diversity and practice
situations. inclusion.
• Learners tolerate the views of others and find appropriate • examine and dispel misconceptions/
language to suggest corrections. myths about gender in relation to
language and communication.
Cultural Identity: • interrogate stereotypes and biases
• Learners use vocabulary appropriately to depict desired cultural about gender and language use in their
values such as respect for the elderly, fair play, humility, hard homes and communities.
work and truthfulness. • identify injustice, especially in
• Learners employ desired vocabulary to admonish one another recognition of the contributions of
to ensure compliance with acceptable societal norms. different groups and individuals.
• be sensitive to the inter-relatedness of
various aspects of life.

SEL: To promote holistic learning, social

and emotional learning strategies must be
consciously integrated in the teaching and
learning process through;
• working in collaborative ways
• developing habits of turn-taking in
diverse communicative settings

62 | ENGLISH LANGUAGE
• negotiating conflicts constructively
• sharing their opinions to grow in
awareness of their own emotional
reaction and to notice the facial
expressions and posture of others.
• learning to interact with others in
meaningful and positive ways, which
can lead to a reduction in selfish
behaviours.
• tolerating one another in a group as
they play and learn.
• accepting responsibility for one’s own
actions and inactions.

National Core Values: Respect,

tolerance, friendliness, open-mindedness,
patience, hard work, humility, teamwork

ENGLISH LANGUAGE | 63
 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.3.2.CS.1 1.3.2.LI.1 1.3.2.AS.1
Demonstrate and apply Use appropriate vocabulary in specific contexts. E.g., Formal and informal situations Level 1 Recall
the appropriate use of Level 2 Skills of
vocabulary in general Experiential Learning: Using role-play/dramatisation and conversational drills, learners in mixed conceptual
communication. ability groups, use appropriate vocabulary in specific contexts while tolerating and accepting divergent understanding
views. Level 3 Strategic
reasoning
Example: Greetings at different occasions Level 4 Extended
i. At the hospital critical thinking and
ii. At the shopping mall reasoning
iii. On the bus with parents etc.
Teaching and • Pictures for description and prediction
Learning Resources • Brainstorming
• Role-play
• Games on vocabulary building and use (Mother-and-children, Semantic map, Word - of - the - day, Charades, Hangman etc.
• Check online…teambuilding.com

64 | ENGLISH LANGUAGE
Subject ENGLISH LANGUAGE
Strand 3. GRAMMAR
Sub-Strand 3. PUNCTUATION AND CAPITALIZATION

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
1.3.3.LO.1
Employ the accurate use of Communication and Collaboration: Learners facilitate GESI: Learners learn in an environment
vocabulary and spelling conventions collaboration by communicating desirably and employing appropriate which promotes gender equality and social
in varied contexts. vocabulary, and spelling conventions. inclusion and are able to:
• respect individuals of different linguistic
Critical Thinking and Problem Solving: backgrounds.
• Learners’ listening skills are enhanced which enables them to • embrace diversity and practice
adapt to any environment. inclusion.
• Learners are able to apply their critical thinking skills to improve • examine and dispel misconceptions/
upon their work environment. myths about gender in relation to
language and communication.
Digital Literacy: • interrogate stereotypes and biases
• Learners develop skills in information management while using about gender and language use in their
appropriate ICT tools to master the use of accurate vocabulary homes and communities.
and spelling conventions. • identify injustice, especially in
• Learners gain mastery of ICT applications and are able to solve recognition of the contributions of
problems in various contexts. different groups and individuals.
• be sensitive to the inter-relatedness of
various aspects of life.

SEL: To promote holistic learning, social

and emotional learning strategies must be
consciously integrated in the teaching and
learning process through;
• working in collaborative ways
• developing habits of turn-taking in
diverse communicative settings

ENGLISH LANGUAGE | 65
 • negotiating conflicts constructively
• sharing their opinions to grow in
awareness of their own emotional
reaction and to notice the facial
expressions and posture of others.
• learning to interact with others in
meaningful and positive ways, which
can lead to a reduction in selfish
behaviours.
• tolerating one another in a group as
they play and learn.
• accepting responsibility for one's own
actions and inactions.

National Core Values: Respect,

tolerance, friendliness, open-mindedness,
patience, hard work, humility, teamwork

66 | ENGLISH LANGUAGE
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.3.3.CS.1 1.3.3.LI.1 1.3.3.AS.1
Demonstrate Identify and use Punctuation Marks appropriately. Level 1 Recall
appropriate use of Level 2 Skills of
vocabulary and spelling Experiential Learning: conceptual
conventions in • Using conversational drills and intonation strategies, learners in mixed ability groups, use understanding
communication. punctuation marks (comma, period, question, exclamation) appropriately in speech and writing Level 3 Strategic
while tolerating and accepting divergent views. reasoning
• Learners correct punctuation errors in selected paragraphs. Level 4 Extended
critical thinking and
reasoning
Teaching and • Selected texts • Video games on intonation strategies
Learning Resources • Old newspapers

ENGLISH LANGUAGE | 67
 Subject ENGLISH LANGUAGE
Strand 4. WRITING
Sub-Strand 1. PRODUCTION AND DISTRIBUTION OF TEXT

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
1.4.1.LO.1
Write clearly, arrange and present Communication and Collaboration Skills: GESI: Learners learn in an environment
ideas in a logical and unified manner • Learners develop the potential to accept the views of others which promotes gender equality and social
through written communication. in complementing their own creative potentials. inclusion and are able to:
• The ability of learners to present ideas using appropriate • respect individuals of different
words is enhanced. linguistic backgrounds.
• embrace diversity and practice
Leadership and Personal Development: inclusion.
• Learners convince others to accept their points of view by • examine and dispel misconceptions/
using appropriate words and manner of presentation. myths about gender in relation to
• Learners categorise ideas for easy consumption for an language and communication.
audience. • interrogate stereotypes and biases
about gender and language use in their
Critical Thinking and Problem Solving: homes and communities.
• Learners arrange ideas logically as they endeavour to • identify injustice, especially in
communicate. recognition of the contributions of
• Learners evaluate their own ideas as they aim at different groups and individuals.
communicating appropriately to their audience. • be sensitive to the inter-relatedness of
various aspects of life.

SEL: To promote holistic learning, social

and emotional learning strategies must be
consciously integrated in the teaching and
learning process through;
• working in collaborative ways
• developing habits of turn-taking in
diverse communicative settings

68 | ENGLISH LANGUAGE
 • negotiating conflicts constructively
• sharing their opinions to grow in
awareness of their own emotional
reaction and to notice the facial
expressions and posture of others.
• learning to interact with others in
meaningful and positive ways, which
can lead to a reduction in selfish
behaviours.
• tolerating one another in a group as
they play and learn.
• accepting responsibility for one's own
actions and inactions.

National Core Values: Respect,

tolerance, friendliness, open-mindedness,
patience, hard work, humility, teamwork
1.4.1.LO.2
Generate distinct paragraphs within Communication and Collaboration Skills: GESI: Learners learn in an environment
a composition centered on a specific • Learners develop the potential to accept the views of others in which promotes gender equality and social
subject. complementing their own creative potentials. inclusion and are able to:
• The ability of learners to present ideas using appropriate words • respect individuals of different
is enhanced. linguistic backgrounds.
• embrace diversity and practice
Leadership and Personal Development: inclusion.
• Learners convince others to accept their points of views by • examine and dispel misconceptions/
using appropriate words and manner of presentation. myths about gender in relation to
• Learners categorise ideas for easy consumption for an audience. language and communication.
• interrogate stereotypes and biases
Critical Thinking and Problem Solving: about gender and language use in their
• Learners arrange ideas logically as they endeavour to homes and communities.
communicate. • identify injustice, especially in
• Learners evaluate their own ideas as they aim at communicating recognition of the contributions of
appropriately to their audience. different groups and individuals.

ENGLISH LANGUAGE | 69
 • be sensitive to the inter-relatedness of
various aspects of life.

SEL: To promote holistic learning, social

and emotional learning strategies must be
consciously integrated in the teaching and
learning process through;
• working in collaborative ways
• developing habits of turn-taking in
diverse communicative settings
• negotiating conflicts constructively
• sharing their opinions to grow in
awareness of their own emotional
reaction and to notice the facial
expressions and posture of others.
• learning to interact with others in
meaningful and positive ways, which
can lead to a reduction in selfish
behaviours.
• tolerating one another in a group as
they play and learn.
• accepting responsibility for one's own
actions and inactions.

National Core Values: Respect,

tolerance, friendliness, open-mindedness,
patience, hard work, humility, teamwork

70 | ENGLISH LANGUAGE
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.4.1.CS.1 1.4.1.LI.1 1.4.1.AS.1
Develop, organise and Use an extended range of cohesive devices (e.g., connectors to show addition) to improve paragraph Level 1 Recall
express ideas coherence. Level 2 Skills of
coherently and conceptual
cohesively in writing. Talk for learning (TfL): understanding
• Learners, collaborating with one another in mixed ability groups, examine sample materials (sample Level 3 Strategic
essay, passages from books, journals, sample texts from social media) and discuss the structure of a reasoning
linear narrative essay; Level 4 Extended
i. Introductory paragraph containing critical thinking and
• Central Idea (for the whole essay) reasoning
• Supporting sentences (to serve as topic sentences in the body paragraphs)
ii. Body paragraphs (containing main ideas—topic sentences)
iii. Concluding paragraph
• Learners apply various useful strategies to compose their concluding paragraphs

Note: Learners use the appropriate linking words that show linearity, e.g. first, then, further, finally, …

Critical Thinking Skills:

• Critical thinking entails analysis and evaluation. Therefore, learners acquire critical thinking and
problem -solving skills as they analyse their topics and systematically organise their ideas to develop
the plot structure of the story: The beginning, rising action, climax, falling action and conclusion.
• Learners use devices such as metaphors, similes, personification, imagery, hyperbole, and
alliteration to bring out the style of a narrative piece.
• Learners use appropriate expressions to link ideas or sentences in a paragraph for coherence. E.g.
besides, in addition, moreover, again, furthermore, etc.
• Communication skills are acquired as learners share their ideas with peers and accept constructive
feedback through communication and collaboration in order to achieve the basic required skills

Individual Work:
• Learners individually compose an introductory paragraph containing the following:
i. Central idea (suitable for an essay)

ENGLISH LANGUAGE | 71
 ii. Supporting sentences linked with appropriate cohesive devices (and, before, since, while, as,
until etc.), suitable background information and a conclusion
• Learners individually design story maps as guides and compose body paragraphs and concluding
paragraphs.
• Learners appreciate the value of respect for one another in their groups.
1.4.1.LI.2
Develop a paragraph, focusing on the elements of unity. Level 1 Recall
Level 2 Skills of
Talk for Learning (TfL): conceptual
• Learners, collaborating with one another in mixed ability groups, examine sample materials (sample understanding
essay, passages from books, journals, sample texts from social media) and discuss the structure of a Level 3 Strategic
linear narrative essay; reasoning
i. Introductory paragraph containing: Level 4 Extended
• Central Idea (for the essay) critical thinking and
• Supporting sentences (to serve as topic sentences in the body paragraphs) reasoning
ii. Body paragraphs (containing main ideas—topic sentences),
iii. Concluding paragraph

• Learners apply various useful strategies to compose their concluding paragraphs.

Note: Learners use the appropriate linking words that show linearity, e.g. first, then, further, finally, …

Critical Thinking Skills:

• Critical thinking entails analysis and evaluation. Therefore, learners acquire critical thinking and
problem-solving skills as they analyse their topics and systematically organise their ideas to develop
the plot structure of the story; the beginning, rising action, climax, falling action and conclusion.
• Learners use devices such as metaphors, similes, personification, imagery, hyperbole, and
alliteration to bring out the style of a narrative piece.
• Learners use appropriate expressions to link ideas or sentences in a paragraph for coherence. E.g.
besides, in addition, moreover, again, furthermore, etc.
• Communication skills are acquired as learners share their ideas with peers and accept constructive
feedback through communication and collaboration in order to achieve the basic required skills.

72 | ENGLISH LANGUAGE
 Individual Work:
• Learners individually compose an introductory paragraph containing the following:
i. Central idea (suitable for an essay)
ii. Supporting sentences linked with appropriate cohesive devices (and, before, since, while, as,
until etc.), suitable background information and a conclusion.
• Learners individually design story maps as guides and compose body paragraphs and concluding
paragraphs.
• Learners appreciate the value of respect for one another in their groups.
Teaching and • Sample essay,
Learning Resources • Passages from books,
• Journals,
• Sample texts from social media,
• Story map etc.

ENGLISH LANGUAGE | 73
 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.4.1.CS.2 1.4.1.LI.1 1.4.1.AS.1
Create different Compose introductory and body paragraphs on a given topic. Level 1 Recall
paragraphs within a Level 2 Skills of
composition on a given Group Work/Collaborative Learning: conceptual
topic. • In mixed ability groups, learners examine sample essays (sample essays and passages from books, understanding
journals and the Internet) to identify their features. Level 3 Strategic
• Learners, in their groups, plan and develop non-linear narrative essays focusing on the elements of reasoning
unity, coherence and paragraph completeness with appropriate transitional expressions. Level 4 Extended
• In the same or different mixed ability groups, learners compose essays in which events are not critical thinking
presented sequentially but rather mixed so that events are linked through flashbacks and other and reasoning
literary techniques such as suspense and foreshadowing to develop the plot of the narrative.
• In writing the story learners may use first person, second person, third person (third-person
omniscient or limited perspective), to represent the voice of the person telling the story (narrator).
Revise and edit the writing for sense or meaning, and effect (emotional reaction). Proofread to self-
correct or peer-edit. Publish or present in various media including ICT and on the various notice
boards on the school's premises. Learners refer to books and the Internet for examples of
cohesive devices such as Time clauses, Conditional clauses, Purpose clauses, Reason clauses, Result
clauses, Clauses of Concessive, etc. This search on the Internet will enhance their technological
skills.
• Learners work collaboratively and employ appealing strategies to compose their concluding
paragraphs. E.g. restating, by paraphrasing, the central idea of the entire essay and supporting ideas.
• Learners peer evaluate what they have written.
• Working in groups, learners acquire the value of contributing to a common goal.
• The following skills are also acquired: communication and collaboration, critical thinking and
problem solving, innovation and creativity and Leadership and collaboration.
Teaching and • Sample essays and passages from books
Learning Resources • Journals and the Internet.

74 | ENGLISH LANGUAGE
Subject ENGLISH LANGUAGE
Strand 4. WRITING
Sub-Strand 2. TEXT TYPES AND PURPOSES

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
1.4.2.LO.1
Utilize a process-oriented Communication and Collaboration Skills: GESI: Learners learn in an environment
approach to craft descriptive, • Learners develop the potential to accept the views of others in which promotes gender equality and social
creative, informative and complementing their own creative potentials. inclusion and are able to:
persuasive written • The ability of learners to present ideas using appropriate words is • respect individuals of different linguistic
compositions. enhanced. backgrounds.
• embrace diversity and practice inclusion.
Leadership and Personal Development: • examine and dispel misconceptions/
• Learners are able to convince others to accept their points of myths about gender in relation to
views by using appropriate words and manner of presentation. language and communication.
• Learners are able to categorise ideas for easy consumption of an • interrogate stereotypes and biases about
audience. gender and language use in their homes
and communities.
Critical Thinking and Problem Solving: • identify injustice, especially in recognition
• Learners arrange ideas logically as they endeavour to communicate. of the contributions of different groups
• Learners evaluate their own ideas as they aim at communicating and individuals.
appropriately to their audience. • be sensitive to the inter-relatedness of
various aspects of life.

SEL: To promote holistic learning, social

and emotional learning strategies must be
consciously integrated in the teaching and
learning process through;
• working in collaborative ways
• developing habits of turn-taking in
diverse communicative settings
• negotiating conflicts constructively

ENGLISH LANGUAGE | 75
 • sharing their opinions to grow in
awareness of their own emotional
reaction and to notice the facial
expressions and posture of others.
• learning to interact with others in
meaningful and positive ways, which can
lead to a reduction in selfish behaviours.
• tolerating one another in a group as they
play and learn.
• accepting responsibility for one's own
actions and inactions.

National Core Values: Respect, tolerance,

friendliness, open-mindedness, patience, hard
work, humility, teamwork
1.4.2.LO.2
Create email, memorandum, Communication and Collaboration: GESI: Working in collaborative ways in an
program agenda, application • Learners appreciate views from diverse perspectives and can apply environment that promotes gender equality
(job, services, etc.) acceptance those viewpoints meaningfully. and social inclusion will ensure:
letter and articles based on • Learners interact dynamically in various situations. • respect for other individuals of different
provided subjects using suitable • Learners tolerate the views of others and find appropriate linguistic backgrounds.
formatting. language to talk to one another. • embracing diversity and practice
inclusion.
Critical Thinking and Problem Solving: • the examination and dispel of
• Learners are able to put non-sequential ideas together in a logical misconceptions/ myths about gender in
manner. relation to language and communication.
• Learners are able to find solutions when faced with difficult • interrogation of stereotypes and biases
situations. about gender and language use in their
schools, homes and communities.
Innovation and Creativity:
• Learners are empowered to perceive ideas from different angles. SEL: To promote holistic learning, social
• Learners are able to put ideas together in order to develop and emotional learning strategies must be
innovative concepts. consciously integrated in the teaching and
learning process through;

76 | ENGLISH LANGUAGE
Leadership and Personal Development: • working in collaborative ways
• Learners develop initiatives in solving societal problems. • developing habits of turn-taking in
• Learners are able to motivate one another in solving problems. diverse communicative settings
• Learners gain expertise to lay foundations for professional • negotiating conflicts constructively
development. • Sharing their opinions to grow in
awareness of their own emotional
Critical Thinking and Problem-solving Skills: reaction and to notice the facial
• Learners develop flexibility as they arrange ideas, which are not in expressions and posture of others.
normal sequence. • learning to interact with others in
• Learners’ reasoning skills are enhanced and they are able to adapt meaningful and positive ways, which can
to varied situations. lead to a reduction in selfish behaviours.
• tolerating one another in a group as they
Digital Literacy: play and learn.
• Learners gain competence in ICT to support their own learning • accepting responsibility for one's own
as well as encourage others. actions and inactions.
• Learners are able to manage ideas using ICT.
National Core Values: Respect, tolerance,
friendliness, open-mindedness, patience, hard
work, humility, teamwork

ENGLISH LANGUAGE | 77
 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.4.2.CS.1 1.4.2.LI.1 1.4.2.AS.1
Use a process Write short stories, using precise words and phrases to convey a vivid picture of Level 1 Recall
approach to compose experiences. Level 2 Skills of
descriptive, conceptual
narrative/imaginative, Talk for Learning (TfL): understanding
informational, • Learners, collaborating with one another in mixed ability groups, examine sample materials (sample Level 3 Strategic
persuasive and essay, passages from books, journals, sample texts from social media) and discuss the structure of a reasoning
argumentative texts. linear narrative essay; Level 4 Extended
i. Introductory paragraph containing: critical thinking and
• Central Idea (for the essay) reasoning
• Supporting sentences (to serve as topic sentences in the body paragraphs)
ii. Body paragraphs (containing main ideas—topic sentences),
iii. Concluding paragraph
• Learners apply various useful strategies to compose their concluding paragraphs.

Note: Learners use the appropriate linking words that show linearity, e.g. first, then, further, finally, …

Critical Thinking Skills:

• Critical thinking entails analysis and evaluation. Therefore, learners acquire critical thinking and
problem-solving skills as they analyse their topics and systematically organise their ideas to develop
the plot structure of the story; the beginning, rising action, climax, falling action and conclusion.
• Learners use devices such as metaphors, similes, personification, imagery, hyperbole, and
alliteration to bring out the style of a narrative piece.
• Learners use appropriate expressions to link ideas or sentences in a paragraph for coherence. E.g.
besides, in addition, moreover, again, furthermore, etc.
• Communication skills are acquired as learners share their ideas with peers and accept constructive
feedback through communication and collaboration in order to achieve the basic required skills.

Individual Work:
• Learners individually compose an introductory paragraph containing the following:
i. Central idea (suitable for an essay)

78 | ENGLISH LANGUAGE
 ii. Supporting sentences linked with appropriate cohesive devices (and, before, since, while, as,
until etc.), suitable background information and a conclusion.
• Learners individually design story maps as guides and compose body paragraphs and concluding
paragraphs.
• Learners appreciate the value of respect for one another in their groups.
1.4.2.LI.2 1.4.2.AS.2
Write a persuasive piece that states and defends a position. Level 1 Recall
Talk for Learning (TfL): Level 2 Skills of
• Learners, collaborating with one another in mixed ability groups, examine sample materials (sample conceptual
essay, passages from books, journals, sample texts from social media). understanding
Level 3 Strategic
Critical Thinking Skills reasoning
• Critical thinking entails analysis and evaluation. Therefore, learners acquire critical thinking and Level 4 Extended
problem-solving skills as they analyse their topics and systematically organise their ideas to develop critical thinking and
the plot structure of the story; the beginning, rising action, climax, falling action and conclusion. reasoning
• Learners use devices such as metaphors, similes, personification, imagery, hyperbole, and
alliteration to bring out the style of a narrative piece.
• Learners use appropriate expressions to link ideas or sentences in a paragraph for coherence. E.g.
besides, in addition, moreover, again, furthermore, etc.
• Communication skills are acquired as learners share their ideas with peers and accept constructive
feedback through communication and collaboration in order to achieve the basic required skills

Individual Work:
• Learners individually compose an introductory paragraph containing the following:
i. Central idea (suitable for an essay)
ii. Supporting sentences linked with appropriate cohesive devices (and, before, since, while, as,
until etc.), suitable background information and a conclusion.
• Learners individually design story maps as guides and compose body paragraphs and concluding
paragraphs.
• Learners appreciate the value of respect for one another in their groups.

ENGLISH LANGUAGE | 79
 1.4.2.LI.3 1.4.2.AS.3
Compose text to compare given issues or situations. Level 1 Recall
Level 2 Skills of
Critical Thinking Skills: conceptual
• Critical thinking entails analysis and evaluation. Therefore, learners acquire critical thinking and understanding
problem-solving skills as they analyse their topics and systematically organise their ideas to develop Level 3 Strategic
the plot structure of the story; the beginning, rising action, climax, falling action and conclusion. reasoning
o Learners use devices such as metaphors, similes, personification, imagery, hyperbole, and Level 4 Extended
alliteration to bring out the style of a narrative piece. critical thinking and
• Learners use appropriate expressions to link ideas or sentences in a paragraph for coherence. E.g. reasoning
besides, in addition, moreover, again, furthermore, etc.
• Communication skills are acquired as learners share their ideas with peers and accept constructive
feedback through communication and collaboration in order to achieve the basic required skills.

Individual Work:
• Learners individually compose an introductory paragraph containing the following:
i. Central idea (suitable for an essay)
ii. Supporting sentences linked with appropriate cohesive devices (and, before, since, while, as,
until etc.), suitable background information and a conclusion.
• Learners individually design story maps as guides and compose body paragraphs and concluding
paragraphs.
• Learners appreciate the value of respect for one another in their groups.
Teaching and • Sample essay,
Learning Resources • Passages from books
• Journals
• Sample texts from social media,
• Story map etc.

80 | ENGLISH LANGUAGE
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.4.2.CS.2 1.4.2.LI.1 1.4.2.AS.1
Apply writing skills to Compose an informal letter to a friend. Level 1 Recall
specific life situations. Level 2 Skills of
Group Work/Collaborative Learning: conceptual
• In mixed ability groups, learners examine sample essays (sample essays and passages from books, understanding
journals and the internet) to identify their features. Level 3 Strategic
• Learners, in their groups, plan and develop non-linear narrative essays focusing on the elements reasoning
of unity, coherence and paragraph completeness with appropriate transitional expressions. Level 4 Extended
• In the same or different mixed ability groups, learners compose essays in which events are not critical thinking and
presented sequentially but rather mixed so that events are linked through flashbacks and other reasoning
literary techniques such as suspense and foreshadowing to develop the plot of the narrative.
• In writing the story, learners may use first person, second person and third person (third-person
omniscient or limited perspective) to represent the voice of the person telling the story
(narrator). Revise and edit the writing for sense or meaning, and effect (emotional reaction).
Proofread to self-correct or peer-edit. Publish or present in various media including ICT and on
the various notice boards on the school's premises. Learners refer to books and the internet for
examples of cohesive devices such as Time clauses, Conditional clauses, Purpose clauses, Reason
clauses, Result clauses, Clauses of Concessive, etc. This search on the Internet will enhance their
technology skills.
• Learners work collaboratively and employ appealing strategies to compose their concluding
paragraphs. e.g. restating, by paraphrasing, the central idea of the entire essay and supporting
ideas.
• Learners peer evaluate what they have written.
• Working in groups, learners acquire the value of contributing to a common goal.
• The following skills are also acquired: communication and collaboration, critical thinking and
problem solving, innovation and creativity and Leadership and collaboration.
1.4.2.LI.2 1.4.2.AS.2
Compose email, memo, programme agenda, application (job, services etc.) and Level 1 Recall
acceptance letter on given topics using appropriate format. Level 2 Skills of
conceptual
Talk for Learning (TfL): understanding
• Learners, collaborating with one another in mixed ability groups, examine sample materials.

ENGLISH LANGUAGE | 81
 Critical Thinking Skills: Level 3 Strategic
• Learners use appropriate expressions to link ideas or sentences in a paragraph for coherence. reasoning
E.g. Besides, in addition, moreover, again, furthermore, etc. Level 4 Extended
• Communication Skills are acquired as learners share their ideas with peers and accept critical thinking and
constructive feedback through communication and collaboration in order to achieve the basic reasoning
required skills

Individual Work:
• Learners individually compose an introductory paragraph containing the following:
i. Central idea (suitable for an essay)
ii. Supporting sentences linked with appropriate cohesive devices (and, before, since, while, as,
until etc.) , suitable background information and a conclusion.
• Learners individually design story maps as guides and compose body paragraphs and concluding
paragraphs.
• Learners appreciate the value of respect for one another in their groups.

1.4.2.LI.3 1.4.2.AS.3
Write articles on given issues for publication in national newspapers and magazines. Level 1 Recall
Level 2 Skills of
Talk for Learning (TfL): conceptual
• Learners, collaborating with one another in mixed ability groups, examine sample materials. understanding
Level 3 Strategic
Critical Thinking Skills: reasoning
• Learners use appropriate expressions to link ideas or sentences in a paragraph for coherence. Level 4 Extended
E.g. besides, in addition, moreover, again, furthermore, etc. critical thinking and
• Communication skills are acquired as learners share their ideas with peers and accept reasoning
constructive feedback through communication and collaboration in order to achieve the basic
required skills.

Individual Work:
• Learners individually compose an introductory paragraph containing the following:
i. Central idea (suitable for an essay)
ii. Supporting sentences linked with appropriate cohesive devices (and, before, since, while, as,
until etc.), suitable background information and a conclusion.

82 | ENGLISH LANGUAGE
 • Learners individually design story maps as guides and compose body paragraphs and concluding
paragraphs.
• Learners appreciate the value of respect for one another in their groups.
Teaching and • Sample essays and passages from books
Learning Resources • Journals and the Internet.

ENGLISH LANGUAGE | 83
 Subject ENGLISH LANGUAGE
Strand 4. WRITING
Sub-Strand 3. BUILDING AND PRESENTING KNOWLEDGE

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
1.4.3.LO.1
Engage in the process of Communication and Collaboration Skills: GESI: Learners learn in an environment
conducting research in order • Learners develop the potential to accept the views of others in which promotes gender equality and social
to construct and effectively complementing their own creative potentials. inclusion and are able to:
present knowledge. • The ability of learners to present ideas using appropriate words is • respect individuals of different linguistic
enhanced. backgrounds.
• embrace diversity and practice inclusion.
Leadership and Personal Development: • examine and dispel misconceptions/
• Learners convince others to accept their points of views by using myths about gender in relation to
appropriate words and manner of presentation. language and communication.
• Learners categorise ideas for easy consumption of an audience. • interrogate stereotypes and biases about
gender and language use in their homes
Critical Thinking and Problem Solving: and communities.
• Learners arrange ideas logically as they endeavour to communicate. • identify injustice, especially in recognition
• Learners evaluate their own ideas as they aim at communicating of the contributions of different groups
appropriately to their audience. and individuals.
• be sensitive to the inter-relatedness of
various aspects of life.

SEL: To promote holistic learning, social

and emotional learning strategies must be
consciously integrated in the teaching and
learning process through;
• working in collaborative ways
• developing habits of turn-taking in
diverse communicative settings
• negotiating conflicts constructively

84 | ENGLISH LANGUAGE
• sharing their opinions to grow in
awareness of their own emotional
reaction and to notice the facial
expressions and posture of others.
• learning to interact with others in
meaningful and positive ways, which can
lead to a reduction in selfish behaviours.
• tolerating one another in a group as they
play and learn.
• accepting responsibility for one's own
actions and inactions.

National Core Values: Respect, tolerance,

friendliness, open-mindedness, patience, hard
work, humility, teamwork

ENGLISH LANGUAGE | 85
 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.4.3.CS.3 1.4.3.LI.1 1.4.1.AS.1
Research to build and Retrieve information from multiple print sources, organise and present it in writing. Level 1 Recall
present knowledge. Level 2 Skills of
Talk for Learning: conceptual
• Learners, in mixed ability groups, brainstorm and collaborate in developing ideas on a given understanding
topic for an essay. Level 3 Strategic
• Learners refer to books and the Internet for various punctuation marks and how to use them. reasoning
Level 4 Extended
Note: Stories without punctuations are provided for individuals and the mixed ability groups to punctuate. In critical thinking and
their groups, learners acquire the following skills: reasoning
1. Communication and collaboration; critical thinking and problem solving, innovation and creativity and,
leadership.
2. Computer skills; they learn to respect individuals and their views and embrace diversity and practise
inclusion.
Teaching and • Stories without punctuations to be provided for individuals and groups to punctuate
Learning Resources • Story map
• Conventional signs

86 | ENGLISH LANGUAGE
Subject ENGLISH LANGUAGE
Strand 5. LITERATURE
Sub-Strand 1. NARRATIVE, DRAMA, POETRY

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
1.5.1.LO.1
Explore the meaning of Communication and Collaboration: GESI: Collaboratively, learners learn in an
literature • Learners work collaboratively to define and understand literature environment which promotes gender equality and
in given situations. social inclusion and are able to:
• Learners appreciate the views of others as they generate meaning • respect individuals of different linguistic
from given texts. backgrounds.
• embrace diversity and practice inclusion.
Critical Thinking and Problem Solving: • examine and dispel misconceptions/ myths
• Learners evaluate situations to find appropriate answers to about
societal issues. gender in relation to language and
• Learners examine any text they encounter to derive appropriate communication.
meaning. • interrogate stereotypes and biases about
• Learners draw inferences from texts to derive appropriate gender and language use in their homes and
meaning. communities.
• identify injustice, especially in recognition of
the contributions of different groups and
individuals.
• be sensitive to the interrelatedness of various
aspects of life as they work together.

SEL: To promote holistic learning, the social and

emotional development of the learner must be
consciously integrated in the teaching and learning
process through the application of learning
strategies to ensure learners:
• share their opinions to grow awareness of
their own emotional reaction to help in
communication.

ENGLISH LANGUAGE | 87
 • ask questions on the actions of characters in
texts and stories.
• learn to interact with others in meaningful and
positive ways, which can lead to a reduction in
selfish behaviours.
• accept the views of others as they use their
background to define Literature through their
experience.

National Core Values: Respect, tolerance,

integrity, responsibility, kindness, bravery,
citizenship, determination, friendliness, open-
mindedness, patience, hard work, humility,
teamwork
1.5.1.LO.2
Employ language to analyse Communication and Collaboration: GESI: Learners learn in an environment which
a text for its meaning. • Learners collaborate with peers to derive meaning from texts. promotes gender equality and social inclusion and
• Learners accommodate others’ views when brainstorming to are able to:
understand the thematic issues in texts. • respect individuals of different linguistic
backgrounds.
Leadership and Personal Development: • embrace diversity and practice inclusion.
• Learners identify with characters in texts and emulate their • examine and dispel misconceptions/ myths
positive traits to enhance their personal development. about
• Learners acquire leadership qualities from the protagonists in the gender in relation to language and
literature texts. communication.
• interrogate stereotypes and biases about
Digital Literacy: Learners enhance their digital literacy skills by gender and language use in their homes and
browsing the internet to watch characters in movies. communities.
• identify injustice, especially in recognition of
Critical Thinking and Problem Solving Skills: the contributions of different groups and
• Through analysis, inferences learners derive deeper meaning from individuals.
given texts. • be sensitive to the inter-relatedness of various
• Through deductions, learners will develop their creative thinking aspects of life in texts.
and problem-solving skills.

88 | ENGLISH LANGUAGE
Personal Development and Leadership: SEL: Consciously develop the learning strategies
• Learners go through the literary activities individually to enhance that ensure that learners:
their personal development. • share their opinions to grow in awareness of
• Learners analyse any text for desired meaning. their own emotional reactions to situations.
• take turns and share ideas.
• ask questions on the actions of characters in
texts and stories.
• learn to interact with others in meaningful and
positive ways, which can lead to a reduction in
selfish behaviours.
• relate characters' behaviour to personal
experience to make them feel good about
themselves.
• relate personal goals and mindset to real
classroom goals to make them functional.

National Core Values: Respect, tolerance,

integrity, responsibility, kindness, bravery,
citizenship, determination, friendliness, open-
mindedness, patience, hard work, humility,
teamwork

Cross-Cutting Issues:
• This indicator relates to reading, writing and
creative art lessons that allow learners to
work collaboratively to bring out their
creative abilities. Texts should convey
characters that are balanced; setting that is
not only rural or urban.
• Characters should be chosen to cover both
masculine and feminine gender.
• Text should consider issues that would not
bring cultural shocks.

ENGLISH LANGUAGE | 89
 1.5.1.LO.3
Employ monologues and Communication and Collaboration: GESI: Collaborating as a team in an inclusive way,
dialogues in texts. • As learners work as a class, in pairs, or in groups they learn to cross-sharing knowledge to promote
accept constructive feedback. understanding among groups and individuals leads
• Learners are able to tolerate the views of one another. to:
• respect for individuals of different linguistic
Personal Development and Leadership: Learners apply the use backgrounds.
of monologues and dialogues to enhance their personal • embracing diversity and practice inclusion.
communication. • examining and dispelling misconceptions/
myths about
gender in relation to language and
communication.
• interrogating stereotypes and biases about
gender and language use in their homes and
communities.
• identifying injustice, especially in recognition
of the contributions of different groups and
individuals.
• being sensitive to the inter-relatedness of
various aspects of life.

SEL: Consciously develop the learning strategies

that ensure that learners:
• share their opinions to grow in awareness of
their own emotional reactions.
• notice the facial expressions and posture of
others as they share their experiences.
• ask questions about the actions of people in
texts and stories.
• learn to interact with others in meaningful and
positive ways, which can lead to a reduction in
selfish behaviours.
• tolerate the views of others.

90 | ENGLISH LANGUAGE
 National Core Values: Respect, tolerance,
integrity, responsibility, kindness, bravery,
citizenship, determination, friendliness, open-
mindedness, patience, hard work, humility,
teamwork.
1.5.1.LO.4
Traces the sequence of Communication and Collaboration: Learners communicate GESI: Learners learn in an environment which
events in texts. competently as they share ideas and accept constructive feedback promotes gender equality and social inclusion and
from their peers. are able to:
• respect individuals of different linguistic
Personal Development and Leadership: backgrounds.
• Learners examine literary texts and enhance their personal • embrace diversity and practice inclusion.
development. • examine and dispel misconceptions/ myths
• Learners are able to analyse any text for desired meaning. about
gender in relation to language and
Digital Literacy: Learners enhance their digital literacy skills by communication.
browsing the internet to watch characters in movies. • interrogate stereotypes and biases about
gender and language use in their homes and
communities.
• identify injustice, especially in recognition of
the contributions of different groups and
individuals.
• be sensitive to the inter-relatedness of various
aspects of life.

SEL: Consciously develop the learning strategies

that ensure that learners:
• share their opinions to grow in awareness of
their own emotional reactions.
• notice the facial expressions and posture of
others as they share their experiences.
• ask questions that relate to the actions of
people in texts and stories.

ENGLISH LANGUAGE | 91
 • learn to interact with others in meaningful and
positive ways, which can lead to a reduction in
selfish behaviours.
• tolerate the views of others.

National Core Values: Respect, tolerance,

integrity, responsibility, kindness, bravery,
citizenship, determination, friendliness, open-
mindedness, patience, hard work, humility,
teamwork
1.5.1.LO.5
Explore different themes in Cultural identity: GESI: Learners learn in an environment which
African poems. • Learners explore their cultural identity. promotes gender equality and social inclusion and
• Learners appreciate the values of diverse African cultures. are able to:
• respect individuals of different linguistic
Personal Development and Leadership: backgrounds.
• Learners examine literary texts and enhance their personal • embrace diversity and practice inclusion.
development. • examine and dispel misconceptions/ myths
• Learners are able to analyse any text for desired meaning. about
gender in relation to language and
communication.
• interrogate stereotypes and biases about
gender and language use in their homes and
communities.
• identify injustice, especially in recognition of
the contributions of different groups and
individuals.
• be sensitive to the inter-relatedness of various
aspects of life.
• Identify appropriate diction, intonation and
stress in reciting the poem.

SEL: Consciously develop the learning strategies

that ensure that learners:

92 | ENGLISH LANGUAGE
• share their opinions to grow in awareness of
their own emotional reaction and to notice
the facial expressions and posture of others.
• ask questions that focus on the actions of
people in texts and stories.
• learn to interact with others in meaningful
and positive ways to reduce in selfish
behaviours.

National Core Values: Respect, tolerance,

integrity, responsibility, kindness, bravery,
citizenship, determination, friendliness, open-
mindedness, patience, hard work, humility,
teamwork

ENGLISH LANGUAGE | 93
 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
1.5.1.CS.1 1.5.1.LI.1 1.5.1.AS.1
Demonstrate Use the definition of literature to identify its genres. Level 1 Recall
knowledge and Level 2 Skills of
understanding of how Experiential Learning: In mixed ability groupings, learners use concepts map to define literature in conceptual
language of literary simple terms using different sources including the Internet/watch a movie. understanding
genres facilitates Level 3 Strategic
understanding of a Task-Based Learning: reasoning
text. • Learners outline the importance of literature in everyday life activities. Level 4 Extended
• Learners identify the genres that make up literature (Narrative, Drama, Poetry) and identify the critical thinking and
individual characteristics. reasoning
1.5.1.LI.2 1.5.1.AS.2
Use language to describe characters in movies, narratives and play scripts to make Level 1 Recall
meaning. Level 2 Skills of
conceptual
Experiential Learning: In mixed ability groupings, learners brainstorm general knowledge in understanding
Literature. Learners go through interactive activities (e.g., watching a movie, learners' own stories, Level 3 Strategic
role-play, dramatisation etc.) ensuring collaboration to discuss how the roles of characters help to reasoning
make meaning. Level 4 Extended
critical thinking and
Task-Based Learning: reasoning
• Using an extract from a text, learners in mixed groups identify how the writer uses language to
portray characters in a narrative.
• In groups, learners compose short stories using appropriate language devoid of sexiest terms to
describe characters in a narrative.
• Learners in their convenient groups, use extract from a text to analyse how a writer uses
language to portray characters in a play.
• In a convenient group, learners collaboratively create varied sentence forms or styles to describe
or convey characters in a play.
1.5.1.LI.3 1.5.1.AS.3
Create monologues and dialogues in narratives and plays to make meaning. Level 1 Recall
Level 2 Skills of
Group Work/Collaboration: Learners collaboratively identify monologues and dialogues in conceptual
narratives and plays and discuss how they help to convey meaning. understanding

94 | ENGLISH LANGUAGE
Task-Based Learning: Level 3 Strategic
• In mixed ability groups, learners collaboratively create monologues in narratives. reasoning
• In groups, learners collaboratively create dialogues in plays. Level 4 Extended
critical thinking and
reasoning

1.5.1.LI.4 1.5.1.AS.4
Develop the sequence of events across texts and how it contributes to meaning. Level 1 Recall
Level 2 Skills of
Experiential Learning: conceptual
• As a class, learners watch a movie or read a text and trace the sequence of events. understanding
• In mixed ability groups, learners identify the plot in the movie/text through the herringbone or Level 3 Strategic
story map (i.e. the use of: who, what, where, when, how, why) strategy. In mixed ability groupings, reasoning
learners collaboratively trace the plot from the beginning, rising action, climax, falling action and Level 4 Extended
resolution. critical thinking and
reasoning
Task-Based learning: In groups, learners identify the beginning, rising action, climax, falling action
and resolution of a text/play script and make simple notes on them. Learners present their findings
orally.

Collaborative Learning: With the experience in tracing the plot, learners collaboratively create
their own story lines following a sequence.

1.5.1.LI.5 1.5.1.AS.5
Identify and discuss the dominant themes in two African poems and how themes Level 1 Recall
contribute to meaning. Level 2 Concept
Reinforcing
Group Work/Collaborative Learning: In groups, learners identify the dominant themes in two Level 3 Strategic
African poems. Thinking
Level 4 Extended
Reasoning

ENGLISH LANGUAGE | 95
 1.5.1.LI.6 1.5.1.AS.6
Discuss the relationship among the plot, themes and literary devices in two African Level 1 Recall
poems and how they contribute to meaning Level 2 Skills of
• Collaboratively, learners compare the dominant themes in the two African poems. conceptual
• In gender mixed groupings, learners identify the literary devices used in the poems. understanding
• Through collaborative discussions, learners identify the relationship among plots, themes and the Level 3 Strategic
literary devices identified in the two African poems. reasoning
Level 4 Extended
critical thinking and
reasoning

Teaching and • Internet • Play scripts by learners • Movies

Learning Resources • Dictionaries • Props (objects used on stage or • Level appropriate literary text
• Texts screen by actors during a • Student-made stories
• Motifs (designs or images that have performance. It also refers to • Different selected African poems
symbolic meaning used for effect. anything movable or portable on a • Students-made poems
E.g., broom, mirror, chair) Books, stage or a set) distinct from the
Television, laptops, etc. actors, scenery, electrical equipment
• Level appropriate texts and costume.
• Sentence cards • Level appropriate texts
• Student made scripts
• Play scripts

96 | ENGLISH LANGUAGE
YEAR TWO

ENGLISH LANGUAGE | 97
 Subject ENGLISH LANGUAGE
Strand 1. ORAL LANGUAGE
Sub-Strand 1. ENGLISH SPEECH SOUNDS

Learning Outcomes 21st Century Skills and Competencies GESI3, SEL4 and Shared National
Values
2.1.1.LO.1
Articulate English vowels Communication and Collaboration: GESI: Collaborating and communicating
(diphthongs and triphthongs) • Learners communicate with clarity and confidence. well in a team in an inclusive way, leads to:
and consonant sounds • Through pair/group activities, learners cultivate team spirit and work • peaceful coexistence among different
effectively in oral collaboratively. religions, cultures, diverse linguistic
communication. • Learners creatively blend different speech sounds to form meaningful backgrounds and people with special
words. needs.
• building and maintaining healthy social
Creativity and Innovation: Learners creatively blend different speech relationships.
sounds to form meaningful words. • good team spirit and unity among
learners in diverse communication
Critical Thinking and Problem Solving: Learners exhibit critical- settings.
thinking skills by combining sounds, which result in meaningful interactions.
SEL: To promote holistic learning, social
and emotional learning strategies must be
consciously integrated in the teaching and
learning process through;
• working in collaborative ways
• developing habits of turn-taking in
diverse communicative settings
• negotiating conflicts constructively
• sharing their opinions to grow in
awareness of their own emotional

3
Gender Equality and Social Inclusion
4
Socio-Emotional Learning

98 | ENGLISH LANGUAGE
 reaction and to notice the facial
expressions and posture of others.
• learning to interact with others in
meaningful and positive ways, which
can lead to a reduction in selfish
behaviours.
• tolerating one another in a group as
they play and learn.
• accepting responsibility for one's own
actions and inactions.

National Core Values: Respect,

tolerance, friendliness, open-mindedness,
patience, hard work, humility, teamwork
2.1.1.LO.2
Articulate consonants and Communication and Collaboration: GESI: Collaborating and communicating
consonant clusters effectively • Learners communicate with clarity and confidence. well in a team in an inclusive way, leads to:
in oral communication. • Through pair/group activities, learners cultivate team spirit and work • peaceful coexistence among different
collaboratively. religions, cultures, diverse linguistic
• Learners creatively blend different speech sounds to form meaningful backgrounds and people with special
words. needs.
• build and maintain healthy social
Critical Thinking and Problem Solving: relationships.
• Learners become critical about sound combinations that result in • good team spirit and unity among
meaningful and wrong words and articulate words appropriately in learners in diverse communication
connected speech. settings.

SEL: To promote holistic learning, social

and emotional learning strategies must be
consciously integrated in the teaching and
learning process through;
• working in collaborative ways
• developing habits of turn-taking in
diverse communicative settings

ENGLISH LANGUAGE | 99
 • negotiating conflicts constructively
• sharing their opinions to grow in
awareness of their own emotional
reaction and to notice the facial
expressions and posture of others.
• learning to interact with others in
meaningful and positive ways, which
can lead to a reduction in selfish
behaviours.
• tolerating one another in a group as
they play and learn.
• accepting responsibility for one's own
actions and inactions.

National Core Values: Respect,

tolerance, friendliness, open-mindedness,
patience, hard work, humility, teamwork

100 | ENGLISH LANGUAGE

Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
2.1.1.CS1 2.1.1.LI.1 2.1.1.AS.1
Demonstrate Use diphthongs (closing and centring) in connected speech. Level 1 Recall
knowledge and Level 2 Skills of
understanding of Collaborative Learning: Learners in attainment groups, work collaboratively to identify the features conceptual
speech sounds in oral of diphthongs and use them effectively in words and in connected speech. Learners critically assess the understanding
communication. sound combination of diphthongs in English and creatively blend them into meaningful words. Learners Level 3 Strategic
then communicate with clarity and confidence, being mindful of the unique qualities of each sound while reasoning
tolerating their peers' individual differences in the articulation of the sounds. Level 4 Extended
Examples: critical thinking and
i. In groups, learners brainstorm on words that contain closing diphthongs (/aɪ/, /aʋ/ /eɪ/, /ɔɪ/, /ǝʋ/) reasoning
and centring diphthongs (/eǝ/, /ɪǝ/, /uǝ/)
E.g., /eɪ/ - bake, say, sail, pain, etc.
/ɔɪ/ - boy, foil, poise, etc.
/eǝ/ - air, tear, bear, etc.
ii. In pairs, learners then use words containing the diphthongs above to form sentences.
Eg:1 I may break the cage.
Eg:2 Both girls and boys play with toys.
iii. Using a jigsaw game, learners in their groups find appropriate sounds to complete words:
Eg: h/oi/st ; b/ow; j/ew/el; gr/ow/l; b/oy; l/aw/n; a/ud/io.
iv. Learners have the opportunity to communicate freely among themselves in the groups as they
share opinions.
2.1.1.LI.2 2.1.1.AS.2
Use triphthongs in connected speech. Level 1 Recall
Level 2 Skills of
Collaborative Learning: conceptual
• Learners work in mixed-ability groups to critically assess the sound combination of triphthongs in understanding
English and creatively blend them into meaningful words. Level 3 Strategic
Eg: In groups, learners brainstorm on words that contain triphthongs (e.g., /eɪǝ/, /aɪǝ/, /ɔɪǝ/, /ǝʋǝ/, reasoning
/aʋǝ/). Level 4 Extended
e.g. /eɪǝ/- layer, /aɪǝ/- liar, fire, /ɔɪǝ/-loyal, royal, /ǝʋǝ/- lower, mower /aʋǝ/ - power, hour critical thinking
• Learners then in pairs, use the words to form sentences. and reasoning
e.g: Loyalty is a virtue., It is bad to be a liar.

ENGLISH LANGUAGE | 101

 2.1.1.LI.3 2.1.1.AS.3
Use consonant sounds (affricates and approximants) in connected speech. Level 1 Recall
Level 2 Skills of
Independent Learning: conceptual
• Individually, learners listen to a group of words or a short passage from an audio recording or a understanding
video (e.g. YouTube, movienglish.net), containing the consonant sounds affricates (/ʧ/, /ʤ/) and Level 3 Strategic
approximants (w, j, l, r). reasoning
• Learners then, in their convenient groups, work collaboratively, using the sounds and paying Level 4 Extended
attention to their peers’ unique individual differences in articulating the sounds in connected speech. critical thinking
and reasoning
Think-Pair-Share:
• Alternatively, in their attainment groups, learners may use think-pair-share to practise the
pronunciation of the consonant sounds in the words in a given passage.
• Learners then in pairs, form sentences with words containing the consonant sounds (e.g. church,
judge, water, red, yes, etc.)
E.g. The cheerleader read the well-written letter yesterday.

Learners finally create dialogues with words containing the consonant sounds to consolidate their new
knowledge and improve upon their communication skills, communicating with clarity and confidence.
2.1.1.LI.4 2.1.1.AS.4
Identify patterns of consonant clusters occurring at syllable initial and final positions in Level 1 Recall
connected speech. Level 2 Skills of
conceptual
Collaborative Learning: In mixed-ability groups, learners brainstorm on common consonant clusters understanding
occurring at syllable initial and final positions. Learners pay attention to patterns of the consonant cluster Level 3 Strategic
formation in the English Language and use that in their everyday interaction, with clarity and confidence. reasoning
E.ample: Level 4 Extended
i. Two consonant clusters: critical thinking and
a) Initial Position reasoning
/br/ - brain, bridge, bread, bright, etc.
/fr/ - free, phreak, phrase, fruit, etc.
/gr/ - green, gray, grin, great, etc.
/kl/(cl) -clean, clay, clap, cloud, etc.
/kr/(cr) – cream, crate, crane, crew, etc.

102 | ENGLISH LANGUAGE

 /sk/(sc) - skit, score, scold, school, etc.
/sl/ - slit, slate, slot, slum, etc.
/tr/ - treat, tray, trim, trait, etc.
b) Final position
/sk/(sc) – desk, mask, disk, task, etc.
/ks/(x) – axe, six, apex, annexe
/st/ - best, cast, cyst, gist, etc.
/ŋk/(nk) – blink, blank, crank, plank, etc.
ii. Three consonant clusters
a) Initial position
/skr/(scr) – screen, scream, scrape, scroll, etc.
/spr/ - spring, spray, sprout, spree, etc.
/str/ - stray, straight, stream
/spl/ - split, splendour, splice, splash, etc.

• In convenient mixed ability groups, learners identify and/or generate words containing the consonant
clusters.
• In group class presentations, learners articulate consonants and consonant clusters appropriately
through language games:
E.g. Tongue Twisters: She sells seashore shells at the seashore. The shells she sells at the seashore
are seashore shells.
Through three cheese trees three free fleas flew. While these fleas flew, frenzy breeze blew . . .
• Word Search: make/write consonant cluster sounds and let learners in their groups search for as
many words that match the sounds within a given number of minutes.
• Through pair/group activities, learners will cultivate team spirit, tolerance, apply critical thinking and
be able to work collaboratively.

2.1.1.LI.5 2.1.1.AS.5
Pronounce words containing consonant clusters accurately in connected speech, including Level 1 Recall
consonant clusters with silent sounds (e.g.: subtle, listen, comb, etc.). Level 2 Skills of
conceptual
Independent Learning: Individually, learners use the identified words containing consonant clusters in understanding
speech, paying particular attention to common mispronunciation problems involving consonant clusters. Level 3 Strategic
Learners are critical in identifying appropriate words. reasoning

ENGLISH LANGUAGE | 103

 Think-Pair-Share: Level 4 Extended
• Examples: Changing the order of the consonant sounds: e.g. Saying /sɪsk/ for /sɪks/= six; and saying critical thinking
/ˈæsk/ for /ˈæks/ = axe and reasoning
• Leaving out a sound in the cluster, e.g. /ˈæ.ses/ for /ˈæk.ses/= access; /səˈses/ for /səkˈses/ = success.
• Adding an extra sound to the cluster or inserting a vowel in between the cluster. E.g. /sɪlɪk / for /
sɪlk / = silk; /sukweə/ for /skweə/ = square
• In pairs, learners take turns to articulate the sounds accurately and to avoid the commonly
misappropriated consonant clusters.

Collaborative Learning:
• In mixed ability groups, learners work collaboratively to identify words containing consonant clusters
having one of the consonant sounds silent. Eg. Subtle, listen, comb, etc.
• Learners, in groups, take turns to pronounce the words with silent consonants appropriately in
speech.

Teaching and • Audio recordings • Audio-visual aids e.g., YouTube videos, television, etc.
Learning Resources • Visual aids such as sound charts (i.e., sounds in different • https://www.speechactive.com/english-vowel-ipa-
colour backgrounds), pictures, props, regalia, etc. international-phonetic-alphabet
• Minimal pair aids • Visual aids such as sound charts (sounds in different
• Materials such as pictures or books with speech sounds, colour background), pictures, props, regalia, etc.
dictionaries (print/audio) • Tongue twister cards.

104 | ENGLISH LANGUAGE

Subject ENGLISH LANGUAGE
Strand 1. ORAL LANGUAGE
Sub-Strand 2. LISTENING COMPREHENSION

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
2.1.2.LO.1
Interpret the contextual meaning of Communication and Collaboration: GESI: Collaborating and communicating
level appropriate oral texts. • Learners develop collaborative skills while interacting with their well in a team in an inclusive way, as well as
peers. giving listening ears to each other leads to:
• Listening also results in friendship, teamwork and support, • peaceful coexistence among different
which eventually culminate in good communication skills. religions, cultures, diverse linguistic
backgrounds and people with special
Critical Thinking and Problem Solving: needs.
• Learners take informed decisions based on information • building and maintaining healthy social
received. relationships.
• Learners process information and act upon it to solve societal • good team spirit and unity among
problems. learners in diverse communication
settings.

SEL: To promote holistic learning, social

and emotional learning strategies must
consciously be integrated in the teaching
and learning process through;
• tolerating one another in a group as
they communicate, listen to and
collaborate with one another.
• learning from others and respect each
other’s views and opinions in diverse
speech context.
• understanding, relating to and being
sensitive to others’ choice of words in
both academic and social discourses.

ENGLISH LANGUAGE | 105

 National Core Values: Respect,
tolerance, friendliness, open-mindedness,
patience, hard work, humility

106 | ENGLISH LANGUAGE

Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
2.1.2.CS.1 2.1.2.LI.1 2.1.2.AS.1
Demonstrate the Recognise the purpose of varied oral communication. Level 1 Recall
ability to listen Level 2 Skills of
critically, extract and Collaborative Learning: conceptual
construct varied levels • In their mixed ability groups, learners work collaboratively to recognise the purpose of varied oral understanding
of meaning from any communication. Through this, learners appreciate their individual capabilities, and develop Level 3 Strategic
oral communication. tolerance for others’ points of view. reasoning
E.g., Learners individually listen to a level appropriate text and identify the purpose of the Level 4 Extended
communication such as to inform, to express one’s feelings, to persuade, etc. critical thinking
and reasoning
• Learners in groups, discuss the purpose of the text.
• Using a Round-robin technique, learners ensure that each member of the group takes turns to
express their ideas on the purpose of the communication so that no particular learner monopolises
the discussion.
• Learners take turns to share ideas agreed on in the group with members of other groups or the
whole class.
2.1.2.LI.2 2.1.2.AS.2
Listen to and identify speaker intended meaning in level appropriate oral texts. Level 1 Recall
Level 2 Skills of
Initiating Talk for Learning: conceptual
• Learners in their mixed ability groups extract relevant information from texts by identifying a understanding
speaker’s intended meaning from a sample oral text. Through this, learners communicate effectively Level 3 Strategic
with others, both male and female, value others’ perspectives in interaction and in adult life. reasoning
E.g., Think-pair-share activity Level 4 Extended
critical thinking
• Learners in pairs, brainstorm a speaker’s intended meaning (e.g. to request, command, declare, and reasoning
offer, promise, warn/caution, etc.) of a particular message in conversation.
• Learners then interpret the purpose of the intended meaning of the speaker in relation to the
context of speaking.
• Learners, finally share ideas with the larger group to reach a consensus.

ENGLISH LANGUAGE | 107

 Communication and Collaboration:
• Learners develop collaborative skills by participating with their peers when engaged in
communication.
• Listening also results in friendship, teamwork and support eventually culminating into good
communication skills.

Critical Thinking and Problem Solving:

• Learners’ ability to take informed decisions on the information being received, process and act
upon it requires critical thinking and problem-solving skills.
• Learners become conscious of personal biases and stereotypes; sensitive to the inter-relatedness of
the various spheres of life, groups and individuals.
• Learners also develop the values of tolerance, respect for others’ views and diversity.
Teaching and • Audio recordings (e.g. online stories, teacher recorded • Short stories
Learning Resources texts, etc.) • Podcasts (e.g. Lyrics Training, Listening Notes, Accent
• Book extracts or reading passages for read aloud Rosie, TeachVid, Read Aloud, etc.)
activities.

108 | ENGLISH LANGUAGE

Subject ENGLISH LANGUAGE
Strand 1. ORAL LANGUAGE
Sub-Strand 3. CONVERSATION/COMMUNICATION

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
2.1.3.LO.1
Use social cohesion strategies in all Communication and Collaboration: GESI: Collaborating and communicating well in
speech situations. • Learners communicate in diverse situations using registers a team in an inclusive way leads to:
acquired in conversation lessons. • peaceful coexistence among different
• Through appropriate use of language, learners forestall religions, cultures, diverse linguistic
interpersonal conflicts arising from misinterpretation of backgrounds and people with special needs.
language. • building and maintaining healthy social
relationships.
Digital Literacy: By way of language games, learners acquire • Good team spirit and unity among learners
digital literacy skills. in diverse communication settings.

SEL: To promote holistic learning, social and

emotional learning strategies must consciously
be integrated in the teaching and learning
process through;
• tolerating one another in a group as they
communicate and collaborate with one
another.
• Learn from others and respect each other’s
views and opinions in diverse speech
context.
• understanding, relating to and being sensitive
to others’ choice of words in both academic
and social discourses.

National Core Values: Respect, tolerance,

friendliness, open-mindedness, patience, hard
work, humility

ENGLISH LANGUAGE | 109

 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Competencies, Assessment
and GESI
2.1.3.CS.1 2.1.3.LI.1 2.1.3.AS.1
Demonstrate effective Use varied communicative strategies in all speech situations. Level 1 Recall
use of communicative Level 2 Skills of
strategies in a variety Class Activity: conceptual
of speech situations. • Learners listen to and discuss story/conversation/scenario that depict varied communicative understanding
strategies in connected speech. e.g.: respect, honesty, hard work, etc. Level 3 Strategic
• Learners then share ideas on the different ways of communicating ideas on specific topics in their reasoning
culture. Eg., The use of euphemistic expressions, proverbs, figurative and idiomatic expressions, etc. Level 4 Extended
critical thinking
Talk for Learning (TFL): and reasoning
• Learners in their mixed-ability groups interact with their peers on a given topic as they identify and
effectively use varied communicative strategies in diverse communication settings.
• Develop appreciation of different cultural perspectives, embrace diversity and practice inclusion in
varied speech contexts.

Communication and Collaboration:

• Learners communicate in diverse situations using the registers acquired in conversation lessons.
• Through appropriate use of language, learners forestall interpersonal conflicts arising from
interpreted language.

Digital Literacy:
• By way of language games, learners acquire digital literacy.
• Learners appreciate their individual differences, embrace inclusion and interrogate social injustice.
• Learners also cultivate the values of tolerance, teamwork, and respect for one another's points of
view.
2.1.3.LI.2 2.1.3.AS.2
Appreciate diverse communicative perspectives in communication. Level 1 Recall
Level 2 Skills of
Experiential Learning: Learners bring on board experiences from their different cultural groups and conceptual
reflect on their individual and cultural differences in communication in specific contexts (e.g. understanding
wedding/marriage, arbitration).

110 | ENGLISH LANGUAGE

 Examples: Level 3 Strategic
i. In groups, learners collaborate to develop a short drama of selected communicative contexts, using reasoning
effective intercultural communication skills to communicate sensitively, taking into consideration Level 4 Extended
listeners’ gender, religion, and beliefs. critical thinking
ii. In mixed ability groups, learners use a variety of polite strategies in communication, create and and reasoning
sustain meaningful conversation, willing to cooperate and speak in socially approved ways (e.g. turn-
taking, opening and closing, keeping to the topic of conversation), and use appropriate
expressions/strategies (e.g. repair, topic control and topic shift strategies, termination cues, etc.) to
avoid communication breakdown.

Communication and Collaboration:

• Learners communicate in diverse situations using the registers acquired in conversation lessons.
• Through appropriate use of language, learners forestall interpersonal conflicts arising from
misinterpretation of language.

Digital Literacy:
• By way of language games, learners acquire digital literacy.
• Learners appreciate their individual differences, embrace inclusion and interrogate social injustice.
• Learners also acquire the values of teamwork, cooperation, and tolerance for one another’s ideas.

Teaching and • Learner/Teacher generated topics or short scenarios • Conversation practice games
Learning Resources • Short passages or stories (e.g. page turners) • Wall pictures about different scenes, audio visuals about a
• Visuals, audio tapes, audio-visuals particular situation or profession, short drama or role
play by two or more character

ENGLISH LANGUAGE | 111

 Subject ENGLISH LANGUAGE
Strand 2. READING
Sub-Strand 1. READING COMPREHENSION

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
2.2.1.LO.1
Employ knowledge of text Collaboration and Communication: GESI: Learners learn in an environment which
comprehension strategies and levels • Learners develop the capability of reading to understand promotes gender equality and social inclusion
of comprehension to analyse and and share complex ideas in communication. and are able to:
interpret different kinds of texts. • Learners work together to create their own • learn to tolerate and respect the views of
comprehension questions. every member of the group irrespective of
• Learners share stories from their personal reading with their social status and religious beliefs.
group members. • embrace diversity and practice inclusion.
• interrogate stereotypes and biases about
Critical Thinking and Problem Solving: gender and language use in their homes and
• Learners are challenged to analyse multiple texts, find communities.
connections, and make meaning out of the texts. • identify injustice, especially in recognition of
• Learners appropriately interpret information and find the contributions of different groups and
solutions to societal issues. individuals.
• Learners collaborate to critique one another’s work to • be sensitive to the inter-relatedness of
improve it. various aspects of life.
• Learners critically analyse stories to select the best one for • learn to tolerate and respect one another’s
award. views in the language classroom.
• develop the ability to challenge traditional
Leadership and Personal Development: gender roles; both male and female members
• Learners develop passion for leadership and leadership of the groups play leadership roles.
roles.
• Learners become knowledgeable, confident and eloquent SEL: To promote holistic learning, social and
public speakers. emotional learning strategies must consciously
be integrated in the teaching and learning
Digital Literacy: Learners decipher authentic information in process through;
the digital space. • developing relationships that make learners
sensitive to one another’s feelings.

112 | ENGLISH LANGUAGE

• writing collaboratively.
• interacting with others in meaningful ways.
• accepting responsibility for their actions.
• accepting roles and responsibilities that help
learners develop leadership skills.

National Core Values: Respect, tolerance,

friendliness, open-mindedness, patience, hard
work, humility

ENGLISH LANGUAGE | 113

 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Competencies, Assessment
and GESI
2.2.1.CS.1 2.2.1.LI.1 2.2.1.AS.1
Demonstrate Explore advanced comprehension text strategies to enhance understanding of a variety of Level 1 Recall
understanding of increasingly complex texts (fiction and non-fiction). Level 2 Skills of
different types of conceptual
reading and text Group Work/Collaborative Learning: Learners use several advanced text comprehension strategies understanding
comprehension to analyse and interpret a variety of level appropriate texts. Level 3 Strategic
strategies and use reasoning
them to interpret a 1. Story map Level 4 Extended
variety of level • In mixed ability/mixed gender groups, learners work collaboratively to analyse and interpret given critical thinking
appropriate texts. texts using story maps. and reasoning
• Learners watch a video or a demonstration on how to use story maps to analyse texts.
• Text must be gender responsive to enable learners interrogate their own stereotype about gender.
• In small groups, learners use information from the brainstorming exercise to fill columns
appropriately on the story map sheets.
• Groups transfer their findings on bigger sheets (e.g., flip chart sheets, old calendar backs, etc.) and
paste them on the classroom walls for a gallery walk.
• Learners critique one another’s work, giving constructive comments and taking feedback to help
them (learners) develop problem-solving competencies and to understand their capabilities in
relation to others.
• Encourage learners to work in groups to apply their knowledge of story mapping to analyse stories
from a variety of texts including learners’ Core Literature set books.

Talk for Learning (TFL):

2. Cooperative Learning with Jigsaw
• In mixed ability/mixed gender groups of four or five members, learners learn to use the Cooperative
Learning with Jigsaw strategy to enhance their comprehension of text/passage (that can be divided
into four or five parts). In their home groups (original groups learners belong to before they break
into reading groups), each member is responsible for reading one of the text divisions.
• Learners break into their Expert Groups (reading groups made up of only those who have been
assigned, by their individual home groups, to read a particular portion of the given text). They read
and critically discuss only their assigned portion.
• Encourage learners to record their answers and use it to:

114 | ENGLISH LANGUAGE

i. Complete graphic organizers
ii. Summarize the text or
iii. Answer text-based questions

• At the end of the reading session, each expert goes back to relay their analysis to their home group.
• After all home group members have relayed their message, the group proves their understanding of
the text by answering high-level comprehension questions (inferential and evaluative questions).
• Learners should be encouraged to learn to embrace gender equality and to address
injustice/inequalities through these group activities.
• Give learners enough practice in these strategies to enhance their text comprehension.
2.2.1.LI.2 2.2.1.AS.2
Use understanding of text at literal, inferential and critical levels to evaluate a variety of Level 1 Recall
level-appropriate texts. Level 2 Skills of
conceptual
Group Work/Collaborative Learning: understanding
Learners classify a set of comprehension questions according to the level of understanding the questions Level 3 Strategic
are tested. reasoning
• Learners listen to a variety of texts (fiction and informational) read aloud to them. Level 4 Extended
• Learners work in mixed ability/mixed gender groups to sort the comprehension questions that critical thinking
follow each text according to the level of understanding the questions are testing. Example: a and reasoning
question is testing literal understanding because its answer is stated right there in the text.
• The difficulty level of text should be differentiated to enable struggling readers to participate in the
exercise as well.
• Groups share their work with the class giving reasons for the classification of the questions.
• Group leadership roles should be assigned to both male and female members of the groups to
enable learners challenge traditional gender roles as well as interrogate their own stereotype about
gender.

Gallery Walk:
• Learners generate comprehension questions on a variety of level appropriate texts.
• Working in mixed ability/mixed gender groups, learners read a given text and generate questions
that can test understanding of the text at literal, inferential and critical or evaluative levels.
• Groups paste their questions on the classroom walls for a gallery walk activity and peer feedback.

ENGLISH LANGUAGE | 115

 • Learners critique one another’s work giving constructive feedback to help them appreciate the
different competencies of individuals.

Talk for Learning (TFL): In pairs, learners search for information on easy and interesting ways to find
information for answering literal, inferential (interpretive) and critical comprehension questions (e.g.,
answers to Literal questions are stated right in the text with almost all the words in question appearing
in the answer. (i.e., Who invented the first bicycle? The first bicycle was invented by…)
2.2.1.LI.3 2.2.1.AS.3
Explore the knowledge of grammatical structures of language and context clues to Level 1 Recall
interpret complex structures in text. Level 2 Skills of
conceptual
Group Work/Collaborative Learning: understanding
• Learners identify the complex grammatical structures that pose difficulty in text interpretation. Level 3 Strategic
• Working in mixed ability groups, learners collaboratively read given texts and identify the complex reasoning
grammatical structures that pose problems to the interpretation of the text. Level 4 Extended
• The text should be devoid of gender bias language to help learners embrace gender equality critical thinking
• Learners work in mixed ability/mixed gender groups to break the structures into simple sentences and reasoning
for better interpretation of the text.
• Lead learners to break a few complex structures into simple ones before they work in groups.
• Text difficulty should be differentiated to enable struggling readers to participate effectively in the
activities.

Talk for Learning (TFL):

• Learners use context clues to interpret given words and phrases.
• Learners work collaboratively in mixed ability/mixed gender groups to critically discuss the parts of
speech/function of certain words or phrases in the structure of given sentences e.g., The Ghanaian
footballers are skilful. (‘Ghanaian’ here is modifying footballers so it is an adjective).

Initiating Talk for Learning:

• Learners use context clues to interpret given words and phrases.
• Learners work collaboratively in mixed ability/mixed gender groups to critically discuss the parts of
speech/function of certain words or phrases in the structure of given sentences e.g., The Ghanaian
footballers are skilful. (‘Ghanaian’ here is modifying footballers so it is an adjective).

116 | ENGLISH LANGUAGE

Initiating Talk for Learning:
• Learners do vocabulary consolidation activities to promote active engagement with vocabulary.
• Learners work collaboratively in small mixed ability groups to practise using context clues, word
parts (e.g., prefixes) and reference aids (dictionary, glossary, thesauruses, etc.) to analyse texts and
broaden their comprehension of vocabulary in a variety of texts.
• Learners carry out a project to find other means of understanding vocabulary in context (e.g.,
restatement of the word in sentences that surround it, etc.).
2.2.1.LI.4 2.2.1.AS.4
Read and analyse a variety of level-appropriate texts for enjoyment. Level 1 Recall
Level 2 Skills of
Individual Learning: conceptual
• Learners select and read books individually for enjoyment. Encourage book choice to reflect understanding
particular topics/issues. Level 3 Strategic
• Learners use the blurb of fiction texts as a guide for selecting books for individual reading. reasoning
Level 4 Extended
Group Work/Collaborative Learning: critical thinking
• In mixed gender groups, learners read their texts silently and then share what they have read with and reasoning
the group members.
• The group, after listening to all its members, work collaboratively and critically to select the most
interesting story among the lot.
• The group reads the text again and fills in a reporting worksheet on the book.

Gallery Walk:
• Groups paste their reports on the classroom walls for a gallery walk to help learners embrace
diversity as well as understand their capabilities in relation to others.
• Each group gives reasons for their choice of text.
• Learners critique the stories after the gallery walk and come out with what they deem the overall
most interesting text and why.
• Create the opportunity for groups to exchange books to enable learners to read extensively for
pleasure.

ENGLISH LANGUAGE | 117

 2.2.1.LI.5 2.2.1.AS.5
Read a variety of level-appropriate texts fluently. Level 1 Recall
Level 2 Skills of
Group Work/Collaborative Learning and Talk for Learning: conceptual
• Learners brainstorm the importance of reading fluently. understanding
• In mixed ability/mixed gender groups, learners listen to the teacher read the same text (sentence or Level 3 Strategic
paragraph) to them in two different ways (less-fluently and fluently). reasoning
• Thinking critically, learners collaboratively discuss among them, which of the two readings is Level 4 Extended
understood better and why. critical thinking and
• Learners listen to the teacher discuss how to read fluently (e.g., read words automatically, read in reasoning
meaningful chunks, pause appropriately, etc.).
• Learners watch videos or demonstrations of some other learners engaging in reading fluently.
• In small groups, learners discuss the video/demonstration and set targets for their individual reading.
• Lead the class and model how to calculate a reader’s fluency within a minute. (e.g. have a learner
time a reader for a minute whilst you and the rest of the class keep record of the number of words
read and those read incorrectly).
• In mixed ability/mixed gender groups, learners take turns to read for the group members to
calculate their individual fluency rate.

Talk for Learning/Pair Work:

• Learners engage in a variety of fluency activities, to make reading fun as well as improve upon their
fluency rate.
• In pairs and groups, learners undertake the following fluency activities:

Choral Reading: Reading aloud simultaneously in a group.

Partner Reading: Reading aloud with a more fluent partner or with a partner of equal ability who
provides a model of fluent reading helps with word recognition and provides feedback.

Tape-Assisted Reading: Reading aloud simultaneously or as an echo with an audio-tape model.

Readers’ Theatre: Reading from scripts that have been derived from books that are rich in dialogue
[e.g., the set books for Core Literature-in-English - Drama].

118 | ENGLISH LANGUAGE

Teaching and • Video on how to do story mapping
Learning Resources • Blank Story map organizer templates
• A variety of texts for story mapping
• Books, including set books for Core Literature and other subjects areas
• Large sheets - flip chart or old calendar backs and gallery walk activities
• A variety of texts (fiction and non-fiction) for practising how to classify and answer the various types of comprehension
questions
• A variety of passages for practising how to answer the lexical comprehension questions.
• Word and sentence cards
• Reading report charts.
• A variety of storybooks
• A collection of texts including Passages across curricular and from Core LiteratureinEnglish set books
• Videos on reading fluency
• Tape recordings on fluent reading.

ENGLISH LANGUAGE | 119

 Subject ENGLISH LANGUAGE
Strand 2. READING
Sub-Strand 2. SUMMARISING

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
2.2.2.LO.1
Utilize knowledge and Collaboration and Communication: Learners GESI: Learners learn in an environment which
understanding of summary communicate effectively on any subject matter while promotes gender equality and social inclusion
strategies to interpret texts. collaborating with others. and are able to:
• respect individuals of different linguistic
Critical Thinking and Problem Solving: backgrounds.
• Learners employ critical thinking in brainstorming activities • embrace diversity and practice inclusion.
that result in good solutions to problems. • examine and dispel misconceptions/ myths
• Learners critically critique one another’s work to make it about
better. gender in relation to language and
communication.
Leadership and Personal Development: • interrogate stereotypes and biases about
• Learners identify key issues in any communicative situation gender and language use in their homes and
and summarise them appropriately. communities.
• Learners appreciate diversity, which may promote good • identify injustice, especially in recognition of
leadership. the contributions of different groups and
individuals.
• avoid gender bias language to enable learners
to embrace gender equality; texts must be
gender and inclusion responsive.

SEL: To promote holistic learning, social and

emotional learning strategies must consciously
be integrated in the teaching and learning
process through;
• developing relationships that make learners
sensitive to one another’s feelings.
• writing collaboratively.

120 | ENGLISH LANGUAGE

• interacting with others in meaningful ways.
• accepting responsibility for their actions.
• accepting roles and responsibilities that help
learners develop leadership skills.

National Core Values: Respect, tolerance,

friendliness, open-mindedness, patience, hard
work, humility

ENGLISH LANGUAGE | 121

 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Competencies, Assessment
and GESI
2.2.2.CS.1 2.2.2.LI.1 2.2.2.AS.1
Demonstrate an in- Apply a variety of strategies in summarising texts of varied lengths and difficulty levels. Level 1 Recall
depth understanding of Level 2 Skills of
texts of varied lengths Group Work/Collaboration and Pair Work: conceptual
and difficulty levels. • Learners use a number of strategies to summarise given texts. understanding
• In mixed ability and mixed gender pairs, learners work collaboratively to use Paragraph Shrinking as Level 3 Strategic
a strategy for summarising a text reasoning
• Each learner takes turns to read, pause and summarise the main points of the paragraphs in the text. Level 4 Extended
• Texts must be gender and inclusion responsive, avoiding gender bias language to enable learners critical thinking
embrace gender equality. and reasoning
• Select easy to understand passages to start with. Create pairs within the classroom, bearing in mind
learners who require help on specific skills and who the most appropriate children are to help other
children learn those skills.

Experiential Learning:
• Learners listen and watch the teacher model the procedure for Paragraph Shrinking to understand
how to use the strategy.
• In pairs, learners take turns playing “Coach” and “Player” in shrinking paragraphs into main points.
• If a player ever gets it wrong, the “Coach” should ask the player to skim the paragraph again and
answer the question a second time.

Structuring Talk for Learning:

• Pairs join another pair, to think critically of how to state the main ideas of a given paragraph in 10
words or less.
• Group presenter roles should be assigned to both male and female members to enable learners
challenge traditional gender roles and stereotypes.
• Groups share their work with the class for feedback as a way to monitor comprehension of texts.

Group Work/Collaborative Learning:

• Learners use “Generating Interactions between Schemata and Text” (GIST) as a strategy to
summarise texts.

122 | ENGLISH LANGUAGE

 • In mixed ability/mixed gender pairs, learners read short pieces of texts. They work collaboratively to
answer who, what, when, where, why and how questions based on the text selection.
• Pairs join another pair to condense their answers into a one-sentence summary.
• Groups share their one-sentence summaries with the class for peer feedback to help learners
develop skills for problem solving
• Learners are tasked to search for other interactive ways of summarising texts.
Teaching and • A variety of text with varying difficulty levels (from different sources including set books for Core Literature in English and
Learning Resources other subjects) for practising summarising

ENGLISH LANGUAGE | 123

 Subject ENGLISH LANGUAGE
Strand 3. GRAMMAR
Sub-Strand 1. GRAMMAR USAGE

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
2.3.1.LO.1
Employ the knowledge of Communication and collaboration: GESI: Learners learn in an environment which
phrases and clauses and their • Learners acquire effective and ethical communication, which promotes gender equality and social inclusion
functions in communication. they can apply in different social contexts. and are able to:
• Learners learn from others and appreciate their needs. • respect individuals of different linguistic
• Learners tolerate the views of others as they share ideas with backgrounds.
peers and accept constructive feedback. • embrace diversity and practice inclusion.
• examine and dispel misconceptions/ myths
Personal Development and Leadership: about gender in relation to language and
• Learners develop passion for leadership and leadership roles. communication.
• Learners become knowledgeable, confident and eloquent public • interrogate stereotypes and biases about
speakers. gender and language use in their homes and
communities.
Digital Literacy: Learners acquire digital literacy skills by playing • identify injustice, especially in recognition of
language games using ICT tools. the contributions of different groups and
individuals.
• be sensitive to the inter-relatedness of
various aspects of life.

SEL: To promote holistic learning, social and

emotional learning strategies must be
consciously integrated in the teaching and
learning process through;
• working in collaborative ways.
• developing habits of turn-taking in diverse
communicative settings.
• negotiating conflicts constructively.

124 | ENGLISH LANGUAGE

 • sharing their opinions to grow in awareness
of their own emotional reaction and to
notice the facial expressions and posture of
others.
• learning to interact with others in meaningful
and positive ways, which can lead to a
reduction in selfish behaviours.
• tolerating one another in a group as they
play and learn.
• accepting responsibility for ones own actions
and inactions.

National Core Values: Respect, tolerance,

friendliness, open-mindedness, patience, hard
work, humility
2.3.1.LO.2
Use sample texts for Global Citizenship: GESI: Learners learn in an environment which
identification and analysis of the • Learners appreciate and respect the Ghanaian identity. promotes gender equality and social inclusion
types of subject-verb • Learners are conscious of current global issues and relate well and are able to:
agreement in speech and in with people from different language backgrounds. • respect individuals of different linguistic
writing. backgrounds.
Critical Thinking and Problem Solving: • embrace diversity and practice inclusion.
• Learners are challenged to analyse multiple texts, find • examine and dispel misconceptions/ myths
connections, and make meaning using appropriate concord. about
• Learners appropriately interpret information to enhance gender in relation to language and
harmony in interpersonal communication. communication.
• interrogate stereotypes and biases about
gender and language use in their homes and
communities.
• identify injustice, especially in recognition of
the contributions of different groups and
individuals.
• be sensitive to the inter-relatedness of
various aspects of life.

ENGLISH LANGUAGE | 125

 SEL: To promote holistic learning, social and
emotional learning strategies must be
consciously integrated in the teaching and
learning process through;
• working in collaborative ways.
• developing habits of turn-taking in diverse
communicative settings.
• negotiating conflicts constructively.
• sharing their opinions to grow in awareness
of their own emotional reaction and to
notice the facial expressions and posture of
others.
• learning to interact with others in meaningful
and positive ways, which can lead to a
reduction in selfish behaviours.
• tolerating one another in a group as they
play and learn.
• accepting responsibility for one’s own
actions and inactions.

National Core Values: Respect, tolerance,

friendliness, open-mindedness, patience, hard
work, humility
2.3.1.LO.3
Use active/passive voice in Collaboration and Communication: Learners communicate GESI: Learners learn in an environment which
presentations. effectively on any subject matter while collaborating with others. promotes gender equality and social inclusion
and are able to:
Critical Thinking and Problem Solving: Learners employ • respect individuals of different linguistic
critical thinking in brainstorming activities that result in good backgrounds.
solutions to problems. • embrace diversity and practice inclusion.
• examine and dispel misconceptions/ myths
about gender in relation to language and
communication.

126 | ENGLISH LANGUAGE

Leadership and Personal Development: • interrogate stereotypes and biases about
• Learners identify key issues in any communicative situation and gender and language use in their homes and
apply them appropriately for their personal development. communities.
• Learners appreciate diversity, which may promote good • identify injustice, especially in recognition of
leadership. the contributions of different groups and
individuals.
• be sensitive to the inter-relatedness of
various aspects of life.

SEL: To promote holistic learning, social and

emotional learning strategies must be
consciously integrated in the teaching and
learning process through;
• working in collaborative ways.
• developing habits of turn-taking in diverse
communicative settings.
• negotiating conflicts constructively
• sharing their opinions to grow in awareness
of their own emotional reaction and to
notice the facial expressions and posture of
others.
• learning to interact with others in
meaningful and positive ways, which can lead
to a reduction in selfish behaviours.
• tolerating one another in a group as they
play and learn.
• accepting responsibility for ones own actions
and inactions.

National Core Values: Respect, tolerance,

friendliness, open-mindedness, patience, hard
work, humility

ENGLISH LANGUAGE | 127

 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.3.1.CS.1 2.3.1.LI.1 2.3.1.AS.1
Demonstrate command Identify and use the grammatical forms accurately in speech and writing. Level 1 Recall
of clauses in sentences Level 2 Skills of
for communicative Experiential Learning: In mixed ability groups, learners work collaboratively to identify conceptual
purposes. phrases/clauses using literary texts, old newspapers and classify them accordingly, supporting one understanding
another and showing respect for one another's opinions. Level 3 Strategic
reasoning
Collaborative Learning: Level 4 Extended
• Learners communicate and collaborate confidently with one another, critically assessing clauses to critical thinking and
write short paragraphs on selected themes and consolidating with activities to give learners more reasoning
practice in clauses.

Example: Using the Jigsaw Puzzle, learners in their mixed gender groups play the clausal game on given
themes - market scene, At the post office, At the bank etc.

• Learners can also play Anna Erskin’s ‘fish game’ or pretend to be DJs and play the clausal games.
2.3.1.LI.2 2.3.1.AS.2
Apply the knowledge of noun clauses in sentences for communicative purposes. Level 1 Recall
Level 2 Skills of
Collaborative Learning: Learners work in pairs to identify noun clauses from given texts conceptual
encouraging a full participation of all. understanding
Level 3 Strategic
Task-Based Learning: Learners in mixed ability groups carefully use the identified noun clauses to reasoning
provide meaningful information to writing or oral presentations. Level 4 Extended
critical thinking and
Experiential Learning: Using recorded TV programmes, YouTube videos on noun clauses, learners reasoning
in their mixed ability groups, work collaboratively, tolerating one another’s views to consolidate their
learning.

128 | ENGLISH LANGUAGE

 2.3.1.LI.3 2.3.1.AS.3
Demonstrate command of Relative/Adjectival Clauses in sentences for communicative Level 1 Recall
purposes. Level 2 Skills of
conceptual
Experiential Learning: In mixed ability groups, learners creatively use adjectival/relative clauses to understanding
convey meaning, encouraging and supporting their peers to analyse texts, adding variety, interest and Level 3 Strategic
richness to writing or oral presentations of information in varied contexts. reasoning
Level 4 Extended
critical thinking and
reasoning
2.3.1.LI.4 2.3.1.AS.4
Demonstrate command of Adverbial Clauses in sentences for communicative purposes. Level 1 Recall
Level 2 Skills of
Collaborative Learning: Learners in gender groups work collaboratively to identify types and conceptual
functions of adverbial clauses in context. understanding
Level 3 Strategic
Task-Based Learning: Ensuring tolerance for one another’s views, learners work in mixed ability reasoning
groups to identify the various subordinating conjunctions and the type of adverbial clauses they were Level 4 Extended
introduced to. critical thinking and
reasoning
Experiential Learning:
• Learners watch YouTube videos on the form and use of adverbial clauses to express various ideas
(time, place, manner etc.) and apply them in their sentences.
• Learners use adverbial clauses effectively in speech and writing.
Teaching and • Materials for playing Anna Erskin’s • Sentence cards • YouTube videos on grammatical
Learning Resources ‘fish game’ and jigsaw puzzle: rope, • Games forms and functions of
basin, cut - out fish • YouTube videos on grammatical adjectival/relative clauses
• Selected passages forms and functions of nouns • Adverbial Games
• Old news papers • Adjectival games • YouTube videos on grammatical
• The Radio Show (disc jockey) forms and functions of adverbs

ENGLISH LANGUAGE | 129

 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.3.1.CS.2 2.3.1.LI.1 2.3.1.AS.1
Exhibit understanding Analyse the appropriate use of Subject and Verb in everyday communication. Level 1 Recall
and accurate use of Level 2 Skills of
subject-verb agreement Task-Based Learning: conceptual
in speech and writing. • Learners watch live/recorded TV programmes on good use of concord and other relating understanding
topics/themes. Level 3 Strategic
• Individually, learners complete a substitution table with appropriate subject and verb. reasoning
Level 4 Extended
Collaborative Learning: In mixed ability groups, learners collaboratively and critically analyse the critical thinking and
agreement between subject and verb in given passages from old newspapers. reasoning

Build on What Others Say: In pairs and in tolerance, learners correct errors in subject-verb
agreement in selected passages using the ‘build on what others say’ strategy.

Role-Play: Alternatively, learners in mixed ability groups consolidate their learning by playing roles as
TV presenters, Disc jockeys etc., applying the rules of concord.

NOTE:
1. Subject-verb agreement involves matching the appropriate verb form with its subject.
2. Subject and verb must agree in person and number. When the subject isplural, it must agree in number
with the verb.

Example:
i. The girl has a new bag
ii. Most students have received awards

a. Where the nouns used refer to the one and same person, the verb is singular. Example:His boss
and friend works hard.

b. Singular subjects joined by or/nor take singular verbs. Example: Either my brother or my sister has
arrived

130 | ENGLISH LANGUAGE

 c. When a singular subject and a plural subject are joined by ―or/nor, the verb agrees with the
second subject that is nearer the ‘nor/or’. Example: Either the headmaster or the teachers are
right.

d. A singular subject and a plural subject joined by ―with or ―no less than takes a singular verb.
Example: The boy with his parents is attending a seminar on human relations.

e. A collective noun can take either the singular or plural verb.

Example: The team is/are on the field.

Digital Literacy: Learners watch live/recorded TV programmes on misuse of concord and other
relating topics/themes.

Global Citizenship:
• Learners appreciate and respect the Ghanaian identity in appropriate use of language being
conscious of current global issues and relate well with people from different language backgrounds.
• Encourage learners’ involvement in the discussion and brainstorming sessions.
Teaching and • Old newspapers • Recorded TV sessions that depict wrong use of concord
Learning Resources • Sentence cards • The Radio Show recordings (Disc Jockey)
• YouTube videos

ENGLISH LANGUAGE | 131

 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.3.1.CS.3 2.3.1.LI.1 2.3.1.AS.1
Demonstrate mastery of Distinguish between the forms of Active and Passive Voice. Level 1 Recall
use of active and passive Level 2 Skills of
voice in communication. Experiential Learning: Learners cooperatively, watch YouTube videos on varied use of active and conceptual
passive voice structures to identify their corresponding actions (verb tense forms in use). understanding
Level 3 Strategic
Structuring Talk for Learning: Learners use pair conversation drills to distinguish and practise the reasoning
use of active/passive voice encouraging active participation and tolerance. Level 4 Extended
critical thinking and
Collaborative Learning: Learners in mixed ability groups collaboratively identify active/passive voice reasoning
sentence structures in given passages (using old newspapers).

Project-Based learning: Learners in their mixed ability groups carefully analyse samples of texts to
identify differences in the use of passives in formal writing to practise their learning.

NOTE: Distinguish between active and passive voice: Active – S V O

Example:
i. The girl swept the room.
Passive – Verb be + past participle of main verb
E.g. The room was swept by the girl.

ii. The passive voice is used when the agent is not mentioned.
E.g My book has been stolen-

iii. Some expressions are always in the passive.

Example: I was born in 1960.
Kwame Nkrumah was born at Nkroful.
iv. Conversion of active voice into passive voice:
a) Active subject becomes passive agent.
Example: Pearl sewed the dress.
b) Active object becomes a passive subject.

132 | ENGLISH LANGUAGE

 Example: The dress was sewn by Pearl.

v. The preposition ’by’ is introduced before the agent.

Use of passive voice: for writing reports, minutes etc.
Teaching and • Old newspapers • YouTube videos
Learning Resources • Sentence cards • Recorded TV sessions that depict use of coherent
sentence structures

ENGLISH LANGUAGE | 133

 Subject ENGLISH LANGUAGE
Strand 3.GRAMMAR USAGE
Sub-Strand 2. VOCABULARY

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
2.3.2.LO.1
Identify and use vocabulary Collaboration and Communication: GESI: Learners learn in an environment which
appropriately and creatively in • Learners tolerate the views of their peers and promotes gender equality and social inclusion and are
speech and writing. accept constructive feedback. able to:
• Learners use appropriate language in • respect individuals of different linguistic backgrounds.
communicating with their peers and others. • embrace diversity and practice inclusion.
• examine and dispel misconceptions/ myths about
Creativity and Innovation: gender in relation to language and communication.
• Learners develop creativity and innovation in • interrogate stereotypes and biases about gender and
communication. language use in their homes and communities.
• Learners apply language creatively in various • identify injustice, especially in recognition of the
contexts. contributions of different groups and individuals.
• Learners creatively use ideas acquired in the • be sensitive to the inter-relatedness of various
learning of grammar in effective interpersonal aspects of life.
communication.
SEL: To promote holistic learning, social and emotional
learning strategies must be consciously integrated in the
teaching and learning process through:
• working in collaborative ways
• developing habits of turn-taking in diverse
communicative settings
• negotiating conflicts constructively
• sharing their opinions to grow in awareness of their
own emotional reaction and to notice the facial
expressions and posture of others.
• learning to interact with others in meaningful and
positive ways, which can lead to a reduction in selfish
behaviours.

134 | ENGLISH LANGUAGE

• tolerating one another in a group as they play and
learn.
• accepting responsibility for one’s own actions and
inactions.

National Core Values: Respect, tolerance,

friendliness, open-mindedness, patience, hard work,
humility

ENGLISH LANGUAGE | 135

 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Competencies, Assessment
and GESI
2.3.2.CS.1 2.3.2.LI.1 2.3.2.AS.1
Demonstrate the Use appropriate vocabulary in speech and writing in specific contexts. Level 1 Recall
appropriate use of Level 2 Skills of
vocabulary. Games: conceptual
• Using games such as Activity ball, Think-Pair-Share, Matching and Ordering of cards, Talking points understanding
etc…… Level 3 Strategic
• Learners in mixed ability groups, create texts incorporating correct vocabulary and expressions to reasoning
form coherent structures in Proverbs, Idioms / Idiomatic expressions. Level 4
Extended critical
Collaborative Learning: Learners in mixed ability groups, collaboratively and carefully analyse the thinking and
meaning and use of vocabulary from given passages using games. E.g., word relations such as Synonyms, reasoning
Antonyms, Analogy in context.

Communication Skills: Learners use appropriate vocabulary to communicate specific meaning with
confidence by adding a variety of information to enrich their writing and speech. E.g: use connotations and
associations of words with similar denotations (vocabulary in context).
Teaching and • Word cards • Mother and children game
Learning Resources • Sentence cards • Ann Erskine’s fish game
• Warm-up games: E.g Sit in a circle and choose a word — • Puzzles
everyone must take turns coming up with a rhyme but if
they repeat a word or take too long, the game is over.

136 | ENGLISH LANGUAGE

Subject ENGLISH LANGUAGE
Strand 4. WRITING
Sub-Strand 1. PRODUCTION AND DISTRIBUTION OF TEXT

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
2.4.1.LO.1
Employ cohesive devices, including Communication and Collaboration Skills: GESI: Learners learn in an environment
connectors that demonstrate • Learners develop the potential to accept the views of others in which promotes gender equality and social
contrasts, results and other complementing their own creative potentials. inclusion and are able to:
relationships, with the purpose of • The ability of learners to present ideas using appropriate words • respect individuals of different
enhancing the coherence between is enhanced. linguistic backgrounds.
paragraphs. • embrace diversity and practice
Leadership and Personal Development: inclusion.
• Learners convince others to accept their points of views by • examine and dispel misconceptions/
using appropriate words and manner of presentation. myths about gender in relation to
• Learners categorise ideas for easy consumption of an audience. language and communication.
• interrogate stereotypes and biases
Critical Thinking and Problem Solving: about gender and language use in their
• Learners arrange ideas logically as they endeavour to homes and communities.
communicate. • identify injustice, especially in
• Learners evaluate their own ideas as they aim at communicating recognition of the contributions of
appropriately to their audience. different groups and individuals.
• be sensitive to the inter-relatedness of
various aspects of life.

SEL:
• To promote holistic learning, social
and emotional learning strategies must
be consciously integrated in the
teaching and learning process through;
• working in collaborative ways

ENGLISH LANGUAGE | 137

 • developing habits of turn-taking in
diverse communicative settings
• negotiating conflicts constructively
• sharing their opinions to grow in
awareness of their own emotional
reaction and to notice the facial
expressions and posture of others.
• learning to interact with others in
meaningful and positive ways, which
can lead to a reduction in selfish
behaviours.
• tolerating one another in a group as
they play and learn.
• accepting responsibility for one's own
actions and inactions.

National Core Values: Respect,

tolerance, friendliness, open-mindedness,
patience, hard work, humility, teamwork
2.4.1.LO.2
Engage in critical analysis and Communication and Collaboration: GESI: Working in collaborative ways in an
construct concluding paragraphs • Learners appreciate views from diverse perspectives and can environment that promotes gender
pertaining to a provided topic. apply those viewpoints meaningfully. equality and social inclusion will ensure:
• Learners interact dynamically in various situations. • respect for other individuals of
• Learners tolerate the views of others and find appropriate different linguistic backgrounds.
language to talk to one another. • embracing diversity and practice
inclusion.
Critical Thinking and Problem Solving: • the examination and dispel of
• Learners put non-sequential ideas together in a logical manner. misconceptions/ myths about gender
• Learners find solutions when faced with difficult situations. in relation to language and
communication.
Innovation and Creativity: • interrogation of stereotypes and biases
• Learners are empowered to perceive ideas from different angles. about gender and language use in their
schools, homes and communities.

138 | ENGLISH LANGUAGE

• Learners put ideas together in order to develop innovative
concepts. SEL: To promote holistic learning, social
and emotional learning strategies must be
Leadership and Personal Development: consciously integrated in the teaching and
• Learners develop initiatives in solving societal problems. learning process through;
• Learners are able to motivate one another in solving problems. • working in collaborative ways.
• Learners gain expertise to lay foundations for professional • developing habits of turn-taking in
development. diverse communicative settings.
• negotiating conflicts constructively
Critical Thinking and Problem Solving Skills: • sharing their opinions to grow in
• Learners develop flexibility as they arrange ideas, which are not awareness of their own emotional
in normal sequence. reaction and to notice the facial
• Learners’ reasoning skills are enhanced and they are able to expressions and posture of others.
adapt to varied situations. • learning to interact with others in
meaningful and positive ways, which
Digital Literacy: can lead to a reduction in selfish
• Learners gain competence in ICT to support their own behaviours.
learning as well as encourage others. • tolerating one another in a group as
• Learners manage ideas using ICT. they play and learn.
• accepting responsibility for one's own
actions and inactions.

National Core Values: Respect,

tolerance, friendliness, open-mindedness,
patience, hard work, humility, teamwork

ENGLISH LANGUAGE | 139

 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Competencies, Assessment
and GESI
2.4.1.CS.1 2.4.1.LI.1 2.4.1.AS.1
Develop, organise and Use an extended range of cohesive devices (e.g., connectors to show contrast, results etc.) Level 1 Recall
express ideas to improve inter-paragraph coherence. Level 2 Skills of
coherently and conceptual
cohesively in writing. Talk for Learning (TfL): understanding
• Learners, collaborating with one another in mixed ability groups, examine sample materials (sample Level 3
essay, passages from books, journals, sample texts from social media) and discuss the structure of a Strategic
linear narrative essay: reasoning
i. Introductory paragraph containing: Level 4 Extended
• Central Idea (for the essay) critical thinking
• Supporting sentences (to serve as topic sentences in the body paragraphs) and reasoning
ii. Body paragraphs (containing main ideas—topic sentences)
iii. Concluding paragraph
• Learners apply various useful strategies to compose their concluding paragraphs.

Note: Learners use the appropriate linking words that show linearity, e.g. first, then, further, finally, …

Critical Thinking Skills:

• Critical thinking entails analysis and evaluation. Therefore, learners acquire critical thinking and
problem-solving skills as they analyse their topics and systematically organise their ideas to develop
the plot structure of the story; the beginning, rising action, climax, falling action and conclusion.
• Learners use devices such as metaphors, similes, personification, imagery, hyperbole, and alliteration
to bring out the style of a narrative piece.
• Learners use appropriate expressions to link ideas or sentences in a paragraph for coherence. E.g.
besides, in addition, moreover, again, furthermore, etc.
• Communication skills are acquired as learners share their ideas with peers and accept constructive
feedback through communication and collaboration in order to achieve the basic required skills

Individual Work:
• Learners individually compose an introductory paragraph containing the following:
i. Central idea (suitable for an essay)

140 | ENGLISH LANGUAGE

 ii. Supporting sentences linked with appropriate cohesive devices (and, before, since, while, as, until
etc.), suitable background information and a conclusion.
• Learners individually design story maps as guides and compose body paragraphs and concluding
paragraphs.
• Learners appreciate the value of respect for one another in their groups.
2.4.1.LI.2 2.4.1.AS.2
Develop a paragraph, focusing on the elements of coherence—direct references and Level 1 Recall
transitional words. Level 2 Skills of
conceptual
Talk for Learning (TfL): understanding
• Learners, collaborating with one another in mixed ability groups, examine sample materials (sample Level 3
essay, passages from books, journals, sample texts from social media) and discuss the structure of a Strategic
linear narrative essay; reasoning
i. Introductory paragraph containing: Level 4 Extended
• Central Idea (for the whole essay) critical thinking
• Supporting sentences (To serve as topic sentences in the body paragraphs). and reasoning
ii. Body paragraphs (Containing main ideas (topic sentences),
iii. Concluding paragraph
• Learners apply various useful strategies to compose their concluding paragraphs.

Note: Learners use the appropriate linking words that show linearity, e.g. first, then, further, finally, …

Critical Thinking Skills:

• Critical thinking entails analysis and evaluation. Therefore, learners acquire critical thinking and
problem-solving skills as they analyse their topics and systematically organise their ideas to develop
the plot structure of the story; the beginning, rising action, climax, falling action and conclusion.
• Learners use devices such as metaphors, similes, personification, imagery, hyperbole, and alliteration
to bring out the style of a narrative piece.
• Learners use appropriate expressions to link ideas or sentences in a paragraph for coherence. E.g.
besides, in addition, moreover, again, furthermore, etc.
• Communication skills are acquired as learners share their ideas with peers and accept constructive
feedback through communication and collaboration in order to achieve the basic required skills.

ENGLISH LANGUAGE | 141

 Individual Work:
• Learners individually compose an introductory paragraph containing the following:
i. Central idea (suitable for an essay)
ii. Supporting sentences linked with appropriate cohesive devices (and, before, since, while, as, until
etc.), suitable background information and a conclusion
• Learners individually design story maps as guides and compose body paragraphs and concluding
paragraphs.
• Learners appreciate the value of respect for one another in their groups.
Teaching and • Sample essay
Learning Resources • Passages from books,
• Journals
Sample texts from social media
• Story map etc.

142 | ENGLISH LANGUAGE

Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Competencies, Assessment
and GESI
2.4.1.CS.2 2.4.1.LI.1 2.4.1.AS.1
Create different Critically analyse and compose concluding paragraphs on a given topic. Level 1 Recall
paragraphs within a Level 2 Skills of
composition on a given Group Work/Collaborative Learning: conceptual
topic. • In mixed ability groups, learners examine sample essays (sample essays and passages from books, understanding
journals and the internet) to identify their features. Level 3 Strategic
• Learners, in their groups, plan and develop non-linear narrative essays focusing on the elements of reasoning
unity, coherence and paragraph completeness with appropriate transitional expressions. Level 4
• In the same or different mixed ability groups, learners compose essays in which events are not Extended
presented sequentially but rather mixed so that events are linked through flashbacks and other critical thinking
literary techniques such as suspense and foreshadowing to develop the plot of the narrative. and reasoning
• In writing the story, learners may use first person, second person and third person (third-person
omniscient or limited perspective), to represent the voice of the person telling the story (narrator).
Revise and edit the writing for sense or meaning, and effect (emotional reaction). Proofread to self-
correct or peer-edit. Publish or present in various media including ICT and on the various notice
boards on the school's premises. Learners refer to books and the internet for examples of cohesive
devices such as Time clauses, Conditional clauses, Purpose clauses, Reason clauses, Result clauses,
Clauses of Concessive, etc. This search on the Internet will enhance their technology skills.
• Learners work collaboratively and employ appealing strategies to compose their concluding
paragraphs. E.g. restating, by paraphrasing, the central idea of the entire essay and supporting ideas.
• Learners peer evaluate what they have written.
• Working in groups, learners acquire the value of contributing to a common goal.
• The following skills are also acquired: communication and collaboration, critical thinking and problem
solving, innovation and creativity and leadership and collaboration.
Teaching and • Sample essays and passages from books
Learning Resources • Journals and the Internet.

ENGLISH LANGUAGE | 143

 Subject ENGLISH LANGUAGE
Strand 4. WRITING
Sub-Strand 2. TEXT TYPES AND PURPOSES

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
2.4.2.LO.1
Apply a procedural method to Communication and Collaboration Skills: GESI: Learners learn in an environment
create texts that are descriptive, • Learners develop the potential to accept the views of others in which promotes gender equality and social
imaginative, persuasive and complementing their own creative potentials. inclusion and are able to:
argumentative. • The ability of learners to present ideas using appropriate words • respect individuals of different
is enhanced. linguistic backgrounds.
• embrace diversity and practice
Leadership and Personal Development: inclusion.
• Learners convince others to accept their points of views by • examine and dispel misconceptions/
using appropriate words and manner of presentation. myths about gender in relation to
• Learners categorise ideas for easy consumption of an audience. language and communication.
• interrogate stereotypes and biases
Critical Thinking and Problem Solving: about gender and language use in their
• Learners arrange ideas logically as they endeavour to homes and communities.
communicate. • identify injustice, especially in
• Learners evaluate their own ideas as they aim at communicating recognition of the contributions of
appropriately to their audience. different groups and individuals.
• be sensitive to the inter-relatedness of
various aspects of life.

SEL: To promote holistic learning, social

and emotional learning strategies must be
consciously integrated in the teaching and
learning process through;
• working in collaborative ways
• developing habits of turn-taking in
diverse communicative settings.

144 | ENGLISH LANGUAGE

 • negotiating conflicts constructively
• sharing their opinions to grow in
awareness of their own emotional
reaction and to notice the facial
expressions and posture of others.
• learning to interact with others in
meaningful and positive ways, which
can lead to a reduction in selfish
behaviours.
• tolerating one another in a group as
they play and learn.
• accepting responsibility for one's own
actions and inactions.

National Core Values: Respect,

tolerance, friendliness, open-mindedness,
patience, hard work, humility, teamwork
2.4.2.LO.2
Communication and Collaboration: GESI: Working in collaborative ways in an
Create minutes,Reports,Articles of • Learners appreciate views from diverse perspectives and can environment that promotes gender
local and international newspapers apply those viewpoints meaningfully. equality and social inclusion will ensure:
on assigned topics ,adhering to the • Learners interact dynamically in various situations. • respect for other individuals of
appropriate formatting guidelines. • Learners tolerate the views of others and find appropriate different linguistic backgrounds.
language to talk to one another. • embracing diversity and practice
inclusion.
Critical Thinking and Problem Solving: • the examination and dispel of
• Learners put non-sequential ideas together in a logical manner. misconceptions/ myths about gender
• Learners find solutions when faced with difficult situations. in relation to language and
communication.
Innovation and Creativity: • interrogation of stereotypes and biases
• Learners are empowered to perceive ideas from different angles. about gender and language use in their
• Learners are put ideas together in order to develop innovative schools, homes and communities.
concepts.

ENGLISH LANGUAGE | 145

 Leadership and Personal Development: SEL: To promote holistic learning, social
• Learners develop initiatives in solving societal problems. and emotional learning strategies must be
• Learners motivate one another in solving problems. consciously integrated in the teaching and
• Learners gain expertise to lay foundations for professional learning process through;
development. • working in collaborative ways
• developing habits of turn-taking in
Critical Thinking and Problem Solving Skills: diverse communicative settings
• Learners develop flexibility as they arrange ideas, which are not • negotiating conflicts constructively
in normal sequence. • Sharing their opinions to grow in
• Learners’ reasoning skills are enhanced and they are able to awareness of their own emotional
adapt to varied situations. reaction and to notice the facial
expressions and posture of others.
Digital Literacy: • learning to interact with others in
• Learners gain competence in ICT to support their own meaningful and positive ways, which
learning as well as encourage others. can lead to a reduction in selfish
• Learners are able to manage ideas using ICT. behaviours.
• tolerating one another in a group as
they play and learn.
• accepting responsibility for one's own
actions and inactions.

National Core Values: Respect,

tolerance, friendliness, open-mindedness,
patience, hard work, humility, teamwork

146 | ENGLISH LANGUAGE

Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.4.2.CS.1 2.4.2.LI.1 2.4.2.AS.1
Use a process Write short stories, using sensory language (imagery) to convey a vivid picture of Level 1 Recall
approach to compose experiences, events, setting, and/or characters. Level 2 Skills of
descriptive, conceptual
narrative/imaginative, Talk for Learning (TfL): understanding
informational, • Learners, collaborating with one another in mixed ability groups, examine sample materials Level 3 Strategic
persuasive and (sample essay, passages from books, journals, sample texts from social media) and discuss the reasoning
argumentative texts. structure of a linear narrative essay: Level 4 Extended
i. Introductory paragraph containing: critical thinking and
• Central Idea (for the essay) reasoning
• Supporting sentences (to serve as topic sentences in the body paragraphs).
ii. Body paragraphs (containing main ideas—topic sentences),
iii. Concluding paragraph
• Learners apply various useful strategies to compose their concluding paragraphs.

Note: Learners use the appropriate linking words that show linearity, e.g. first, then, further, finally, …

Critical Thinking Skills:

• Critical thinking entails analysis and evaluation. Therefore, learners acquire critical thinking and
problem-solving skills as they analyse their topics and systematically organise their ideas to
develop the plot structure of the story; the beginning, rising action, climax, falling action and
conclusion.
• Learners use devices such as metaphors, similes, personification, imagery, hyperbole, and
alliteration to bring out the style of a narrative piece.
• Learners use appropriate expressions to link ideas or sentences in a paragraph for coherence.
E.g. besides, in addition, moreover, again, furthermore, etc.
• Communication skills are acquired as learners share their ideas with peers and accept
constructive feedback through communication and collaboration in order to achieve the basic
required skills.

ENGLISH LANGUAGE | 147

 Individual Work:
• Learners individually compose an introductory paragraph containing the following:
i. Central idea (suitable for an essay)
ii. Supporting sentences linked with appropriate cohesive devices (and, before, since, while, as,
until etc.), suitable background information and a conclusion
• Learners individually design story maps as guides and compose body paragraphs and concluding
paragraphs.
Learners appreciate the value of respect for one another in their groups.
2.4.2.LI.2 2.4.2.AS.2
Write a persuasive text (e.g. debate) that states and defends a position and responds to Level 1 Recall
objections raised about it. Level 2 Skills of
conceptual
Collaborative Learning: Work in pairs to plan and compose an argumentative essay. understanding
Level 3 Strategic
Initiating Talk for Learning: Using think-pair-share, learners collaboratively discuss ideas for reasoning
their essay. Level 4 Extended
critical thinking and
Process Approach: Learners in mixed groups, go through the process of writing an argumentative reasoning
essay.

Note: Argumentation is a critical quality of self-development and leadership, which learners will acquire in
the learning activity. Logic and critical-thinking skills are also acquired as learners analyse their topic before
writing and evaluating what has been written.
Evaluating and analysing points in their writing will enable learners to think critically and creatively, anticipate
consequences, recognise opportunities and be risk takers.
2.4.2.LI.3 2.4.2.AS.3
Compose texts to compare and contrast given issues or situations. Level 1 Recall
Level 2 Skills of
Experiential Learning: conceptual
• Learners are placed in mixed groups to debate. The winner of each round meets another group understanding
until the best group emerges. Level 3 Strategic
• Learners choose their own speakers and judges. reasoning
• Each group writes out the speeches for the debate based on the given topic with suitable
vocatives, persuasive language, and rhetorical questions.

148 | ENGLISH LANGUAGE

 • The ideas are well arranged, systematically, from the beginning to the end. Level 4 Extended
critical thinking and
Talk for Learning: Learners in small groups discuss a given topic for a debate. reasoning

Structuring Talk for Learning: Learners, in their mixed ability groups, use concept maps to
illustrate their ideas for and against a given topic.
Teaching and • Sample essay
Learning Resources • Passages from books
• Journals
• Sample texts from social media
• Story map etc.

ENGLISH LANGUAGE | 149

 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.4.2.CS.2 2.4.2.LI.1 2.4.2.AS.1
Apply writing skills to Compose minutes and reports on given topics using appropriate format. Level 1 Recall
specific life situations. Level 2 Skills of
Group Work/Collaborative Learning: conceptual
• In mixed ability groups, learners examine sample essays (sample essays and passages from books, understanding
journals and the internet) to identify their features. Level 3 Strategic
• Learners, in their groups, plan and develop non-linear narrative essays focusing on the elements reasoning
of unity, coherence and paragraph completeness with appropriate transitional expressions. Level 4 Extended
• In the same or different mixed ability groups, learners compose essays in which events are not critical thinking and
presented sequentially but rather mixed so that events are linked through flashbacks and other reasoning
literary techniques such as suspense and foreshadowing to develop the plot of the narrative.
• In writing the story, learners may use first person, second person and third person (third-person
omniscient or limited perspective) to represent the voice of the person telling the story
(narrator). Revise and edit the writing for sense or meaning, and effect (emotional reaction).
Proofread to self-correct or peer-edit. Publish or present in various media including ICT and on
the various notice boards on the school's premises. Learners refer to books and the internet for
examples of cohesive devices such as Time clauses, Conditional clauses, Purpose clauses, Reason
clauses, Result clauses, Clauses of Concessive, etc. This search on the Internet will enhance their
technology skills.
• Learners work collaboratively and employ appealing strategies to compose their concluding
paragraphs. E.g. restating, by paraphrasing, the central idea of the entire essay and supporting
ideas.
• Learners peer evaluate what they have written.
• Working in groups, learners acquire the value of contributing to a common goal.
• The following skills are also acquired: communication and collaboration, critical thinking and
problem solving, innovation and creativity and leadership and collaboration.

150 | ENGLISH LANGUAGE

 2.4.2.LI.2 2.4.2.AS.2
Write articles on given issues for publication in international newspapers and Level 1 Recall
magazines. Level 2 Skills of
conceptual
Experiential Learning: understanding
• Learners are placed in mixed groups to debate. The winner of each round meets another group Level 3 Strategic
until the best group emerges. reasoning
• Learners choose their own speakers and judges. Level 4 Extended
• Each group writes out the speeches for the debate based on the given topic with suitable critical thinking and
vocatives, persuasive language, and rhetorical questions. reasoning
• The ideas are well arranged systematically from the beginning to the end.

Talk for Learning: Learners in small groups discuss a given topic for a debate.

Structuring Talk for Learning: Learners in their mixed ability groups use concept maps to
illustrate their ideas for and against a given topic.
Teaching and • Sample essays and passages from books
Learning Resources • Journals and the Internet

ENGLISH LANGUAGE | 151

 Subject ENGLISH LANGUAGE
Strand 4. WRITING
Sub-Strand 3. BUILDING AND PRESENTING KNOWLEDGE

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
2.4.3.LO.1
Gather information from both Communication and Collaboration Skills: GESI: Learners learn in an environment
printed and digital sources, • Learners develop the potential to accept the views of others in which promotes gender equality and social
employing in-text referencing and complementing their own creative potentials. inclusion and are able to:
citation techniques, to effectively • The ability of learners to present ideas using appropriate words • respect individuals of different
structure and present it in written is enhanced. linguistic backgrounds.
form. • embrace diversity and practice
Leadership and Personal Development: inclusion.
• Learners convince others to accept their points of view by using • examine and dispel misconceptions/
appropriate words and manner of presentation. myths about gender in relation to
• Learners categorise ideas for easy consumption for an audience. language and communication.
• interrogate stereotypes and biases
Critical Thinking and Problem Solving: about gender and language use in their
• Learners arrange ideas logically as they endeavour to homes and communities.
communicate. • identify injustice, especially in
• Learners evaluate their own ideas as they aim at communicating recognition of the contributions of
appropriately to their audience. different groups and individuals.
• be sensitive to the inter-relatedness of
various aspects of life.

SEL: To promote holistic learning, social

and emotional learning strategies must be
consciously integrated in the teaching and
learning process through;
• working in collaborative ways.
• developing habits of turn-taking in
diverse communicative settings.

152 | ENGLISH LANGUAGE

• negotiating conflicts constructively.
• sharing their opinions to grow in
awareness of their own emotional
reaction and to notice the facial
expressions and posture of others.
• learning to interact with others in
meaningful and positive ways, which
can lead to a reduction in selfish
behaviours.
• tolerating one another in a group as
they play and learn.
• accepting responsibility for one's own
actions and inactions.

National Core Values: Respect,

tolerance, friendliness, open-mindedness,
patience, hard work, humility, teamwork

ENGLISH LANGUAGE | 153

 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.4.1.CS.1 1.4.1.LI.1 1.4.1.AS.1
Research to build and Retrieve information from print and digital sources using in-text referencing and citation Level 1 Recall
present knowledge. to organise and present in writing. Level 2 Skills of
conceptual
Talk for Learning (TfL): understanding
• Learners, collaborating with one another in mixed ability groups, examine sample materials Level 3 Strategic
(sample essay, passages from books, journals, sample texts from social media) and discuss the reasoning
structure of a linear narrative essay: Level 4 Extended
i. Introductory paragraph containing: critical thinking and
• Central Idea (for the essay) reasoning
• Supporting sentences (to serve as topic sentences in the body paragraphs).
ii. Body paragraphs (containing main ideas—topic sentences),
iii. Concluding paragraph
• Learners apply various useful strategies to compose their concluding paragraphs.

Note: Learners use the appropriate linking words that show linearity, e.g. first, then, further, finally, …

Critical Thinking Skills:

• Critical thinking entails analysis and evaluation. Therefore, learners acquire critical thinking and
problem-solving skills as they analyse their topics and systematically organise their ideas to
develop the plot structure of the story; the beginning, rising action, climax, falling action and
conclusion.
• Learners use devices such as metaphors, similes, personification, imagery, hyperbole, and
alliteration to bring out the style of a narrative piece.
• Learners use appropriate expressions to link ideas or sentences in a paragraph for coherence. E.g.
besides, in addition, moreover, again, furthermore, etc.
• Communication skills are acquired as learners share their ideas with peers and accept
constructive feedback through communication and collaboration in order to achieve the basic
required skills.

154 | ENGLISH LANGUAGE

 Individual Work:
• Learners individually compose an introductory paragraph containing the following:
i. Central idea (suitable for an essay)
ii. Supporting sentences linked with appropriate cohesive devices (and, before, since, while, as,
until etc.), suitable background information and a conclusion
• Learners individually design story maps as guides and compose body paragraphs and concluding
paragraphs.
• Learners appreciate the value of respect for one another in their groups.
Teaching and • Sample essay
Learning Resources • Passages from books
• Journals
• Sample texts from social media
• Story map etc.

ENGLISH LANGUAGE | 155

 Subject ENGLISH LANGUAGE
Strand 5. LITERATURE
Sub-Strand 1. POETRY, NARRATIVE AND DRAMA

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
2.5.1.LO.1
Analyse different types of Communication and Collaboration: GESI: Collaborating as a team in an inclusive way, sharing
poems. • Learners identify thematic issues in poems and utilise knowledge to promote understanding among groups and
this in communicating with others. individuals leads to:
• Learners develop skills of oratory. • respect individuals of different linguistic backgrounds.
• embrace diversity and practice inclusion.
Critical Thinking and Problem Solving: • examine and dispel misconceptions/ myths about
• Learners develop flexibility as they arrange ideas, gender in relation to language and communication.
which are not in normal sequence. • interrogate stereotypes and biases about gender and
• Learners’ reasoning skills are enhanced and they are language use in their homes and communities.
able to adapt to varied situations. • identify injustice, especially in recognition of the
contributions of different groups and individuals.
• be sensitive to the inter-relatedness of various aspects
of life.

SEL:
• Recognition of one's own behaviour to make informed
judgement.
• Negotiate conflict constructively.
• Cooperate with others.
• Appreciate the poem devoid of personal sentiments
and biases.
• Sharing opinions with one another.
• Learn to interact with others in meaningful ways.

National Core Values: Respect, tolerance, integrity,

responsibility, kindness, bravery, citizenship, determination,

156 | ENGLISH LANGUAGE

 friendliness, open-mindedness, patience, hard work,
humility
2.5.1.LO.2
Analyse common themes that Critical Thinking and Problem Solving: GESI: Learners learn in an environment which promotes
make up poems./Analyse • Learners analyse poems and other texts for their gender equality and social inclusion and are able to:
common themes in poems. underlying meanings to solve problems effectively. • respect individuals of different linguistic backgrounds.
• Learners evaluate societal issues by applying the • embrace diversity and practice inclusion.
knowledge acquired in examining poems. • examine and dispel misconceptions/ myths about
gender in relation to language and communication.
Leadership and Personal Development: • interrogate stereotypes and biases about gender and
• Learners identify themes, appropriate them as leaders language use in their homes and communities.
and apply them in their leadership roles. • identify injustice, especially in recognition of the
• Learners acquire the rhetorical strategies in poems contributions
and apply this in their own communication. of different groups and individuals.
• be sensitive to the inter-relatedness of various aspects
of life.

SEL: Consciously develop the learning strategies that

ensure that learners:
• share their opinions to grow in awareness of their own
emotional reactions.
• notice the facial expressions and posture of others as
they share their experiences.
• ask questions that relate to the actions of people in
texts and stories.
• learn to interact with others in meaningful and positive
ways, which can lead to a reduction in selfish
behaviours.
• tolerate the views of others.

National Core Values: Respect, tolerance, integrity,

responsibility, kindness, bravery, citizenship, determination,
friendliness, open-mindedness, patience, hard work,
humility

ENGLISH LANGUAGE | 157

 2.5.1.LO.3
Apply imagery and figurative Communication and Collaboration: GESI: Learners learn in an environment which promotes
language in texts. • Learners craft their own communication in language gender equality and social inclusion and are able to:
that can appeal to their audience. • respect individuals of different linguistic, beliefs,
religions and cultural backgrounds.
Leadership and Personal Development: • embrace diversity and practice inclusion.
• Learners individually or in groups identify the • examine and dispel misconceptions/ myths about
importance of imagery in personal communication. gender in relation to language and communication.
• Learners apply imagery when communicating as • interrogate stereotypes and biases about gender and
leaders to appeal to their audience. language use in their homes and communities.
• identify injustice, especially in recognition of the
contributions
of different groups and individuals.
• be sensitive to the inter-relatedness of various aspects
of life

SEL:
• Share their opinions to grow in awareness of their own
emotional reactions.
• Notice the facial expressions and posture of others as
they share their experiences.
• Ask questions that relate to the actions of people in
texts and stories.
• Learn to interact with others in meaningful and positive
ways, which can lead to a reduction in selfish
behaviours.
• Tolerate the views of others.

National Core Values: Respect, tolerance, integrity,

responsibility, kindness, bravery, citizenship, determination,
friendliness, open-mindedness, patience, hard work,
humility

158 | ENGLISH LANGUAGE

Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.5.1.CS.1 2.5.1.LI.1 2.5.1.AS.1
Demonstrate Respond and appreciate different types of non-African poems. Level 1 Recall
understanding of how Level 2 Skills of
various elements of Experiential Learning: Compare the structure and language of two non-African poems by conceptual
literary genres facilitate different poets in mixed ability groups and explore how the writers portray meaning. understanding
the understanding of a Level 3 Strategic
text. Talk for Learning Approaches: Using the talk for learning approach, learners in mixed ability reasoning
groups, create poems using appropriate language, structures and techniques identified in the poems Level 4 Extended critical
used earlier to convey meaning. thinking and reasoning
1. Peer-edit and analyse poems created.
2. Learners perform poems in class.
3. Publish the poems on notice boards in the school, school magazine, etc.

Communication and Collaboration Skills: Learners in their mixed ability groups, perform their
poems orally and explore the meaning. Learners take into consideration diction, intonation and
punctuations as well as tolerance and respect for one another.
Teaching and • Level appropriate non-African • Level-appropriate texts • Learner-made texts
Learning Resources poems • Selected passages
• Learner made/created poems

ENGLISH LANGUAGE | 159

 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.5.1.CS.2 2.5.1.LI.1 2.5.1.AS.1
Demonstrate Explore common themes in poems. Level 1 Recall
understanding of how Level 2 Skills of
various elements of Using Warm-up Games: Learners sit in a circle and choose a word—everyone must take turns conceptual
literary genres facilitate coming up with a rhyme but if they repeat a word or take too long, the game is over. It’s just a fun understanding
the understanding of a little way to start off the class. Level 3 Strategic
text reasoning
Talk for Learning: Learners in mixed ability groupings compare how a common theme is Level 4 Extended critical
presented in different poems. Learners need to tolerate one another’s views in the discussion. thinking and reasoning

Build on What Others Say: Learners in pairs, build on what others say to elaborate their
points/ideas about the poems they compared without any restrictions.

Experiential Learning: Learners in their convenient groups, select a theme and present in
another form (poetry, story etc.) in a collaborative manner.

Think-Pair-Share: Using think-square-pair, have learners present their final ideas in their
convenient groups respecting diverse ideas.

2.5.1.LI.2 2.5.1.AS.2
Use Imagery (expressive and figurative language) in texts. Level 1 Recall
Level 2 Skills of
Collaborative Learning: Learners work collaboratively in pairs to identify the structure of conceptual
expressive and figurative language to create images and atmosphere in texts. understanding
Level 3 Strategic
Experiential Learning: Learners in mixed ability groups, explore the use of imagery (literary reasoning
devices) using a text, poem or story for role-play or dialogue. Learners take note of respect and Level 4 Extended critical
diversity of ideas. thinking and reasoning

Task-Based Learning: Create a performance text using imagery for play or stage.

160 | ENGLISH LANGUAGE

Teaching and • Level appropriate texts/ passages
Learning Resources • Learner-made texts
• Texts chosen should cover both feminine and masculine gender characters
• Text should be simple for learners to identify imagery and figurative language easily

ENGLISH LANGUAGE | 161

 YEAR THREE

162 | ENGLISH LANGUAGE

 Subject ENGLISH LANGUAGE
Strand 1. ORAL LANGUAGE
Sub-Strand 1. ENGLISH SPEECH SOUNDS

Learning Outcomes 21st Century Skills and Competencies GESI5, SEL6 and Shared National Values
3.1.1.LO.1
Articulate paralinguistic features Communication and Collaboration: GESI: Collaborating and communicating well in a team
(stress, intonation) effectively in oral • Learners communicate with clarity and confidence. in an inclusive way, leads to:
communication. • Learners cultivate team spirit and work • being aware of personal biases and stereotypes.
collaboratively. • embracing diversity and practice inclusion.
• peaceful coexistence among different religions,
Critical Thinking and Problem Solving: Learners cultures, diverse linguistic backgrounds and people
develop critical-thinking skills by reflecting on key with special needs.
properties of speech such as stress that result in • building and maintaining healthy social relationships.
meaningful communication. • good team spirit and unity among learners in diverse
communication settings.

SEL: To promote holistic learning, social and emotional

learning strategies must consciously be integrated in the
teaching and learning process through;
• respecting individual capabilities and adapt to the
needs of others in different social settings.
• resolving interpersonal conflicts with each other.
• tolerating one another in a group as they
communicate and collaborate with one another.
• learning from others and respect each other’s views
and opinions in diverse speech context.
• understanding, relating to and being sensitive to
others’ choice of words in both academic and social
discourses.

5
Gender Equality and Social Inclusion
6
Socio-Emotional Learning

ENGLISH LANGUAGE | 163

 National Core Values: Respect, tolerance,
friendliness, open mindedness, patience, hard work,
humility

164 | ENGLISH LANGUAGE

Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Competencies, Assessment
and GESI
3.1.1.CS.1 3.1.1.LI.1 3.1.1.AS.1
Demonstrate Use stress appropriately in sentences and in disyllabic and polysyllabic words. Level 1 Recall
knowledge and Level 2 Skills of
understanding of Collaborative Learning: Learners work in their mixed-ability groups to reflect on other properties of conceptual
speech sounds in oral speech (e.g., stress), which extend beyond the individual sound segments (vowels and consonants). With understanding
communication. appropriate examples, learners come to understand how stress (placing prominence) on certain words Level 3 Strategic
or parts of a word (syllable) aids in communicating meaningfully. This activity will make learners reasoning
communicate with clarity and confidence in different communicative contexts, develop team spirit and Level 4 Extended
embrace diversity. critical thinking and
reasoning
Class Discussion:
• Learners listen to a model text (teacher led, tape recorded, YouTube video, etc.) uttered in level
tone, with no emphasis on content or main words.
• Learners listen and reflect on the text, record their observations, and note the reactions of their
peers, using the following questions:
Example: Does the reading of the text sound monotonous or not? Does it sound right or not? Does
it sound natural or not?
• Learners listen to a second reading or recording of the same text with emphasis on content or main
words and note down their own and or peers’ reactions with the guide of these questions: e.g., does
laying emphasis on certain words in the text sound more natural, smooth and meaningful?
• In pairs, learners identify the words, which are stressed and those that are not stressed. E.g, content
words are stressed and grammatical words are not stressed.
• In pairs, learners refer to appropriate reference materials (e.g. dictionary) to observe stress marking
on disyllabic and polysyllabic words.
• In groups, learners listen to model oral texts (teacher led, tape recording, YouTube video, etc.) to
observe stress marking in natural conversation.
• In pairs, learners take turns to read out model texts, emphasising the stressed syllable/words.
• Individually, learners do a recording of their reading of a text.
• Learners then play the recorded reading to themselves paying attention to their articulation of
stressed/unstressed syllables, content and grammatical words in connected speech.
• Learners are guided to appreciate the different competencies of individuals and learn to
communicate effectively in English.

ENGLISH LANGUAGE | 165

 3.1.1.LI.2 3.1.1.AS.2
Use intonation appropriately for different communicative functions. Level 1 Recall
Level 2 Skills of
Collaborative Learning: conceptual
• Learners in their mixed-ability groups, communicate confidently by employing varied intonation understanding
patterns to express different meanings as they learn from their peers, understand, and respect their Level 3 Strategic
needs, perspectives and actions. reasoning
• Learners in pairs/small groups, pick a familiar word (come, go, etc.) or a sentence (Where are you Level 4 Extended
going? They did not come., etc.). critical thinking and
Note: The word/sentence should be accompanied by one or two scenarios (You are asking a question; You reasoning
are angry; You need confirmation, etc.).
• With the same word/sentence, learners then practice how to depict the various scenarios or
emotions/moods/feelings, using a rising or falling intonation.
• Learners practise more rising/falling intonation from word/sentence cards or audio texts to express
different communicative functions.
• Through this, learners will learn to work in groups to tolerate others' opinions and embrace
diversity as they use the English Language.

Note: Learners should be encouraged to sound natural.

Teaching and • Audio recordings
Learning Resources • Visual aids such as sound charts (i.e. sounds in different colour backgrounds), pictures, props, regalia, etc.
• Minimal pair aids
• Materials such as pictures or books with speech sounds, dictionaries (print/audio)
• Audio-visual aids e.g. YouTube videos, television, recording devices (tape recorders, mobile phones), etc.

166 | ENGLISH LANGUAGE

Subject ENGLISH LANGUAGE
Strand 1. ORAL LANGUAGE
Sub-Strand 2. LISTENING COMPREHENSION

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
3.1.2.LO.1
Evaluate key information from level Communication and Collaboration: GESI: Collaborating and communicating
appropriate oral texts. • Learners listen carefully to others in any communicative process. well in a team in an inclusive way, as well
• Learners foster teamwork and collaboration to communicate well. as listening attentively to others leads
to:
Critical Thinking and Problem Solving: • being aware of personal biases and
• Learners evaluate any message to identify the salient issues. stereotypes
• Learners draw effective conclusions to respond appropriately to • embracing diversity and practice
any situation. inclusion
• peaceful coexistence among
Lifelong Learning: different religions, cultures, diverse
• Learners acquire valuable listening skills for lifelong learning and linguistic backgrounds and people
become adept at listening in all social interactions, including with special needs.
electronic communication. • building and maintaining healthy
• Listening encourages camaraderie, teamwork, and collaboration, all social relationships.
of which lead to better communication abilities. • good team spirit and unity among
learners in diverse communication
settings.

SEL: To promote holistic learning,

social and emotional learning strategies
must consciously be integrated in the
teaching and learning process through;
• respecting individual capabilities and
adapt to the needs of others in
different social settings.
• resolving interpersonal conflicts with
each other.

ENGLISH LANGUAGE | 167

 • tolerating one another in a group as
they communicate and collaborate
with one another.
• learning from others and respect
each other’s views and opinions in
diverse speech context.
• understanding, relating to and being
sensitive to others’ choice of words
in both academic and social
discourses.

National Core Values: Respect,

tolerance, friendliness, open-
mindedness, patience, hard work,
humility

168 | ENGLISH LANGUAGE

Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.1.2.CS.1 3.1.2.LI.1 3.1.2.AS.1
Demonstrate the ability Form judgements and share opinions on varied interactive texts with other speakers in Level 1 Recall
to listen critically, class. Level 2 Skills of
extract and construct conceptual
varied levels of meaning Talk for Learning: understanding
from any oral • Learners in their mixed ability groups engage in meaningful discussion on a text. Learners take Level 3 Strategic
communication. turns to share their opinions on the text with their peers. reasoning
• Use the following leading questions to guide learners listen to and infer the main concept from an Level 4 Extended
oral text (audio recordings, movies, stories, narrations, etc.) that is appropriate for their level .E.g, critical thinking
1. What does the speaker (or speakers) relate to? and reasoning
2. What information does the speaker want me to have? Etc.
3. Who are the story's main characters? What are the settings, and events?
• Learners, in turns, share their understanding of issues raised in the text, while their peers also
play the role of listeners.

Note: All learners must be encouraged to share their opinions. Learners should practise the policy of ‘no
response is wrong’ and tolerate others’ opinions, while developing leadership skills that will be beneficial in
their social interactions.
3.1.2.LI.2 3.1.2.AS.2
Use question techniques to discuss level appropriate oral texts. Level 1 Recall
Level 2 Skills of
Building on What Others Say: Learners in their mixed-ability groups learn from each other by conceptual
reflecting on what individuals have said and asking critical questions to build on what others have said. understanding
Through this, learners develop their communication and collaboration skills while using gender- Level 3 Strategic
responsive language. reasoning
Level 4 Extended
Example: 5-Whys activity: critical thinking
• Learners in small groups use questions to critically interrogate opinions shared by their peers on and reasoning
stories read/listened to.
• Learners then engage in a class discussion, to critically ask questions enabling them to reflect on
their peers’ responses, in relation to their prior knowledge and previous experiences.

ENGLISH LANGUAGE | 169

 • Learners develop critical thinking and problem-solving skills as they extract and reflect on the
meaning of the texts. Learners by this activity enhance their personal and leadership skills.
Teaching and • Audio recordings
Learning Resources • Visual aids such as sound charts (i.e. sounds in different colour backgrounds), pictures, props, realia, etc.
• Minimal pair aids
• Materials such as pictures or books with speech sounds, dictionaries (print/audio)
• Audio-visual aids e.g. YouTube videos, television, recording devices (tape recorders, mobile phones), etc.

170 | ENGLISH LANGUAGE

Subject ENGLISH LANGUAGE
Strand 1. ORAL LANGUAGE
Sub-Strand 3. CONVERSATION/COMMUNICATION

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
3.1.3.LO.1
Use effective strategies to Communication and Collaboration: GESI: Collaborating and communicating well in a
engage in extensive talk on • Learners use conversational strategies they have learned to team in an inclusive way, as well as listening
both local and global issues. communicate effectively in a variety of contexts. attentively to others leads to:
• Learners cooperate with one another utilising appropriate • peaceful coexistence among different religions,
word choices in their everyday language through pair or cultures, diverse linguistic backgrounds and
group discussions. people with special needs.
• Learners collaborate with peers when they create and enact • building and maintaining healthy social
speech together. relationships.
• good team spirit and unity among learners in
Critical Thinking and Problem Solving: diverse communication setting
• Learners unearth their creativity and critical-thinking skills
through impromptu speech delivery and other types of SEL:
speech. To promote holistic learning, social and emotional
• Learners apply critical-thinking skills to lessen the likelihood learning strategies must consciously be integrated
of interpersonal disputes occasioned by misinterpreted in the teaching and learning process through;
language. • respecting individual capabilities and adapt to
the needs of others in different social settings.
• resolving interpersonal conflicts with each
other.
• tolerating one another in a group as they
communicate and collaborate with one
another.
• learning from others and respect one another’s
views and opinions in diverse speech context.
• understanding, relating to and being sensitive to
others’ choice of words in both academic and
social discourses.

ENGLISH LANGUAGE | 171

 National Core Values: Respect, tolerance,
friendliness, open-mindedness, patience, hard work,
humility

172 | ENGLISH LANGUAGE

Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.1.3.CS.1 3.1.3.LI.1 3.1.3.AS.1
Demonstrate effective Identify and discuss various styles and strategies of speech delivery. Level 1 Recall
use of communicative Level 2 Skills of
strategies in a variety of Talk for Learning (TFL): conceptual
speech situations. • Learners brainstorm different types of speech situations (e.g: prepared/scripted, understanding
extemporaneous, memorised, etc.) and cite specific examples of each. Level 3 Strategic
• Learners think-pair-share the various speech styles (formal, casual, consultative, etc.) and reasoning
strategies of speech delivery. Level 4 Extended
critical thinking and
E.g., Learners should be mindful of the following: reasoning
• Verbal skills: style, volume, speed/pace, pauses, voice modulation, enunciation, etc.
• Non-verbal skills: eye contact, gestures, facial expressions, movements, mannerisms, etc.

• Learners in their mixed-ability groups engage in extensive talk on given topics, of both local and
global relevance. Learners with little support confidently present their thoughts on issues that
span across different fields, including STEM. Through this, learners become creative and
confident in doing individual presentations on given issues/topics and also willing to lead group
presentations in class.
• Learners, individually/in pairs, create and present different types of speech on different topics.
3.1.3.LI.2 3.1.3.AS.2
Ask and respond to critical questions about topical issues happening both locally and Level 1 Recall
globally. Level 2 Skills of
conceptual
Building on What Others Say: In dialogues, learners question given structures in society and understanding
meaningfully interact with their peers on such local and global issues. Level 3 Strategic
reasoning
Pick & Speak: Level 4 Extended
• Learners, individually/in pairs/in groups, pick topic cards from a group of cards and speak to the critical thinking and
issue written on the card. reasoning
• Learners communicate using words carefully by considering the gender, ethnicity, status, and
preferences of other speakers.

ENGLISH LANGUAGE | 173

 Teaching and • A list of level-appropriate topics for discussions
Learning Resources • Short passages or stories (e.g. page turners)
• Visuals, audio tapes, audio-visuals
• A list of level-appropriate topics for discussion (written on cards)
• Conversation practice games
• Wall pictures about different scenes, audio visuals about a particular situation or profession, short drama or role play by
two or more characters

174 | ENGLISH LANGUAGE

Subject ENGLISH LANGUAGE
Strand 2. READING
Sub-Strand 1. READING COMPREHENSION

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
3.2.1.LO.1
Employ knowledge of text Communication and Collaboration: Learners, working in GESI: Learners learn in an environment which
comprehension strategies and groups, can share ideas with peers and accept constructive promotes gender equality and social inclusion and are
levels of text comprehension feedback. able to:
to analyse and interpret • respect individuals of different linguistic
different kinds of texts Critical Thinking and Problem Solving: backgrounds.
• Learners engage in critical thinking and problem solving as • embrace diversity and practice inclusion.
they interact with selected texts. • examine and dispel misconceptions/ myths about
• Learners develop problem-solving skills as they apply gender in relation to language and communication.
various reading strategies. • interrogate stereotypes and biases about gender
• Learners think critically to reflect on their learning. and language use in their homes and communities.
• identify injustice, especially in recognition of the
Creativity and Innovation: contributions of different groups and individuals.
• Learners develop creative skills as they analyse texts and • be sensitive to the inter-relatedness of various
come up with ideas in responding to texts. aspects of life.
• Learners create and critique one another’s text.
SEL: To promote holistic learning, social and
emotional learning strategies must consciously be
integrated in the teaching and learning process
through;
• developing relationships that make learners
sensitive to one another’s feelings.
• writing collaboratively.
• interacting with others in meaningful ways.
• accepting responsibility for their actions.
• accepting roles and responsibilities that help
learners develop leadership skills.

ENGLISH LANGUAGE | 175

 National Core Values: Respect, tolerance,
friendliness, open-mindedness, patience, hard work,
humility

3.2.1.LO.2
Exhibit increasing confidence Communication and Collaboration: Learners enhance GESI: Learners learn in an environment which
and interest in independent their communication and collaboration skills as they work promotes gender equality and social inclusion and are
reading and text analysis. together in their groups. able to:
• respect individuals of different linguistic
Critical Thinking and Problem Solving: Learners develop backgrounds.
problem- solving skills when dealing with the complexity of • embrace diversity and practice inclusion.
texts. • examine and dispel misconceptions/ myths about
gender in relation to language and communication.
• interrogate stereotypes and biases about gender
and language use in their homes and communities.
• identify injustice, especially in recognition of the
contributions of different groups and individuals.
• be sensitive to the inter-relatedness of various
aspects of life.

SEL: To promote holistic learning, social and

emotional learning strategies must consciously be
integrated in the teaching and learning process
through;
• developing relationships that make learners
sensitive to one another’s feelings.
• writing collaboratively.
• interacting with others in meaningful ways.
• accepting responsibility for their actions.
• accepting roles and responsibilities that help
learners develop leadership skills.

176 | ENGLISH LANGUAGE

National Core Values: Respect, tolerance,
friendliness, open-mindedness, patience, hard work,
humility

ENGLISH LANGUAGE | 177

 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.2.1.CS.1 3.2.1.LI.1 3.2.1.AS.1
Demonstrate Explore more advanced comprehension text strategies to enhance comprehension and Level 1 Recall
understanding of interaction with a variety of complex texts. Level 2 Skills of
different types of conceptual
reading strategies and Group Work/Collaborative Learning: understanding
use them to interact Learners use advanced text comprehension strategies to analyse and interpret a variety of texts for Level 3 Strategic
with a variety of level enhanced comprehension. reasoning
appropriate texts. Level 4 Extended
Reciprocal Teaching as a Collaborative Strategy critical thinking
• Learners work collaboratively to read a text or section of a text together as a class. and reasoning
• The text must be devoid of gender bias language and characters to enable learners to interrogate
their own stereotype about gender.
• Start with a short, simple-structure text and move to complex and lengthy texts as learners
become familiar with the strategy
• In mixed ability/mixed gender groups of four, learners work collaboratively to analyse a text with
each group member being assigned a specific task:
1. The Questioner (responsible for formulating two questions based on the text)
2. The Clarifier (responsible for finding two unknown words or ideas in the text)
3. The Summarizer (responsible for drawing a picture that represents the main idea of the text)
and
4. The Predictor (responsible for predicting what might happen if the text was to continue).

• Learners listen to the teacher walk them through the Reciprocal Teaching Worksheets and without
talking to any member of the group, each learner works independently on his/her worksheet to
complete their portions of the first part of the worksheet.

Talk for Learning:

• Learners work collaboratively to critically discuss and complete the second part of the worksheet.
• Groups start with the questioner box, finding answers to the Questioner’s two questions.
• Next, the groups work together to define or explain the Clarifier’s unknown words or ideas.
• The Summariser then shows the group his or her picture. The rest of the group works together to
draw a similar picture on their worksheets.

178 | ENGLISH LANGUAGE

• They collaboratively write two or three-sentence summary under the picture.
• The group learns to tolerate and respect one another’s views.
• Finally, the Predictor reveals his or her prediction and the group members record the prediction
on their own papers.
• Then the group works together to find evidence in the text that supports the prediction.

• Leadership roles should be assigned to both male and female members to enable learners to
challenge traditional gender roles and advocate for inclusion.
• The groups share their work with the rest of the class for peer review and to reflect on what they
have learnt as well as how they have learnt it.

Talk for Learning (TFL):

Metacognitive strategies
• Learners apply metacognitive strategies to critically analyse complex texts.
• Learners practise this close reading activity on short but complex texts. They read the text three
times.
• Text must be devoid of gender bias language to enable learners embrace gender equality.
• Learners do the first reading independently and silently focusing on key ideas and details by using
metacognitive markers in the margin of the text (to indicate what is not clear and how it will be
made clearer, e.g. it will be reread, the preceding paragraphs will be read for a clue, etc.).
• Learners do the second reading by focusing on the craft and structure of the text.
• They listen to the teacher read the text aloud. Learners in turn circle unknown words, highlight
main ideas and underline key details as examples of activities for focusing on meaning
• In mixed ability/mixed gender groups, learners do the third reading to synthesise and apply
information from the text by answering text-based questions, connecting the text to other sources
of information (self, another text or the world) or analyse specific literary devices as examples of
text analysis activities.
• Learners share their work with other members of the class for peer feedback (to enable learners
develop problem solving competences).

Experiential Learning:
Learners use a combination of reading and text comprehension strategies learnt in the lower classes to
interact with a variety of texts appropriately.

ENGLISH LANGUAGE | 179

 • Learners read a variety of texts (fiction or nonfiction), ranging from simple to complex and more
complex structures silently using a combination of text comprehension strategies learnt earlier to
enhance their comprehension.
ü Learners can predict a text, skim the text for the gist; scan for specific answers, read the text
closely for deeper understanding, visualize the text as they read to enhance their
understanding, etc.
• Learners identify and classify questions asked on each of the passages according to their types; and
work in pairs to answer each question appropriately.
• Ask questions that will make learners answer a variety of questions: literal, inferential, critical
(evaluation) questions as well as vocabulary and lexical questions on given texts.
3.2.1.LI.2 3.2.1.AS.2
Extensively read and analyse a variety of texts. Level 1 Recall
Level 2 Skills of
Group Work/Collaborative Learning: conceptual
Learners use Collaborative Annotation to analyse and appreciate a variety of texts. understanding
• In mixed ability/mixed gender groups of 3-5 members, learners listen to the teacher read a text Level 3 Strategic
aloud and lead them to critically annotate (write their thoughts about the text on a copy of the reasoning
text) the text. Level 4 Extended
• The text should be simple yet highly interesting and devoid of gender and inclusive bias statements. critical thinking
• Learners sit around the text reading it silently and analysing it collaboratively by writing their and reasoning
comments about the texts in the margin. (e.g., The main character in this text is….)
• Learners can interact with one another only via writing.
• Have each group member write his/her name in a different colour and write comments in the
margin of the text using the same colour.
• Go round with your own coloured pen and make comments for groups to respond to. Ask
learners questions (on paper) about their thoughts related to an issue in the text (e.g., Why do you
think the rich king wants to take the small country?)
• At the end of the activity, groups share their responses (annotations) with the class orally while the
rest listen and make inputs.
• Learners should be encouraged to appreciate the different competences of individual groups.
• Females and males should be assigned group leadership to enable learners challenge traditional
gender roles.
• Learners critique one another’s work to enable them develop problem solving competence.

180 | ENGLISH LANGUAGE

 3.2.1.LI.3 3.2.1.AS.3
Create extension for a variety of texts. Level 1 Recall
Level 2 Skills of
Group Work/Collaborative Learning: conceptual
Learners read and create an extension for a variety of texts including poems. understanding
• Learners listen to a popular story (possibly from one of their Core Literature books) read aloud to Level 3 Strategic
them by the teacher. reasoning
• Working in pairs, learners brainstorm and collaboratively create an extension for the story. Level 4 Extended
• Each pair shares their story with another pair and together they review their ideas and revise the critical thinking
extension to make it better. and reasoning
• Groups should be encouraged to tolerate and respect each member’s views.

Gallery Walk
• Each group pastes their extension on the classroom walls for a gallery walk.
• Learners critique one another’s work positively after the gallery walk.
• Give learners the opportunity to create an extension for a variety of literary works (prose, drama
or poem) in a similar manner.
Teaching and • Copies of a variety of texts for collaborative annotation • A variety of texts including drama and poems
Learning Resources activities
• A variety of coloured markers or pens

ENGLISH LANGUAGE | 181

 Subject ENGLISH LANGUAGE
Strand 2. READING
Sub-Strand 2. SUMMARISING

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
3.2.2.LO.1
Engage advanced strategies to Communication and Collaboration: Learners develop GESI:
summarise a variety of texts (with communication and collaboration skills from working in Learners learn in an environment which promotes
simple and complex structures). groups and contributing to discussions. gender equality and social inclusion and can:
• respect individuals of different linguistic
Critical Thinking and Problem Solving: Learners backgrounds.
apply critical thinking skills when they are engaged in • embrace diversity and practice inclusion.
working on texts of varying difficulty, by applying summary • examine and dispel misconceptions/ myths about
writing strategies. gender in relation to language and
communication.
Leadership and Personal Development: Learners act • interrogate stereotypes and biases about gender
as leaders of their groups, working towards solving the and language use in their homes and
given tasks. Through this, they develop self-confidence in communities.
dealing with such tasks while learning to work with team • identify injustice, especially in recognition of the
members. contributions of different groups and individuals.
• be sensitive to the inter-relatedness of various
aspects of life.

SEL: To promote holistic learning, social and

emotional learning strategies must consciously be
integrated in the teaching and learning process
through;
• developing relationships that make learners
sensitive to one another’s feelings.
• writing collaboratively.
• interacting with others in meaningful ways.
• accepting responsibility for their actions.

182 | ENGLISH LANGUAGE

• accepting roles and responsibilities that help
learners develop leadership skills.

National Core Values: Respect, tolerance,

friendliness, open-mindedness, patience, hard work,
humility

ENGLISH LANGUAGE | 183

 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.2.2.CS.1 3.2.2.LI.1 3.2.2.AS.1
Demonstrate in-depth Apply strategies for summarising a variety of texts. Level 1 Recall
understanding of texts of Level 2 Skills of
varied lengths. Group Work/Collaborative Learning: conceptual
• Learners write a summary of given texts by giving a brief outline or synopsis of the text’s main understanding
points in their own words. Level 3 Strategic
• Learners silently and critically read a given text using their preferred close reading strategies to reasoning
enhance comprehension. Level 4 Extended
• Texts should be devoid of gender and inclusion bias language to enable learners to embrace critical thinking
inclusion and gender equality. and reasoning
• Learners work collaboratively in mixed ability/mixed gender groups to break the paragraphs of
the texts into main ideas and supporting ideas.
• Learners should be encouraged to respect and tolerate individual views to enable them to
embrace diversity of opinions as depicted by their personality.
• Learners apply a variety of summarising strategies learnt at the lower grades to summarise the
text.
• Groups reflect on the task and share what they have done with the class for peer feedback.
They talk about the strategies that worked for them and those that did not, giving reasons.

Note: Start with simple (to understand) informational texts. Text should be short and be on a topic that will
interest learners, (e.g., holiday events, dealing with adolescent problems, etc.). Ensure the text is devoid of
gender bias language to enable learners interrogate their own stereotype about gender.
3.2.2.LI.2 3.2.2.AS.2
Answer a variety of summary questions on texts of varied lengths. Level 1 Recall
Level 2 Skills of
Experiential Learning: conceptual
• Learners read a variety of texts, including extracts from Core Literature books and answer understanding
summary questions on them. Level 3 Strategic
• Working in mixed ability/mixed gender groups, learners collaboratively read the introductory reasoning
and concluding paragraphs of a given text to predict what the text is about. Level 4 Extended
• Learners critically read the whole text closely to gain a better understanding of the text. critical thinking
and reasoning

184 | ENGLISH LANGUAGE

 • In response to probing questions, learners analyse and filter the silly details of each paragraph
from the important details.
E.g., Which sentence in this paragraph do you think carries the message of the paragraph (the topic
sentence)?

• Which sentences explain the topic sentence or give examples of what the message of the topic
sentence is? Are there some sentences in the paragraph that are not?
• Based on this analysis, learners summarise paragraphs into several sentences.
• Give learners the opportunity to practise answering a variety of summary questions this way.
• Group leadership should be assigned to both male and female members to enable learners
challenge traditional gender roles.

Teaching and • Copies of a variety of texts for collaborative annotation activities

Learning Resources • A variety of texts including drama and poems
• A variety of texts (informational and fiction) of varied length and levels of difficulty.
• Informational texts should be drawn from STEM and other cross-curricular fields.
• A variety of texts for practising summarising including extracts from the Core Literature set books (texts should be
devoid of gender bias language to enable learners to embrace gender equality)

ENGLISH LANGUAGE | 185

 Subject ENGLISH LANGUAGE
Strand 3. GRAMMAR USAGE
Sub-Strand 1. GRAMMAR

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
3.3.1.LO.1
Identify and use the different types Communication and Collaboration: GESI: Learners learn in an environment which
of phrases/clauses in speech and • Learners collaborate and learn from one another. promotes gender equality and social inclusion and
creative writing. • Learners communicate effectively by employing various are able to:
clause types. • respect individuals of different linguistic
backgrounds.
Digital Literacy: By watching videos and discussing topics, • embrace diversity and practice inclusion.
learners gain familiarity with the use of technological tools • examine and dispel misconceptions/ myths about
and their usefulness. gender in relation to language and
communication.
• interrogate stereotypes and biases about gender
and language use in their homes and
communities.
• identify injustice, especially in recognition of the
contributions of different groups and individuals.
• be sensitive to the inter-relatedness of various
aspects of life.

SEL: To promote holistic learning, social and

emotional learning strategies must be consciously
integrated in the teaching and learning process
through;
• working in collaborative ways.
• developing habits of turn-taking in diverse
communicative settings.
• negotiating conflicts constructively.

186 | ENGLISH LANGUAGE

 • sharing their opinions to grow in awareness of
their own emotional reaction and to notice the
facial expressions and posture of others.
• learning to interact with others in meaningful and
positive ways, which can lead to a reduction in
selfish behaviours.
• tolerating one another in a group as they play
and learn.
• accepting responsibility for one’s own actions
and inactions.

National Core Values: Respect, tolerance,

friendliness, open-mindedness, patience, hard work,
humility
3.3.1.LO.2
Identify forms and use phrasal Communication and Collaboration: Working together GESI: Learners learn in an environment which
verbs to create meaning in speech in groups and pairs, learners collaborate and learn from promotes gender equality and social inclusion and
and writing. their peers. are able to:
• respect individuals of different linguistic
Digital Literacy: By watching videos and discussing topics, backgrounds.
learners gain familiarity and competence with the use of • embrace diversity and practice inclusion.
technological tools. • examine and dispel misconceptions/ myths about
gender in relation to language and
communication.
• interrogate stereotypes and biases about gender
and language use in their homes and
communities.
• identify injustice, especially in recognition of the
contributions of different groups and individuals.
• be sensitive to the inter-relatedness of various
aspects of life.

SEL: To promote holistic learning, social and

emotional learning strategies must be consciously

ENGLISH LANGUAGE | 187

 integrated in the teaching and learning process
through:
• working in collaborative ways.
• developing habits of turn-taking in diverse
communicative settings.
• negotiating conflicts constructively.
• sharing their opinions to grow in awareness of
their own emotional reaction and to notice the
facial expressions and posture of others.
• learning to interact with others in meaningful and
positive ways, which can lead to a reduction in
selfish behaviours.
• tolerating one another in a group as they play
and learn.
• accepting responsibility for one’s own actions
and inactions.

National Core Values: Respect, tolerance,

friendliness, open-mindedness, patience, hard work,
humility
3.3.1.LO.3
Apply the knowledge and use Communication and Collaboration: GESI: Learners learn in an environment which
idiomatic expressions in speech • Learners skilfully apply idiomatic expressions in various promotes gender equality and social inclusion and
and writing. communicative contexts. are able to:
• Working together in groups and pairs learners • respect individuals of different linguistic
collaborate and communicate with and learn from their backgrounds.
peers. • embrace diversity and practice inclusion.
• examine and dispel misconceptions/ myths about
Digital Literacy: Learners gain competence in the use of gender in relation to language and
technological tools by browsing the internet to watch videos communication.
and play games to enhance their use of idiomatic • Interrogate stereotypes and biases about gender
expressions. and language use in their homes and
communities.

188 | ENGLISH LANGUAGE

 • Identify injustice, especially in recognition of the
contributions of different groups and individuals.
• be sensitive to the inter-relatedness of various
aspects of life.

SEL: To promote holistic learning, social and

emotional learning strategies must be consciously
integrated in the teaching and learning process
through;
• working in collaborative ways.
• developing habits of turn-taking in diverse
communicative settings.
• negotiating conflicts constructively.
• sharing their opinions to grow in awareness of
their own emotional reaction and to notice the
facial expressions and posture of others.
• learning to interact with others in meaningful and
positive ways, which can lead to a reduction in
selfish behaviours.
• tolerating one another in a group as they play
and learn.
• accepting responsibility for one’s own actions
and inactions.

National Core Values: Respect, tolerance,

friendliness, open-mindedness, patience, hard work,
humility
3.3.1.LO.4
Apply knowledge of rules when Communication and Collaboration: GESI:
converting indirect speech to • Learners deploy the appropriate language to Learners learn in an environment which promotes
direct speech and vice versa. communicate desirably to their audience. gender equality and social inclusion and are able to:
• Learners support one another for effective teamwork. • respect individuals of different linguistic
• Learners use language to foster friendly relationships. backgrounds.
• embrace diversity and practice inclusion.

ENGLISH LANGUAGE | 189

 Digital Literacy: • examine and dispel misconceptions/ myths about
• Learners browse the Internet for more information to gender in relation to language and
write their speech. communication.
• Learners deploy digital skills acquired in other spheres • interrogate stereotypes and biases about gender
of life. and language use in their homes and
communities.
Critical Thinking and Problem Solving: • identify injustice, especially in recognition of the
• Learners evaluate issues and determine the systematic contributions of different groups and individuals.
or logical sequence in which issues must be presented in • be sensitive to the inter-relatedness of various
a speech. aspects of life.
• Learners think logically and creatively, anticipate
challenges, identify opportunities and are risk takers. SEL: To promote holistic learning, social and
emotional learning strategies must be consciously
integrated in the teaching and learning process
through;
• working in collaborative ways.
• developing habits of turn-taking in diverse
communicative settings.
• negotiating conflicts constructively.
• sharing opinions to grow in awareness of their
own emotional reaction and to notice the facial
expressions and posture of others.
• learning to interact with others in meaningful and
positive ways, which can lead to a reduction in
selfish behaviours.
• tolerating one another in a group as they play
and learn.
• accepting responsibility for one’s own actions
and inactions.

National Core Values: Respect, tolerance,

friendliness, open-mindedness, patience, hard work,
humility

190 | ENGLISH LANGUAGE

Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.3.1.CS.1 3.3.1.LI.1 3.3.1.AS.1
Apply the knowledge Use a wider range of phrases and clauses appropriately in context. Level 1 Recall
of Phrases and Clauses Level 2 Skills of
and their functions in Experiential Learning: Learners in mixed gender groups collaboratively work in teams to identify conceptual
communication. and use grammatical forms accurately in writing and in speech. E.g, In convenient groups learners understanding
identify noun clauses as subject/object/ complement/appositives in given sentences. Level 3 Strategic
reasoning
Collaborative Learning: Learners in mixed ability groups collaboratively work to construct Level 4 Extended
sentences indicating noun clauses and their functions. critical thinking and
reasoning
Problem-Based Learning: Learners in their mixed ability groups discuss effects of the use of noun
clauses in simple texts.

NB: Identification of a nominal (noun) clause – It is a clause, which as a result of its structure does the work
of a noun in the sentences in which it is found. Identification of noun clauses as subjects, objects, complements:

Example:
What you are saying is right (subject).
I know (that) I was right (direct object).
It seems (that) he will do it (complement).

Identification of types and functions of adverbial clauses.

Example: Time, Place, Condition, Manner, Concession etc. Use of appropriate subordinating
conjunctions to signal types.

Example:
Time: I saw him when he arrived.
Place: The sun shines where you are.

Concession: Although I spoke to him, he didn‘t listen etc.

Function: I saw him when he arrived – This modifies the verb ’saw‘
Types of complex adverbial clauses—proportion, purpose and comparison.

ENGLISH LANGUAGE | 191

 Example:
Proportion: As time went on so did their hopes begin to rise.
Purpose: She studies hard so she will pass her examination.
Comparison: I will work as hard as my friend does

Identification of adjective/ relative clauses - antecedent and its type of relative pronoun e.g.
who/which/whom/ whose/that e.g. This is the lady who won the national prize for scientific invention.

I received the money, which you sent me.

Defining Relative Clause: Describe the preceding noun in a way as to make it different from other
nouns of the same class.
The students who came late were punished.
The person who repairs the computer is here.
3.3.1.LI.2 3.3.1.AS.2
Use phrases and clauses to convey specific meanings in contexts adding variety and Level 1 Recall
interest to speech and writing. Level 2 Skills of
conceptual
Collaborative Learning: Learners in mixed ability groups collaboratively work to construct understanding
sentences indicating types of clauses and their functions. Level 3 Strategic
reasoning
Problem-Based Learning: Learners in their mixed ability groups analyse use of types clauses in Level 4 Extended
speech and writing. critical thinking and
reasoning
Teaching and • Selected Passages • YouTube videos
Learning Resources • Old newspapers

192 | ENGLISH LANGUAGE

Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.3.1.CS.2 3.3.1.LI.1 3.3.1.AS.1
Demonstrate mastery Identify and determine the meaning of phrasal verbs in context. Level 1 Recall
of the use of phrasal Level 2 Skills of
verbs. Experiential/Collaborative Learning: Learners in convenient groups work collaboratively to conceptual
revise the components of the simple/complex phrasal verbs and their meanings in texts. understanding
Level 3 Strategic
Example: reasoning
V + ADV, PREP look up to Level 4 Extended
Come up with critical thinking and
Stand up to reasoning
Look up for

Collaborative Learning: Learners in gender groups collaboratively team up to identify phrasal

verbs in given texts, determine what they mean and use them in developing meaningful paragraphs.

NOTE: Description of phrasal verbs.

Example:
Verb + Adverb
Look + into
Take + off

The prefect was asked to look into the issue.

Verb + Preposition
put + away
take + up
She put away the dishes.

Problem-Based Learning: Learners work in convenient groups to brainstorm the types of

complex patterns.

ENGLISH LANGUAGE | 193

 Example:
Verb + Adverbial + Preposition
I won‘t go in for such expensive clothes for school.

Verb + adv. + prep.

If you work harder, you can catch up with the rest of the class.

Verb + object + prep.

We can make room for two more guests.
Teaching and • Copies of a variety of texts for collaborative annotation • A variety of texts for practising summarising including
Learning Resources activities extracts from the Core Literature set books (texts should
• A variety of texts including drama and poems be devoid of gender bias language to enable learners to
• A variety of texts (informational and fictional) of varied embrace gender equality).
length and levels of difficulty. • Selected Passages
• Informational texts should be drawn from STEM and • Old newspapers
other cross-curricular fields.

194 | ENGLISH LANGUAGE

Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.3.1.CS.3 3.3.1.LI.1 3.3.1.AS.1
Demonstrate Explain and identify idiomatic expressions in speech and writing. Level 1 Recall
command of Level 2 Skills of
knowledge of idiomatic Collaborative Learning: Ensuring tolerance for one another’s views, learners work in mixed ability conceptual
expressions in specific groups collaborating and communicating confidently by analysing the meaning of idiomatic understanding
contexts. expressions, complex phrasal verbs etc. in given passages. Level 3 Strategic
reasoning
Problem-Based Learning: Ensuring tolerance for each other’s views, learners work in mixed ability Level 4 Extended
groups to use proverbs, complex phrasal verbs and idiomatic expressions appropriately to convey critical thinking and
specific meanings, adding variety and interest to enrich communication. reasoning

Teaching and • Selected Passages

Learning Resources • Old newspapers
• YouTube videos

ENGLISH LANGUAGE | 195

 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.3.1.CS.4 3.3.I.LI.1 3.3.1.AS.1
Understand and use Determine and use direct/indirect speech forms in context. Level 1 Recall
direct and reported Level 2 Skills of
speeches Collaborative Learning: Using conversion drills, learners dialogue converting direct speeches to conceptual
appropriately. indirect speeches and vice versa understanding
E.g, Level 3 Strategic
Razak: I‘m tired. reasoning
Aku: Razak says he is tired or Level 4 Extended
Razak said he was tired. critical thinking and
reasoning
Experiential Learning: Using role-play ensuring tolerance for one another’s views, learners work in
mixed ability groups collaborating and communicating verbally using materials from journalism and
literature to report on direct and indirect speech.

Talk for Learning: Learners use pair conversation drills to distinguish and change samples of direct
speeches into indirect/reported speeches encouraging active participation and tolerance.
Teaching and • Selected Passages • YouTube videos
Learning Resources • Old newspapers • Sample Disc jockey… (The Radio Show)

196 | ENGLISH LANGUAGE

Subject ENGLISH LANGUAGE
Strand 3. GRAMMAR USAGE
Sub-Strand 2. VOCABULARY

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
3.3.2.LO.1
Employ appropriate vocabulary in Communication and Collaboration: GESI: Learners learn in an environment which promotes
communication. • Learners employ appropriate vocabulary to gender equality and social inclusion and are able to:
communicate effectively in various contexts. • respect individuals of different linguistic backgrounds.
• Learners use language effectively in fostering • embrace diversity and practice inclusion.
unity. • examine and dispel misconceptions/ myths about
gender in relation to language and communication.
Critical Thinking and Problem Solving: • interrogate stereotypes and biases about gender and
• Learners analyse situations and employ language use in their homes and communities.
appropriate language in response to situations. • identify injustice, especially in recognition of the
• Learners communicate with the right choice of contributions of different groups and individuals.
language to diffuse tension in society. • be sensitive to the inter-relatedness of various aspects
of life.
Creativity and Innovation:
• Learners recognise language as an art and SEL: To promote holistic learning, social and emotional
employ this to educate, inform, persuade and learning strategies must be consciously integrated in the
entertain. teaching and learning process through;
• Learners choose appropriate language to suit • working in collaborative ways.
specific speech situations. • developing habits of turn-taking in diverse
communicative settings.
• negotiating conflicts constructively.
• sharing their opinions to grow in awareness of their
own emotional reaction and to notice the facial
expressions and posture of others.
• learning to interact with others in meaningful and
positive ways, which can lead to a reduction in selfish
behaviours.

ENGLISH LANGUAGE | 197

 • tolerating one another in a group as they play and
learn.
• accepting responsibility for one’s own actions and
inactions.

National Core Values: Respect, tolerance, friendliness,

open-mindedness, patience, hard work, humility

198 | ENGLISH LANGUAGE

Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.3.2.CS.1 3.3.2.LI.1 3.3.2.AS.1
Demonstrate the Interpret and use vocabulary appropriately in more complex contexts. Level 1 Recall
appropriate use of Level 2 Skills of
vocabulary in Experiential Learning: conceptual
communication. • Learners cooperatively watch YouTube videos and create texts incorporating the appropriate understanding
vocabulary and expressions effectively: Proverbs Level 3 Strategic
• Complex phrasal verbs reasoning
• Idioms/ Idiomatic expressions Level 4 Extended
• Sentence/Word cards critical thinking and
reasoning

3.3.2.LI.2 3.3.2.AS.2
Interpret and use registers, proverbs, complex phrasal verbs, idioms and idiomatic Level 1 Recall
expressions in more complex contexts to enrich communication. Level 2 Skills of
conceptual
Collaborative Learning: Learners in mixed ability groups collaborate and use proverbs, complex understanding
phrasal verbs, idiomatic expressions and registers to convey specific meaning and add variety, Level 3 Strategic
interest and richness to communication. reasoning
Level 4 Extended
critical thinking and
reasoning

Teaching and • Sentence/word cards • Role-play, audio, TV, films and narratives
Learning Resources • Videos with dialogues • Varieties of narrative texts and Passages

ENGLISH LANGUAGE | 199

 Subject ENGLISH LANGUAGE
Strand 4. WRITING
Sub-Strand 1. Production and Distribution of text

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
3.4.1.LO.1
Compose paragraphs with varying Communication and Collaboration Skills: GESI: Learners learn in an environment
content related to a specific subject. • Learners develop the potential to accept the views of others in which promotes gender equality and
complementing their own creative potentials. social inclusion and are able to:
• The ability of learners to present ideas using appropriate • respect individuals of different
words is enhanced. linguistic backgrounds.
• embrace diversity and practice
Leadership and Personal Development: inclusion.
• Learners convince others to accept their points of views by • examine and dispel misconceptions/
using appropriate words and manner of presentation. myths about gender in relation to
• Learners categorise ideas for easy consumption of an audience. language and communication.
• interrogate stereotypes and biases
Critical Thinking and Problem Solving: about gender and language use in
• Learners arrange ideas logically as they endeavour to their homes and communities.
communicate. • identify injustice, especially in
• Learners evaluate their own ideas as they aim at recognition of the contributions of
communicating appropriately to their audience. different groups and individuals.
• be sensitive to the inter-relatedness
of various aspects of life.

SEL: To promote holistic learning, social

and emotional learning strategies must be
consciously integrated in the teaching and
learning process through;
• working in collaborative ways.
• developing habits of turn-taking in
diverse communicative settings.

200 | ENGLISH LANGUAGE

• negotiating conflicts constructively.
• sharing their opinions to grow in
awareness of their own emotional
reaction and to notice the facial
expressions and posture of others.
• learning to interact with others in
meaningful and positive ways, which
can lead to a reduction in selfish
behaviours.
• tolerating one another in a group as
they play and learn.
• accepting responsibility for one's own
actions and inactions.

National Core Values: Respect,

tolerance, friendliness, open-mindedness,
patience, hard work, humility, teamwork

ENGLISH LANGUAGE | 201

 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.4.1.CS.1 3.4.1.LI.1 3.4.1.AS.1
Create different Consolidate the knowledge and skill in composing paragraphs on selected topics. Level 1 Recall
paragraphs within a Level 2 Skills of
composition on a given Talk for Learning (TfL): conceptual
topic. • Learners, collaborating with one another in mixed ability groups examine sample materials (sample understanding
essay, passages from books, journals, sample texts from social media) and discuss the structure: Level 3 Strategic
i. Introductory paragraph containing: reasoning
• Central Idea (for the essay) Level 4 Extended
• Supporting sentences (to serve as topic sentences in the body paragraphs). critical thinking and
ii. Body paragraphs (containing main ideas—topic sentences), reasoning
iii. Concluding paragraph
• Learners apply various useful strategies to compose their concluding paragraphs.

Note: Learners use the appropriate linking words that show linearity, e.g. first, then, further, finally, …

Critical Thinking Skills:

• Critical thinking entails analysis and evaluation. Therefore, learners acquire critical thinking and
problem-solving skills as they analyse their topics and systematically organise their ideas to develop
the plot structure of the story; the beginning, rising action, climax, falling action and conclusion.
• Learners use devices such as metaphors, similes, personification, imagery, hyperbole, and
alliteration to bring out the style of a narrative piece.
• Learners use appropriate expressions to link ideas or sentences in a paragraph for coherence. E.g.
besides, in addition, moreover, again, furthermore, etc.
• Communication skills are acquired as learners share their ideas with peers and accept constructive
feedback through communication and collaboration in order to achieve the basic required skills

Individual Work:
• Learners individually compose an introductory paragraph containing the following:
i. Central idea (suitable for an essay)
ii. Supporting sentences linked with appropriate cohesive devices (and, before, since, while, as,
until etc., suitable background information and a conclusion.

202 | ENGLISH LANGUAGE

 • Learners individually design story maps as guides and compose body paragraphs and concluding
paragraphs.
• Learners appreciate the value of respect for one another in their groups.
Teaching and • Sample essay, passages from books, journals, sample texts from social media, story map etc.
Learning Resources

ENGLISH LANGUAGE | 203

 Subject ENGLISH LANGUAGE
Strand 4. WRITING
Sub-Strand 2. TEXT TYPES AND PURPOSES

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
3.4.2.LO.1
Craft captivating prose to express Communication and Collaboration Skills: GESI:
concepts, emotions and vivid mental • Learners develop the potential to accept the views of others in Learners learn in an environment which
landscapes. complementing their own creative potentials. promotes gender equality and social
• The ability of learners to present ideas using appropriate words inclusion and are able to:
is enhanced. • respect individuals of different
linguistic backgrounds.
Leadership and Personal Development: • embrace diversity and practice
• Learners convince others to accept their points of views by inclusion.
using appropriate words and manner of presentation. • examine and dispel misconceptions/
• Learners categorise ideas for easy consumption of an audience. myths about gender in relation to
language and communication.
Critical Thinking and Problem Solving: • interrogate stereotypes and biases
• Learners arrange ideas logically as they endeavour to about gender and language use in their
communicate. homes and communities.
• Learners evaluate their own ideas as they aim at communicating • identify injustice, especially in
appropriately to their audience. recognition of the contributions of
different groups and individuals.
• be sensitive to the inter-relatedness of
various aspects of life.

SEL: To promote holistic learning, social

and emotional learning strategies must be
consciously integrated in the teaching and
learning process through;
• working in collaborative ways.

204 | ENGLISH LANGUAGE

 • developing habits of turn-taking in
diverse communicative settings.
• negotiating conflicts constructively.
• sharing their opinions to grow in
awareness of their own emotional
reaction and to notice the facial
expressions and posture of others.
• learning to interact with others in
meaningful and positive ways, which
can lead to a reduction in selfish
behaviours.
• tolerating one another in a group as
they play and learn.
• accepting responsibility for one's own
actions and inactions.

National Core Values: Respect,

tolerance, friendliness, open-mindedness,
patience, hard work, humility, teamwork

3.4.2.LO.2
Generate a curriculum vitae/resume, Communication and Collaboration: GESI: Working in collaborative ways in an
business proposal, and personal • Learners appreciate views from diverse perspectives and can environment that promotes gender
statement based on assigned apply those viewpoints meaningfully. equality and social inclusion will ensure:
subjects, employing the suitable • Learners interact dynamically in various situations. • respect for other individuals of
structure and format. • Learners tolerate the views of others and find appropriate different linguistic backgrounds.
language to talk to one another. • embracing diversity and practice
inclusion.
Critical Thinking and Problem Solving: • the examination and dispel of
• Learners put non-sequential ideas together in a logical manner. misconceptions/ myths about gender
• Learners find solutions when faced with difficult situations. in relation to language and
communication.

ENGLISH LANGUAGE | 205

 Innovation and Creativity: • interrogation of stereotypes and biases
• Learners are empowered to perceive ideas from different angles. about gender and language use in their
• Learners put ideas together in order to develop innovative schools, homes and communities.
concepts.
SEL: To promote holistic learning, social
Leadership and Personal Development: and emotional learning strategies must be
• Learners develop initiatives in solving societal problems. consciously integrated in the teaching and
• Learners motivate one another in solving problems. learning process through;
• Learners gain expertise to lay foundations for professional • working in collaborative ways.
development. • developing habits of turn-taking in
diverse communicative settings.
Critical Thinking and Problem-Solving Skills: • negotiating conflicts constructively.
• Learners develop flexibility as they arrange ideas, which are not • sharing their opinions to grow in
in normal sequence. awareness of their own emotional
• Learners’ reasoning skills are enhanced and they are able to reaction and to notice the facial
adapt to varied situations. expressions and posture of others.
• learning to interact with others in
Digital Literacy: meaningful and positive ways, which
• Learners gain competence in ICT to support their own learning can lead to a reduction in selfish
as well as encourage others. behaviours.
• Learners are able to manage ideas using ICT. • tolerating one another in a group as
they play and learn.
• accepting responsibility for one's own
actions and inactions.

National Core Values: Respect,

tolerance, friendliness, open-mindedness,
patience, hard work, humility, teamwork

206 | ENGLISH LANGUAGE

Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.4.1.CS.1 1.4.1.LI.1 1.4.1.AS.1
Use a process Create imaginative text to convey ideas, feelings and mental pictures (images). Level 1 Recall
approach to compose Level 2 Skills of
descriptive, Talk for Learning (TfL): conceptual
narrative/imaginative, • Learners, collaborating with one another in mixed ability groups, examine sample materials (sample understanding
informational, essay, passages from books, journals, sample texts from social media) and discuss the structure of a Level 3 Strategic
persuasive and linear narrative essay; reasoning
argumentative texts. i. Introductory paragraph containing: Level 4 Extended
• Central Idea (for the essay) critical thinking and
• Supporting sentences (to serve as topic sentences in the body paragraphs). reasoning
ii. Body paragraphs (containing main ideas—topic sentences),
iii. Concluding paragraph
• Learners apply various useful strategies to compose their concluding paragraphs.

Note: Learners use the appropriate linking words that show linearity, e.g. first, then, further, finally, …

Critical-Thinking Skills:
• Critical thinking entails analysis and evaluation. Therefore, learners acquire critical thinking and
problem-solving skills as they analyse their topics and systematically organise their ideas to develop
the plot structure of the story; the beginning, rising action, climax, falling action and conclusion.
• Learners use devices such as metaphors, similes, personification, imagery, hyperbole, and
alliteration to bring out the style of a narrative piece.
• Learners use appropriate expressions to link ideas or sentences in a paragraph for coherence. E.g.
besides, in addition, moreover, again, furthermore, etc.
• Communication skills are acquired as learners share their ideas with peers and accept constructive
feedback through communication and collaboration in order to achieve the basic required skills.

Individual Work:
• Learners individually compose an introductory paragraph containing the following:
i. Central idea (suitable for an essay)
ii. Supporting sentences linked with appropriate cohesive devices (and, before, since, while, as,
until etc.) , suitable background information and a conclusion.

ENGLISH LANGUAGE | 207

 • Learners individually design story maps as guides and compose body paragraphs and concluding
paragraphs.
• Learners appreciate the value of respect for one another in their groups.
1.4.I.LI.2 1.4.1.AS.1
Justify opinions using reasons and evidence. Level 1 Recall
Level 2 Skills of
Experiential Learning: conceptual
Learners are placed in mixed groups to debate. The winner of each round meets another group until understanding
the best group emerges. Level 3 Strategic
Learners choose their own speakers and judges. reasoning
Each group writes out the speeches for the debate based on the given topic, with suitable vocatives, Level 4 Extended
persuasive language, and rhetorical questions. critical thinking and
The ideas are well arranged, systematically, from the beginning to the end. reasoning

Talk for Learning: Learners in small groups discuss a given topic for a debate.

Structuring Talk for Learning: Learners in their mixed ability groups use concept maps to illustrate
their ideas for and against a given topic.
Teaching and • Sample essay
Learning Resources • Passages from books,
• Journals,
• Sample texts from social media,
• Story map etc.

208 | ENGLISH LANGUAGE

Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.4.1.CS.2 1.4.1.LI.1 1.4.1.AS.1
Apply writing skills to Compose curriculum vitae/resume, business proposal and personal statement/statement Level 1 Recall
specific life situations. of purpose on given topics using appropriate format. Level 2 Skills of
conceptual
Group Work/Collaborative Learning: understanding
• In mixed ability groups, learners examine sample essays (sample essays and passages from books, Level 3 Strategic
journals and the internet) to identify their features. reasoning
• Learners, in their groups, plan and develop non-linear narrative essays focusing on the elements of Level 4 Extended
unity, coherence and paragraph completeness with appropriate transitional expressions. critical thinking
• In the same or different mixed ability groups, learners compose essays in which events are not and reasoning
presented sequentially but rather mixed so that events are linked through flashbacks and other
literary techniques such as suspense and foreshadowing to develop the plot of the narrative.
• In writing the story, learners may use first person, second person and third person (third-person
omniscient or limited perspective) to represent the voice of the person telling the story (narrator).
Revise and edit the writing for sense or meaning, and effect (emotional reaction). Proofread to self-
correct or peer-edit. Publish or present in various media including ICT and on the various notice
boards on the school's premises. Learners refer to books and the internet for examples of
cohesive devices such as Time clauses, Conditional clauses, Purpose clauses, Reason clauses, Result
clauses, Clauses of Concessive, etc. This search on the Internet will enhance their technology skills.
• Learners work collaboratively and employ appealing strategies to compose their concluding
paragraphs. E.g., restating, by paraphrasing, the central idea of the entire essay and supporting ideas.
• Learners peer evaluate what they have written.
• Working in groups, learners acquire the value of contributing to a common goal.
• The following skills are also acquired: communication and collaboration, critical thinking and
problem solving, innovation and creativity and leadership and collaboration.
Teaching and • Sample essays and passages from books
Learning Resources • Journals and the Internet.

ENGLISH LANGUAGE | 209

 Subject ENGLISH LANGUAGE
Strand 4. WRITING
Sub-Strand 3. BUILDING AND PRESENTING KNOWLEDGE

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
1.4.1.LO.1
Incorporate and acknowledge data Communication and Collaboration Skills: GESI: Learners learn in an environment
from various print and digital • Learners develop the potential to accept the views of others in which promotes gender equality and social
sources through proper referencing complementing their own creative potentials. inclusion and are able to:
and citation. • The ability of learners to present ideas using appropriate words • respect individuals of different
is enhanced. linguistic backgrounds.
• embrace diversity and practice
Leadership and Personal Development: inclusion.
• Learners are able to convince others to accept their points of • examine and dispel misconceptions/
views by using appropriate words and manner of presentation. myths about gender in relation to
• Learners are able to categorise ideas for easy consumption of an language and communication.
audience. • interrogate stereotypes and biases
about gender and language use in their
Critical Thinking and Problem Solving: homes and communities.
• Learners are able to arrange ideas logically as they endeavour to • identify injustice, especially in
communicate. recognition of the contributions of
• Learners evaluate their own ideas as they aim at communicating different groups and individuals.
appropriately to their audience. • be sensitive to the inter-relatedness of
various aspects of life.

SEL: To promote holistic learning, social

and emotional learning strategies must be
consciously integrated in the teaching and
learning process through;
• working in collaborative ways.
• developing habits of turn-taking in
diverse communicative settings.

210 | ENGLISH LANGUAGE

• negotiating conflicts constructively.
• sharing their opinions to grow in
awareness of their own emotional
reaction and to notice the facial
expressions and posture of others.
• learning to interact with others in
meaningful and positive ways, which
can lead to a reduction in selfish
behaviours.
• tolerating one another in a group as
they play and learn.
• accepting responsibility for one's own
actions and inactions.

National Core Values: Respect,

tolerance, friendliness, open-mindedness,
patience, hard work, humility, teamwork

ENGLISH LANGUAGE | 211

 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.4.3.CS.1 3.4.3.LI.1 3.4.3.AS.1
Research to build Referencing and citing information from multiple print and digital sources. Level 1 Recall
and present Level 2 Skills of
knowledge. Talk for Learning (TfL): conceptual
Learners in small groups discuss the name of author, date/year, title, the publishing understanding
institution/house/company and other information of a literary work in print or electronic media. Level 3 Strategic
reasoning
Critical-Thinking Skills Level 4 Extended
Learners in their mixed ability groups use concept maps to illustrate information from multiple print critical thinking and
and digital sources. reasoning

Individual Work:
• Learners individually write a referencing of a literary work using APA (American Psychological
Association) system style. E.g. Derwing, T. M., Rossiter, M. J., & Munro, M. J. (2002). Teaching
native speakers to listen to foreign-accented speech. Journal of Multilingual and Multicultural
Development, 23(4), 245-259.

In-text citation and reference list

• APA in-text citation style uses the author's last name and the year of publication, e.g. (Field, 2005).
For direct quotations, include the page number as well, e.g. (Field, 2005, p. 14).

NB: There are four widelyused referencing styles or conventions. They are called the MLA (Modern
Languages Association) system, the APA (American Psychological Association) system, the Harvard
system, and the MHRA (Modern Humanities Research Association) system.
Teaching and Sample essay, passages from books, journals, sample texts from social media, story map etc.
Learning Resources

212 | ENGLISH LANGUAGE

Subject ENGLISH LANGUAGE
Strand 5. LITERATURE
Sub-Strand 1. NARRATIVE, POETRY AND DRAMA

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
3.5.1.LO.1
Explore different literary texts to Communication and Collaboration: GESI: Learners learn in an environment which
create meaning and convert into • Learners apply their creative skills to compose their own promotes gender equality and social inclusion
other genres. scripts. and are able to:
• Learners explore different literary texts to create meaning. • respect individuals of different linguistic
• Learners convert one form of literary genre to another. backgrounds.
• embrace diversity and practice inclusion.
Digital Literacy: Using the internet for their research, • examine and dispel misconceptions/ myths
learners improve upon their digital skills. about
gender in relation to language and
communication.
• interrogate stereotypes and biases about
gender and language use in their homes and
communities.
• identify injustice, especially in recognition
of the contributions of different groups and
individuals.
• be sensitive to the inter-relatedness of
various aspects of life.

SEL:
• Learn to build emotional capabilities as
they work with one another in groups.
• Share opinions to grow in awareness of
their own emotional reactions.
• Notice the facial expressions and posture
of others as they share their experiences.

ENGLISH LANGUAGE | 213

 • Ask questions that relate to the actions of
people in texts and stories.
• Learn to interact with others in meaningful
and positive ways, which can lead to a
reduction in selfish behaviours.
• Tolerate the views of others.

National Core Values: Respect, tolerance,

integrity, responsibility, kindness, bravery,
citizenship, determination, friendliness, open-
mindedness, patience, hard work, humility

214 | ENGLISH LANGUAGE

Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.5.1.CS.1 3.5.1.LI.1 3.5.1.AS.1
Demonstrate Convert narratives to play scripts and vice versa. Level 1Recall
understanding of how Level 2 Skills of
various elements of Experiential Learning: conceptual
literary genres facilitate • Use interactive activity to turn narrative into play script and vice versa. understanding
understanding of a • Have learners do group/paired work. Level 3 Strategic
text. reasoning
Creativity and Innovation: Encourage learners with special learning needs to participate fully in the Level 4 Extended
writing process. reasoning

Presentation Skills: Learners in their mixed ability groups present their scripts and have room for
them to explain themselves respecting one another’s views.
3.5.1.LI.2 3.5.1.AS.2
Analyse how writers use descriptions to create setting. Level 1 Recall
Level 2 Skills of
Creativity and Innovation: conceptual
• Learners identify creative and innovative ways to describe the settings in understanding
1. Narratives Level 3 Strategic
2. Drama reasoning
3. Poetry. Level 4 Extended
• Analyse the relevance of setting the conflict and its resolution. critical thinking
• Analyse the relevance of setting (e.g. place, time, costumes) to the mood and theme of a text. and reasoning
• Use a grade level text to make meaning using the literary devices.
Teaching and • Level-appropriate texts • Presentations
Learning Resources • Students’ made scripts • Literary devices games

ENGLISH LANGUAGE | 215